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EDF2303- Assessment Task Two- Planning Assignment

Emalie Gordon- 24155756

Water Conservation Unit Plan

EDF2303- Assessment Task Two- Planning Assignment


Emalie Gordon- 24155756

Contents
Unit Rationale

..................................................................................................................................p. 3

Unit Aims

..................................................................................................................................p. 7

Unit Content

..................................................................................................................................p. 9

Unit Assessment and Evaluation .........................................................................................................p. 10


References

..................................................................................................................................p. 11

EDF2303- Assessment Task Two- Planning Assignment


Emalie Gordon- 24155756
PART A- INTRODUCTION and JUSTIFICATION
Unit Rationale
This unit is designed for grade one students that I am currently teaching on my advanced practicum placement. I have created it with the intention of
using it in this class and with slight modifications to be replicated in my years to come as a primary school teacher. This particular group of grade one students
come from small rural towns in South Gippsland, many coming from farming families. Various ability levels exist in this class yet all work together as a team to
create a positive learning environment. The following unit of work on Water Conservation allows the students to explore the value of water and furthermore
the importance to limit its waste in our everyday lives. Students collect data through surveys from classes around the school to determine the best possible
ways to address water usage, and as a result develop strategies to achieve a difference in overall water wastage at the school. Throughout their studies
students also explore the water cycle and hear from a guest speaker on how they contribute to water conservation. Despite water conservation being the
theme of the unit, students will also develop their knowledge and skills in a range of AusVels dimensions as well as a combination of movement, environment,
community and sustainability concepts.
This combination of movement, environment and community concepts alongside the AusVels cross curriculum priority area sustainability creates a
learning environment that has the ability to educate students in a way that prepares them for the future. As Dyment, Hill and Emery (2014) state, the
sustainability cross curriculum priority area is an important asset in the necessary reorientation of the Australian formal education system for a more
sustainable future (p.1). In order to develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more
sustainable patterns of living (ACARA, 2015) we need to develop units that relate to the students and enable them to connect to the people and places and
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EDF2303- Assessment Task Two- Planning Assignment


Emalie Gordon- 24155756
create meaningful learning experiences. Applying a cross-curricular approach whereby a fusion of ideas and concepts exist making education more relevant
and meaningful (Hayes as cited in Dyment, Hill & Emery, 2014) is how I intend to teach this unit. Research shows that childhood participation with nature
may set an individual on a trajectory toward adult environmentalism (Wells & Lekies, 2006, p.1) impacting their later life attitudes, knowledge and/or
behaviours regarding the environment. Therefore, ensuring education today and tomorrow is relevant and well developed utilising local environments and
connecting students to the land has the ability to enhance the learning that occurs.
The theme for this unit Water Conservation is derived from a combination of research that highlights the fundamental role water issues play in
shaping Australias economic, environmental and social landscape (Miller, Davis, Boyd & Danby, 2014, p.44) . Using education to create community
awareness through modifications to learning locations, use of local environmental assets and developing connections is at the forefront of this unit. As well as
research, key movement, environment and community concepts I have chosen to inform my unit of work are the interaction and blend of nature, wellbeing,
society and economy. These elements are used hand in hand with one another across many of the activities I have planned, although not specifically stated
students will be learning subconsciously through these ideas.
The Water Conservation unit I have developed has strong links to both of the teaching and learning experiences organised in this unit, the Heart
Morass Wetland trip and the university-based teaching field trip. The Heart Morass Wetland trip provided pre-service teachers including myself an introduction
to an abundance of knowledge that we may have not realised was readily available to us as practicing teachers. We were presented with quality information

