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=So how fun was today guys?? I think our faces said it all...= = = =Humanities Unit Plan=

Reduce, Reuse, Recycle, Rethink!


 * Organising Theme, BIG QUESTION:** What can we do to minimise waste within our own community?

What can you do as an individual to recycle? What does it mean to be a citizen of the world? Do we have a responsibility to protect the environment? ( Why do we need to recycle? What is the importance of the 4 Rs? What are the benefits of using recycled material over raw materials?
 * Focus Questions:**

Students develop attitudes of care and concern for the environment. Students make connections with issues of sustainability and how it affects their own life. Students investigate practical solutions to recycling issues. Students develop an awareness of the consequences of waste.
 * Purpose/Learning Outcomes:**


 * Skills**

Level 2 students The Australian curriculum has a greater emphasis on issues of sustainability.
 * Year Level**

'The Humanities take as their subject matter human behaviour.'
 * VELS**

__Civics and Citizenship__ 'Students begin to participate in a range of class and school activities such as recycling, taking responsibility for class resources'

__Humanities__ 'By examining artefacts and listening to the oral history of relatives, teachers and community members, students become aware of the various types of geographical and historical evidence.' 'Students are introduced to the concept of resources and their management, and begin to understand how resource use reflects community interdependence and economic sustainability.'

__Interpersonal Development__ 'Through activities such as reading, discussion and role-play, students learn to recognise and describe the feelings and emotional responses of others. They compare these with their own emotional responses and adjust their behaviour in response.'

__Thinking Processes__ 'As students work towards the achievement of Level 3 standards in [|Thinking Processes], they explore the community and environment around them, and increasingly consider contexts and information which lie beyond their immediate experience. Questions and wondering are encouraged, recorded and shared, and become the basis for further learning.'

__Communication__ 'As students work towards the achievement of Level 4 standards in Communication, they practise the skills of being attentive listeners and viewers in pairs, small groups and as a whole class. They are encouraged to use questions to clarify meaning and to extend interaction. They experience, respond to and begin to interpret a variety of aural, written and visual texts, discussing alternative meanings and perspectives when they arise.'

I have typed out the table... **Linguistic** || **Logical/** **Mathematical** || **Visual/Spatial** || **Musical/** **Rhythmic** || **Body/** **Physical** || //**Intrapersonal**// || //**Interpersonal**// || Presentation Ideas: http://www.recyclenow.com/schools/primary_school_resources/primary_schools.html THIS WEBSITE has the Busta Recycling Song --- we can play it at the end ---or sing the rap.
 * || **Verbal/**
 * **Creating** ||  ||   ||   ||   ||   ||   ||   ||
 * **Processing** ||  ||   ||   ||   ||   ||   ||   ||
 * **Gathering** ||  ||   ||   ||   ||   ||   ||   ||

Engagement activity:

Ideas for other lessons (I don't know if we should still talk about ad since the group today covered). - Activity over 4 weeks: Groups make a flowerpot full of soil then bury plastic, paper, foam, and vegie scraps. They can them examine how things decompose and why it is important to not waste plastic. - Waste free lunch day - Make own paper - design recyclable stickers for the school bins/classrooms explaining what can and can't go in bins. - Recycling monitors

MARKING CRITERIA

||

** CRITERIA **
 * The activity introduces and illuminates a ‘big idea’ in Humanities ||
 * The activity shows sufficient depth to be able to support a ‘big idea’ throughout a unit of work ||
 * The unit and activity have been summarised in sufficient detail so someone who was not present would be able to understand what the activity was about, what its purpose was, what the ‘big idea’ was and what participants had to do ||
 * The unit is appropriate to the year level you wish to target ||
 * Clear links to VELS Learning Focus areas and standards ||
 * Clarity and Precision (instructions and directions explained clearly and precisely) ||
 * Breadth and flexibility of ideas (A range of ideas, alternatives and perspectives are considered) ||
 * Structured (presentation flows in a logical and coherent way) ||
 * Accuracy (all ideas, language, concepts, theories and/or references are accurate) ||
 * Engaging (the activity engages the class through the use of thinking strategies and focus questions) ||
 * Depth, relevance and significance of ideas and applications (the presentation and subsequent discussion explores the most important ideas and explores the heart of the issue) ||
 * Depth, relevance and significance of ideas and applications (the presentation and subsequent discussion explores the most important ideas and explores the heart of the issue) ||