School Environmental Audit
Stage 3
Purpose and focus
This unit provides students with the opportunity to further develop and
consolidate an understanding in the Learning Processes of Investigation, Design
and Making and Using Technology with the intention of effecting change in the
school environment.
It is hoped by students understanding ecology and the impact man and
technology have on living and non living things, they will make a change in the
school community's use and management of living organisms and non- living
resources and initiate change in the use of resources and its disposal to
encourage and sustain biodiversity in different ecosystems.
Notes
This unit of work will be undertaken by Year 6 students and is expected to take 6
- 8 weeks to complete. Students are then divided into four groups and each
group is expected to manage a different Investigation and Design and Make
process with increased confidence, independence and understanding. During the
“observing and exploring” stage of each Investigation there will be whole class
discussion to share information and the learning experiences of students.
Students in each group will share their experiences and learning with the rest of
the class in the “analysing and drawing” conclusions activity. Systems
implemented as part of the design and make tasks will be evaluated and
knowledge for further maintenance and continuity passed on to students in SRC
for 2004.
Tasks
Group Tasks
Group 1
Part A. Investigate the use of water by students and teachers at the school.
Observing and exploring (asks questions, pose problems, find out what is
currently known)
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Students discuss the importance of natural resources, eg. air, water, soil
and sunlight, in the ecosystem and the implications if these resources are
K-6 SciTech
Parramatta PS and Curriculum K-12 Directorate
NSW Department of Education and Training
Page 1 of 12
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not conserved .
Revisit the water cycle. Research the present levels of water resources in
dams.
Brainstorm effect of drought on communities and food webs.
Discuss present restrictions on water usage.
Discuss the importance of water in our daily lives. Talk about water being
a resource that is important in all communities. This year (2003) has been
declared International Year of Fresh Water.
Name the various water sources at the school and its function. eg
bubblers to drink from, taps to wash, to water gardens, sprinkler systems.
Compare water bills and water consumption at the school in the last 6
months.
Discuss observations in water usage at the school by students, the school
community and teachers.
Hypothesising and predicting (define a problem that can be investigated
scientifically)
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Students write predictions about the use of water at the school from their
prior observations and experiences.
Brainstorm ideas to gather information to prove or reject their predictions.
Devising and testing (describe a procedure for collecting data, identify
appropriate equipment to carry out the procedure)
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Students brainstorm and list different areas to be investigated, the
consumers who will be targeted in the investigation and the reasons for
their inclusion in the investigation.
Students describe methods that will be used to collect information fairly,
what the variables will be and what conditions will be kept the same.
Worksheets and charts/tables for recording data will be devised and roles
for members of the group described.
Find out amounts of water used/minutes by different water systems.
Collecting and recording (use the procedure and equipment to collect and
record data)
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Using students produced worksheets two students will record data on the
number of times the flush function is used in the toilet over a fifteen minute
period during recess over a week. Using a stopwatch, other students will
assign themselves to a tap or bubbler and record the time taken by
students using the facility to wash their hands/faces and drink from the
bubblers. Anecdotal notes will be included with data.
Student generated surveys to collect data on use of water in classrooms.
These will be distributed to selected teachers who will be asked to
complete surveys over at least three days.
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NSW Department of Education and Training
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Students will summarize raw data as a group at the end of each day and
discuss emerging patterns, trends or relationships.
Photographs will be taken to support evidence, e.g., taps left running,
leaking taps
Transfer data collected to a spreadsheet at the end and generate graphs.
Check water usage overtime
Analysing and drawing conclusions (reach a conclusion which is
communicated to others)
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Students will analyse data and observations. They will report relationships
and patterns to class.
Conclusions supported by data will be determined.
Students determine whether the results support the hypothesis and make
conclusions.
Students as a group inform the rest of the class of findings and
conclusions through a selected medium, e.g. PowerPoint Presentation,
oral talk, static display, brochure.
Part B. Design and make information products to encourage conservation
of water.
Identifying needs and wants
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Students reflect on data for water use collected during Investigation
Activity. As a group students reach a consensus on water conservation
being a vital issue to the school community.
Students name the audience and areas that would be targeted to
conserve water.
Brainstorm ideas/ messages that would influence audiences to change
habits when using water.
Generating and selecting ideas
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Students explore a range of ideas and materials that can be used to
produce an information product.
