Local Environments
Stage 2
Connected Outcomes Group (A)
Connection focus: observing and interpreting the environment, in terms of
significance, planning and design. The impact of our interactions on different
environments needs to be considered.
Science and Technology
HSIE
Students can develop their knowledge of the built
environment through the design of a development for
a new neighbourhood.
Students may:
• observe the local area and communicate what they
see using maps and drawings
• explore different urban environments and discuss
similarities and differences
• consider different ways of drawing and
representing, to communicate different information
about built environments e.g. two dimensional, three
dimensional, bird's eye view, perspective, top, side
views, photographs
• discuss ways people use their environment
• design a new neighbourhood.
Students acquire information about a range of natural,
built and heritage places in Australia. Students
develop mapping skills and can identify, describe and
locate a range of places in NSW and Australia.
Students use an inquiry approach to complete a case
study of a particular environment which is familiar to
them and compare it to one which is not familiar.
Students identify how the community values and cares
for different places. They develop their own values and
attitudes related to ecological sustainability and
democratic processes, and develop skills in social and
civic participation.
Students will be engaged in:
•
•
•
•
•
a mini excursion to the local area
surveying the local community
interpreting and drawing maps
designing a new neighbourhood
responding to sounds from the natural and
built environment
• participating in improving the local
environment.
Planned assessment:
Creative Arts
Through music, students imaginatively interpret
their environment as sounds and movement.
• analysis of participation in a debate on a
local community issue
• analysis of a new neighbourhood design and
reflection on the design process
• viewing a musical performance based on a
poem
• analysis of student’s selection of significant
places in Australia
• observation of group problem solving in
designing an area for community recreation.
• analysis of students’ posters
• analysis of student’s map and description
• analysis of students’ sculptures
PDHPE
Students make links with their environment and the
effects it can have on their health and safety. They
explore and identify their actions and responsibilities in
contributing towards a healthy and safe environment.
Students examine their environment and how it can be
utilised to maintain a healthy and active lifestyle.
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 1 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Local Environments
Stage 2
Connection description
The following information describes how the KLAs connect and contribute to the connection focus. Outcomes are unpacked and connections
with specific content are described. The key concepts and enduring understandings describe skills, knowledge and understandings that can be
transferred to new contexts.
NB. This information can be adapted by teachers who may wish to incorporate school specific content that still addresses syllabus requirements
and the outcomes chosen for this connected outcome group.
Literacy connections:
Numeracy connections:
Texts that discuss and explain
Talking and listening: identifying key criteria for a task
Reading: comparing visual features of maps
Writing: recording and explaining a process using technical language, and visual features
Position: determine compass directions N, S, E, W; NE, NW, SE and SW given one of the directions.
Describe the location of natural features in NSW and Australia as a direction from own local area.
Three-dimensional space: name, describe, sort, make and sketch prisms, pyramids, cylinders, cones
and spheres. Make a model of a building. Have several students sketch the building from different
viewpoints. Identify the viewpoint from which the drawing was made.
KLA Outcomes
DMS2.8 Develops, implements and
evaluates ideas using drawings,
models and prototypes at appropriate
stages of the design process.
UTS2.9 Selects and uses a range of
equipment, computer-based
technology, materials and other
resources with developing skill to
enhance investigation and design
tasks.
Science and Technology
BES2.1 Creates, models and
evaluates built environments,
reflecting consideration of functional
and aesthetic factors.
Connections
Content
Students can develop their knowledge of the
built environment through the redesign of a
public facility in their local area.
Content is selected from SciTech big ideas.
Students learn that:
• over time, environments are built differently
because technologies change, as do people’s
needs
• there are established techniques for drawing
built environments, e.g. scale, front view, top
view
• buildings and spaces can be evaluated in
relation to functional and aesthetic qualities
• computing applications may be used to develop
and present ideas for buildings and their
interiors.
Students may:
• observe the local area and communicate
what they see using maps and drawings
• explore different urban environments and
discuss similarities and differences
• consider different ways of drawing and
representing, to communicate different
information about built environments (e.g.
2D, 3D, ‘birds eye view’, perspective, top,
side views, photographs)
• discuss ways people use their environment
• identify and redesign one aspect of the local
area.
Key concepts and enduring understanding
Students implement the design process and evaluate
solutions using functional and aesthetic criteria
Students identify the ways built environments, services are
constructed to meet the needs of the users
Students learn to:
• identify how designs change to better meet
people's needs.
• work collaboratively to generate ideas for simple
products, systems and environments
• reflect on design ideas for simple products,
systems and environments, and suggest
improvements
• communicate ideas through annotated sketches
and models and use scale in drawings and
models
• suggest how design processes could be
improved to produce better results
• follow procedures to operate specialised
equipment and software.
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 2 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
KLA Outcomes
Connections
CREATIVE ARTS
MUS2.1 Sings, plays and moves to a Through music, students imaginatively interpret
range of music, demonstrating a
their environment as sounds and movement.
basic knowledge of musical concepts.
MUS2.4 Identifies the use of musical
concepts and musical symbols in a
range of repertoire.
HSIE
ENS2.5 Describes places in the local
area and other parts of Australia and
explains their significance.
PHS2.12 Discusses the factors
influencing personal health choices.
ALS2.6 Discusses the relationship
between regular and varied physical
activity and health.
PSS2.5 Uses a range of problem
solving strategies.
PDHPE
SLS2.13 Discusses how safe
practices promote personal wellbeing.
Key concepts and enduring understanding
Content is presented as suggested learning
opportunities for students.
Music: Students explore musical repertoire that relates to
the themes of the unit and perform speech rhymes, using
vocal sounds and body percussion to emphasise words and
overall mood of the piece.
In Music, students can:
• respond to a poem about the environment
exploring onomatopoeia and experimenting with Visual Arts: Students learn to use a variety of sculptural
different ways of emphasising the verbs
techniques to build a mobile.
• use vocal sounds and body percussion to
enhance the words in performance.
MUS2.2 Improvises musical phrases,
organises sounds and explains
reasons for choices.
ENS2.6 Describes people’s
interactions with environments and
identifies responsible ways of
interacting with environments.
Content
Students acquire information about a range of
natural, built and heritage places in Australia,
including States, Territories and the features of
capital cities. Students develop mapping skills
and can identify, describe and locate a range of
places in NSW and Australia. Students use an
inquiry approach to undertake a case study of a
particular environment that they are familiar with
compared to another place they are not familiar
with. Students identify how the community
values and cares for different places.
Students will learn about:
Students can identify and describe significant natural, built
• geographical terminology, e.g.
and heritage features in New South Wales and Australia.
north/south/east/west, Equator, Tropic of
Cancer, Tropic of Capricorn, North/South pole
• significant natural, heritage and built features in
the local area, New South Wales and Australia,
and their uses
• the location of major cities, rivers and mountains
in New South Wales and the capital cities in
Australia
• local and other Australian communities
• environmental change.
Students make links with their environment and
the effects it can have on their health. They
explore and identify their actions and
responsibilities in contributing towards a healthy
and safe environment. Students examine their
environment and how it can be utilised to
maintain a healthy and active lifestyle.
