Subject: Education for Sustainability
Level: Year 9 & 10 (but easily adapted for senior
bio/EFS or for Yr 7 & 8)
Title: Stream Study .....
Authors: Andrea Soanes and Lyn Rogers
Email addresses:
lynr@waikato.ac.nz and
asoanes@teawamutucol.school.nz
All Curriculum Support Days resources reflect the work of subject specialists during a twoday forum. You should view them as ‘work-in- progress’, not as finished units to download
and use. They demonstrate a range of ways of thinking about how you might build the ‘front
end’ of the NZ Curriculum (the Vision, Principles, Values, Key Competencies, Effective
Pedagogies and Learning Area Statements) into your existing units of work, by re-focusing
how you teach rather than changing what you teach. The questions and comments recorded
in the body of each resource are at least as important as the unit itself. If for some reason
your software does not display such questions and comments, it is likely that you need to
make some technical adjustment to how you are viewing the resource.
1. Why this unit is worth reworking
This was initially an old Environmental Education unit which had been modified from an old science
Ecology unit, and was taught within the junior science programme. The unit was contextual, linked to
the local environment, offered interesting variety of activites, opportunities for co-operative learning,
and both teachers and students enjoyed it.
Motivation and engagement were greater, possibly as it was contextually based and students were
able to participate in learning about their own local environment.
The students learned about their local environment, and experienced opportunities to connect with it.
The assessment was largely about content, based on Level 5 objectives from the “old” curriculum
document.
2. Re-thinking the unit
The aim was to bring an old Environmental Education unit, that was taught within the context of
science, in line with current thinking regarding Education for Sustainability (EFS) and the NZ
Curriculum.
Action was missing; it was optional to follow the learning with action. The learning outcomes were
also very science based and activites were teacher directed. The key concepts have changed. There
is no cohesion between the desired learning, the activities and the assessments. There were
assumptions made about what the desired learning was, but these were not made explicit. Although
planning was based on an early draft of the NZC and the EE Guidelines, and activities were chosen
with these in mind, the actual learning was only alluded to, rather than being explicitly understood by
students and teachers. Much of the desired learning was content and activity based rather than
process oriented, with the “front end learning” not acknowledged, and assessment was related to the
“old” version of the curriculum.
Understanding of EFS has shifted significantly from EE in that there is more emphasis on an inquiry
approach.
The original unit
Year 10 EE Science Stream Study
Achievement Objectives
Planet Earth and Beyond – 5.4
Research a national environmental issue and explain the need for responsible and cooperative guardianship of New Zealand’s environment
Living World – 5.4
Investigate and understand trophic and nutrient relationships between producers,
consumers and decomposers.
Living World -5.2
Investigate and describe structural, physiological and behavioural adaptations which
ensure the survival of animals and flowering plants in their environment
The aim is to make students aware of local environmental issues related to the Mangapiko Stream
and to empower them to take action. The unit is taught using student-centered pedagogy, giving the
students responsibility for their own learning.
In addition to the Science curriculum objectives, the course will include all three dimensions of
Environmental Education.

Education in the environment – taking students beyond the classroom to experience the
environment first hand (e.g. to the lake, streams or rivers)

Education about the environment – learning about the political, natural, social and economic
environment to allow students to understand the total environment and associated issues

Education for the environment – building on in and about to help develop responsibility for the
environment, aiming to promote a willingness and ability to adopt attitudes and behaviours
compatible with wise use of environmental resources, as well as empowering individuals to take
action to improve and protect the environment.
It is important to examine the four key concepts of environmental education

Interdependence between humans, other living things and aspects of the environment

Sustainability issues related to the Mangapiko Stream

Biodiversity of native plants and animals found in the Mangapiko Stream

Personal and social responsibility for action – what we can do protect and enhance the Mangapiko
Stream
The integrating strands of the science curriculum and the aims of the Environmental Education guidelines and
key competencies are embedded within the learning experiences of this unit of work

Gathering Data related to the health of the stream

Processing and interpreting data gathered and making use of it.

