SUSTAINABLE SCHOOLS LEARNING COMMUNITIES PROGRAM
UNIT: SUSTAINABILITY AND OUR LOCAL ENVIRONMENT
Year 6
Terms 2 and 3
The Sustainable Schools NSW Learning Communities Project [NSWSSLCP] is a 12 month pilot project where participating schools have been supported to
work with their communities to collectively identify and investigate a locally relevant sustainability issue. After collectively identifying the issue they will
cooperatively develop an action plan to address the issue. [Action Plan itself may or may not commence in 2010.] This project is jointly funded by the
Department of Environmental Climate Change and Water NSW and the Commonwealth Department of Environment, Water, Heritage and the Arts and
supported by the NSW Department of Education and Training.
The aim of the SSLVP is to have students work together with other local schools and their communities (“beyond the fence”) to value their environment and
learn how to create change in ways that matter.
This unit is the result of combining the ideas and practices of the Liverpool cluster of the Sustainable Schools NSW Learning Communities Project during
Terms 2 and 3 in 2010 when teachers and students made the aim a reality. The Year 6 teachers from the cluster have collaborated on all aspects of the
project during the year. The schools in the cluster are:
All Saints Catholic PS Liverpool
St Joseph’s Catholic PS Moorebank
St Christopher’s Catholic PS Holsworthy
St Therese Catholic PS Sadlier
The teachers involved have developed this evolving quality unit of work which focuses on sustainability concepts and engagement with the local community
and environment. The pedagogy used has focused on student centeredness, problem solving, inquiry, observation, data gathering, using technological
resources and collaboration both between students and between schools and their communities. Involvement of community members and organisations is
a key feature.
The unit helps to achieve outcomes for the current NSW Syllabuses in English, Science and Technology , Mathematics and Human Society and its
Environment.
1
NSW SYLLABUS OUTCOMES
English
Maths
Science and
Technology
OUTCOMES
Talking and listening
Writing
TS3.1 Communicates effectively for a range of purposes and with a variety of
WS3.9 Produces a wide range of well-structured and well-presented literary
audiences to express well-developed, well-organised ideas dealing with challenging
and factual texts for a wide variety of purposes.
topics.
WS3.12 Produces texts in a fluent and legible style and uses computer
TS3.2 Interacts productively and with autonomy in pairs and groups, effective oral
technology to present effectively.
presentation skills and strategies and listens attentively.
Reading
RS3.5 Read independently a range of texts with increasing content demands
and responds to themes and issues.
Working Mathematically
Measurement
WMS3.2 Selects and applies appropriate problem-solving strategies, undertaking
MS3.1 Selects and uses appropriate unit and device to measure lengths,
investigations.
distances and perimeters.
WMS3.4 Gives a valid reason for supporting one possible solution.
Data
WMS3.5 Links mathematical ideas and makes connections with existing knowledge.
DS3.1 Displays and interprets data in graphs with scales of many to one
Number
correspondence
NS3.4 Compares, orders and calculates with decimals, simple fractions and simple
percentages
Content strands
Learning processes
BES3.1 Creates and evaluates built environments demonstrating consideration of
INVS3.7 Conducts their own investigations and make judgements based on the
sustainability and aesthetic, cultural, safety and functional issues.
results of observing, questioning, planning, predicting, testing, collecting,
ICS3.2 Creates and evaluates information products and processes, demonstrating
recording and analysing data, and drawing conclusions.
consideration of the type of media, form, audience and ethical issues.
UTS3.9 Evaluates, selects and uses a range of equipment, computer-based
LTS3.3 Identifies, describes and evaluates the interactions between living things and technology, materials and other resources.
their effects on the environment.
DM S3.8 Develops and resolves a design task by planning, implementing
PPS3.4 Identifies and applies processes involved in manipulating, using and changing managing and evaluating design processes.
the form of energy
PSS3.5 Creates and evaluates products and services, demonstrating consideration of
sustainability, aesthetic, cultural, safety and functional issues.
ESS3.6 Recognises that the Earth is the source of most materials and resources, and
describes phenomena and processes, both natural and human, that form and
change the Earth over time.
2
HSIE
Environments
ENS3.5 Demonstrates an understanding of how individuals and groups can act in an
ecologically responsible manner.
ENS3.6 Explains how various beliefs and practices influence the ways in which
people interact with, change and value their environment
Social Systems and Structures
SSS3.7 Describes how people, systems and communities are globally
interconnected and recognise global responsibilities.
