LifesaBeachSustainableDevelopmentGoal SDG14

Stage:3(Year5)

Unittitle:LifesaBeachSustainableDevelopmentGoal:SDG14:LifeUnderWater

CrossCurricularPriority:Sustainability(imbeddedthroughout)GeneralCapabilities:Criticalandcreativethinking;Literacy

KeyValuesandAttitudes:Responsibility(imbeddedinlessonsequence2-4andsummativetask)21^stCenturySkills:Collaboration;ICTforlearning

KLAOutcomes

Geography:explainsinteractionsandconnectionsbetweenpeople,placesandenvironmentsGE3-2

comparesandcontrastsinfluencesonthemanagementofplacesandenvironmentsGE3-3

English:communicateseffectivelyforavarietyofaudiencesandpurposesusingincreasinglychallengingtopics,ideas,issuesandlanguageformsandfeaturesEN3-1A

composes,editsandpresentswell-structuredandcoherenttextsEN3-2A

usesanintegratedrangeofskills,strategiesandknowledgetoread,viewandcomprehendawiderangeoftextsindifferentmediaandtechnologiesEN3-3A

discusseshowlanguageisusedtoachieveawideningrangeofpurposesforawideningrangeofaudiencesandcontextsEN3-5B

CreativeArts:Makesartworksfordifferentaudiences,assemblingmaterialsinavarietyofwaysVAS3.2

CommunicatesaboutthewaysinwhichsubjectmatterisrepresentedinartworksVAS3.4

Lessonsequencesand/learningintentions

LessonsequenceOne:Whathappenstoourplasticrubbish?

KLAandOutcomes:GeographyGE3-2English:EN3-1A,EN3-3A

Content and specificlearningintentionsWALT

Briefdescriptionoflearningactivity(ies)

IndicateExplicitTeaching(ET)andExploration(E)activities

21^stCskillfocus

NSWgeneral capabilities

Resources (including Twitter andprofessionalblogslinks)

Geography:investigatehow people influence places: identificationofwayspeople influence places and contribute to sustainability (GE3-2)

English:participateinand contributetodiscussions,

ET:Introduce Lifes A Beach using polluted beaches PowerPoint slides (Appendix 1). Introduce SDG 14: life under water using YouTube video. Engage students thinking by asking The video concluded saying that we all have a role to play. So what can we do? Use mindmeister to create a class mindmap of student responses. Read A Planet full of plastic: And how you can help andaskenablingandextendingquestions(eg.Whatthingsareand arent biodegradable? What should we do with plastics when we

havefinishedusingthem?)Addnewideastomindmap.

ICTforlearning

YouTube: Understand goal 14: Life below water:https://www.youtube.com/watch?v=pMp2raQ3pwg

Aplanetfullofplastic:And how you can help by Neal Layton (T)

Mindmeisteronlinemind

mappingsoftware

clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (EN3-1A)

navigateandreadtextsfor specific purposes applying appropriatetextprocessing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (EN3-3A)

WALT:Investigate how peopleinfluenceplacesand our natural environment.

E:Introduce students to teacher-prepared discovery learning environment established in the school sand pit. In small groups, students analyse the scene and choose three plastic items to investigateasplasticpollutioninouroceans.Uselaptopstogather facts and create a plastic pollution infographic on Canva.

ET:Watch the video Ducks Overboard. Discuss the Great Ocean garbage patch that the video alludes to. Use thinking out loud to wonderwheretheducksmayhavegoneiftheshipcapsizedoffthe coast of Africa going around Cape of Good Hope. Use CSIRO currents website to plot where the ducks may go.

E:In pairs, students create a poster tracking the ocean currents aroundtheworldandwhereeitherarubberduckorrubbertennis ball may travel and land using the CSIRO current simulations.

Students draw the currents that their objects will hypothetically traveluponfromadistributionpointofoffthecoastofNewcastle.ET:We now know how our plastic pollution can be distributed around the world, but what impact is this rubbish having on our sea life?Use images from WWF website to engage in class discussion about the effects of pollution on ocean life.