Work out criteria for evaluating the information products, eg durability,
size, appropriate message, placement, colour, print, pictures, reading
level.
They select materials and tools that are most suitable to create
information products and its availability.
Teaching of techniques for drafting information products
Allow students to experiment with different layouts, styles etc.
Using resources to create products, systems and environments
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Parramatta PS and Curriculum K-12 Directorate
NSW Department of Education and Training
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Students draft information products. They ask a selection of students from
K-6 to read the information products to determine reading levels,
comprehension of messages, etc. before making the final product.
Use suitable materials in terms of durability to create information products
and display in selected areas.
Students address students at SRC Meetings and assembly to inform the
school community of its obligations to support the campaign to conserve
water. They also describe and demonstrate ways in which water can be
conserved at school.
Students post information on suggested ways to save water on the
school’s website.
Evaluating products and processes
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Students demonstrate their information products to the class and students
comment on suitability and effectiveness.
Class provide feedback according to the criteria.
Students suggest modifications to information products.
Display information products and after a week assess effectiveness by
repeating the original survey.
Part C. Investigate changes in use of water following the publicity
campaign
This would involve testing the hypothesis ‘an increased awareness of
water use through a publicity campaign reduces the waste’.
This would involve a repeat of the previous testing and data collection and
further analysis and comparison to original data.
Group 2
Design and make a system for recycling green waste and introducing use
of recycling bins to minimize landfill from the school community.
Identifying needs and wants
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Explore the range of waste items found on the school playground and
areas surrounding the school and the present methods of disposal. Create
a retrieval chart for information
Research a range of waste materials and the manner in which these can
be disposed off in an environmentally friendly manner.
Revisit previous information on the impact of technology, landfill and
pollution of waterways on the ecosystems and biodiversity.
Identify consequences if the present practice is continued. Identify its
impact on the ecosystem. Students complete worksheet on the removal of
an item from the food web.
Identify the target audience for the design and make task.
K-6 SciTech
Parramatta PS and Curriculum K-12 Directorate
NSW Department of Education and Training
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Generating and selecting ideas
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Explore current systems in implementation in other places, both locally
and interstate or overseas.
Students draw a diagram to illustrate how disposal bins will be positioned
for waste disposal. Identify hazards and discuss measures to control risk
and ensure safety.
A system for collection of green waste will be illustrated. The diagram
must be cyclic and students roles and responsibilities identified.
Students establish criteria for the implementation of the system.
Using resources to create products, systems and environments
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Students will establish worm farm under the guidance of an Environmental
Officer from Parramatta City Council.
Label and set out green waste bins. Inform students as to use of bins and
separating other waste products.
Create labels to direct students in the use of the bins.
Inform students at the school on how to dispose of rubbish encouraging
use of bins. Set up a monitoring device to develop awareness and
encourage use of bins and correct disposal of rubbish so that it does not
end up in the waterways or landfills. e.g. Chart Who Won Today:
Environment or Litterbug
Students draft a letter to Council with data to support findings and present
possible solutions of minimizing waste around the school.
Evaluating products and processes
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Students will evaluate system for recycling green waste according to
criteria and make modifications suggested for efficient running.
Students survey school playground and take data and compare with
results prior to implementation of system. Information gained from
monitoring chart can also be used.
Group 3
Design and make a system for collecting and recycling printing paper for
the school.
Identifying needs and wants
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Using information from the survey students identify the users of printing
paper and its application.
Students list the criteria for the success of their implementation and seek
professional help to clarify technical issues especially with the use of
paper for the second time on the photocopier and printer.
K-6 SciTech
Parramatta PS and Curriculum K-12 Directorate
NSW Department of Education and Training
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Generating and selecting ideas
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Students list ideas for collecting and recycling printing paper. Investigate
the available resources including materials, equipment, tools and
determine the suitability for the task.
List possible receptacles for collecting paper and method of collection.
Test strength and suitability of containers.
Students negotiate roles and areas they would target.
Students will generate ideas for reuse of paper that cannot be used in the
printer or photocopier. E.g. Can be made into writing pads for messages,
etc.
Students use a range of strategies to represent their ideas. E.g. flow
charts, diagrams , sketching, to illustrate the operation of collection, reuse
and distribution of paper.
Using resources to create products, systems and environments
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Individual students will approach teacher of assigned classes, discuss
their plan to recycle and instruct on types of paper to be deposited into
recycle boxes. Children will be taken through the process of depositing
paper into boxes.