Content selected from PDHPE to support teaching
and learning within this connection includes:
• Environmental health - effects of pollution;
individual/group responsibility; recycling;
environmentally friendly products
• Components of an active lifestyle - balancing
lifestyle components for optimum health;
benefits of lifestyle balance; use of leisure time
(active, passive pursuits); regular participation in
physical activity
• Ways to be active - organised and nonorganised recreational pastimes that promote
physical activity
• Road safety - passenger safety; pedestrian
safety; safety on wheels.
Students examine key factors that contribute to a balanced
lifestyle and keeping safe and healthy. They describe and
practise a range of personal safety strategies and take
responsibility for personal decisions, recognising the effects
that decisions have on self and others.
Students participate in a range
of moderate to vigorous physical activities and apply
movement skills with increased confidence and precision.
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 3 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Planning page
Resources
Literacy links include:
Science and Technology
Students will need a design folder to keep a record of design tasks. The folder should include reflections on
steps in the design process and new learning throughout the unit.
• CD-ROM, My neighbourhood - Curriculum Corporation for Landcom. Available as a pdf from
http://www.landcom.com.au/mini-sites/my_neighbourhood/index.htm
HSIE
• Organise a mini excursion of the local neighbourhood to explore features of the built environment.
• Organise for a council officer to visit.
• Discovering Democracy video: Joining In
• Talking identity (DET): available as a pdf at
http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/assets/pdf/talkingidentity.pdf
• collection of newspaper articles on local environmental issues
• maps (large maps or atlases) of the world, Australia and the local area
• Move ahead with street sense Stage 2: A road safety resource to support the PDHPE K–6 syllabus (DET,
RTA). (Additional copies can be purchased through the regional road safety education consultant.)
Literary texts
• books that explore the natural and built environment e.g. Window - Jeannie Baker, My place - Nadia
Wheatley, Misbuildings: function and design - David Drew, On-site - J. Pollock
• selection of poetry that uses imagery to describe the environment e.g. Whistle up the chimney - Nan Hunt
Creative Arts
• selection of music that describes environment e.g. Dawn breaking - Ross Edwards, The four seasons Vivaldi
• Vocal-Ease modules 1 & 2 (DET) #
• talking and listening
strategies e.g. questions,
makes constructive
additions to others’
ideas, identifies different
points of view and other
cooperative learning
skills
• identifies and
experiments with
onomatopoeia and other
forms of imagery in
poetry.
#Additional copies of some DET resources are available from DET sales at:
https://www.det.nsw.edu.au/doingbusiness/product_service/schcurresource/index.htm
Collaborate with your teacher-librarian for teaching and resource support.
Links to English
programming support:
Programming starters:
https://detwww.det.nsw.edu
.au/curr_support/english_pr
og/progstarts1.htm
Programming templates:
https://detwww.det.nsw.edu
.au/curr_support/english_pr
og/templates.htm
Connections with texts:
https://detwww.det.nsw.edu
.au/curr_support/english_pr
og/conn_texts.htm
Numeracy links
include:
• describes the location
of places on a map of
the local area
• uses features of twodimensional shapes in
the design of a
neighbourhood
• conducts a survey to
collect data about
community needs and
wants
• makes a 3D model of
a planned
neighbourhood
• determines compass
directions.
Links to Mathematics
programming support:
https://detwww.det.nsw.e
du.au/curr_support/math
s_prog/index.html
Links to additional sources for resources:
Henry Parkes Equity Resource Centre Library (the Library has a collection of resources to support the COG
units, including out of print resources, which can be borrowed a term at a time)
https://detwww.det.nsw.edu.au/adminandmanage/infoman/eqreslib.htm
School libraries and information literacy
http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/k_6/tablecogs.htm ISP
matrix for COGs
TaLe
http://www.tale.nsw.edu.au
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 4 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Term planner (Teachers may want to use this to plan the work over a term)
Click here for Assessment task supporting S2
Click here for Smart Notebook supporting S2
Week Creative Arts
HSIE
PDHPE
1
Custodians of the land for future
generations
Learning object
Internet based activity
Science and Technology
Location and environment – revisiting my neighbourhood as a
changing place
Introduce the scenario and design
brief:
What is a built environment?
2
3
Music - Follow-up to mini excursion
Understanding our place
What exists in our local built
What exists in our local built
Our place in the world
environment? – safety features
Follow-up to mini excursion - Is our
environment?
Follow-up to mini excursion
Follow-up to mini excursion
local environment healthy?
4
Music - Sounds of natural and built
Further follow-up to mini excursion How does our local environment
support road safety?
environments
5
Visual Arts – Art as poetry - Sound
Sculpture Mobile
Design task: design and model a
development for a new
neighbourhood
Design task continued: what else do
6
we need to consider?
Design task continued: which features
will we include in our new
7
community?
Design task continued: using
resources to create a model of the
8
Issues and considerations
Civic action
Our environmental responsibilities:
debate
environment
Design task continued: evaluating
processes and solutions
9
10
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 5 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Unit of work
Outcomes
Learning experience
This unit is based on a series of learning objects. However, the unit can be taught without the
learning objects. An alternative strategy is provided where a learning object is referred to.
The CD-ROM, My neighbourhood, consists of a series of learning objects developed by
Curriculum Corporation for Landcom. The My neighbourhood resource, distributed to all schools,
is available on the Landcom web site:
http://www.landcom.com.au/minisites/my_neighbourhood/index.htm
Learning objects are interactive learning tools and represent an alternative approach to the
presentation of content. Learning objects typically contain text, graphics, animations and movies.
Learning objects are self-contained and can be used independently.
Planned assessment
NB shaded text is background information for teachers.
Activities in this connected outcome group have been organised in four sections.
• Section 1 – Observing and interpreting the local environment as a place that has changed
over time and that has significance for different people and groups in our society.
• Section 2 – Appreciating how local environments are designed, developed and built to meet
the needs of people living together.
• Section 3 – Designing and modelling a local built environment to meet the needs of people
living together.
• Section 4 – Acting to preserve the quality of our local environment.
Section 1 – Observing and interpreting the local environment as a place that has changed
over time and that has significance for different people and groups in our society.
Location and environment – re-visiting my neighbourhood as a changing place
Connection link: understanding that local environments have features that are natural, managed
and built and that change over time.
• Using Google Earth, students pretend they are space travellers and journey from outer space
to visit some different locations in the school neighbourhood (by inserting an address in the
Search function in the side menu).
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 6 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes
HSIE
ENS2.6 Describes people’s interactions with
environments and identifies responsible ways of
interacting with environments
• describes features of the environment using
key concepts in an experiential situation
• demonstrates an aesthetic awareness of
environments, both natural and built, relating
these environments to their key body
senses.
ENS2.5 Describes places in the local area and
other parts of Australia and explains their
significance
• describes different environments of
Aboriginal communities.
Learning experience
• Using the ‘street view’ option in Google Earth students journey into street bubbles and talk
about features of the different places/locations around the school.
• Students identify features of the local built environment in relation to a time scale of
- built in my time
- built in the time of the previous generation (parents/carers)
- built long ago.
Custodians of the land for future generations
Connection link: understanding that local environments change and that their past has special
significance for people particularly first Australians.
The following lesson has been adapted from Topic 5 Belonging to country pp. 44–45 fromTalking
identity.
