PART A

Water for Life

(Education Services Australia Ltd, 2015)

This interactive and learned poster is utilised as a teaching resource to enhance students knowledge and understandings of the significance of water to
living things and that water is a valuable tool. Students will be provided with a raindrop template, in which they are required to beautify and construct the
umbrella, as well as place and glue one arm of the rain drop so it is carrying the umbrella. On each of the umbrellas the students are asked to write their name
and a testimony about what they learnt about environmental values and citizenship and what they will use to support their actions for the future and for the rest
of their lives. These will then be hung and displayed around the classroom for future resources and references (Education Services Australia Ltd, 2015).

Students could further their knowledge by sharing what they have learnt through making their own posters to show other students how they can save
water as well as signs to display at drinking water stations, taps and toilets prompting other students that water is a valuable resource . All materials utilised in
creating the posters should be created from recycled materials, sourced from the students. The students could also submit suggestions for saving water at home
through their school newsletter and website; this gives the students a voice with them contributing to their community, giving them hands on experience and
working collaboratively as a whole to making a difference (Education Services Australia Ltd, 2015).
This offers children occasions to mature an understanding and gratitude of water as a priceless source that is critical to their lives. This can support
children to grow their skills, values and knowledge to act in methods that add to a more sustainable living. It can also help students in making choices about
personal and community actions that donate to sustainable patterns of use of the Earths natural resources, and in this case, water (Education Services Australia
Ltd, 2015).
The vital learning objectives for this teaching resource are for students to consider the need to save water, to demonstrate their understandings through a
variety of creative arts as well as through different forms of media, to speculate about the consequences of a lack of water and have a comprehensive
understanding of why water is important for life.
This resource is also inline and linked with the Australian Curriculum Assessment and Reporting Authority (ACARA), through the learning area of
science. It is connected through the strand and sub strands of science understanding / earth and space sciences and science as a human endeavour / use and
influence of science. The curriculum content descriptions are earths resources, including water, are used in a variety of ways (ACSSU032), people use science
in their daily lives, including when caring for their environment and living things (ACSHE035) and daily and seasonal changes in our environment, including
the weather, affect everyday life (ACSSU004) (ACARA, 2012).

PART B
Learning Plan (Early Childhood)
Topic:
Title of experience:

Waste and Littering.

Date:
08.09.15
Age group: 4-5 years.
Clean up Australia Day.
Outcome 2: Children are connected with and
Links to the Early Years
Content/concepts
Children become socially responsible and show
contribute to their world (Early Years Learning
Learning Framework:
being explored:
respect for the environment (EYLF, 2014).
Framework [EYLF], 2014).
Rationale: Why did you choose this particular experience? (Community event, child/teacher/family interest, identified as missing from curriculum etc.)
This hands on experience was chosen as its a National event within Australia to motivate children and adults to help work with communities to clean up, fix
up and conserve our environment.
Clean Up Australia is implicated in various environmental initiatives and events locally and globally. Some of these initiatives are:
Clean up Mobile Phones
Clean Up Our Climate
Say NO to Plastic Bags
Clean Up the World
Container Deposit Scheme
Bottle Water (Clean Up Australia, 2015).
Child/childrens background knowledge: What is your starting point what does the child/children already know, what have they done before, how does
this experience connect to or build on their existing knowledge/interests?
The educator would start by reading a book called Litter Bug by Ashleigh Vinson (Vinson, 2015). This book is about a bug who litters and how he finds a way
to help his community through recycling and throwing away trash in the correct bins with a friend. This experience is connected with how the children use the
correct waste bins at kinder.
Learning objectives: What will the child/children learn?
The children will learn about the cause and effects their waste disposal and littering has on our environment. It is about enforcing the message that if not
enough caution is taken when disposing of our waste, it has damaging effects on our trees as pollutants are filling the air and killing the trees. When the
correct process of waste disposal is used, day by day the air will become clearer and trees and flowers will start to grow again.

Teacher focus/intentionality: What areas will you concentrate on? e.g. teaching strategies, EYLF practice principles, interests, equity.
The educator will be focusing on the Early Years Learning Framework (EYLF) practice principle of intentional teaching ensuring there is an interest in
developing an awareness of the impact of human activity on the environment and the interdependence of living things (EYLF, 2014, p.29).
Environment and resources: What resources and materials will you need to have collected? Where will the experience take place? Considerations for time,
space and teacher support? How will the environment be prepared?
A book called Litter Bug by Ashleigh Vinson (Vinson, 2015).
A Waste Bin.
A Recycle Bin.
Waste and Recyclable Items.
Children will be read the book inside on the mat along with the educator and then moving from inside to outside to sort the waste and recyclable items into the
correct bins.
Assessment strategies: How will you identify what the child/children have learnt and how will you record this?
The educator will assess the children through her planned hands on experience of sorting the waste and recyclable items into the correct bins. The educator
will look for interdependence amongst the children and ask and discuss the ways in which they have ascertained what waste is and what can be recycled.
This will be recorded in their personal learning journals.

