The ‘Stand on the Line’ activity can be used as a barometer to test students’ prior knowledge - the focus of this lesson is the the human impact on ecosystems. Read a set of statements to students then use the additional notes provided to engage students in further conversation around each point.

In this activity students work as a class to make a nature map of their school. Students take a walk around the school looking for signs of nature, drawing and taking notes about what they see and reporting back their findings to the class. They then create a new map that shows all the features of biodiversity they found in their school yard.

The K-W-H-L thinking tool can be used throughout a lesson or unit. It serves as an aid to ensure a student’s interest is catered to and helps to determine what needs to be taught. The chart is introduced at the beginning of the topic, and can only be completed once a student have finished their investigation of the topic. The chart can also be used as an assessment tool. This thinking tool can be integrated into a number of subject areas as the focus is on developing general capabilities and 21st century skills. Students will be able to represent and communicate ideas and findings in a variety of ways.

Children use a map to explore the features and layout of their outdoor learning area. They note personal connections to their outdoor environment and represent their thoughts, feelings and/or observations using their choice of medium. This activity is designed to help connect children to the wonders of the natural world through sensory and play-based learning. This activity is designed to be taught outside. By spending time outdoors and connecting to nature, children are more likely to care for and conserve nature as adults.

Students are asked to research what happens to the waste that is produced from schools and homes in their local area. They then produce a chart showing the pathway of the different types of waste.

Students use a map to show locations where their school is connected to the storm water at ground level. They collect data about what polluting substances might be carried along with rain into the storm water system.

Students will investigate what an ecological footprint is by using an online activity that calculates their ecological footprint. Students will then think about what actions they can take to reduce their footprint. They’ll understand what an ecological footprint is, know how to use an online tool to calculate their own ecological footprint and be able to list actions they can take to reduce their ecological footprint.

Students explore they ways they use energy and evaluate the necessity of their energy used. They reflect and identify if there are ways they can reduce their energy use. Through this lessons students will recognise the role of energy and our dependence on various energy sources.

In this lesson, students explore water consumption. They first investigate the value of reusable drink bottles and the amount of water people should consume each day. They then create a puppet show using their own reusable bottles.

In this lesson, small groups of students identify the consequences of no water for different aspects of the economy, way of life and the environment. They bring their information together and discuss the big picture.

Students work in groups to explore various sources of energy and develop a presentation to share with their class. Through this activity students will understand the various energy sources used to create electricity, and how these impact our economy and environment.

Students suggest what kind of actions different groups can take to address the issues concerning water use and storm water pollution. They list the actions they as individuals, their school, a typical home, water company and politicians can do.

In this lesson students complete a whole school lighting audit with the aim of de-lamping classrooms. Students use a lux meter to identify over-lit areas of the school and also manually count the types of lights used. Using their real world data, students make key recommendations on how energy use could be reduced at their school.

In this lesson students explore the concept of the 4Rs - Refuse, Reduce, Reuse, Recycle - and how it applies to waste. Students begin by working as a class to define the 4Rs, and then work in teams to brainstorm examples of each of the 4Rs. Finally, students explore how they can apply the 4Rs to their own lives.

In this lesson, students develop knowledge and skills that can be applied to conserve water. They progress through a range of short activities, each with a different focus. They then reflect on new learning and skills by considering how they can apply them to assist with water conservation.

Students learn about mapping and the value of natural elements within their immediate environment. They design a school ‘secret garden’ to improve environmental awareness and encourage creative play. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.

During this lesson students learn about mapping and the value of natural elements within their immediate environment. They work with a partner to create a map of the playground, which others use as a guide in order to find natural ‘treasures’ within the space. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.

In this activity students map the water use of their school and home, establishing where water is used or wasted and what quality of water is needed in various points to meet the needs of the water use at that particular point.

Students explore the importance and availability of clean water and the relevance of bottled water to this issue. They work in groups to research the topic using a variety of questions inspired by Edward de Bono’s Six Thinking Hats. They then share their findings and ideas with the class as a slide show presentation.

In this activity students become more familiar with some of the technical terms (and meanings) associated with solid waste. Students are asked to research terms and create definitions for these terms that will then be used in a class game. Finally, students are asked to think of a question they would like answered about waste, and to either undertake research to answer this question or swap their question with another student, and research and report back to their classmate the answers they found to the question.