E:Students form groups of 6. Teacher assigns thinking hats to studentsandtheneachcolourworkstogetherandreportsbackto theiroriginalgroup.Focusquestion:Whatistheimpactofplastic pollution on sea life?

Collaboration ICTforlearning

ICTforlearning Collaboration

ICTforlearning

Collaboration

Literacy

Critical and creativethinking

Critical and creativethinking

DiscoveryLearning Environment:

*Beachequipment:chairs, umbrella,towels,buckets, esky, plastic plates, sunscreen,sunglassesetc.

*Rubbish: plastic bottles, utensils,fishingnet,assorted plastic packaging

Laptops,Canva

DucksOverboardVideo(T):https://www.youtube.com/watch?v=fjxLIMF2Fq0

CSIROOceanAnimations(T): https://research.csiro.au/nc mi-idc/information/ocean- circulation/ocean-current- animations/

Poster size world map WWFDrowninginPlastics:

https://www.wwf.org.au/news/blogs/in-photos-drowning-in-

plastics#gs.23t0gv

Successcriteria

WILF:Studentswillunderstandhowpeoplesactionsinfluenceplacesandournaturalenvironment.

FormativeAssessment:observation,discussion,andgroupworksamples.

LessonsequenceTwo:Whoisresponsibleforlifeunderwater?

KLAandoutcomes:Geography:GE3-2,GE3-3English:EN3-1A,EN3-2A

Contentandspecific

learningintentionsWALT

Briefdescriptionoflearningactivity(ies)

IndicateExplicitTeaching(ET)andExploration(E)activities

21^stCskills

NSWgeneral

capabilities

Resources(includingTwitter

andprofessionalblogslinks)

Geography:investigatehow people influence places: identificationofwayspeople

influenceplacesand

ET:UseconnectedclassroomstoconnectwithYear5studentsin Yoshima Daini Elementary School in Iwaki, Fukushima, Japan.

JapanesestudentsshareSDG14projectsinJapan.Studentsask

ICTforlearning

Literacy

AustralianGovernmentDept ofAgriculture,Waterandthe Environment:

https://www.environment.g

contributetosustainability (GE3-2)

questionsabouthowJapanreducesplasticconsumptionandwhat they are doing to remove plastics from the ocean.

E:On a national level, what is our nation doing about SDG 14?In groups,studentsareassignedeithertheDeptofAgriculture,Water and the Environment or an Australian national organisation to investigate what our nation is doing to reduce marine pollution.

Studentgroupsdecideonplatformforreportingbacktotheclass (Padlet, PowerPoint, poster, iMovie) and roles.

ET:Create class KWL chart about what the students know and would like to know about what their local council is doing for SDG14goals. ZoomguestspeakerfromPortMacquarieHastings Council: Environmental Project Officer answers student questions about what initiatives the local government have introduced / supportedtoworktowardsSDG14.Studentsgivenopportunityto haveapersuasiveiMoviefeatureonthecouncilwebsite.Teacher refers students to previously made word clines on display wall.

TeacherusesOnlinePersuasionMaptoco-constructandmodel persuasive text features.

E:InvestigatetheChooseTapcampaign.Createadvertisementfor the Choose Tap campaign using iMovie. The best iMovie will featureonthecouncilwebsitetoraiseawarenessofthecampaign in the local government area. Working in groups, student will select roles, decide upon content and execution.

ET:What can you do to work towards the UNs SDG14 goal of reducing marine pollution? Watch What is Civic Engagement? video. Discuss civic duty and responsibility, what it means to students and for SDG14. Revisit mind map from lesson 1. Add additional ideas from research.