Paper will be collected and sorted by students at the end of each day.
Paper suitable for reuse will be taken to the office for reuse. Other sheets
will be used for other applications e.g. writing pads, kindergarten sketching
paper.
Evaluating products and processes
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Students will evaluate the system of collection and processing.
Modifications will be made if necessary.
Students in individual classes are trained to manage the recycling process
wherever possible for continuity to occur.
Group 4
Part A: Investigate the use of electricity at the school by the school
community.
Observing and exploring (asks questions, pose problems, find out what is
currently known)
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List Power sources and highlight the types that are environmentally
friendly.
Suggest the reasons why certain energy sources do not sustain ecology
and biodiversity.
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Parramatta PS and Curriculum K-12 Directorate
NSW Department of Education and Training
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Briefly outline the cycle followed in the production of electricity including its
impact on the environment.
List items/ functions in the school environment that require electricity to
work. Suggest alternative energy source or method of use.
Make a table equating the number of appliances to solar panels required
Hypothesising and predicting (define a problem that can be investigated
scientifically)
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As a group students form an hypothesis.
Students make predictions as to what they expect to find in terms of
electricity usage during the investigation.
Devising and testing (describe a procedure for collecting data, identify
appropriate equipment to carry out the procedure)
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Students list items being constantly switched on and reasons for this. Are
the reasons justified? Discuss examples.
Design survey sheet and assign roles and responsibilities for each
member in the group.
Determine the instruments and personnel who will be used to determine
consumption of electricity when checking daily consumption.
Collecting and recording (use the procedure and equipment to collect and
record data)
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Students request copies of past electricity. They take data from electricity
usage over the last 6 months from the electricity bill.
An audit of the use of computers, lights and other appliances will be
carried out over three days during class time and during lunch times.
Students carry out surveys and record data appropriately.
Analysing and drawing conclusions (reach a conclusion which is
communicated to others)
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Students collate information and data collected.
Data will be entered on Excel and graphs will be generated to show
relationships and patterns.
Use data to substantiate validity of hypothesis and make conclusions.
Part B: Design and make a presentation to inform the school executives as
to possible choices for the reduction of electricity usage.
Identifying needs and wants
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NSW Department of Education and Training
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Using information from the survey students identify the users of electricity
and appliances used.
Research information as to reduction of energy and a possible alternate
energy source or management.
Generating and selecting ideas
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Students explore a range of ways that can be used to reduce the use of
electricity and make a list.
Generate ideas to inform executive staff at the school of findings and
suggestions to be implemented for future use.
Discuss with teachers and make a final selection.
Select the medium to be used to inform.
Students list criteria for a successful presentation.
Students will determine their different roles in putting the presentation
together.
Using resources to create products, systems and environments
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In groups of two work out a PowerPoint presentation targeting different
users. Include data to support findings and suggestions for remediation.
Evaluating products and processes
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Students present their findings and suggestions to a mock audience of
students before addressing school executives.
Students evaluate presentation using the set criteria.
Modifications are suggested and incorporated into presentation.
Part C
A further investigation could be undertaken to test the hypothesis ‘the school
community has an increased awareness of electricity use through a publicity
campaign reduced the usage’.
Assessment Items
Identify consequences if present practice is continued. Identify its impact
on the ecosystem. Students complete worksheet on Food Chains and Food
Webs.
Students can interpret information from a Food Web representation, recognizes
the missing components in a food chain and describes the implications.
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Parramatta PS and Curriculum K-12 Directorate
NSW Department of Education and Training
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Students in the group enter their data on Excel, generate appropriate
graphs and use these to show relationships and justify their conclusions.
Students are able to use Excel to enter data and produce graphs clearly
displaying relevant information.
Students determine whether the results obtained during the
investigation process supports the hypothesis and makes conclusions.
Provides evidence from data collected to verify hypothesis.
Students access the efficiency of design processes and evaluate success.
Students are able to evaluate design using established criteria.
Notes on Sequence
Task 1: List the effect of man's interactions with the environment. Discuss the
items listed and how we are contributing as a school. Suggest ways that we can
help.
Task 2: In groups choose an area that the school community is impacting upon
and conduct investigations.
Task 3: In groups complete design and make tasks to reduce the impact of the
school community on the environment and sustain ecosystems.
