Learning for sustainability
rap
Stage 3 HSIE and SciTech
&
Stage 4 Geography, Science and
Technology (Mandatory)
Blogging options
1. A teacher or class representative blogs in a
response on behalf of a class or group. This allows
maximum time for teaching and discussion of ideas in
1-2 periods per week over a 5 week period.
2. Individual students post comments to the blog –
this approach requires substantially more time, since
the writing takes time. Select only some tasks to
respond to...
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Focus outcomes for HSIE Stage 3
Syllabus outcomes
ENS3.5 Demonstrates an understanding of the
interconnectedness between Australia and global
environments and how individuals and groups can act in an
ecologically responsible manner
ENS3.6 Explains how various beliefs and practices influence
the ways in which people interact with, change and value
their environment
SSS3.7 Describes how Australian people, systems and
communities are globally interconnected and recognises
global responsibilities
At Stage 3
...Students have explored some Australian environments
and are aware of Australian, regional and global
environmental issues, problems and possible courses of
action aimed at solving these....
Students competently locate information from a variety of
primary and secondary sources and present this information
in a variety of ways, including through detailed timelines,
computer databases, tables and information reports. They
use their knowledge of participatory democracy to formulate
plans, and show leadership in attempting to remedy
possible school, local, national and global problems.
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Focus outcomes for Geography Stage 4
Students in Stage 4 have opportunities to develop knowledge
and understanding of:




the use of natural resources and sustainability
environmental management and ecological sustainability
contemporary environmental issues
the responsibilities and responses of individuals, groups and
government to issues in the environment
Syllabus outcomes
4.1 identifies and gathers geographical information
4.2 organises and interprets geographical information
4.3 uses a range of written, oral and graphic forms to communicate
geographical information
Focus Area 4G4 Global Issues and the Role of Citizenship
Focus: Global geographical issues and appropriate methods of
citizenship for their management
Students learn about:
 the need to promote ecological sustainability
Students learn to:
 explain the links between human actions and the
consequences for ecological sustainability on a global scale
Students who achieved Stage 4
...have studied contemporary geographical issues, and understand
that it is the geographer’s role to manage global issues and make
judgements and decisions that will have implications for equity,
social justice and the future sustainability of life in earth. Students
recognise that as part of the global population there are things they
share and that the future of the population on earth is reliant on
people taking considered action to ensure the sustainability of life
on earth...
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Focus outcomes for Science & Technology Stage 3
Students in Stage 3 have opportunities to develop
knowledge and understanding of:
• Products and Services
Skills:
• be able to investigate natural phenomena and made environments
• design and make products, systems and environments to meet
specific needs
Positive and informed values and attitudes:
• towards themselves
• towards others
• towards science and technology.
Syllabus outcomes
PS S3.5
Students......Create and evaluate products and services,
demonstrating consideration of sustainability, aesthetic, cultural,
safety and functional issues.
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Focus outcomes for Science Stage 4
Students in Stage 4 have opportunities to develop:
Knowledge and Understanding; Skills and Values and
Attitudes through Science
Knowledge and Understanding
Students will develop knowledge and understanding of:

the nature and practice of science

applications and uses of science

implications of science for society and the environment

interactions within the physical world, matter, the living world
and Earth and space.
Skills
Students will develop skills in working scientifically through:

planning investigations

conducting investigations

communicating information and understanding

developing scientific thinking and problem-solving techniques

working individually and in teams.
Values and Attitudes
Students will develop positive values and attitudes towards
themselves, others, learning as a lifelong process, science and the
environment.
Syllabus outcomes
A student:
 4.11 identifies where resources are found, and describes
ways in which they are used by humans
 4.14 follows a sequence of instructions to undertake a firsthand investigation
 4.18 with guidance, presents information to an audience to
achieve a particular purpose
 4.27 acknowledges their responsibility to conserve, protect
and maintain the environment for the future
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
©St James Ethics Centre
Focus outcomes for Technology (Mandatory) Stage 4
Students in Stage 4 have opportunities to develop
knowledge, understanding and skills through Technology
(Mandatory)
Knowledge, understanding and skills
Students will develop:
 knowledge of and skills in researching, experimenting,
generating and communicating creative design ideas and
solutions
4.2.2 - selects, analyses, presents and applies research and
experimentation from a variety of sources