E:Guest speaker from Take 3 for the Sea engages students at ShellyBeachabouttheprofoundeffectthattheirhelpcanhaveon our oceans.Excursion: Students engage in beach clean-up at Shelly Beach, Port Macquarie, NSW. Use litter stopper app to

record littercollected.

ov.au/marine/international-activities

WWF Australia (T):https://www.wwf.org.au/what-we-do/oceans/protect-our-oceans#gs.252dneAustralian Marine Conservation Society:https://www.marineconservation.org.au/

Sea Shepherd:https://www.seashepherdglobal.org/?gclid=EAIaIQobChMI95O25JXi8AIV8oJLBR1kAwzjEAAYAiAAEgIBKPD_BwE

Laptops / iPads Software (Padlet, PowerPoint,iMovie)

Online Persuasion Map:http://www.readwritethink.org/classroom-resources

ChooseTapCampaign(T)

What is Civic Engagement? YouTube video:https://www.youtube.com/watch?v=x6bNwmrBPXI

Litterstopperapp(T)

descriptionofwhoorganises and manages places eg local andstategovernments(GE3- 3)

ICTforlearning Collaboration

Literacy Criticaland Creative thinking

English:useinteractionskills (questioning), and choose vocabularyandvocaleffects appropriate for different audiences and purposes (EN3-1A)

ICTforlearning

identifyandsummarisekey ideasandinformationfrom guest speakers, eg note-

taking(EN3-1A)

composetextsthatinclude sustainedandeffectiveuse of persuasive devices, eg texts dealing with environmentalissues(EN3- 2A)

ICTforlearning

Collaboration

ICTforlearning Collaboration

Criticaland

creative thinking

WALT:Investigate who is responsible for the managementofplacesand

environments

ICTforlearning

Successcriteria

WILF:Studentstoinvestigateglobal,national,localandpersonalresponsibilityforthemanagementofplacesandenvironments.

FormativeAssessment:Observation,discussion,groupworksamples.

LessonsequenceThree:Howdoesourexperiencesshapeourunderstanding?

KLAsandoutcomes:GeographyGE3-2,GE3-3;EnglishEN3-1A,EN3-2A,CreativeArtsVAS3.2,VAS3.4

Contentandspecific

learningintentionsWALT

Briefdescriptionoflearningactivity(ies)

IndicateExplicitTeaching(ET)andExploration(E)activities

21^stCskills

NSWgeneral

capabilities

Resources(includingTwitter

andprofessionalblogslinks)

Geography:investigatehow people influence places: identificationofwayspeople influence places and contribute to sustainability (GE3-2)

descriptionofwhoorganises and manages places eg local andstategovernments(GE3- 3)

English:participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (EN3-1A) compose imaginative and informativetextsthatshow evidenceofdevelopedideas (EN3-2A)

Creative Art:Makes artworks for different audiences, assembling materialsinavarietyofways (VAS3.2)

ET:Birpai elder leads yarning circle to orally retell the Aboriginal dreamtime story of Thukeri, a tale about conservation. Teacher andelderdiscusseswithclass(eg.Whatlessonsdoesthisstorytell us about sustainability? What do you think the term custodial responsibilitymeans?WhatcanwelearnfromAboriginalpeople about respecting natural resources?)

E:Reflectingonthebeachclean-up,createanoralorwrittenstory aboutthelessonthatyouhavelearntaboutrespectingournatural environment and ocean resources.

ET:What has been our national community response to plastic pollution?Use SmartBoard to read main points of newspaper plastics ban articles and discuss. Informed citizens in Australian organisations and state governments have been moved by their civicdutyandresponsibilitytothisEarthtoputinplacethesebans. What do I mean by the terminformed citizen?The experience of the plastics collection at Shelly Beach is a way for us to become informed citizens of the effect of plastics pollution in Port Macquarie. Teacher shows students how to create a graph in Canva.

E:Working in pairs, use raw data collected on the Litter Stopper app (displayed on Smartboard) to graph the different types of plastic pollution collected on the beach. Reflect on the graph to answer:Howdoesthisinformationshapeourunderstandingofthe influence that we have on life under water? What does it inspire you to do?

ET:Uncover artwork piece by piece. Ask students what they see andhowtheyknow.Allartismadetocommunicateamessageto theaudience.Askstudentstosuggestthemeaningormessageof the artwork and who they think the intended audience is.