• Organise students into groups of three – an investigator, a reporter, a recorder. In the
playground:
- the investigator sits blindfolded on the ground and smells the air
- the investigator explains to the reporter the sensations of smells in the environment
- the reporter relays key words to the recorder, who notes the points.
• Repeat the above activity for sounds and touch, using hands and bare feet.
• Share the recorded key concepts. The reporters from each group meet and collate lists of key
words for each sense. Report back and discuss findings with the class.
• Using the text Rak Niwilli, identify the diversity of Aboriginal families and cultural groups and
their different environments. Additional teaching support can be found in Talking identity
pp. 41–42). Discuss:
- what would the environment look like? (water, trees, rocks, etc.)
- what would the environment sound like? (waves crashing, birds chirping)
- what would the environment feel like? (hot, windy, sandy)
- what would the environment smell like? (dusty, wet, salty).
• Make copies of the text Living with the land on p. 76 of Talking identity. Students highlight key
words in the text.
• Discuss Aboriginal people’s special relationship with the land i.e. emotional, spiritual, and
cultural connections to the land.
• Ask students: would you hear, smell and feel the same things in the environment in 10 years
time? Why or why not? Relate to the students’ sensory investigation of their environment.
• Read Belonging - Jeanie Baker. Discuss what the author is saying about how we use and
respect the environment. Refer to the author’s notes for additional information.
• Read The fat and juicy place - Diana Kidd, in the teaching kit Talking identity. This text
provides an example of Aboriginal people’s connection to the land.
Planned assessment
(Literacy link: responds to their local environment; explores how other writers portray their
environment)
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 7 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes
HSIE
ENS2.5 Describes places in the local area and
other parts of Australia and explains their
significance
• identifies the location of Australia in relation
to the equator, Tropic of Cancer, Tropic of
Capricorn and North and South Poles
• locates and maps cities, rivers and
mountains in NSW and uses locational
terminology such as north, south, east, west
• locates and names the capital city of
Australia and of each state, and the major
cities of regional centres
• identifies different Aboriginal language
groups and their location in relation to self
and family.
English
RS2.6 Uses efficiently an integrated range of
skills and strategies when reading and
interpreting written texts.
WS2.9 Drafts, revises, proofreads and
publishes well-structured texts that are more
demanding in terms of topic, audience and
written language features.
WS2.13 Discusses how own texts are adjusted
to relate to different readers, how they develop
the subject matter and how they serve a wide
variety of purposes.
Learning experience
Understanding our place: mapping and significant places
Our place in the world
Connection link: Appreciating the location of our place on the planet - mapping and significant
places.
• Use a world map of countries and capital cities e.g. a wall chart or a map photocopied from an
atlas or web site onto an overhead. Refer to:
http://www.cia.gov/cia/publications/mapspub/index.shtml
• Locate Australia in the southern hemisphere and identify the imaginary line that represents
the equator.
• Identify north, south, east and west in relation to Australia. Identify the imaginary lines of the
Tropic of Capricorn and the Tropic of Cancer, explaining the significance of the climate
between these lines as tropical, with wet and dry seasons.
• Locate countries of origin of students’ families (or overseas holiday destinations) in relation to
Australia. Develop the concept of distance by discussing the time required and mode of
transport used to travel from one country to another.
Our place – Australia
Connection link: Appreciating the location of our place - mapping and places significant to first
Australians.
• Use a primary atlas or make overhead copies from a mapping web site to look at different
maps of Australia and what they represent e.g. settlement, landform and Aboriginal language
groups.
Aboriginal language maps are available at
http://www.curriculumsupport.education.nsw.gov.au/shared/abmaps/maps.htm and Talking
identify pp. 65–66.
• Locate each state and territory, capitals, major rivers and mountains, and the location of
significant features and places of interest for each state e.g. Uluru, Great Barrier Reef, Great
Australian Bight, Gulf of Carpentaria. Record in a retrieval chart.
• Identify the Aboriginal language group of the local area.
Planned assessment
Assessment strategy
The teacher:
• analyses students’ selection
and presentation of places of
significance in each state and
territory.
Assessment criteria
The student:
• selects appropriate places
and features of different
states and territories to
include in a travel itinerary
(HSIE)
• participates in collecting
information on different places
and features (HSIE)
• discusses reasons for
including places and features
in their itinerary (HSIE)
• plans and organises their
writing so that it is clear, easy
to follow and of interest to
their audience (English)
• presents information with
relevant images and text
(English).
These criteria address outcomes
ENS2.5, RS2.6, WS2.9, WS2.13
Australia – places of interest
Connection link: Appreciating Australia as a unique and changing place.
• Assessment: students plan an itinerary for overseas visitors or family of significant places to
visit in different states and territories in Australia.
• Use the information presented in the retrieval chart to develop an itinerary of places they
would like to visit in each state and territory.
• Develop some reasons for the inclusion of the selected features and places they have
included in their itinerary. This will be represented in images and some text.
A detailed tour itinerary is not the intent of this work. Stage 2 students are expected to identify
some places of significance in each state and territory, including the capital city and some major
features. This work could be ongoing and occur alongside the other HSIE lessons.
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 8 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes
Learning experience
Useful websites
http://www.cultureandrecreation.gov.au/stories/alpha.htm
http://www.pictureaustralia.org/index.html
Science and Technology
BES2.1 Creates, models and evaluates built
environments reflecting consideration of
functional and aesthetic factors
• people have different roles in the processes
of designing and constructing buildings and
spaces.
DMS2.8 Develops, implements and evaluates
ideas using drawings, models and prototypes at
appropriate stages of the design process
• works collaboratively to generate ideas for
simple products, systems and environments.
HSIE
ENS2.6 Describes people’s interactions with
environments and identifies responsible ways of
interacting with environments
• express an understanding of the different
points of view on an environmental issue.
(Literacy link: plans and organises information for an itinerary that meets the needs of the
audience)
(Numeracy link: determines compass directions; describes the location of places on a map)
Section 2 – Appreciating how local environments are designed, developed and built to
meet the needs of people living together.
Introduce the scenario and design brief:
Design and model a development for a new neighbourhood.
Students have been contracted by Landcom to develop a newly released area of land called
Littlegong. The area is five hectares and the council has limited the development to 50 building
blocks with appropriate facilities and a significant area to be preserved. Five of the available
blocks have been designated for commercial purposes.
Students will work in groups to develop designs for their allocated blocks, coordinate and
negotiate with the other groups to decide on the final design for the neighbourhood.
Students should role play different community members who have specific interests in the
development, e.g. builder/developer, environmental conservationist, Indigenous person,
teenager, primary school student, young mother, father, shopkeeper/local business owner,
elderly person.
The design brief will be reviewed and finalised later in the unit.
Exploring the design task
Connection link: Appreciating that built environments are designed and planned using a design
process.
Review and discuss the design process, identifying students’ prior understanding.
For further information, refer to
http://www.curriculumsupport.education.nsw.gov.au/designproduce/tech_process.htm
Teacher could model, on IWB, exploring and defining the design brief using Studio E
http://www.enterpriselearning.nsw.edu.au/studio_e.php
Planned assessment
Assessment strategy
The teacher:
• observes student use and
understanding of the design
process
• analyses documentation of
design steps in design folders
• views finished models and
analyses presentations.