EDF2303- Assessment Task Two- Planning Assignment


Emalie Gordon- 24155756
from professionals as we moved through various activities during the day, each engaging us in different ways on how to approach education of environment
related concepts.
One activity in particular influenced my planning for this unit, it was water quality testing conducted by Erin Nowak of BugBlitz. I found this activity the
most engaging and hands on, and Erin delivered it a way that allowed me to grasp ideas that I could see myself teaching to students in the future. More
importantly she discussed the importance of water on all living things and the connections that exist as a result of water; this inspired me to make water the
main theme of my unit from which to branch work from. Erins activity on the day, although not directly related to my unit provided me with a base of
knowledge from which to work with and expand upon. As students for the day I thought that Erins activity was the most engaging because she involved us
straight away in the process to what she was explaining, rather than letting us sit back and listen she allowed us to get hands on with our learning, something I
strongly support everyday in the classroom. As well as taking away ideas for activities to use in the classroom, this trip also reminded me of the importance on
utilisation of community resources, another element in my own philosophy of teaching. The ability to teach in the classroom is one thing, but the ability to use
resources in the community that are readily available and so rich for the learning experiences of the children truly highlights a great teacher, one that is able to
bring community into the classroom.
In addition to a reminder of the importance and value of knowledge the community can have for the students, is the ability to create movement
outside the classroom, from which was made evident at the university based teaching field trip recently. When I think about teaching students about the
community, I feel that interaction with the community is essential, as do I feel that teaching students the impact movement can have on learning, I intend to
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EDF2303- Assessment Task Two- Planning Assignment


Emalie Gordon- 24155756
physically get them moving, and finally when teaching students about the environment, I feel it paramount to connect with the environment, outside the walls
of the classroom. Hence, as was said at the beginning modifications to learning locations, use of local environmental assets and developing connections is key
to this unit. The following paragraph I have attached was a quick note I wrote for the sole purpose of documenting my experience for myself at the conclusion
of the day, I feel it sums up perfectly my inspiration for this unit and where my professional understanding sits on the implementation of movement,
environment, community and sustainability concepts in my everyday teaching.
The learning began the moment we stepped onto the university grounds. Setting up, briefing, seeing the smiling faces and chattering of the kids as
they entered the grounds, walking students from activity to activity, teaching and learning with the students for our rotation, recess and lunch time breaks,
meeting other teachers, the list goes on. At the end of the day I realise that all that happened throughout the day, would not have been possible inside the walls
of the classroom. We were involved in a learning experience that I and all involved will remember for a long time to come. From today I have a greater
awareness of the importance and great benefits learning with others, including students, teachers and professionals can have on creating an experience.
Connecting with spaces for learning and utilising them in all they provide, alongside engaging content creates an environment that maximises the potential a
lesson has. I intend to re-create experiences in some form like today every term of my teaching practice.

EDF2303- Assessment Task Two- Planning Assignment


Emalie Gordon- 24155756

PART B- UNIT PLAN


Unit Aims
VELS Strands
Discipline-based
Learning

Domains

Dimensions/Standards (Taken directly from AusVels, Level One)

The Arts

Creating and Making


...plan art works that communicate ideas, concepts, observations feelings and/or experiences.

English

Speaking and Listening


Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas,
information and questions (ACELY1656).
Make short presentations using some introduced text structures and language, for example opening
statements (ACELY1657).
By observing the characteristics of different places, and prompted by questions, students think about environmental
differences, locally and in other parts of Australia and the world, and why these differences exist.
Statistics and Probability
Choose simple questions and gather responses (ACMSP262).
Represent data with objects and drawings where one object or drawing represents one data value. Describe the
displays (ACMSP263).
Questioning and predicting
Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024).
Planning and conducting
Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as
appropriate (ACSIS026).
Communicating
Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and
role play (ACSIS029).

The Humanities
Mathematics

Science

EDF2303- Assessment Task Two- Planning Assignment


Emalie Gordon- 24155756
Physical,
Personal and
Social Learning

Interdisciplinary
Learning

Civics and
Citizenship

Students investigate the ways individuals, families, groups and communities can work to improve their environment.

Health and
Physical
Education

Students begin to understand the link between physical activity and health, and learn that they need energy to
participate in physical activity.

Interpersonal
Development

...they interact with their peers, older and younger students and adults, in a range of contexts.

Personal Learning

They begin to set short-term goals related to specific tasks, such as setting a time limit for a particular activity, and to
reflect on their achievements.

