Ideas for On-site activities for Stage 3

Emphasis for learning of Stage 3 is Sustainable Living in a built environment - ErinEarth a working example.

Purpose:

To become aware and have an understanding of the importance of sustainability, biodiversity and energy and how our treatment of these impact on our earth.

• Welcome and Introduction to site visit by volunteer (In the Nagle Room of Mt Erin)
• Describe to the students the purpose for their visit to ErinEarth

Preparation for activity:

• The students will need to bring the flow chart on grey water and the retrieval chart on energy and resources that they drew at school as part of the pre-visit activities. Students and parent helpers will also need a site map and a copy of the house site plan for the students to annotate during the first activity.

Whole Group (in the Gazebo)

• Look at the structure of the Gazebo and the nature of the materials used. Contrast these with other building materials on site.
• Make connections with principles of sustainability (mudbricks dried by the sun rather than kiln fired bricks) and energy (the type of insulation that is provided by mudbricks).
• Show students the three stained glass windows and revise what they already know about these and how they reflect the philosophy of ErinEarth.
• Explain to the students that they will be walking around ErinEarth to examine a number of features of a built environment. Show them on their map the areas that they will be focussing on:

Outside the house
Inside the house
In the garden

Small Group Activity

Divide the students into three groups. Each group will visit each of the three areas. Allow at least 20 minutes per area.

Outside the House (with teacher)

• The following questions will arise from directed observations and use of their site map to inform understanding about orientation.
  Ask
  1. “How does the orientation of the house allow for minimum use of energy in winter?” What else can you notice that would help keep this house warm in winter? (Faces north for the sun/warmth during winter and plantings of shrubs)
  2. “How does the orientation of the house allow for minimum use of energy in summer?” (Large trees planted on the eastern and western sides to provide shade)
  3. What else can you notice that would help keep this house cool during summer? (Wooden window frames don’t allow heat in. Outside seating area on cool southern side. This area also has sail shades.)
  4. What other details of the built environment would contribute to minimising energy use? (Solar panels on roof. Double glazed and hung windows)
  5. What details of the built environment would contribute to reducing effects of salinity on the building? (Dam, deep rooted trees and a double thickness of plastic which prevents the salt rising)

Inside the House (with ErinEarth volunteer guide)

Discuss the importance of insulation and thermal mass, what it is and what provides it.

1. 1. “What forms of insulation and thermal mass can you see that would help to keep the house warm in winter and cool in summer?” (full length heavy curtains with wooden pelmets, extra insulation in walls and ceiling, double brick wall in the centre of the house and tiles on the floor(thermal mass), good air flow with fans rather than air-conditioning, hung windows,
   2. “What energy source is used for warmth?” (The sun because of solar passive design and natural gas, the fossil fuel which releases the least greenhouse gases)
   3. Refer to the retrieval chart of questions related to problems associated with energy use.
   4. Ask “Can you find any solutions in this building, to the problems posed?” (Use of sun and natural gas for heating not electricity and so on)

In the Garden

In parent supervised pairs children can observe and record (Worksheet - (hyperlink)

1. Plants:

• distinctive features
• survival characteristics
• uses
• value of plants to Aboriginal people

2. Animals:

• animal habitats
• become aware of co-dependence between garden plants and animals.

3. Composting and mulching (microorganisms and features of sustainability)

• the composting process. What kinds of mulch can be found around the garden?

4. Watering features

• tanks, windmill and recycling of water, as features to provide habitats and encourage biodiversity.
• grey water: In house garden observe the installation enabling use of grey water.
• wetlands

Discuss and Reflect (At desiganted meeting place)

• Allow students time to talk with a partner about their experiences in the garden.
• Draw group together to discuss and reflect upon their experiences. This will need to be directed. Probing questions in response to their experiences will make this activity more valuable. This should not focus entirely on literal information questions but rather focus on reflections

1. (what do you think may…..) inference (what might happen if…..) emotions

2. (how did that make you feel) and so in.

• Help the students to make connections between what they already know and what they have learnt on this visit.
• Are there things we still need to find out about/learn?

Focussed discussion:

• As a result of your visit can you suggest the beliefs and practices that have guided the development of this garden?
• Develop and discuss the concept of shared habitat.
  “Who shares the habitat of ErinEarth and what benefits do you think there are for the stakeholders?”
• Children ask volunteer their prepared questions about the underlying beliefs and practices of ErinEarth.

Back to For Teachers, Stage 3 Programme