Assessment criteria
The student:
• annotates drawings and
sketches clearly
• provides constructive
feedback to others’ designs
• accurately records all steps of
design process and justifies,
especially how to improve
design for the built
environment.
These criteria address outcomes
DMS2.8, BES2.1
(Literacy link: talking and listening - the design of a new neighbourhood requires a high level of
talking and listening skills through cooperative learning groups, research and spoken
presentations. Strategies include: turn-taking, using appropriate questions, making constructive
additions to others’ ideas, taking on roles, listening for main idea and specific information,
planning spoken presentations using aids and effective body language)
(Numeracy link: uses features of three-dimensional objects when describing the design of a
planned neighbourhood.)
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 9 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes
Science and Technology
BES2.1 Creates, models and evaluates built
environments reflecting consideration of
functional and aesthetic factors.
Learning experience
What is a built environment?
Connection link: Building field knowledge for a built environment design task
• Use a discussion of built environment as an opportunity to assess students’ prior knowledge
and understanding of the built environment and the design process. Discussion should focus
on answers to the following questions:
- what is an environment?
- what is a built environment?
- what is in our local built environment?
- what is a community?
- what is a neighbourhood?
- how can we find out what we don’t know?
• Record information in point form.
Planned assessment
For further information, refer to the resource sheets: Note taking strategies and Discussion and
Questioning.
• Have students complete a Know, Want to know, Learnt (KWL) chart.
This can be used as ongoing assessment by adding a further column towards the end of the unit
for how the students found their information (KWLH). For further information, refer to the KWLH
proforma provided at the end of this unit.
(Literacy link: uses questions and key words to organise information in discussions.)
Science and Technology
BES2.1 Creates, models and evaluates built
environments, reflecting consideration of
functional and aesthetic factors
• buildings and spaces can be evaluated in
relation to functional and aesthetic qualities.
HSIE
ENS2.6 Describes people’s interactions with
environments and identifies responsible ways of
interacting with environments
• identifies positive and negative features of
the local environment.
PDHPE
SLS2.13 Discusses how safe practices promote
personal well-being
• identifies the potential hazards in the traffic
environment.
Mathematics
SGS2.3 Uses simple maps and grids to
represent position and follow routes.
What exists in our local built environment?
Connection link: Evaluating our local environment through a first-hand experience – building field
knowledge for a later design task.
• Organise a mini excursion of the school and local neighbourhood. Include case studies of
other neighbourhood developments and built environments to find out about their features,
facilities, buildings, spaces and how they meet needs.
• Explore and discover some of the elements and features in students’ local built environment.
Include elements of the traffic environment, such as areas for using wheeled devices and
pedestrian facilities. The purpose of the excursion is for students to gather information in order
to identify the needs and wants of the community.
• Start with the school, and:
- identify the boundaries of the school nearest the four main compass points of north, south,
east and west
- at each boundary use notes, drawings and/or digital photos to record different features of
the environment found on the other side of the fence. Distant/close and large/small
features need to be recorded e.g. buildings, vegetation, fences, roads, drains, graffiti,
signs, trees, weeds, litter, creek, erosion. (HSIE link)
• Continue the excursion:
- record what is seen as notes, digital photos or sketches of buildings/spaces
Assessment strategy
The teacher:
• analyses students’ posters.
Assessment criteria
The student:
• identifies one local traffic
hazard.
• creates a poster using a
slogan and pictures.
• describes safe behaviour
relating to the hazard.
These criteria address outcomes
SLS2.13, ENS2.6
This assessment task focuses on
the QT element/s of:
• Deep Understanding
• Higher Order thinking
• Background Knowledge
• Connectedness
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 10 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes
Learning experience
- pose questions, such as what is this building/space used for? Do we need it?
- encourage students to use their senses to identify the sights, sounds, and smells, and
record these on a Y chart with each sense in each section of the Y
Planned assessment
Assessment strategy
The teacher:
• analyses students’ map and
description of route.
Assessment criteria
Feels like
Looks like
Sounds like
The student:
• draws and labels school
buildings onto grid paper.
• marks an appropriate route
through the school.
• describes the route taken
using appropriate language.
These criteria address outcomes
SGS2.3
- emphasise the importance of using the senses, sight and sound, in the traffic environment
e.g. the strategy of Stop, Look, Listen, Think! when crossing the road
- identify the safe places to cross the road e.g. pedestrian facilities
- identify places in the local area where people can ride bicycles, rollerblades, roller skates
or skateboards
- identify any safety hazards and discuss strategies to modify the environment and keep it
safe. (PDHPE link) Assessment – PDHPE Link: Discuss with students the local traffic
hazards identified above. Ask students to focus on one traffic hazard and produce a safety
poster related to that issue. Teacher reminds students of familiar safety slogans, e.g. ‘Get
Down Low and Go, Go, Go!’ and the use of clear simple pictures when designing a poster.
The students design a traffic safety poster that informs the public:
• what the hazard is
• where the hazard is
• how the hazard can be avoided through safe behaviour
(It is advisable to produce the posters on A3 paper)
This assessment task focuses on
the QT element/s of:
• Metalanguage
• Higher Order Thinking
• Problematic Knowledge
(Numeracy link: determines compass directions from the school playground)
Assessment – Numeracy Link: Teacher distributes grid paper containing coordinates. Discuss
use of grid references e.g. place your finger on B3, A2. Assist students to mark school
boundaries within the grid paper, using and reinforcing grid references. Students draw a map of
the school onto grid paper, including
• plotting the school’s built environment and labelling the buildings, playgrounds, etc
appropriately.
• marking a route around the school that would be used to introduce a new student to the
school environment.
• using appropriate language and grid coordinates to describe the route taken through the
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 11 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes
Learning experience
school. This description could be written or presented orally.
The following websites will provide support:
http://tlf.dlr.det.nsw.edu.au/learningobjects/Content/L128/imsmanifest.xml.html
http://www.geffrye-museum.org.uk/kidszone/garden/
Science and Technology
Follow-up to mini excursion – Science and Technology and HSIE
Connection link: Appreciating change in the local built environment.
Includes learning object or alternative; builds field knowledge for a later design task.
• Print out photographs and sketches to create a streetscape or demonstrate the features of the
Observer learning object http://www.landcom.com.au/mini-sites/my_neighbourhood/index.htm
as another form of representation. In groups, students plot the streetscape from the earlier
walk using the Observer learning object.
• Discuss the streetscape:
- are there many original houses?
- are new houses like the old ones?
- why and how are they different?
- how can we find out what styles of housing exist?
• Use the streetscape and maps of the local area to identify changes to the local area. Local
councils or historical societies may have a photographic record of the main street in the local
area and how it has changed over the years. Discuss:
- features of the environment that remain constant throughout the passage of time e.g. the
big tree
- why these features may remain yet others disappear
- changes in housing and industry over the period of time and why these changes may have
occurred e.g. people’s needs and wants may have changed. (HSIE link)
• Read Window - Jeannie Baker (or My place - Nadia Wheatley). Identify visual elements that
are used to show change over time e.g. items on window sill, signage, balance and use of
colour between the natural and built environment. Students use graphic organiser to identify
and describe environmental changes marked by the character’s birthdays in Window Jeannie Baker. For example: from birth to 2 years old, from 2 to 4 years old etc. For each
change, the student needs to explain why the author has chosen to alter these elements in
her artwork.