Change and Continuity
CCS3.1 Explains the significance of particular people, groups, places, actions
and events
DRAFT NATIONAL CURRICULUM OUTCOMES
English
Maths
Note that as these are draft outcomes, only the current NSW outcomes will be shown throughout the program
OUTCOMES
Language
5. Comprehension strategies
3. Persuasive language
Make inferences about attitudes, beliefs and values by drawing upon previous
Rhetorical devices can be used to persuade others
learning and experiences and attending to language and selection of detail
4. Modality
6. Purposes of texts
Modality can be used to increase or decrease the degree of certainty or obligation
Identify likely purposes and audiences of written, spoken, visual and
5. Vocabulary expansion
multimodal texts
Choice of vocabulary is important in expressing very specific meanings
8. Research skills
16. Vocabulary expansion
Determine the nature and extent of information needed and selectively source
Use of word origins, word endings, base words and suffixes and prefixes, spelling
specific information using evaluative library and online research skills
patterns and generalisations to support spelling
10. Multimodal texts
Interpret a wide range of non-verbal conventions (visual, auditory, technical
Literacy
and symbolic) and their interaction with each other in multimodal texts
1. Listening and responding
12. Creating texts
Listen for detail and irrelevancies, recording key points, comparing their notes with
Select from a range of media and experiment creatively with the production of
others and retelling the information in their own words
multimodal texts
2. Discussing and responding
14. Oral communication skills
Use talk to clarify ideas; interrogate and develop arguments; share and evaluate
Present to groups and whole class in a clear and interesting manner with
experiences; request and give information; and contribute to discussions,
appropriate register, tone, volume, pace, gesture and facial expression
negotiating roles and tasks as necessary
15. Organising information
3. Research skills
Plan, draft, and edit work, consulting with others as appropriate and
Use a range of strategies and references to access general and subject specific
proofreading before final presentation
vocabulary including dictionary codes to find information regarding grammar, word
usage and word origin
Number and Algebra
Measurement and Geometry
3
5. Ratio and rate
Recognise and solve problems involving unit ratio and everyday rates and check for
reasonableness of answers
6. Decimals
Understand and work fluently with decimal numbers to thousandths, and multiply
and divide numbers including decimals by whole numbers to solve additive
problems, including using technology
Science and
Technology
Statistics and Probability
1. Data representation
Construct, read and interpret tables and graphs including ordered stem and leaf
plots, and construct pie charts and other simple data displays including using
technology
2. Data interpretation
Interpret secondary data presented in the media and elsewhere, identifying
misleading representations and distinguishing between samples and populations
Science as Human Endeavour as a Human Endeavour
1. Nature of science
Science ideas and understandings change as new evidence becomes available (eg
how ideas about resource use and sustainable energy use have developed)
2. Influence of science
Science has led to changes in the way people live and its applications both influence,
and can be influenced by, personal and community choices (eg in relation to
sustainable practices)
3. Collaboration in science
Teams of scientists are often required to work together on projects (eg in
environmental science, in researching sustainable energy sources and technologies)
5. Science and culture
Science and culture interact to influence personal and community choices (eg in
making decisions about resource use and sustainable management of the
environment)
Science Understanding
1. Relationships of living things
Relationships between living things, including food webs, and suitability for
particular habitats
4
2. Measurement
Solve problems involving comparison of length, area, volume and other
attributes using appropriate tools, scales and metric units
3. Metric System
Work fluently with the metric system to convert between metric units of
length, capacity and mass, using whole numbers and commonly used decimals
8. Location
Describe and interpret locations and give and follow directions, using scales,
legends, compass points, including directions such as NE and SW, distances,
and grid references basis
Science inquiry skills
1. Questioning and predicting
Identify simple questions that can be investigated scientifically and predict the
outcome of an investigation
2. Investigation methods
Contribute to decisions about the investigation method to use, including using
fair tests, models, information research, surveys and data from secondary
sources
3. Fair testing
Identify the variables that should be kept the same and decide which one
should be changed and which one measured in fair tests
4. Using equipment
Collaboratively select equipment and materials and use them safely and
appropriately, identifying potential risks
5. Observing and measuring
Use a range of tools to accurately observe, measure and record data and
represent it in a variety of ways including tables and graphical methods, using
ICT where appropriate
6. Analysing results
Identify and describe patterns or relationships in observations and data
2. Using Earth's resources
Human activity, such as the use and management of water, energy sources and
mineral resources, can have consequences for the environment and other living
things
5. Sustainable energy transformations
Sustainable sources of energy, including water, solar and wind, and how they can be
transformed into useful forms of energy
5
7. Developing explanations
Compare observations and data with predictions and use as evidence in
developing explanations
8. Communicating
Use a range of forms to represent and communicate evidence, ideas and
explanations including using models and reports
9. Reflecting on methods
Reflect on the process of investigation to evaluate the quality of evidence and
to suggest improvements to the planning of investigations
Summary of main phases
TERM 2
TERM 3
6
7
Wk
Term 2
Weeks 4
and 5
Outcomes
S&T
INV S3.7
ICS3.2
UTS3.9
Eng
TS3.1
TS3.2
HSIE
ENS3.5
Phase/Theme
Teaching/Learning Experiences
Introducing the major
task/problem for the
project: What is an
important environmental
issue in our community that
we can do something
about?