Stage
Plan for all stages
of the experience

Stage 1
Introduction
How will you
introduce the
experience/concept(s
) and engage the
interest of the
child/children?

Approx.
time
(Full day?
Morning?
Specific
time? e.g. 121pm)

Morning
10am10.15am

Pre-service teachers actions

Child actions/tasks

What will you do during this time?

What prompting questions might you need to prepare?
How might you assess and record learning?
How will you cater for individual differences?

What will the children be doing during this time?

Educator will invite children down to the reading area

on the carpet to read Litter Bug a book by Ashleigh
Vinson (Vinson, 2015).

Children will follow the educator down to the reading area and sit
with their legs crossed and hands in their lap, listening to the
book.

Educator will ask the children some questions, for

example:
What is littering? What is recycling? Where does all
this matter end up? Who has to recycle? What are
some examples of waste materials? What are some
examples of recyclable materials?

Children will engage with the educator and each other and
answer the questions posed by the educator.

Stage 2
Main body

10.15am10.45am

Describe the
experience: what will
children be doing?
How will concepts/
issues be explored?
List at least three
focus questions
relating your learning
objectives to be
asked of the children.

Stage 3:
Conclusion
How will you
conclude the
experience? Reflect
on learning with
children?
How will you
encourage a smooth
transition to the next
experience?

Children will be invited to come outside, where they

will notice their outside play area has been littered
with both waste and recyclable items.

Children will be shocked at the state of their outside play area, in

which they eagerly collect a bucket to start collecting the waste
and recyclable items.

There will be a recycle bin and a waste bin. Both

marked with pictures and examples of what items go
in what bin.

Children will return with their buckets full of the litter, and start
sorting it out into the correct labelled bins.

Children will be asked to collect as many items as

possible in their buckets. Once finished to return to
the bins and one by one correctly dispose of the
items in the correct bins.
10.45am11.00am

Educator will ensure all items have been returned to

the correct bins and praise the children on their
fantastic clean up, waste and recyclable efforts.
Educator will show the children some flash cards of
waste and recyclable items and ask them individually
what card goes in what bin.
After each child has had their go at the flash card
game, they will be asked to wash their hands and
walk slowly to the eating area for morning tea.

Children will look at the flash card they are given and place it in
either the waste or the recycle bin.
Children will then wash their hands and return to the eating area
for morning tea.

Lesson Plan (Primary)

Lesson title:
Topic:

Links to the
Australian
Curriculum:

Sustainability - Egg farmers are doing their bit!

All about eggs.
Learning areas

Geography.

Date:

10.09.15

Year level:

Year Four.

Duration of lesson: 1.5 hours.

Strands & sub-strands
Content descriptors
Geographical knowledge and
The sustainable management of waste from production and
understanding (ACHGK025).
consumption.
Geographical Inquiry and Skills /
Reflecting and Responding
(ACHGS032).

(Australian Curriculum and Assessment

Reporting Authority [ACARA], 2014).
Lesson rationale: What influenced your lesson choice? e.g. student interest, global/local event.

Reflect on their learning to propose individual action in

response to a contemporary geographical challenge and
identify the expected effects of the proposal.
(ACARA, 2014).

The Year three science students incorporated a small farm, located at the school. The Year four students showed a strong interest in this development and
therefore this has influenced this lesson choice. All human actions disturb the environment in some way or another. In this motivating lesson, students will
acquire how Australian farmers work to generate effective and sustainable practices to maintain minute bearings upon their neighbors and the adjoining
environment. They will also explore how urban development has impacted egg farms in Australia (The Australian Egg Corporation Limited [AECL], 2014).
Students background knowledge: What is your starting point what do the

Teacher focus: What areas will you concentrate on yourself? e.g. classroom management, voice,

students already know, what have they done before, how does this lesson connect to
or build on their existing knowledge?

body language, student motivation.

The students are furthering their vocabulary and building on using a

variety of texts and terminology to converse their conclusions and
thoughts.

Student motivation will be implemented throughout this lesson. I will motivate the
students to use different strategies to investigate responsible management practices
that cause minimal impact on the environment and by participating in a range of
biosecurity procedures.

Learning objectives: What will the students learn?

Learning environment and resources: Where will this lesson take place? e.g. indoors or
outdoors. What resources will you need to have prepared?

The students will learn and have demonstrated a rudimentary

understanding of:
1. The ways in which egg farming affects the environment.
2. The bearing of egg farming on the environment and how
farmers are working towards sustainability.
3. How biosecurity methods are in effect to manage waste and
disease.
4. The uses for waste produced from farms and how it is
managed.