BES2.1 Creates, models and evaluates built
environments reflecting consideration of
functional and aesthetic factors
• there are established techniques for drawing
built environments, e.g. scale, top view, front
view
• over time, environments are built differently
because technologies change, as do
people’s needs.
UTS2.9 Selects and uses a range of equipment,
computer-based technology, materials and
other resources with developing skill to enhance
investigation and design tasks
• recognises that technologies are developed
to allow us to design things differently and to
investigate more efficiently.
HSIE
ENS2.6 Describes people’s interactions with
environments and identifies responsible ways of
interacting with environments
• identifies how the environment has changed
over time to meet needs and wants.
Planned assessment
(Literacy link: identifies how visual elements are used to contribute to meaning)
(Numeracy link: describes a path on a map of the local area)
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 12 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes
PDHPE
PHS2.12 Discusses the factors influencing
personal health choices
• explains the need for good health practices
• identifies physical factors that influence
lifestyle choices e.g. asthma
• identifies the need for good health practices.
Science and Technology
BES2.1 Creates, models and evaluates built
environments reflecting consideration of
functional and aesthetic factors
• buildings and spaces can be evaluated in
relation to functional and aesthetic qualities.
Learning experience
Follow up to mini excursion – PDHPE
Connection link: Appreciating that health is a key consideration when designing local
environments.
Includes learning object or alternative
Is our local environment healthy?
• Discuss how unhealthy environments can have an adverse effect on people’s health e.g.
factory fumes on asthma sufferers; aircraft noise resulting in disturbed sleep. Discuss what
makes a particular environment polluted and what it might mean for people who live near
these areas.
• Identify and list healthy and unhealthy areas of the local environment e.g. waterway, park,
highway. Use maps from previous lessons to identify these areas. Discuss and add to the list:
- who is responsible for maintaining these environments?
- how may these unhealthy areas affect people’s lives? e.g. noise pollution
- how can these environments be improved to maintain individual and community health and
who is responsible?
Planned assessment
• Look at the planned streetscape or the Look and listen learning object
(http://www.landcom.com.au/education)
Students:
- look at the placement of different facilities and their proximity to each other
- reread the sensory Y Chart from the excursion and imagine what you might see, hear and
smell in the planned streetscape
- work in groups to list the advantages and disadvantages of building and constructing
certain features near each other e.g. an industrial area near a school, parks near houses,
all shops together in one centre rather than spread throughout the community, airport near
houses.
• Invite guest speakers from the local council to discuss issues of environmental health e.g.
rubbish collection, effects of noise and air pollution, maintaining gardens, parks and
waterways, recycling, environmentally friendly products. Ask students to prepare a list of
questions to ask the guest speaker:
- what are the council rules about noise pollution? (PDHPE link)
(Literacy link: interacts in group discussions; responds to different points of view)
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 13 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes
PDHPE
SLS2.13 Discusses how safe practices promote
personal wellbeing
• determines ways of increasing safety
• describes features of a safe off-road cycling
place
• describes safe road crossing procedure
• identifies safe places to cross.
PSS2.5 Uses a range of problem solving
strategies
• analyses problem situations
• identifies ways to improve unsafe
environments.
English
TS2.1 Communicates in informal and formal
classroom activities in school and social
situations for an increasing range of purposes
on a variety of topics across the curriculum.
TS2.2 Interacts effectively in groups and pairs,
adopting a range of roles, uses a variety of
media and uses various listening strategies for
different situations.
TS2.3 Identifies the effect of purpose and
audience on spoken texts and distinguishes
between different varieties of English.
TS2.4 Identifies common organisational
patterns and some characteristic language
features of a few types of predictable spoken
texts.
Creative Arts: Music
MUS2.4 Identifies the use of musical concepts
and musical symbols in a range of repertoire
• listens to a range of repertoire and
discusses features of the music
• observes same and different features in
music studied
• demonstrates some understanding of
musical concepts through discussion.
Learning experience
Follow up to mini excursion – PDHPE
How does our local environment support road safety?
• Use the photos and other feedback from the walk to review the different types of pedestrian
facilities in the local environment. In small groups ask students to identify and discuss:
- are there safe places to cross the road near our school?
- how do students from our school utilise the pedestrian facilities? What is the best strategy
to use to keep safe?
- what types of pedestrian facilities make crossing the road safer? e.g. wombat crossings,
overhead bridges, signs. Groups report back to the class.
• Use the photos and other feedback from the walk to review the different facilities in the local
environment dedicated to other transport or recreation e.g. bus bays, skate parks, cycle
tracks. Ask:
- are these safe for users? Why or why not?
- what additions or modificatioons could be made to make these places safer?
- if there are limited facilities, what would you like to see included in our local area? Groups
report back to the class.
• In small groups, design an area that will improve the safety of one aspect of your local
environment e.g. bike park, skate park, off-road cycle track. Label each safety feature in the
design. Photographs from Move ahead with street sense Stage 2: a road safety resource to
support the PDHPE K–6 syllabus, RTA cycle maps and other council resources can be used
as examples of safe features of the environment.
• Each group presents and describes their design, highlighting the safety features. This design
may later be incorporated into their new neighbourhood.
Planned assessment
Assessment strategy
The teacher:
• observes student participation
in group work, problem
solving and presentation of
park design.
Assessment criteria
The student:
• analyses problem situations
• makes constructive additions
to others’ ideas
• plans spoken presentations
using aids and effective body
language
• identifies and describes safety
features of park design.
These criteria address outcomes:
SLS2.13, PSS2.5, TS2.1, TS2.2,
TS2.3, TS2.4
(Literacy link: plans, organises and presents group findings to the class.)
(Numeracy link: uses features of three-dimensional objects to design a neighbourhood area.)
Follow up to mini excursion – Music
Connection link: Appreciating sound as a quality of our local environment.
• Revisit the list of sounds heard on the mini excursion and classify as unpleasant e.g. noise or
pleasant e.g. music. Students classify sounds according to their own criteria.
• Listen to a variety of excerpts that reflect aspects of the environment and create atmosphere
e.g. Dawn breaking - Ross Edwards at http://www.abc.net.au/classic/beautiful; Morning from
the Peer Gynt Suite – Greig; The four seasons – Vivaldi; The Moldau (Journey of a river) –
Smetana; Dialogue of the wind and the sea from La Mer - Debussy; Flight of the bumble bee Rimsky Korsakov; At dawn, The storm, The calm from The William Tell Overture – Rossini; An
American in Paris - George and Ira Gershwin.
Note: This activity is assessed in
the activity, ‘Sounds of natural
and built environments’
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 14 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes
Learning experience
• Explore the story of the pieces used and how they reflect aspects of the environment, create
atmosphere, and affect our moods.
• Identify the techniques and musical concepts used to create the imagery in the different
musical pieces. Questions to focus listening behaviour would be dependent on the pieces of
music used, but could include:
- what instruments help us to imagine the tranquil scene?
- how do we know the storm is breaking?
- how are tempo, dynamics, and different instruments used to describe the journey of the
river from a small stream to a raging river?
• Discuss how words in poetry and other descriptive texts can create images. In groups, share
a range of poems that use imagery. Read each poem to the class and identify the words that
create an image or evoke an atmosphere/mood.