knowledge, understanding and appreciation of the impact of
innovation and emerging technologies on the individual,
society and the environment
4.4.1 - explains the impact of innovation and emerging
technologies on society and the environment

knowledge of and skills in managing quality solutions to
successful completion
4.5.1 - applies management processes to successfully
complete design projects
Design Projects involve the design, production and evaluation of
quality solutions that are functional and meet identified needs or
opportunities.
For each design project students will develop a design folio as a
document that provides ongoing evidence of the application of a
design process and the specific technologies used in this process.
Products
This area can provide a context for the design project. When
designing products, it is important to consider aesthetics, material
properties, ergonomics, human form, environmental, socio-cultural,
safety and functional impacts of the development.
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Task 1 Teaching and programming ideas
©St James Ethics Centre
Suggested sequence of teaching strategies

Provide an overview and explain the purpose of the rap which
supports practical strategies for sustainable living.
Explain to students



that they will discuss and respond to a focus activity each week by
posting messages to a blog [some classes will choose to post ONE
class comment or to post GROUP comments]
that much of the learning will occur in class and the blogging is the
culminating task each time
that the class will not necessarily attempt all the tasks – they will do
what is manageable in the 5 week time frame
1. Brainstorm
Discuss together what the concept of sustainability currently means to
students. Brainstorm key environmental issues. Create a mind map
poster of these ideas, for the wall. At this point, you are gathering
students’ current understandings. Add to this poster as deeper
understandings are gained throughout the rap.
2. Prepare
Write a log of all the materials and products you encounter during the
course of one school day. For example, this will include the furniture and
equipment you use, food you eat, and clothing you wear.
Class discussion of patterns: Students discuss patterns in what they
have recorded. For example, they may notice how many materials were
natural [or manmade] OR how many products are local [or imported].
3. Write blog comment
Introduce yourself and your school. In your opinion, what are the
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
major environmental issues in the world today? Explain the patterns you
have found in analysing the materials and products you recorded from
one school day.
4. Post to the rap blog




In order for students to construct their introductory comments,
clarify the purpose of the comment, identifying the audience and
discussing the detail required to achieve the purpose. List
appropriate voice, modality, greeting and blog signature, for
example.
The introductory blog post would include the school’s name,
location, and any other interesting features of the school or class.
Using correct blog and Book rap etiquette (see About for further
details), students post their introductions to the rap.
It is important for students to use first names only. Please ensure
that no students participating on the blog have a stop on
their names, images or information appearing in public.
For further information about this rap contact Lizzie Chase on 9886
7478.
Student Task 1
©St James Ethics Centre

Introduce yourself and your school.

In your opinion, what are the major environmental
issues in the world today?