Developing knowledge and understanding of their local environment

Developing attitudes and values that reflect their appreciation of the importance of the stream

Belonging

Using knowledge and information (Thinking)
Key
Concepts
Introduction
to our local
environment
(4 lessons)
Specific Learning Outcomes
To introduce students to the concept
of the total environment (natural,
social, economic, political and
cultural)
To highlight the importance of
interdependence in the environment
(relationship between all living things
and the environment)
 Construct food chains and food
webs
 Describe/explain the following
terms:
ecology; adaptations; habitat;
ecosystems; species; biodiversity
Finding out
about our
stream
(2 lessons)
To understand prior knowledge
about geography; history;
significance to the local iwi and the
wider community etc.
Possible revision of water cycle;
importance of water for life; solubility
(water as a solvent)
Visit stream
(3 lessons)
To provide opportunity for students
to become familiar with monitoring
equipment and techniques
To visit the stream and practice
monitoring and stream health
assessment techniques
Possible Learning Experiences






Human camera
Sound logs
Observational exercise
Compass diagram
Using cards
I have/Who has for terms
Use a range of reflective techniques –
 Think pair share
 Using laminated maps of the
Mangapiko Stream and its
catchment, complete a mapping
exercise to identify the local
features of that environment
 Four of a Kind: Using digital
images of various points along
the stream, add to a large map
in the classroom
Stream sense video and worksheet
“Waitakere’s Underwater Life” video
and worksheet
Visit using stream sense activity sheets
(select)
 chemical factors – pH,
temperature, BOD, clarity
 physical factors – cross section,
stream flow
 biological factors – bugs, habitat
assessment
 monitoring and habitat
assessment
Instructions: 2 hours; 20 mins walk
there and back; rotation of 6 groups
through 6 activities 20 mins for each
Field data
analysis
(1 lesson)
To use data to evaluate the health of
the stream–interpretation, evaluation
 Analyse and interpret data
 Identify the condition of the
stream

Impacts on
the stream
(3 lessons)
To develop an awareness of human
impacts on the stream e.g.
stormwater, dairy factory, cattle
yards

Brainstorm the possible human
impacts on the stream (e.g. dairy
factory, cattle yards, stormwater)

Explore the history behind the
impacts
Processing council info about the
Mangapiko Stream and making
an assessment about human
impact based on comparison
with field data.
Use a Y form to identify possible
issues related to one of the
human impacts identified above.
Share possible solutions to
problems identified in Y form.



Formulate an
action plan
(2 lessons)
To identify problems associated with
the identified human impacts.

To identify possible changes that
could be made to improve the
stream and/or how they can increase
awareness in the wider community
about the stream and the need to
protect it

To create an action plan for
improvement in light of the impacts
identified above
Station activity for summarising
and analysing findings
Data presented by groups onto
the big wall map.
Use a consequence wheel to
identify a range of actions that
could be taken to solve or
minimise the problem
 Identify which action is most
appropriate
Assessment task:
In this schedule we ask for the
completed action plan template and the
report itself needs to include aspects 1,
2, 3, 7, 8
Students develop a written action plan
based on the outcomes of the previous
activity. (Use the template provided.)
Present their ideas using one of the
methods below.





Power point
Visual e.g. poster;
brochure/pamphlet
Oral presentation
Newspaper/newsletter/magazine
article
Web page