The class worked in four groups to undertake an environmental audit to collect
data on school community use of water, paper, electricity and rubbish disposal.
Group 1: An initial investigation to collect data on the use of water in the school
and the development of an information product to encourage wise use. A further
investigation that could be undertaken would be to test the hypothesis ‘the school
community has an increased awareness of water use through a publicity
campaign reduced the waste’.
Group 2: Design and make a system to reduce the rubbish from the school that
usually ends up in landfill.
Group 3: To design and make a system for the reuse and disposal of printing
paper by the school community.
Group 4: Investigate and collect data on the use of electricity in the school and
the development of a presentation to argue a case to the executive to promote
K-6 SciTech
Parramatta PS and Curriculum K-12 Directorate
NSW Department of Education and Training
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and encourage more efficient use.
A further investigation could be undertaken to test the hypothesis ‘the school
community has an increased awareness of electricity use through a publicity
campaign reduced the usage’.
Syllabus Links
Science and Technology
Learning process outcomes and big ideas
Investigating Strand
INV S3.7 Conducts their own investigations and makes judgments based
on the results of observing, questioning, planning, predicting, testing,
collecting, recording and analysing data, and drawing conclusions.
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Decides the type of data needed and works cooperatively to collect such
data.
Records data in an appropriate form and evaluates collected data to
ensure that it satisfies the purpose of an investigation.
Transforms data to show important relationships, trends, patterns or
associations.
Communicates what has been learned by choosing from a variety of
media, tools and forms, taking into account audience and purpose.
Designing and Making Strand
DM S3.8 Develops and resolves a design task by planning, implementing,
managing and evaluating design processes.
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Researches needs that influence the development of products, systems
and environments and establishes criteria for the evaluation of produced
designs.
Generates design concepts that reflect the consideration of aesthetic,
cultural, safety and functional requirements.
Methodically evaluates design concepts and uses the results to further
develop and improve ideas.
Produces annotated concept sketches and (freehand) drawings for use by
other people.
Selects tools, equipment and resources to meet the requirements of
production and use.
Plans, processes of design and production the adjusting the process as
necessary to improve efficiency.
Assesses the efficiency of processes of design and production and
K-6 SciTech
Parramatta PS and Curriculum K-12 Directorate
NSW Department of Education and Training
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evaluates the result against established criteria for success.
Using Technology Strand
UT S3.9 Evaluates, selects and uses a range of equipment, computer-based
technology, materials and other resources to meet the requirements and
constraints of investigation and design tasks.
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Programs and adapts computing applications to suit the constraints and
requirements of investigation and design tasks.
Recognises that computer-based technology sometimes expands what
can be done and sometimes limits what can be done.
Content strand outcomes and big ideas
Products and Services
PS S3.5 Creates and evaluates products and services, demonstrating
consideration of sustainability, aesthetic, cultural, safety and functional
issues.
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Systems that provide services to communities greatly influence how we
live.
People influence the quality of life in the future through the products and
systems they create and use.
When designing products and services, it is important to consider the
aesthetic, environmental, cultural, safety and functional impacts of the
development.
ES S3.6 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.
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People and natural forces can change the surface features of the land, eg
erosion, the greenhouse effect, and these changes can be monitored and
patterns determined.
Sometimes changes to the Earth can be harmful to the ecological balance
but, in some case, the damage can be rectified.
Links to other learning areas
HSIE: Rainforests
Mathematics: Collecting Data and recording
Creative and Practical Arts: Pictures for Information products
PDHPE: Characteristics of Human Beings.
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NSW Department of Education and Training
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Resources
Online
www.forest.nsw.gov.au
www.birdlife.org.za/resources/sustainable/Ecology/Ten_El
www.wrapp.nsw.gov.au
www.thetech.org/exhibits_events/online/genome
www.anbg.gov.au/education/docs/aboriginal/plant use and technology.doc
Equipment
stopwatches
gloves
beakers
measuring cylinders
Digital Cameras
Excel Program
PowerPoint Software
Boxes for Recycling
Covered buckets for Green Waste
Worms
Worm Farm Container
Computers: Publishing Software, Excel, PowerPoint
Other people/places
Education Officer from Parramatta Upper Catchment Area.
Parramatta River and Surroundings
Environmental Officer from Parramatta City Council
Botanist
School Playground
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NSW Department of Education and Training
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