Stage 3 Follow_up activities

Follow-up activities emphasis on Sustainable Living in a built environment - ErinEarth a working example.

  • Immediately following visit: Journal Writing: Recording learnings and ideas expressed under the gum tree.
  • There are a number of pre-visit activities that now can be completed eg. Problems, Causes and Solutions chart.
    This will be an important activity as it will lead to the following topics.

Sustainability and Ecological Responsibility
Sustainability

  • Display following 3 statements for class:


o Healthy eco-systems depend on each of us leaving a smaller footprint.
o The bigger the footprint the better we live but the less sustainable our lifestyle’.
o Earth can actually do without humans, but humans cannot do without those millions of other species.
(www.wagga.nsw.gov.au/resources/documents/sustainability_and_our_local_government_area)
Divide class into groups. Assign a statement to each group.
Group discuss their statement and write a meaning.
Display explanations (Sustainability and our Local Government Area 2005 p.12-13) and groups change their meanings where necessary.
Display explanations under statements.

  • Reflection: Individual Evaluation. “Smaller Footprints - Larger Footprints” Checklist. (Sustainability and our Local Government Area p.14-15 Modified)
  • During computer time the students might really enjoy working in teams to become eco-sleuths. This they can do by going into the internet under “Murder under the Microscope” (www.microscope.edu.au; www.waterwatch.nsw.gov.au/07)

Ecological Responsibility

  • Design an Assessment Sheet to evaluate’ Energy Efficiency’. This will consist of a number of questions or statements about energy efficiency based on their learning at ErinEarth under the headings of:

Outside the house,
Inside the house and
The garden.

  • The students can then use these sheets to assess the school and school grounds and their own homes. Once these have been completed the students could be encouraged to write a personal and family contract about what they might do to improve energy efficiency in their homes.
  • Evaluate choice of plants in school environment for improved ecological sustainability.
    • Design school garden to take into account what was learnt from ErinEarth about ecological sustainability
    • Compare designs with the school buildings and garden. What improvements could children suggest for their school environment?

Carbon Sequestration:

  • Review student –compiled glossary to ensure understanding of phrase and to write a definition.
  • We need to increase the amount of carbon stored in vegetation and soils.
  • List practices that ensure better carbon sequestration.
  • Survey activities at home and at school which encourage or practice composting.


Discuss results and compile a list of practices. (www.carboncoalition.com.au)

Concluding Activities

  • Share excerpts of these learnings at a whole school assembly as story, drama, diagram, art work.
  • Draw and label a diagram to show axis of house and the direction from which sun shines during morning and afternoon.
  • Write an explanation to show how beliefs and practices influenced the planning and building of the house and garden at ErinEarth.
  • Draw an accurate sketch map of ErinEarth site that includes title, key, scale and direction.


Show details of orientation.
Distinguish between deciduous and evergreen trees.
Identify plants that are dry area plants and water-loving plants.

  • Students might develop an information evening for their parents that demonstrates their new understandings and make proposals for change at the school and home levels.

Back to For Teachers, Stage 3 Programme