Introducing the task/problem to children: To get to know the local environment and find
an environmental issue to investigate.
Eliciting prior knowledge: What will we need to learn about first?
(Firstly we need to learn how the environment works.)
Create a word bank that students will be using for the unit. Use the word bank to provide
the meanings of each of the terms. Add to your word bank throughout the year. Include:
biodiversity, biotic, abiotic, ecology, and ecosystem.
What is an ecosystem?
Recording our journeyusing wikis
Ask students to brainstorm some ecosystems that are present in Australia and use the
above language to describe them.
Students record questions that they would like to know about the environment.
Language
Resources
biodiversity,
sustainability,
biotic, abiotic,
ecology,
ecosystems
wiki
wiki space
desert
mangroves
freshwater
marine
forest
rainforest
grasslands
Dictionary
Biodiversity
and
sustainability
magazines
What are some environmental issues in the news? Invite students to search for some
newspaper articles, magazines or booklets that are related to the environment. Collect
and group them into the following: world, state and local issues.
With these articles create a collage and display for the class to view.
Week 6
S&T
LTS3.3
Eng
TS3.1,
TS3.2
An Australian environment/
ecosystem
Using wiki spaces: we are going to use wikis as a part of recording our journey and as a
form of communication between the 4 schools and between the research groups in the
class. Encourage students to use the discussion pages to share information.
Identify a fragile Australian environment for example, the Murray River and the Coorong.
View a DVD on this pristine environment. For example, view the movie, Storm Boy made
when the Coorong was a thriving environment abundant with a variety of fauna and
flora.
Identify the living things and the relationships between them
HSIE
8
Wall display
KWL Charts
Materials,
pictures or
video to
Illustrate biotic
and abiotic
(eg plants,
insects, rocks,
water)
Laptops
Resilient Planet
Manual
fragile
pristine
fauna
flora
interdependence
animal
plant
catchment
DVD Storm Boy
Video on
Coorong
TED Website
Sylvia Earle
video
ENS3.5
Weeks 7
and 8
S&T
INVS3.7
DMS3.8
LTS3.3
ESS3.6
PPS3.4
Sustainability of natural
systems
Nature is the key to sustainability. Discuss the sustainability of natural processes, in
particular:
Water cycle:
Observe puddles “disappearing” in time
Observe what happens when a glass of water is left in the sun with and without
plastic wrap on top.
Label a diagram of the water cycle
Carbon cycle
Plants take in carbon dioxide to make plant tissue
Burn some food- goes black, indicating it contains carbon
Animals eat food which contains carbon, extract the energy from it and breathe
out carbon dioxide waste
Both die and carbon returns to the air
Label a diagram of the carbon cycle
Food webs
Construct a food chain from the Murray ecosystem
Construct a food web from the Australian bush
Review how plants and animals are interdependent and keep each other in
check
Eng
TS3.1
TS3.2
Maths
MS3.1
DS3.1
WMS3.2
Week 9
S&T
INVS3.7
LTS3.3
Eng
Alternatively: Log onto TED website and watch the Sylvia Earle video on the ocean and its
importance to the health of the planet. Students take notes and discuss key points. Each
group to share one important point with the class. Sylvia talks about the ocean and its
importance to the health of the planet on this website. Again, identify the living things
and the relationships between them.
Question the students on the concept of Sustainability. Use a mind map technique to
explain what they know already about sustainability Define the term by viewing the
Liverpool Council website.
Recognising environments
in trouble
In groups discuss the concept of Nature as the original keeper of sustainability. How is
this so?
