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.

During this lesson, students investigate the role of knowledge of our environment in jobs both now and in the future. Students begin by exploring the need for green jobs (why we need people to have green jobs) and what some current green jobs might be. Students are then asked to imagine some green jobs of the future, what the job descriptions of these jobs would be and how these jobs would help to protect, conserve and care for our environment. 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 the value of giving and receiving constructive feedback in order to develop and improve their artworks. They begin by exploring the range of leaves found in their school yard while discussing the value of trees. Using the Austin’s Butterfly technique for creating and improving artworks, students create a scientific drawing of a leaf as their contribution toward a display or gallery exhibition to educate others. 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 explore dichotomous keys as a means for identifying and classifying living things. They begin by observing living things in the school yard. Following an introduction to dichotomous keys, students will create a key for living things found in the school yard. Finally, students will use an invertebrates key to identify invertebrates in the school yard and then create a poster/booklet about school mini-beasts. 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.

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.

Students investigate ecosystem diversity by comparing a variety of ecosystems. They identify the key features and suggest the main factors that influence them. They ask questions about the conservation and threats to ecosystems of interest.

Students compare the structure of a bee and an ant. They discover how these anatomical structures relate to function and help the animal to survive.

Students observe a closed system using a bowl containing some water that is sealed with plastic wrap. They explain their observations and relate their explanations of the water cycle.

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 investigate some big issues around how we create and use energy. They then share their findings by creating podcast, video, infographic or oral presentation. This activity can be completed in class time or as homework.

Students engage in a major project focusing on improving energy efficiency within the school. They meet with school leadership, conduct research and develop proposals.

Students are asked to work in pairs to apply one of the following models of human origins – the Out of Africa model, Multiregional or the Assimilation model – to describe the origin of Homo floresiensis. They will create a video news piece to present their ideas.

Through the use of a flashcard game, students explore some of the reasons why saving energy is important for our environment. They begin to think about what actions they can take to save energy.

In this lesson students will explore the way soil and plants contribute to the purification of contaminated water in nature. Students conduct experiments to compare how successful soil and plants are in removing particulates from water by watering plants with contaminated water and assessing the filtered water for turbidity. This activity requires considerable preparation and resources but is simple and effective to run.

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 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 critically examine the quality of internet information about energy saving devices, equipment, white goods, cars etc. They will present their findings to the class.

In this lesson, students investigate the way different appliances are turned on and off and explore how they can use these functions to save energy.

A rubric is a method for monitoring a student’s learning based on chosen criteria or guidelines. Rubrics are often provided to students before they commence an assessment task so they are able to think about the criteria that will be included in their assessment. The sample rubric for this unit of work is generic and is based on ‘A model of inquiry learning’ in which students will be collecting and using data. The criteria overlaps Science, English, Mathematics and Geography. Teachers are encouraged to modify this rubric to meet their specific assessment needs.