Using IWB students can create their own composition using cave sounds
http://www.bbc.co.uk/northernireland/schools/4_11/music/mm/rhythm01.shtml or
explore soundscapes using http://www.bbc.co.uk/orchestras/play/seasons.shtml
Creative Arts: Music
MUS2.1 Sings, plays and moves to a range of
music, demonstrating a basic knowledge of
musical concepts
• performs speech rhymes demonstrating an
awareness of duration, pitch, dynamics and
tone colour
• performs music using a variety of sound
sources using the voice, percussion and
environmental sound sources.
MUS2.2 Improvises musical phrases, organises
sounds and explains reasons for choices
• experiments with a range of sound sources
and organises them into a simple
composition.
Creative Arts: Visual Arts
VAS2.1 Represents the qualities of experiences
and things that are interesting or beautiful by
choosing among aspects of subject matter
• creates a group 3D sculpture which
represents a series of sounds.
VAS2.2 Uses the forms to suggest the qualities
of subject matter
• uses a variety of techniques to create a
mobile sculpture.
(Literacy link: identifying imagery in poetry. This may form a series of English lessons)
Sounds of natural and built environments
Connection link: Appreciating sound as a quality of our local environment.
• Identify other features of the natural and built environment e.g. birds chirping, wind and traffic,
that could be represented in sound by using instruments, voice (spoken ostinato, raps) and
body percussion.
• Listen to the poem Wind song by Lillian Moore in Vocal-Ease modules 1 & 2 (DET) (words of
the poem are available on arts action CD-ROM) and discuss the meaning of the words and
the atmosphere created.
• Discuss and list onomatopoeic words (verbs) in the poem. Experiment with ways of saying the
verbs i.e. swish, sigh, slap.
• Read the poem aloud, emphasising the sounds of the verbs, using vocal sounds or body
percussion to enhance these words. Suggest other onomatopoeic words that could be used
as a spoken ostinato e.g. whoosh, whirr.
• Perform the poem in groups.
Extension:
• Follow the same process with Whistle up the chimney - Nan Hunt
• Students write a poem as a response to their excursion, including onomatopoeia and other
imagery to describe the natural and built environment of their local area.
• Perform the poem using a variety of sound sources including voice, percussion and
environmental sounds.
Planned assessment
(This assessment includes the
previous music lesson, ‘Follow up
to mini excursion’.)
Assessment strategy
The teacher:
• analyses student contribution
to class discussion
• observes student participation
in class composing and
performing activities.
Assessment criteria
The student:
• comments on features of the
music studied
• demonstrates an awareness
of pitch, duration, dynamics
and tone colour when
improvising and performing
• demonstrates an
understanding of tone colour
and structure in their class
composition.
These criteria address outcomes
MUS2.1, MUS2.2, MUS2.4
(Literacy link: identifies and experiments with onomatopoeia and other forms of imagery in
poetry)
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 15 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes
VAS2.4 Communicates about the ways in which
subject matter is represented in artworks
• considers mobiles as a form of sculpture.
English
RS2.7 Discusses how writers relate to their
readers in different ways, how they create a
variety of worlds through language and how
they use language to achieve a wide range of
purposes.
RS2.8 Discusses the text structure of a range of
text types and the grammatical features that are
characteristic of those text types.
WS2.9 Drafts, revises, proofreads and
publishes well-structured texts that are more
demanding in terms of topic, audience and
written language features.
Science and Technology
BES2.1 Creates, models and evaluates built
environments reflecting consideration of
functional and aesthetic factors
DMS2.8 Develops, implements and evaluates
ideas using drawings, models and prototypes at
appropriate stages of the design process
• identifies how designs change to better meet
people’s needs.
Learning experience
Art as poetry – ‘Sound’ Sculpture Mobile
Connection link: Appreciating sound as a quality of our local environment.
A mobile is a moving abstract sculpture using weights and counter balances. They move freely
when suspended. One of the most famous artists who made mobiles was Alexander Calder.
Some people describe Calder’s mobiles as ‘poetry’.
• Look at mobiles by the artist Alexander Calder and discus with students how mobiles are
more than a series of objects that move. Consider balance, colour, shape, line and harmony.
Examples can be seen at the following web site: http://www.calder.org/
(Double click on the front page to enter the site)
• In small groups, students select ‘sound words’ from a poem such as Wind song by Lillian
Moore in Vocal-Ease modules 1 & 2 (DET). Alternatively, they may select sound words
collected on the mini excursion or their own poetry.
• Assessment - As a group (2-3 students) they design and make the parts of a ‘sound’
sculpture mobile. Each separate part of the sculpture will represent individual words or
sounds. The students will have to consider the size, shape, texture and colour of the individual
parts so they represent the word or sound. They should consider their sculpture as a threedimensional ‘poem’.
• A variety of materials could be used including wire, plastic, paper, wood, fabric and foil.
• Students will have to consider:
- how to construct the sculpture and join materials (e.g. tie, glue, staple, bend)
- how the sculpture will be balanced (e.g. use of weights and counter balances)
- how it will move (rotational and vertical movement)
- the overall look of the sculpture when viewed by an audience (e.g. rhythm, unity, balance
and harmony)
• Display the finished works and have each group discuss, or describe in writing, how their
sculpture relates to the idea of ‘poetry’. Refer again to movement, rhythm, unity, balance and
harmony.
Section 3 – Designing and modelling a local built environment to meet the needs of
people living together.
Design task: Design and model a development for a new neighbourhood, i.e. Littlegong
Connection link: The series of learning experiences in this section allow students to develop
skills in designing as well as to appreciate the processes that are used to design built
environments.
Review earlier activities on the design brief and on background knowledge that may be
necessary to resolve the brief.
The following website may provide background information:
http://www.healthyplaces.org.au/site/index.php
Planned assessment
Assessment strategy
The teacher:
• observe student contribution
to group work
• analyse the students
sculpture
• analyse written or spoken
description
Assessment criteria
The student:
• creates a group 3D sculpture
which represents a series of
sounds.
• uses a variety of techniques
and materials to create a
mobile sculpture.
• describes how their sculpture
relates to the poem.
These criteria address outcomes
VAS2.1, VAS2.2, VAS2.4,
RS2.7, RS2.8, WS2.9
This assessment task focuses on
the QT element/s of:
• Substantive Communication
• Engagement
• Student Self Regulation
• Student Direction
• Background Information
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 16 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes
PDHPE
ALS2.6 Discusses the relationship between
regular and varied physical activity and health
• identifies factors that influence participation
in physical activity
• identifies the activities people participate in
to maintain an active lifestyle.
PSS2.5 Uses a range of problem-solving
strategies
• develops a plan for encouraging physical
activity.
SLS2.13 Discusses how safe practices promote
personal well-being
• identifies the potential hazards
• describes safety considerations needed in
order to keep themselves and others safe.
HSIE
ENS2.6 Describes people’s interactions with
environments and identifies responsible ways of
interacting with environments
• identifies issues about the care of places in
the community or places of importance to
them
• identifies the viewpoints of others regarding
how sites, places and features can be cared
for and demonstrates an appreciation of the
rights of others to have these viewpoints.
Learning experience
Exploring and defining the task
What will the new community need? Identifying needs and wants.