Read the article ‘Murray River. Artery of a Nation.’ What is an artery? Utilise the analogy
of arteries within the human body
View various media clips on the Coorong. Discuss how such an environment can be
sustained. What is the state of the Coorong now compared to 30 yrs ago? Discuss what
9
aquatic
marine
eucalypt
carbon
energy
energy flow
cycle
food web
food chain
producer
consumer
herbivore
carnivore
omnivore
oxygen
carbon dioxide
respiration
photosynthesis
Gould League
Food webs kitPrimary
artery
degradation
threat
threatened
Article ‘Murray
River… Artery
of a Nation.
The Lorax
Water cycle
diagram
Saucepan with
clear lid and
hotplate
Containers and
plastic wrap for
each group
Bread and
toaster
Carbon cycle
poster
Plants in potsyoung and
older, same
type
Aquarium with
water plants
and fish
Week 10
TS3.1
TS3.2
RS3.5
factors may have caused this system to have become under threat. What impact does
human activity have on pristine environments and therefore what responsibilities fall
upon our shoulders? This leads into a confirmation of what sustainability is.
HSIE
ENS3.5
ENS3.6
S&T
ESS3.6
PPS3.4
BES3.1
Read the book, ‘The Lorax’ by Dr Seuss and discuss the environmental and human
implications within the story. Read the book together and talk about each page.
Students to create posters with mini slogans to help promote the message in the book.
View the video, ‘The Story of Stuff.’ Discuss the main points made- emphasis on
consumption, one finite planet, limited resources, and disruption of nature’s cycles.
Barriers to sustainability
What are the barriers to sustainability? Brainstorm ideas
-pollution
-Ignorance
-apathy
-greed
-money
-selfishness
-disempowerment
In groups students give examples of what each means.
Eng
TS3.1
TS3.2
HSIE
ENS3.5
ENS3.6
SSS3.7
Term 3
Week 1
S&T
BES3.1
INVS3.7
Eng
WS3.9
WS3.12
HSIE
ENS3.6
CCS3.1
Our local environment
Mapping
Watch video clip: “The girl who silenced the world”. Students take notes of what they
have heard from this video clip and what her purpose was to speak in front of the UN.
Ask the students how they feel after watching the video. Have a discussion about some
of the issues brought up.
Invite students to investigate their local area and local neighbourhood.
Print out the Liverpool City Council map and explore the area and its boundaries. Print
out some more maps from Google maps to magnify some areas. Shade the areas that
show waterways and parks.
Ask students to brainstorm the ecosystems that are present in their local areas.
Go on an adventure walk with the class around thelocal area. Explore the Liverpool
Memorial, Liverpool Westfield’s food court, Macquarie St. Mall, Liverpool Railway Station
and Bigge Park.
10
pollution
consumer
consumption
third world
finite
resource
apathy
empowering
sustainable
sustainability
sustainable
development
global
Annie Lennox,
Story of Stuff
bush
mangrove
urban
coordinates
boundary
recreation
reserve
development
commercial
residential
transport
community
Map Of the
Liverpool Area
Post-It-Notes
Markers
String
Blu-Tac
You tube – The
girl who silence
the world
Week 2
Maths
MS3.1
DS3.1
S&T
LTS3.3
INVS3.7
DMS3.8
Flora and fauna of the
Liverpool area
Encourage students to explore the Liverpool City Council website to see what
information they can find on plants and animals in Liverpool, any recent changes to
buildings etc. and also any environment groups that may be helpful.
Eng
RS3.5
HSIE
ENS3.5
SSS3.7
Week 3
Eng
TS3.1
TS3.2
How have introduced species impacted on the local environment?
Read articles in the Sustainability magazine about endangered frogs. Focus on the
description of frogs as "environmental indicators." Explain that frogs play a vital role in
the balance of biodiversity within ecosystems.
Students share their prior knowledge and experiences of frogs in their backyards or at
their local parks etc..
Students investigate their local waterways to see if they can find frogs or tadpoles and
take photographs of the areas.
Key issues in the local
environment
Eng
Create a poster to help promote saving our plants and animals. Post these around the
neighbourhood
What’s an environmental problem, when is it an issue?
As a class talk and discuss the most common problems in our local area.
HSIE
ENS3.5
ENS3.6
Week 4
Individually create a factual recount on the day trip and share this with the class. Create
different sections for different groups and create a recount book for the class.
Some students may create a story map or a picture map.
Flora and Fauna – Explain each of the terms, invasive species, introduced species,
threatened species, indicator species and animal habitats.