Explain the patterns you have found in analysing the
materials and products you recorded from one school
day.
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Ready to rap worksheet
How to write a cyber-safe blog comment
[Teachers - please ensure that no students participating on this blog
have a stop on their names, images or information appearing in
public.]
Sample introductory post
Hi, my name is Sarah, I go to Marchbank Public School and I am 12 years old.
My favourite colours are pink, purple, green, yellow, orange, red and blue. As you
can see, I am very colourful, also I am happy and a bright person. I also love my
friends.
I like sport and art. My favourite sports are cricket, soccer, and basketball. My
favourite part of art is the designing part of it, like colouring it and drawing it. I
like sleeping and hanging with friends, also I love going to the beach.
I am looking forward to doing this rap and learning more about sustainability.
[Ideas go here about environmental issues and products logged in one day...]
See you later!
Sarah
To write a cyber-safe comment, do what Sarah has done
1. Remember you are representing your school in a public setting.
2. Write a friendly, positive comment which maintains your privacy.
3. Use your first name only.
4. If you have an unusual name, consider creating a nom de plume.
5. Do not name your parents or brothers and sisters.
Publishing to the blog
1. Read your comment aloud to yourself before you submit it, to make sure it flows
well.
2. Every comment is “moderated” by a teacher before it goes live – so you will see
your comment on the blog the NEXT day.
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Task 1 worksheet – Materials log
How many materials do I come across in a school day?
Item
Use
Materials
Patterns
E.g. Furniture?
Clothing? Food?
What is its
purpose?
What is it made
from?
[e.g. natural or
manufactured]
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Task 1 blog comment planner
[Teachers - please ensure that no students participating on this blog
have a stop on their names, images or information appearing in
public.]
Hi, my name is
I like
In my opinion, today’s major environmental issues are
When I kept a log of all the materials I came across in
one day, I noticed that
Bye for now
__________
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Task 2 Teaching and programming ideas
©St James Ethics Centre
Suggested sequence of teaching strategies
1. Read and discuss
As a class, read the Natural Fibre Garment Roadmap. If required, use the
Natural fibres worksheet and Needs and wants worksheet to
support discussion.
As a class, discuss the sustainability considerations at every step of the
way.
If necessary, discover and record together the meanings of words which
are unfamiliar to students. This roadmap will require explicit “unpacking”
by the teacher because it is pitched at businesses wanting to become
environmentally responsible.
2. Prepare
Teach students how to make their own notes about sustainability issues
arising from the roadmap, using the Task 2 worksheet.
Class mindmap of roadmap issues: As a class, decide on significant
sustainability issues arising from the roadmap.
Individual students decide which 3 issues are the most important, using
the Task 2 blog comment planner.
3. Write blog comment

Choose 3 bullet points from the Sustainability Considerations
boxes that you feel most strongly about and explain why they
should be addressed.

Choose one bullet point which you have learned about, which was
completely new to you.
4. Post to the rap blog
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.

It is important for students to use first names only. Please ensure
that no students participating on the blog have a stop on
their names, images or information appearing in public.
Student Task 2
©St James Ethics Centre
Read and discuss the Natural Fibre Garment Roadmap.

Choose 3 bullet points from the Sustainability
Considerations boxes that you feel most strongly about
and explain why they should be addressed.