Researching the needs and issues of the local community to develop a set of criteria for the
features of a successful model development.
The criteria should be developed from students’ discussion of needs and wants. Criteria might
address: suitable conditions for family living; convenience of services; provision for sport and
recreation; promotion of social interaction.
The Intel Visual ranking tool could be used to establish criteria for success:
http://www.intel.com/education/tools/index.htm?iid=ed_nav+k12tools
Planned assessment
Needs and wants
• Discuss the differences between needs and wants. List some of the needs and wants
students think exist in their local community and how we provide for these e.g. food –
supermarkets; safe places to play – playgrounds.
Refer to maps and notes from the excursion for ideas.
• Pose the question: how do we find out what a community needs and wants? Gather ideas
through:
- class discussion and role play
- conducting a survey of the local community.
• Students use this information to plan their new neighbourhood.
Generating and developing ideas
Class discussion and role play
• Use focus questions as prompts. For example:
- who will live in the community?
- who are the users? What will their needs be?
- where is it located?
• Refer to a map of Australia – reinforce that location and climate will affect what is built.
• Role-play community members e.g. builder/developer, environmental conservationist,
Indigenous person, teenager, primary school student, young mother, father, shopkeeper/local
business owner, elderly person. What might each of these people need and want in a new
neighbourhood?
• Ask: if you were building a new neighbourhood, where would you go for information? e.g. local
council or shire, town planner, developer, Landcom, Waterways, State Forests, environmental
groups or local Aboriginal land council.
• Ask: what recreational and sporting facilities would we need and want? e.g. parks, sporting
fields, playgrounds, swimming pools, skateboard park/ramps, bike tracks. Use focus
questions as prompts:
- what are some of the facilities you could include to encourage children and young people
to be active? Why are these important? What makes them appealing?
- why does there need to be a balance between organised and non-organised physical
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 17 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes
Learning experience
activity? e.g. parks for leisure time, sports grounds for organised sports.
- what needs to be considered for safety in the traffic environment? e.g. pedestrian safety,
safety on wheels. Refer back to park plan. (PDHPE link)
• What environmental features and problems do we need to think about? Use articles from the
local newspaper to identify environmental issues and positive environmental change e.g.
preventing graffiti, domestic pets and leash-free zones, the use of green space. (HSIE link)
Planned assessment
Generating ideas and producing solutions
Gathering ideas – survey
• List as a class: what are the areas or aspects of a neighbourhood that we need to know more
about? e.g. environment, safety, recreation, services, types of houses.
• Model how questions can be written to obtain a concise answer. For example, a question may
ask a respondent to rank options such as the following in order of importance:
- leash-free zones for dogs
- more play areas for children
- apartment living with more space for parks
- individual houses with small gardens
- large shopping mall
- shops scattered spread throughout the neighbourhood.
• Investigate how noise can be managed in the design of the built environment by recording
street noise on an audio recorder so that it can be replayed at the same volume in different
locations and have students devise a fair test to to find out which type of building material is
most effective insulating people from noise pollution.
• Decide who needs to be surveyed e.g. local businesses, parents, children. How will the
information be organised?
• Use the results of the survey and information gathered in previous lessons to develop a list of
needs and wants for the new community of Littlegong.
(Literacy link: organises and records information from discussions and a group survey)
(Numeracy link: conducts a survey to gather data)
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 18 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes
Science and Technology
BES2.1 Creates, models and evaluates built
environments reflecting consideration of
functional and aesthetic factors
• buildings and spaces can be evaluated in
relation to functional and aesthetic qualities.
Learning experience
What else do we need to consider?
Scenarios, includes learning object or alternative
• Develop a chart of possible consequences while discussing conflicting development issues or
use the Decision maker learning object (http://www.landcom.com.au/minisites/my_neighbourhood/index.htm)
• Provide scenarios or ‘what if’ questions and discuss possible consequences:.
- what if construction begins on a site and an Aboriginal sacred site is found during the
digging?
- what if we built a factory in a heavy industry area next to a primary school?
- what if we built a hospital in the middle of the shopping centre?
• Read books related to designing and building e.g. Misbuildings - David Drew; Onsite J. Pollock and identify any further issues or considerations.
Planned assessment
Ongoing assessment throughout
Science and Technology task.
Assessment strategy
The teacher:
• analyses student’s record of
new learning in their design
folder.
Assessment criteria
The student:
• identifies how user needs
(functional and aesthetic
qualities) inform their design.
This criterion relates to outcomes
DMS2.8, BES2.1
Science and Technology
BES2.1 Creates, models and evaluates built
environments reflecting consideration of
functional and aesthetic factors
• buildings and spaces can be evaluated in
relation to functional and aesthetic qualities.
DMS2.8 Develops, implements and evaluates
ideas using drawings, models and prototypes at
appropriate stages of the design process
• reflects on design ideas for simple products,
systems and environments and suggests
improvements.
Science and Technology
BES2.1 Creates, models and evaluates built
environments, reflecting consideration of
functional and aesthetic factors
• buildings and spaces can be evaluated in
relation to functional and aesthetic qualities.
DMS2.8 Develops, implements and evaluates
ideas using drawings, models and prototypes at
appropriate stages of the design process
Which features will we include in the new community of Littlegong?
Generating and selecting ideas, includes learning object or alternative
• Re-visit and reflect on all information gathered to identify a set of criteria for the new
neighbourhood development – Littlegong. Record and display the criteria.
For further information, refer to the resource sheet - Working with cooperative groups
• Discuss design opportunities for Littlegong, considering design criteria of the brief. Record all
groups’ design ideas.
• Look at a range of other formats for representing designs of neighbourhoods e.g. architectural
plans, artists’ impressions, aerial photographs. Note how scale and direction are indicated.
Discuss similarities and differences between representations.
• Work in groups to develop sketches or plans for Littlegong or demonstrate the Planner
learning object. (http://www.landcom.com.au/mini-sites/my_neighbourhood/index.htm)
Discuss ways the built environment is represented in this learning object. Work in groups to
use the Planner to develop plans.
• Evaluate the design suggestions from each group by referring to the criteria in the design
brief. Identify those that best meet the criteria and make suggestions for combining and
improving ideas.
Assessment strategy
Using resources to create a model of the environment
Includes learning object or alternative.
• Create a model of a development for a neighbourhood using a variety of resources:
• In groups, develop drawings/plans of Littlegong. Considerations include:
- scale: a common/logical scale e.g. building blocks would be smaller than commercial sites.
A scale needs to be established before drawing e.g. 4 building blocks = 1 commercial site.
Dot paper can also be used.
Ongoing assessment throughout
Science and Technology task.
The teacher:
• analyses students’ record of
new learning in their design
folder.
Assessment criteria
The student:
• shows reflection of how the
generating and selecting
ideas process has influenced
their design.
This criterion relates to outcomes
DMS2.8, BES2.1
Assessment strategy
The teacher:
• analyses student’s record of
new learning in their design
folder.
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 19 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes
•
•
communicates ideas through annotated
sketches and models and uses scale in
drawings and models
works collaboratively to plan and sequence
major steps in design and production.
Science and Technology
BES2.1 Creates, models and evaluates built
environments reflecting consideration of
functional and aesthetic factors
• buildings and spaces can be evaluated in
these relation to functional and aesthetic
qualities.