Students research some of the plants and animals in the local area.
Impacts of people in our
Students will identify many of the key issues in the environment identified so far (eg
waste, pollution, introduced species), list these and raise questions about them:
Liverpool Memorial: Plantations, Birds
Liverpool Westfield: More recycling bins in the food court areas
Macquarie St Mall: Recycling Bins, Graffiti, Local Council Rubbish Bin, Birds, Different
Cultures of people
Liverpool Railway station: Transport, Recycling, Graffiti
Bigge Park: Flora and Fauna, weeds, rubbish bins
Brainstorm local area sites where sustainability is threatened or where an environmental
11
location
waterways
endemic
introduced
species
invasive
feral
indicator
habitat
tadpole
amphibian
balance
metamorphosis
endangered
threatened
recycling
waste
rubbish
litter
pollution
graffiti
weed
scavenger
issue
positive
Liverpool
Council
website
Birds in
backyards
website
Royal Botanic
gardens
website
Threatened
species website
WS3.9
WS3.12
RS3.5
local area
Contacting community
groups
issue is noted. Students begin to collect local newspapers
Encourage them to search for the positive impacts and the negative impacts of people on
the environment. Students take photos and list the places that are of concern. To add to
our collage, students will then write on paper some places that they have seen that have
been affected by pollution etc. Students write some suggestions of how we can help that
area.
HSIE
ENS3.5
ENS3.6
CCS3.1
Students form small groups and together draft letters to the various agencies that they
have researched that can provide them with information on the local land areas and
waterways within and around Liverpool. These groups may include for example: Sydney
Water, Liverpool council, NSW State Member for Waterways, Voyager Point community
Group, Anzac Creek Community Group, Leacocks Lane Environmental Group. Students
will post each of their draft letters on the "Kids" wiki space
Week 5
S&T
LTS3.3
BES3.1
INVS3.7
Students will create letters to some community groups to request a representative to
come out to the school for a visit. On their visit they are to explain their purpose, their
role, what their organisation does to help the community and how we can help.
Students could also email the local Council environmental manager to ask specific
questions regarding, (for example frogs in Liverpool) and to locate more information.
Positive impacts:
Community groups-guest
speakers ctd

Eng

HSIE
ENS3.5
ENS3.6
CCS3.1
Students in small groups formulate questions that they wish to ask the environmental
manager from Liverpool City Council about some of the issues they have identified in or
around their local land area or waterway
.
Students formulate questions about the local ecosystems that will be placed on a
whiteboard. As the students research, investigate and locate more information they will
revisit the question board and try to give some answers
negative
impact
safety
agency
organisation
government
council
represent
utility
role
research
data
observation
inference
record
Guest Speakers
from Liverpool
City Council
and other
organisations
ph
acidity
Water samples
from the
Students continue to investigate the local area and gather more information. Encourage
students to raise more questions as they learn more about what makes ecosystems.
Using a large scale map of the Liverpool area, have students use post-it-notes to list facts
and observations about their areas and stick them on the map in the appropriate
location.
Week 6
S&T
INVS3.7
Interschool excursion
Participate in a field trip to Light Horse park and Chipping Norton Lake.
12
UTS3.9
ESS3.6
LTS3.3
Eng
TS3.2
Week 7
HSIE
ENS3.5
ENS3.6
CCS3.1
S&T
INVS3.7
UTS3.9
ESS3.6
LTS3.3
ICS3.2
Eng
WS3.9
WS3.12
HSIE
ENS3.5
ENS3.6
CCS3.1
Maths
WMS3.2
WMS3..5
NS3.4
Investigating a local issue
Local history
Water testing
Flora and fauna
Story of stuff
Invasive species
Plenary
salinity
turbidity
concentration
macroinvertebrate
historian
Group students across the grade into “areas of interest”. Alternatively, split the students
into 5 or 6 groups. After identifying 5 specific local issues in the environment. eg. To do
with air pollution, rubbish pollution, endangered species, plants and butterflies and bats
in Liverpool, students are to do ongoing research to find out about their chosen issue.
action plan
questionnaire
audit
survey
interview
sample
participants
perspective
Students begin work on ideas for their draft “action plan” using the template provided.
Groups meet on a regular basis to:
Discuss their issue
Prepare an action plan to address the issue
Delegate responsibilities within members of the group
Research the area with a view to presenting information about the issue and
possible solutions to the whole grade.
Students create emails to send out to relevant organisations.