Display board.
3. The revised unit
Topic / Context: STREAM
STUDY
The Big Idea/s:
Year level/s: 9 & 10
This unit could easily be adapted for
Yrs 7 & 8 or for senior EFS, senior
biology, social studies etc.
Subject: Education For Sustainability
This unit could be embedded in any curriculum subject, but
especially lends itself to Science, Social Studies and English, or it
could be incorporated into a stand-alone EFS course
Interdependence: Everything is connected including us
Actions have consequences
Key Learning: What do the students need to be able to do, be, and
know? This is derived from the NZC and from the need, interest or
experience of your students, and could be related to school vision
for the students
Key
Understandings/Concepts
These are derived from the
big ideas, the learning
areas and the EFS
Teaching and Learning
Guidelines
Interdependence:
 Everything is
connected including
us
 Actions have
consequences
Skills, attitudes, values and
competencies
These can include specific subject
skills and attitudes, key
competencies, values, principles etc.
Derived from NZC, and school
vision/plan and EFS Teaching and
Learning Guidelines
Principles
Future Focus: Sustainability
Learning to learn: reflection, critical
thinking
Key Competencies
Thinking
Relating to others
Values
Ecological Sustainability
Learning Area Links
(Level 5):
 Science:
Investigate the interdependence of living things including
humans in an ecosystem
Nature of Science: Participating and Contributing
Using science knowledge to make informed decisions
 Social Science:
Place and Environment: Students come to understand the
relationship between people and the environment
Social Action and inquiry
 Health and PE:
Science and technology
 English:
Select, develop and communicate purposeful ideas
Select and use a range of language features appropriately
Learning Intentions and Success Criteria
What are we learning? These are derived from the key learning
(above)
How will we (students and teachers) know we have achieved the
learning intentions?
If success criteria are co-constructed, students are more likely to
become actively involved in the learning process
Success criteria have not been written to match these learning
intentions yet.
Students will
 build their reflective, creative and critical thinking skills
 build an understanding and confidence about taking personal
responsibility toward effecting change
 create rich questions for inquiry
 be able to identify issues related to interdependence,
ecological sustainability and human impact
 explore alternatives
 explore values and build their understanding that peoples’
views and values about the environment can be varied, and
reflect on their own values
 evaluate potential consequences of action
 be able to make informed decisions
 negotiate and compromise to make decisions as a group
 build a vision for the future
 develop a greater appreciation of the world around them
 reflect on their experiences
 express their understanding of interdependence
 practise and develop group and co-operative skills
 build their understandings and connections with the
environment and with each other
 linking their knowledge to the real life situation (transference)
 develop a vision for the future
Assessment
What evidence have we collected of student learning?
How have the students been involved in this?
Is the assessment demonstrating the desired learning?
The completed action learning cycle could provide the basis for
much of the assessment, as will student portfolios, individual and
group reflection, presentations etc.
LEARNING PLAN USING THE ACTION LEARNING CYCLE
Key Questions for Inquiry
These are created by the teacher, or co-constructed with/by the students and will help the students explore the big idea, develop their
understandings of the key concepts, skills etc.
Some possible questions are in the expanded version below.
This cycle needs to be introduced to the students at the very beginning of the unit, and explored or annotated along the way.
Reflection
Current
Situation
Take
Explore
Action
Alternatives
Learning activities
Purpose (Teacher thinking and
reflection)
Link to learning intentions/success criteria
(student learning)
CURRENT SITUATION: FIRST QUADRANT OF ACTION LEARNING CYCLE
Immersion activities
Choose activities that will immerse the
students in the context
 Human camera
Students are:
To provide experiential learning
opportunities in order to create interest,
improve student engagement,

developing a greater appreciation of the
world around them (foundation for
understanding about interdependence)


Sound logs
Observational exercise
demonstrate relevance and create
student ownership of their learning

able to reflect on their experience

becoming familiar with the following
terms:
ecology; adaptations; habitat;
ecosystems; species; biodiversity
able to express their understanding of
interdependence using the terms above
practising and developing group and cooperative skills eg. Relating to others
Introduction to our local environment


Using cards to construct food chains To highlight the relationship between all
living things and the environment
and food webs, through a range of
To introduce useful ecological language
cooperative and experiential
activities
eg. “Chains of Life” activity
I have/Who has? for terms


Finding out about our stream
To gather prior knowledge and building
 Think pair share
a larger pool of knowledge about
 Using laminated maps of the
stream and its catchment, complete the stream geography; history;
significance to the local iwi, wider
a mapping exercise to identify the
community, individual students,
local features of that environment
importance of water for life
 “Guardians of the Mauri”
 Four of a Kind: Using digital images To practice and develop cooperative
group skills
of various points along the stream,
add to a large map in the classroom To begin the process of values
exploration
 Kick start resource as discussion
To develop an awareness of human
starter (water cycle)
impacts on the stream e.g. stormwater,
 Guest speakers, historical
dairy factory, cattle yards
documents etc.
 Brainstorm the possible human
impacts on the stream (e.g. dairy
factory, cattle yards, stormwater)
 “Sink to Sea” video
Explore the history behind the
impacts
Visit stream
“Waitakere’s Underwater Life” video and
To experience the environment (“in” the


gaining understanding that peoples’
views and values about the environment
can be varied
building their understandings and
connections with the environment and
with each other
practising and developing group and cooperative skills eg. Relating to others
developing an awareness of human
impacts
practising critical thinking skills regarding
the information and ideas we are
exposed to
beginning to reflect on their own values

developing understanding of




worksheet
Visit and monitor stream health
environment)
To build further connections with their
local environment and each other, as
well as make connections between the
different aspects of learning so far