Choose one bullet point which you have learned about,
which was completely new to you.
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Natural fibres information sheet - optional
Information source: http://www.globaleducation.edna.edu.au/globaled/go/cache/offonce/pid/3776
Natural fibres
“Why are fibres important?
For thousands of years people have been learning how to cultivate plants and animals for
the fibres they produce. Fibres are converted into yarns through spinning and other
methods, then made into fabrics through processes like weaving, knitting and felting. The
fabrics are then finished off with dyeing and printing, and made into various products.
Fibres turned into yarns allow people to make sails for travel, and clothes for warmth,
protection and cultural significance. They help people catch fish for food, cushion hard
surfaces, absorb spills, record thoughts on paper and construct buildings.
Fibres come from a variety of sources – the fruit, stem or leaves of plants; the fur or
secretions of animals; or, more recently, wood and petrochemicals. Each fibre has its own
characteristics when it comes to strength and texture (fine/coarse), size (length and
thickness), stretchiness, crushability, shine and the ability to insulate, repel or absorb
water. Each fibre needs to be grown and processed in a particular way, with differing
costs for the people and environment.
Many fibre crops are grown and processed by small-scale farmers in the tropics, providing
a vital source of income as well as food and building materials. With new research, the
rising awareness of the environmental impacts of producing and disposing of synthetic
fibres, and the rising cost of petroleum-based source materials, natural fibres offer
increasingly practical alternatives.
What are natural fibres?
Farmers around the world produce a wide variety of natural fibres, planting crops and
rearing animals. Plant fibres may be from the plant’s fruit (eg cotton or coir), stems (eg
flax, jute, kenaf and hemp) or leaf (eg sisal). Animal fibres are from the hair (eg wool from
sheep, cashmere goat, mohair goat, alpaca, llama, vicuna, yak, camel and angora rabbit)
or from secretions (eg silk).
Natural fibres are generally considered more environmentally friendly than synthetics in
their production and disposal. However, there is great variation depending on the fibre
and the growing conditions. Many chemicals are used to contain pests and weeds.
Chemicals are also used in the processing and dyeing which can lead to water
contamination.”
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Natural fibres worksheet – Optional
Use the Natural fibres information sheet from the website
http://www.globaleducation.edna.edu.au/globaled/go/cache/offonce/pid/3776
Why are fibres important?
What do natural fibres come from?
Natural fibres some from a variety of sources...
What are natural fibres used for?
Fibres turned into yarns allow people to...
How are fibres converted into yarns? Name 6 processes.
Fibres are converted into yarns through...
What are natural fibres?
Plant fibres
Name 2 fibres made from a plant’s fruit:
Name 4 fibres made from a plant’s stem:
Name 1 fibre made from a plant’s leaf:
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Animal fibres
Name 9 fibres from animal hair:
Name 1 fibre made from animal secretions:
Needs and wants worksheet - optional
Discuss the difference between needs and wants
Name the basic human needs that we all have.
Name new things which we want to have – but which are not essential.
[Do we need new clothes all the time? New gadgets?]
What is the result for the world when people buy new clothes, gadgets
and cars and constantly upgrade their possessions?
What would happen for the environment if people in wealthy countries
decided on one product they would keep for 5 years [and not
upgrade]? What would happen to manufacturers of those products?
Which product would YOU vote to keep using longer? WHY is it a want
for you and not a need?
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Task 2 worksheet
Discuss the Natural Fibre Garment Roadmap
Sustainability Considerations boxes - Terminology
What are these..? Why do they matter? What do they cause?
Land degradation
Pesticides
Effluents – toxic
substances
By product waste Landfill
Child labour
Worker exploitation
Ethical practices
Ecofriendly retailing
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Phosphate free
detergents
Task 2 worksheet [continued]
Look at Steps 01 – 10 in the Natural Fibre Garment Roadmap
Answer these questions...
Step 02
Which environmental impacts can the farming of wool
and cotton have, even though they are renewable?
Step 04
Explain the pollution which can occur at the spinning
stage.
Step 05
What are the 3 key problems at the knitting and
weaving stage?
Step 06
Name 3 issues at the processing stage.
Optional
Look at the
Potato Roadmap:
Look at the Sustainability Considerations in the
Potato Roadmap – write down 5 issues which are the
same in both road maps.
Do the same
sustainability
considerations
apply to many
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
products?
Why does the St James Ethics Centre want businesses to use
product roadmaps? What may happen if they do?
Businesses may use roadmaps in order to...
Task 2 blog comment planner
[Teachers - please ensure that no students participating on this blog
have a stop on their names, images or information appearing in
public.]
Read and discuss the Natural Fibre Garment Roadmap.

Choose 3 bullet points from the Sustainability Considerations that
you feel most strongly about and explain why they should be
addressed.

Choose one bullet point which you have learned about, which was
completely new to you.
Hi everyone, it’s __________ here.
The three most important sustainability issues I learned about, from
reading the Natural Fibre Garment Roadmap were these:
1. ..
2. ..
3. ..
The new issue I have learned about is
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Task 3 Teaching and programming ideas
©St James Ethics Centre
Suggested sequence of teaching strategies
Discuss factors affecting sustainability
Overview: Students discuss the role of water, energy, transport, and
country of origin in the context of sustainability.
1. Allocate groups
Divide students into groups and allocate different sustainability issues
and games. Explain students will have to share tips and hints with whole
class afterwards [See 3. below].
2. Explore online resources
Students participate in online sustainability games which provide
information and resource saving tips.
Electrocity
Hog busters
Make energy useful
Ollie’s island and Ollie saves the planet
The Water family
3. Report back and create class mind maps
Students report back about the sustainability issues and tips they have
learned about. Teacher and students create new mind maps specific
to each issue, including suggested strategies for sustainability.
4. Optional activity
Students learn about social sustainability.
Fairtrade - Look at Convert your school - Rangitoto College
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
5. Write blog comment
Explore one of the key factors affecting sustainability, such as the
role of water, energy and the country of a product’s origin.
o Explain which online sustainability game you accessed this week.
o Explain one new environmental tip that you have learned about by
playing this game.
Optional
In your opinion, is an organisation like Fairtrade worth supporting? Why
was this organisation formed?
6. Post to the rap blog