The lesson will take place within the classroom.

The resources that will need to be prepared are:
1. Pre and Post Pop Quiz.
2. Questions.
3. Interactive whiteboard.
4. iPads.
5. Interactive game Running an efficient and sustainable egg farm.

Assessment strategies: How will you identify what the students have learnt and how will you record this?
Teacher should identify what the students have learnt through the pre and post pop quiz, as well as through the recorded questionnaire as a whole group
discussion, using the interactive whiteboard. Students will also present in groups a piece of influential writing with a specific importance on how egg farmers are
working hard to decrease this effect.

Stage of lesson

Stage 1
Introduction
How will you gain the
students attention,
engage the interest of
the students and
introduce the
concept(s)?

Approx.
time

Pre-service teachers actions

Student actions/tasks

What will you do during this time?

What prompting questions might you need to prepare?
How might you assess and record student learning?
How will you cater for individual differences?

What will the students be doing during this time?

Morning
9.30am

10.00am

Teacher should introduce the lesson by posing a

question. For example How does egg farming affect
the environment?.

Students will be attentive and engaged, discussing the posed

question.
Students will then answer the pre test pop quiz.

Students will be encouraged to discuss their answers

as a class and also discuss the definition of
environment and the features it refers to.
Students will be asked to participate in the pre test pop
quiz.

Stage 2
Body of lesson
Describe each
activity and the order
in which it will be
undertaken.

Morning
10.00am
11.00am

As a whole class, collaboratively discuss the following

statement: Egg farmers work hard to ensure their
businesses are efficient and sustainable, and their
activities cause minimal impact upon neighbours and
the surrounding environment.

Students will collaboratively discuss the posed statement as a whole

class.

Teacher should utilise the interactive whiteboard to

collaboratively define the term sustainable.
For example: living within the limits of what an
environment can offer. Understanding the connections
between the economy, society, and the environment.
Meeting human needs in the present while preserving
the environment.

In pairs students will play the interactive game Running an efficient

and sustainable egg farm on the iPads.

Students will participate in writing on the interactive whiteboard their

definitions of sustainable.

They will then discuss their key learnings.

In pairs the students should participate in the

interactive game Running an efficient and sustainable
egg farm on the iPads. The aim of this game is to
create an efficient egg farm by choosing responsible
management practices that cause, minimal impact on
the environment and by participating in a range of
biosecurity procedures.
Discuss with the students their key learnings and ask
the question What would happen if sustainable and
responsible farming methods and practices were not
followed?.

Stage 3:
Conclusion
How will you draw the
lesson ideas together
so that the students
can evaluate what
they have learnt?
How will you prepare
the students for the
next task?

Morning
11.00am

11.15am

In groups, students will present a piece of influential

writing with a specific importance on how egg farmers
are working hard to decrease this effect.

Students will present a piece of influential writing with a specific

importance on how egg farmers are working hard to decrease this
effect.

Conduct the post test pop quiz.

They will then participate in the post test pop quiz.

Collect post test pop quiz, ask the students to pack up

and collect their morning tea and head outside.

Students will return the post test pop quiz to the teacher, pack up and
break for morning tea.

References
PART A
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2012). Science: Curriculum: F-10. Retrieved from
http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1
Education Services Australia Ltd,. (n.d.). Water for life. Retrieved September 07, 2015, from http://www.scootle.edu.au/ec/viewing/R11465/index.html
PART B LESSON PLAN 1
Clean up Australia (CUA). (n.d.). The Organisation. Retrieved September 08, 2015, from http://www.cleanup.org.au/au/About/the-organisation.html
Early Years Learning Framework. (2014). Outcome 2: Children are connected with and contribute to their world (p. 29). Retrieved from
https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf
Vinson, A. (2015). Litter Bug . Retrieved from http://www.storyjumper.com/book/index/9342162/Litter-Bug
PART B LESSON PLAN 2
Australian Curriculum and Assessment Reporting Authority. (2014). Year 4 Curriculum: Geography: Geographical knowledge and understanding
(ACHGK025). Retrieved from http://www.australiancurriculum.edu.au/english/Curriculum/F10?y=F&y=7&y=8&y=9&y=10&s=LA&s=LT&s= LY&layout=1
Australian Curriculum and Assessment Reporting Authority. (2014). Year 4 Curriculum: Geography: Geographical Inquiry and Skills / Reflecting and
Responding (ACHGS032). Retrieved from http://www.australiancurriculum.edu.au/english/Curriculum/F10?y=F&y=7&y=8&y=9&y=10&s=LA&s=LT&s=
LY&layout=1
The Australian Egg Corporation Limited [AECL]. (n.d.). All about eggs! Sustainability - Egg farms are doing their bit!. Retrieved September 10, 2015,
from http://www.allabouteggs.com.au/list-interactives/interactive-lesson-4