Students are to create a letter to the Liverpool Council to inform them of their project
and to ask for any assistance.
Students may also design:
Questionnaires
Audits
Surveys
Practical investigations
Observation schedules
Groups may design, for example, a questionnaire for students in the school, parents and
13
Georges river
And Wattle
Grove Lake
Bug Identifying
Chart
Ice cube trays
Magnifying
glass
Weeks 8
and 9
S&T
INVS3.7
UTS3.9
ESS3.6
Investigating a local issue
ctd
HSIE
ENS3.5
ENS3.6
CCS3.1
carers, high school students and/or local residents to help investigate an issue within the
community in order to obtain different perspectives from a variety of different people.
Examples of specific issues:
1) Students focus on the concept of waste a common issue in relation to
sustainability. (Using Williams HOT activities). Students may complete a series
of tasks in relation to plastic waste as a major cause of environmental concern.
Plastic as a product is researched as a common pollutant. Injection moulding
and statistics on the use of plastic are presented to the group.
GRCCC website
http://www.ge
orgesriver.org.
au/GRCCC.html
Water samples
from the
Georges river
And Wattle
Grove Lake
Bug Identifying
Chart
Ice cube trays
Magnifying
glass
2) Water pollution – Collect water from the Georges River and test for pH (using a
pool test kit), turbidity and salt concentration (using a Streamwatch kit).
Organise a class excursion to the local river. Students participate in water
testing with a parent and Sustainable Schools teacher or teacher from
Streamwatch. Students use dip nets and look at the macro-invertebrates
(“bugs”) found in the water samples from the local waterway. Students
identify these and then infer whether the water sample was healthy or
polluted according to what bugs were found. (Very Sensitive, Sensitive,
Tolerant)
Maths
WMS3.2
WMS3.4
WMS3.5
NS3.4
Butcher’s
paper
Students brainstorm ideas on how they could gather information and promote
their study of the area of interest.
Students may create posters, weebly sites and Glogster pamphlets.
Students may create a survey that the parent community could complete to find
the broader community’s knowledge and opinions about their local area of
interest.
Markers
laptops
Students use class time to research any topic that supports their sustainability project.
Week 10
S&T
INVS3.7
UTS3.9
ESS3.6
ICS3.2
Presentation of findings
Begin to form an “Action Plan”
Student groups report back to the grade concerning their progress in their Sustainability
Project and what they will do next.
They may present their progress report to the class in a number of creative ways. For
example, students may take on a character and try to engage the class in their project, or
students may teach the class what they have been learning about. Presentations will be
14
report
engage
videoed.
Eng
TS3.1
TS3.2
WS3.9
Investigations will continue into Term 4
HSIE
ENS3.5
ENS3.6
CCS3.1
Term 4
Future unit of work
Using the schools SEMP and the Annual Development Plan, students identify areas of
strength and weakness in terms of environmental management within the school.
Students brainstorm all the ways in which the school has implemented procedures that
promote sustainability.
Students carry out audits to check if past decisions regarding environmental practice
have made a difference to waste, and water and energy usage.
Make a list of areas highlighting further research and investigation on how the school can
make improvements and apply better practices to enhance sustainability.
Resources
Dr Seuss. The Lorax
Endangered frogs in NSW
http://www.naturalresources.nsw.gov.au/water/wetlands_facts_litoria.shtml
http://frogs.org.au/
http://www.rainforestinfo.org.au/spp/
Endangered species in NSW
Gould League Food Webs kit- Primary
GRCCC Georges River combined councils committee. http://www.georgesriver.org.au/GRCCC.html
Identifying local birds
http://www.birdsinbackyards.net/
Identifying local plants
http://www.rbgsyd.nsw.gov.au/plant_info
Lennox, Annie Story of Stuff
http://www.storyofstuff.com
15
The Green
School
Challenge
program
Liverpool Council
Resilient Planet Manual
Storm Boy DVD
Sustainability Web site
Sylvia Earle talk on protecting the oceans
Threatened species website
Waste websites
http://www.liverpool.nsw.gov.au/environment.htm
www.teceo.com
http://www.ted.com/talks/sylvia_earle_s_ted_prize_wish_to_protect_our_oceans.html
http://www.threatenedspecies.environment.nsw.gov.au/index.aspx
http://www.zerowasteaustralia.org/
http://www.ecocycle.org/zerowaste/
Winters, Bob Australian Guide to Garden Wildlife. Gould league
You tube – The girl who silence the world
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