It is important for students to use first names only. Please ensure
that no students participating on the blog have a stop on their
names, images or information appearing in public.
For further information about this rap contact Lizzie Chase on 9886
7478.
Student Task 3
©St James Ethics Centre
Explore one of the key factors affecting
sustainability, such as the role of water, energy and
the country of a product’s origin.
o Explain which online sustainability game you accessed
this week.
o Explain one new environmental tip that you have
learned about by playing this game.
Optional
In your opinion, is an organisation like Fairtrade worth
© 2010supporting?
NSW Department of Education
Training.
Schoolorganisation
Libraries and Informationformed?
Literacy Unit, Curriculum K–12 Directorate.
Whyandwas
this
Task 3 worksheet - Optional
Discussing the organisation Fairtrade
Look at the Australian Fairtrade website
http://www.fairtrade.com.au/
About Fairtrade
Explain what Fairtrade is about. Why is it
necessary?
Why Fairtrade is
unique
Name the 5 reasons that this organisation is
unique.
Get involved –
[Convert your school
– Rangitoto College]
What did Rangitoto College do in their Fairtrade
project? What do you think about converting
schools to Fairtrade?
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Task 3 blog comment planner
Explore one of the key factors affecting sustainability, such as the
role of water, energy and the country of a product’s origin.
o Explain which online sustainability game you accessed this week.
o Explain one new environmental tip that you have learned about by
playing this game.
Hi there, it’s _________.
This week I explored the online sustainability game called_________
This game is about the issue of _____________
I learned these things about this issue:
I learned these tips for sustainability:
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
See you later,
________________
Task 4 Teaching and programming ideas
©St James Ethics Centre
Suggested sequence of teaching strategies
2. Explore and discuss an environmental issue raised by ONE of
these sustainable farming resources
Grain chain A cluster of online resources – use these:
1) Growing our grain: The science of farming
2) Following the grain train from field to fork
3) The farming business: today and tomorrow
Potato roadmap Discuss a sustainability issue in farming potatoes. Use
the Potato roadmap worksheet to support discussion.
World Wildlife Fund – Sustainable Agriculture – Discuss one issue, such as
biopesticides [extension]
Food to fork challenge game [basic – background only]
3. Write 1-2 paragraphs about the environmental issue
Name the issue and explain the damage that it causes. Describe possible
solutions, if known.
3. Write blog comment
Choose a food to research. Explain ONE environmental impact that you
have discovered, caused by farming this food. If possible, suggest a
solution to reduce the environmental footprint that it causes.
4. Post to the rap blog

It is important for students to use first names only. Please ensure
that no students participating on the blog have a ban on
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.

their names, images or information appearing in public.
For further information about this rap contact Lizzie Chase on 9886
7478.
Student Task 4
©St James Ethics Centre

Choose a food to research.

Explain ONE environmental impact that you have
discovered, caused by farming this food.

