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