Communication

Students regularly make short oral presentations to small groups or the whole class on specified topics across the
curriculum and on personal experiences beyond school.

Design, Creativity
and Technology

Students consider whether their design solutions work and are appropriate for the purpose for which they were
designed.

Information and
Communication
Technologies

...they use ICT to acquire new knowledge and skills in all areas of the curriculum and to create and present information in
meaningful ways.

Thinking
Processes

...they explore the community and environment around them, and increasingly consider contexts and information which
lie beyond their immediate experience.

Students learn to work in teams to complete structured activities within a set timeframe.

...students experiment with some simple ICT tools and techniques for visualising their thinking.

Students develop their skills in making accurate observations about people and events, and they begin to use a variety of
means to record their observations.
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EDF2303- Assessment Task Two- Planning Assignment


Emalie Gordon- 24155756

Unit Content
No. Duration

Lesson

Introduction: Overview of the learning intentions, expectations and outcomes for the unit (as in the table above).

60 minutes

Tuning in: Discuss importance of water (Who has used water today? How have you used water today? What would happen if we had no
water? ) Discuss water usage at school, and ways we can save water.
2

60 minutes

Water audit: Students survey and record (using a tally) water use throughout the school and in response investigate ways to limit waste
(e.g. making signs reminding to turn off taps, use half flush etc.)

60 minutes

Guest speaker from South Gippsland Water to discuss their role in education about water conservation and their strategies for limiting
water waste throughout South Gippsland.

60 minute
lessons (+
assembly
presentation)

Students continue to investigate ways to limit waste and put their research into practice, making various posters and signs.

2 x 60
minutes
lessons

Students will develop an understanding of the water cycle. They will then use this knowledge to create a tactile model of the water cycle
and then relate these ideas to the importance of water conservation. Tuning in will be the book The Magic School Bus Wet All Over: A
book about the water cycle: Pat Relf. (Students are provided with handouts and a template to use for their model.)

60 minutes

Students conduct the same survey as at the beginning of the unit and tally their results.
Students then compare and contrast the two sets of results to determine whether there has been a change and/or impact of their efforts
to reduce water wastage. Students present their findings to the whole school at an assembly.

(+ assembly
presentation)

Students present their creations at a school assembly, talking to students about how they intend to limit water waste through simple
changes to daily routines throughout the school.

EDF2303- Assessment Task Two- Planning Assignment


Emalie Gordon- 24155756

Unit Assessment and Evaluation


Assessment for this unit takes place in the form of observations and depth of discussion in terms of the water cycle, water conservation and the results
of their water conservation strategy implemented at school. No formal marks will be taken, however students participation, creative strategies, involvement in
teamwork and class discussion will be noted by the teacher.
Each student will complete a short unit evaluation to reflect on the activities and what they have learnt about water conservation. (Teacher will guide
completion of evaluation and assist students to compete questions).

Student Unit Evaluation


Did you enjoy this unit?
List three things you learnt

1.

about water conservation.

2.
3.
4.
5.

Do you think your strategy for


water conservation at school
worked?
If not, why?
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EDF2303- Assessment Task Two- Planning Assignment


Emalie Gordon- 24155756

References
AusVels. Standards and Learning Focus (2015). Retrieved May 11th, from http://ausvels.vcaa.vic.edu.au/Level1.
E. Dyment, J., Hill, A., & Emery, S. (2014). Sustainability as a cross-curricular priority in the Australian Curriculum: a Tasmanian investigation. Environmental
Education Research, (ahead-of-print), 1-22.
Wells, N. M., & Lekies, K. S. (2006). Nature and the life course: Pathways from childhood nature experiences to adult environmentalism. Children Youth and
Environments, 16(1), 1-24.
Miller, M. G., Davis, J. M., Boyd, W., & Danby, S. (2014). Learning about and Taking Action for the Environment: Child and Teacher Experiences in a Preschool
Water Education Program. Children Youth and Environments, 24(3), 43-57.

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