DMS2.8 Develops, implements and evaluates
ideas using drawings, models and prototypes at
appropriate stages of the design process
• suggests how design processes could be
improved to produce better results.
Learning experience
- key: a simple key could be to colour code the features e.g. green for houses, red for
factories, blue for schools. Squares can be coloured on the dot paper to match the key.
• Students make decisions about the type of housing to meet the needs of the users of the
neighbourhood community of Littlegong.
• Experiment with different plans or plot the sections of the new neighbourhood using the
Observer learning object (http://www.landcom.com.au/minisites/my_neighbourhood/index.htm) to see the effect and relationships of the developments.
• Share feedback, and make modifications.
• Groups may want to create a three-dimensional model of their neighbourhood e.g. using
blocks or cubes.
(Literacy link: combines others’ ideas and describes a process)
(Numeracy link: uses features of three-dimensional objects when designing housing for the new
neighbourhood)
Evaluating processes and solutions
Analysing designs, the processes used and suggesting modifications.
• Discuss the plan and model for the new neighbourhood community of Littlegong.
• Evaluate how these address the design brief, needs of the community and criteria for
success.
• Reflect on design process steps and suggest:
- possible development of the design
- how to improve use of a design process.
• Students take on the role of community members to evaluate from a different point of view
e.g. builder/developer, environmental conservationist, Indigenous person, teenager, primary
school student, young mother, father, shopkeeper, local business owner, elderly person.
• Use focus questions such as:
- are there any shortcomings? (short term and long term)
- how does development address my needs and wants?
• Invite parents and other students to evaluate the designs and models.
Planned assessment
Assessment criteria
The student::
• shows reflection of how the
modelling process has
influenced their design.
This criterion relates to outcomes
DMS2.8, BES2.1
Assessment strategy
The teacher:
• analyses student’s record of
new learning in their design
folder.
Assessment criteria
The student:
• shows reflection of what they
have learned and the steps
they have used in the design
process
• suggests what they need to
learn next.
These criteria address outcomes
DMS2.8, BES2.1
(Literacy link: presents feedback from different viewpoints)
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 20 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes
HSIE
ENS2.6 Describes people’s interactions with
environments and identifies responsible ways of
interacting with environments
• participates effectively in an informal class
debate on a particular local environmental
issue
• expresses an understanding of the different
points of view on an environmental issue.
English
TS2.1 Communicates in informal and formal
classroom activities in school and social
situations for an increasing range of purposes
on a variety of topics across the curriculum.
TS2.2 Interacts effectively in groups and pairs,
adopting a range of roles, uses a variety of
media and uses various listening strategies for
different situations.
TS2.3 Identifies the effect of purpose and
audience on spoken texts and distinguishes
between different varieties of English.
TS2.4 Identifies common organisational
patterns and some characteristic language
features of a few types of predictable spoken
texts.
HSIE
ENS2.6 Describes people’s interactions with
environments and identifies responsible ways of
interacting with environments
• identifies some organisations concerned
with the care of features, places and
environments in the community
• evaluates the necessity of caring for and
conserving a feature, site or place
• develops an action plan to improve a
selected location.
Learning experience
Section 4 – Preserving the quality of our local environment.
Connection link: recognising that the local environment is important for everyone – now and into
the future.
Our environmental responsibilities: debate
Discuss the fact that people can have different points of view about an issue. As a lead up to the
task complete a structured activity where students are guided through the thought process
involving different points of view about specific environmental issues.
• Discuss the range of different points of view involving environmental issues concerned with
the development of Littlegong.
• Select an environmental issue relevant to the local environment e.g. land clearing, new
subdivision, irrigation practices, putting in a new road, converting a park or bushland to sports
fields, building a new shopping centre, putting in a road or railway tunnel, building a new dam.
• Students work in their groups to develop arguments for and against the point of view of the
person they have represented throughout the unit, e.g. builder/developer, environmental
conservationist, Indigenous person, teenager, young mother, father, shopkeeper, local
business owner, elderly person.
• Arguments will be based on what they have learnt during the teaching and learning activities.
• Organise a teacher directed informal debate, alternating between affirmative and negative
points of view. Encourage all students to contribute fairly and concisely to the debate.
Planned assessment
Assessment strategy
The teacher:
• analyses students preparation
and contribution to the
debate.
Assessment criteria
The student:
• participates effectively in a
teacher directed informal
class debate on a particular
local environmental issue
• presents a point of view with
examples
• expresses an understanding
of the different points of view
on an environmental issue.
These criteria address outcomes
ENS2.6, TS2.1, TS2.2, TS2.3,
TS2.4
Issues and considerations
Connection link: identifying opportunities to maintain and improve the quality of our local
environments.
• Watch the Discovering Democracy video segment Joining in featuring Ian Kiernan talking
about Clean Up Australia Day. Discuss and list the strategies used in Clean Up Australia Day to
improve the environment.
The web site at: http://www.olliesworld.com/planet/aus/action/com12.htm provides additional
ideas for acting locally to improve the environment.
• Investigate work the local council may be doing in the following projects. Ask a council officer
or a nominated volunteer to visit the class to talk about a specific local project associated with:
- keeping Australia beautiful
- Adopt-a-road
- Tidy towns
- clean beach challenge
- coastcare
- Landcare
- bushcare
- rivercare
- Earth Day network.
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 21 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
Outcomes
Learning experience
• Encourage students to select one feature or place suitable for student civic action e.g. a bare
roadside verge, weed infested creek, graffiti on the bus shelter or a park that needs
upgrading.
HSIE
ENS2.6 Describes people’s interactions with
environments and identifies responsible ways of
interacting with environments
• undertakes a course of civic action to
improve a particular environment
• records events and improvements made to
the particular environment.
PDHPE
PHS2.12 Discusses the factors influencing
personal health choices
• identifies their responsibility to contribute
towards a healthy environment.
Planned assessment
(Literacy link: views and listens to spoken presentations to gather information)
Civic action
Connection link: acting to maintain and improve the quality of our local environments.
• Students identify a local issue from the debate, or a feature of the environment that they want
to improve (see: Issues and considerations lesson)
• Decide what environmental civic action they can take. Consider safety factors. This may
include:
- writing to council or local media about unsafe or unhealthy areas of the local environment
- writing to council to ask for paint and then painting over graffiti in the bus shelter
- bringing in gardening equipment from home and spending the afternoon weeding the creek
- writing to council for trees to plant on the roadside verge; then planting, watering and
protecting
- collecting litter in a local park or roadside area.
• Take before and after photos of the project and include a report in the school newsletter.
(Literacy link: plans and writes a report on a local civic action project)
Extended class civic action
Connection link: acting to maintain and improve water use in the local environments.
The KDC Sydney Water Built Environment Challenge requires the students to critically examine
their local built environment and propose changes to improve it, to better meet the needs and
wants of their community.
Link: Kids Design Challenge - Sydney Water Challenge
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 22 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units
KWLH chart
What do I Know?
What do I Want to know?
What have I Learnt?
How do I know this information
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2009) Not part of NEALS
Page 23 of 23
COGs unit S2 Local Environments (A)
Version published 01/2010
http://www.curriculumsupport.education.nsw.gov.au/tconnected/cogs/units