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EEO311 Learners Living in their World: Humanities PerspectivesName: Aimee JonesTutorial: 10AM ThursdayTopic: _SUSTAINABILITY_Humanities areasHistory, Geography, Sustainability (Cross-Curriculum Priority)Duration of lesson:60 minsGroup size:25Year level: 2Lesson learning foci: The Level 2 curriculum provides a study of local history. Students explore, recognise and appreciate the history of their local area by examining remains of the past and considering why they should be preserved (History, AusVELS, 2014).According to AusVELS (2014) sustainability encompasses the development of students’ historical knowledge, understanding and skills. Rationale for teaching this topic:This lesson is focused on sustainability in relation to history and geography. Students will be able to explore the history of recycling and what particular things they can personally do, within the local community to help keep our country sustainable. According to the proposed Geography document created by The Victorian Curriculum and Assessment Authority (2013) educating the students about sustainability will assist them in understanding ‘the forces that influence continuity and change’ (p.18). According to Amy Cutter-Mackenzie and B Hoepper (2014) argue that every subject should contain elements of sustainability but humanities and social science are well suited to accommodate those expectations. It is important to educate students on the importance of sustainability to ensure the preservation of valuable resources, which supply the world with energy and everyday living essentials. Students should be aware of what it means to be sustainable and what impact they can make. The Department of Environment and Heritage (2005) state that the continents natural resources have been exploited by advancing technologies. Australian citizens are responsible for the conservation of the natural resources supplied. Resource: The resource that I have picked is a poem by Maria Boland called The Earth is Crying.I have also chosen an interactive game for the students where they can pick their year level and navigate through a river picking up rubbish that is contaminating our waterways. When the students reach different check points it gives them different facts about recycling. The game is call ‘Clean Up the River: An interactive flash game for primary school students’ by clean Up Australia.The Lesson:What can you do?? – Introduction to sustainability TimeIntroductionThe teacher will discuss sustainability and what the students know about the subject, along with what is means to be sustainable, during the introduction of the lesson. The lesson objective will be given to the students ‘to understand what it means to be sustainable and how to do their part for the community’. The class will discuss why it is important for our world to be sustainable and recycle packaging and goods. The teacher will ask prompting questions such as; “What does your community do to help with sustainability?” “What can YOU do?” “How do we know something can be recycled?” The teacher will show the students a recycle symbol and they will discuss where these symbols can be found. The teacher will read out the poem The Earth is Crying by Maria Boland. This will be the introduction to the body of the lesson.15 minBodyAfter the teacher has read out the poem the class will discuss the meaning behind the poem, which is about the human impact on the earth and the history of how it used to be, compared to how it is now. History of what the students’ think that human impact has on their environment will be deliberated. The students will be asked to brainstorm what kinds of materials can be recycled and what happens to recycling within the community. To link the content of the lesson to the resource of the poem, the students will be encouraged to think about their neighbourhood and what it would mean if sustainable resources were all used and individuals within the community did not do their bit to help the environment. The teacher will have a few examples of materials that can be recycled and materials that cannot be recycled. The teacher will go through each piece of material and discuss with the students if it is recyclable and what symbol to look for so the students are aware.The class will discuss together the different sorts of materials that can be recycled that the teacher will write on the board. The students will have a visual representation both on the board and by the materials the teacher has brought into class.Students will be given scrap paper and asked to go back to their table, to create a ‘mind map’ of all their own with the words on the board and they will be asked to draw a picture of what the materials are used for, some examples are:Plastic AluminumCansGlassThe students will come back together on the floor and two or three students (focus students for the week) will be asked to present their posters to the rest of the class.The 2nd resource will be used with the whole class, the teacher will ask 1 student to come up to the interactive whiteboard and start the activity. As there are different boats and characters that can be chosen the teacher will pick different students to pick the different boat and character that will play the game. After these have been chosen, the student at the interactive whiteboard will begin the activity, they will navigate the boat through the river picking up pieces of rubbish polluting the river. At each checkpoint the game will come up with different facts about pollution and recycling. Different student will be chosen by the teacher to read out each fact; this will lead a discussion about what rivers/lakes are around their community, how their actions can affect these and why it is important.40 minConclusionDuring the conclusion stage the students will discuss different learnings from the lesson. The teacher will ask the students to recap on what they have learnt about what being sustainable means, why it is important that they do their part for the environment and around the community. The students will be asked questions such as; “what do you think your neighbourhood would have been like 30-50 years ago, what would of replaced the buildings?” “Why do we recycle? How does that help the environment?” 5 minReferences:B, Maria 2009, ‘A Poem: The Earth is Crying’, Date retrieved 12th of September 2014, up Australia, ‘Clean Up the River: An interactive flash game for primary school students’, date retrieved 12th of September, , A & Hoepper, B 2014, ‘Teaching for sustainability’ in R. Gilbert and B. Hoepper (eds.),Teaching humanities and social sciences: history, geography, economics and citizenship, 5th ed, Cengage Learning Australia, South Melbourne, pp. 392-402.Department of the Environment, Water, Heritage and the Arts, 2010, ‘Sustainability Curriculum Framework: A guide for curriculum developers and policy makers’, Education for a Sustainable Future – A National Environmental Education Statement for Australian Schools, date retrieved 12th of September 2014, Victorian Curriculum and Assessment Authority, 2014, History – Level 2, Victorian Curriculum and Assessment Authority, date retrieved 12th of September 2014, Curriculum and Assessment Authority, 2014, AusVELS – Geography, Victorian and Curriculum and Assessment Authority, date retrieved 12th of September 2014 ................
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