interdependence
becoming familiar with the indicators of
stream health
linking their knowledge to the real life
situation (transference)
Field data analysis
Station activity for summarising and
analysing findings: will include data and
information from a variety of sources
including that of other waterways
To use data and information to evaluate
the health of the stream–through
interpretation, evaluation, comparisons
etc



critically analysing and evaluating the
information (thinking)
using the information available to make
conclusions about the condition of the
stream (thinking)
practising and developing group and cooperative skills eg. Relating to others
Creating connections
Findings presented by groups onto the big
wall map and shared
Class and group discussions
To create connections and coherence
between the aspects of learning so far
To begin the process of visioning
different possibilities for the future

making links between human impacts
and stream health (developing their
understanding of both key concepts of
interdependence)
To help students analyse their
knowledge, build new understandings
and evaluate the meaning of their
findings



practising reflection
beginning to explore a vision
becoming critical and creative thinkers
Reflection so far
Have we answered all these questions?
 What do we know about the stream
already?
 What else do we need to know? How
do we find this out? (research,
community experts, field work etc.)
 So what now? What will do with what
we have learned? What next?
 Have we generated any other
questions? (that may have arisen
through our inquiry so far)
Complete the first quadrant of the ALC
EXPLORING ALTERNATIVES: SECOND QUADRANT OF ACTION LEARNING CYCLE
Generating key questions for inquiring
into the alternatives, to help solve an
issue
Y forms
Compass diagram
Negotiation Game
Consequence Wheel
To build confidence in both working in
groups and decision making
These templates will help students sort
their ideas, and build their
communication and critical thinking
skills.




creating rich questions that will allow
them to identify issues, explore
alternatives, explore values, evaluate
potential consequences and make
informed decisions
acknowledging different values and
perspectives, negotiate and compromise
to make decisions as a group (relating to
others, thinking)
building a vision for the future
building their understanding of the
potential consequences of their actions
Reflection so far
Have we answered all these questions?
To foster students capability to reflect
on their own learning

practicing their reflective, creative and
critical thinking skills

building their confidence toward taking
personal responsibility toward effecting
change
practising group skills (relating to others)
Complete the second quadrant of the ALC
TAKING ACTION: THIRD QUADRANT OF ACTION LEARNING CYCLE
Formulate an action plan
To build students capability to become
informed decision makers (building
Action Competence)

Take action
To foster Action Competence

building their confidence toward taking
personal responsibility toward effecting


Reflection so far
Have we answered all these questions?
change
practising group skills (relating to others)
practicing their reflective, creative and
critical thinking skills
To foster students capability to reflect
on their own learning
Complete the third quadrant of the ALC
REFLECTION: FOURTH QUADRANT OF ACTION LEARNING CYCLE
Reflection

Have we answered all these questions?
To foster students capability to reflect
on their own learning, and the impact of
their action

practicing their reflective, creative and
critical thinking skills
building an understanding and
confidence about personal responsibility
Complete the fourth quadrant of the ALC
ACTION LEARNING CYCLE


Reflection
What did we learn about
interdependence?
What impact have we had on


Current Situation
What do we know about the
stream already?
What else do we need to know?
Take Action
 What will we do? How will we
decide, and who decides?
 Who will do it?
 What is the timeframe?
 What skills do we have in our
group?
4. REFLECTING ONTHE
PROCESS
What
skills will we need to
develop?
 Who are the stakeholders?
 What support do we need to
carry out our action?
 How will we know our action has
a positive impact?








Explore Alternatives
What is the issue?
What are our alternatives for our
future?
What is our vision for the future?
What are the implications and
consequences of each?
Who else needs to be involved?
How will other people feel?
What communication do we need
to do? With whom?
How do you plan for action?
4. Reflecting on the process
The more we critically looked at our old unit the more we realised how much our understanding about EFS, inquiry and student based
learning had shifted, and alignment with the NZC was easier.
By focusing on the transparency of our thinking behind our initial unit and then our revised unit, we gained a greater insight into the
“why” and “how” of teaching and learning, and linking this to the NZC. It is vital to unpack the “why” we choose to use specific
strategies, such as cooperative learning/ group work, and making these link with the Values, Principles and KCs of the NZC. We have
known the importance of these for a long time, we now are able to “value” it more as we can link it to the NZC.
This process has enabled us to write units that have a greater transferability between teachers. It is our recommendation that teachers
utilise the method of using comment boxes to record their thinking behind their choices of teaching stragities and activities. This gives a
richness to the unit.