If possible, suggest a solution to reduce the
environmental footprint that it causes.
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Potato Roadmap worksheet
Discuss the Potato Roadmap
Sustainability Considerations boxes
Are there any sustainability problems in the Potato Roadmap which are
similar to those listed in the Natural Fibre Garments Roadmap? List
them here...
Find 9 possible improvements listed here which can help to reduce
pollution... [Follow the Roadmap from Step 1 through to Step 6]
Org _ _ _ _
Wat _ _
Wat _ _
o______
e_________
_ _ _ _ _ _ _ _ _ and _ _ _ _ _
Rec _ _ _ _
o______
Opt _ _ _ _ _ _
Avo _ _
w____
p________ d_____
e____
r___
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Con_ _ _ _ _
Avo _ _
ex _ _ _ _ _ _ _ ra _ _ _ _ _
sy _ _ _ _
f___ w____
Wor_ f_ _ _ or c _ _ _ _ _ _
Class discussion: Talk together about what these words mean
Potato Roadmap worksheet [continued]
Look at Steps 01 – 10 in the Potato Roadmap
Answer these questions...
Step 03
Processing
Which 3 processes can cause a big environmental
impact?
Step 04
Distribution
What happens at the distribution stage?
Explain what sort of problem “emissions intensive”
chilled trucks would cause...
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Step 06
Postconsumption
What does post-consumption mean?
What can be done at this stage to reduce the
environmental footprint of potatoes?
Task 4 worksheet
Making notes - environmental farming issue
Choose a food to research. Explain ONE environmental impact that you
have discovered, caused by farming this food. If possible, suggest a
solution to reduce the environmental footprint that it causes.
Topic
Notes
Food
Environmental issue in
farming the food
Definition/processes
Damage it causes/effects
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Environmentally friendly
alternative [if known]
Task 4 blog comment planner
Choose a food to research. Explain ONE environmental impact that you
have discovered, caused by farming this food. If possible, suggest a
solution to reduce the environmental footprint that it causes.
Hi there, it’s _________.
This week I have chosen to explore the farming of _________ [name
the food]
As this food is farmed, a major environmental issue can be
__________________.
_____________________ is [define/explain how it happens]
____________________ causes these effects:
There are some less damaging alternatives, such as... [if known]
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
See you later,
________________
Task 5 Teaching and programming ideas
©St James Ethics Centre
Suggested sequence of teaching strategies
1. Explore and discuss personal ecological footprints
Students calculate and discuss their ecological footprints as a class.
Adventures with Bobby Bigfoot
Calculate your ecological footprint
2. Students reflect on what they have learned about sustainability
issues
The class looks at the wall poster about sustainability created initially, to
add further understandings about this concept.
3. Students explore and select strategies for personal change
One small change: After exploring online resources, students share
what they have learned individually with the whole group. They decide to
make a change to one regular habit in order to support the environment.
This commitment may be as a class group OR as an individual.
Resources:
10 tips for kids
How we eat
How you can save energy
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Kids saving energy
4. Blog comment
What have we learned about living sustainably?

Describe some of the sustainability issues that you have learned
about from environmental resources, such as interactive games and
the product roadmaps.

Describe one practical change you will make in your habits to
support the environment.
5. Post to the rap blog

It is important for students to use first names only. Please ensure
that no students participating on the blog have a ban on
their names, images or information appearing in public.
Student Task 5
©St James Ethics Centre
What have we learned about living sustainably?

Describe some of the sustainability issues that you
have learned about from environmental resources,
such as interactive games and the product roadmaps.

Describe one practical change you will make in your
habits to support the environment.
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Task 5 blog comment planner
What have we learned about living sustainably?

Describe some of the sustainability issues that you have learned
about from environmental resources, such as interactive games and
the product roadmaps.

Describe one practical change you will make in your habits to
support the environment.
Hi there, it’s ____________
These were my 3 favourite resources about sustainability and these
are the issues they taught me about.
1. _________________: I learned.....
2. _________________: I learned.....
3. _________________: I learned.....
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
I will make one practical change to support the environment. I am
Resources
10 tips for kids
Adventures with Bobby Bigfoot
Build your own product roadmap!
Calculate your ecological footprint
Electrocity
Fairtrade
Grain chain
Hog busters
How we eat
How you can save energy
Kids saving energy
Make energy useful
Ollie’s island and Ollie saves the planet
Sustainable agriculture
The Water family
Credits
Thanks to Lizzie Chase, School Libraries and Information Literacy Unit,
Curriculum K–12 Directorate for writing the rap and blog.
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.
Additional resources provided by the School Libraries and Information
Literacy Unit.
Thanks to St James Ethics Centre for their product roadmaps, designed to
promote ethical and sustainable practices.
This rap is a joint project of the School Libraries and Information Literacy
Unit and the Environmental Education Unit, Curriculum K–12 Directorate.
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit, Curriculum K–12 Directorate.