ICTforlearning

ICTforlearning Collaboration

Literacy Criticaland Creative thinking

Criticaland creative thinking

Thukeri Dreamtime story:https://www.youtube.com/watch?v=dNaKBCNvH_MTraditionalCustodiansofthe Land:Foodfromthesea.(T)https://www.gbrmpa.gov.au

/our-partners/traditional-owners/traditional-use-of-the-marine-park/food-from-the-sea

Newspaper articles: NSWPlasticBagBan:

https://www.broadsheet.com.au/sydney/city-file/article/nsw-will-finally-ban-single-use-plastic-bagsPlasticStraws &CutleryBan:https://www.theguardian.com/environment/2021/apr/16

/single-use-plastics-to-be-phased-out-in-australia-from-2025-include-plastic-utensils-and-straws

LitterStopperAppdata(T) Canva software

LaptopsArtworkimages:

Art on plastic pollution:https://www.plasticpollution

coalition.org/blog/2017/5/2/

Communicates about the waysinwhichsubjectmatter is represented in artworks (VAS3.4)

WALT:Students will investigate how their experiences shape their understanding and influence

theircontribution.

Useartworktoexplainwhatformandtextureisinart.Discusshow the artist was able to use plastic pollution for different parts of theirart.Showdifferentexamplesofpollutionarttogivestudents ideas. Discuss how each have a clear message.

E:Ingroups,studentsdecidetheirfocusfortheirartworkandhow they will communicate their clear message to the audience.

Studentsprovidedsketchingpapertohelpduringtheplanning stage.Studentsusethecollectedbeachplastictocreateaform

andtextureartworkthatconveystheirSDG14message.

Collaboration

Criticaland creative thinking

10-inspiring-works-of-art-about-plastic-pollutionWashed Ashore Art: The making of turtle ocean. (T)https://www.youtube.com/watch?v=E4V_RZ-p9-YCollected beach plastic pollutionandadditionalart

supplies(glue,paintetc).

Successcriteria

WILF:Studentswillthinkabouthowtheirbeachpollutionclean-upexperienceshapestheirunderstandingofSDG14andinfluencestheirthoughtsandactions.

FormativeAssessment:Observation,discussion,individualworksamples,groupworksamples.

LessonsequenceFour:Whyisourmessageimportant?

KLAsandOutcomes:GeographyGE3-2EnglishEN3-1A,EN3-2A,EN3-5B

Contentandspecific

learningintentionsWALT

Briefdescriptionoflearningactivity(ies)

IndicateExplicitTeaching(ET)andExploration(E)activities

21^stCskills

NSWgeneral

capabilities

Resources(includingTwitter

andprofessionalblogslinks)

Geography:investigatehow people influence places: identificationofwayspeople influence places and contribute to sustainability (GE3-2)

English:participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (EN3-1A)

use a range of software, includingwordprocessing programs, learning new functions as required to

createtexts(EN3-2A)

ET:Watch National Geographic video about what Hawaiian students have done to fight against plastics pollution for their community.Whywerethesestudentsinspiredtoactionagainst plastic pollution? What were their actions?

E:Students investigate solutions and alternatives to plastic using the thinkers keys. Teacher gives each group a different key: Brainstorming (students brainstorm solutions to the plastic pollution); Different Uses (students list the different uses for recycled plastic); The Alternatives (students list ways to complete tasks without plastic); and The What if (students asked What if we could magic plastic away forever?). Students use laptops to help research their thinking and create a Padlet/PowerPoint/Canva document to present their ideas.

ET:Teacher introduces FRAME virtual reality presentation software and shows how various mediums can be uploaded to the website (typedinformation,videos,photographs,diagrams,audiofiles,3-D models). Teacher explains that FRAME will allow their message about SDG14 to reach a wider audience.

ICTforlearning

ICTforlearning Collaboration

ICTforlearning

Literacy Criticaland creative thinking

National Geographic YouTube video:https://www.youtube.com/watch?v=hKFV9IquMXA

FRAME(T)

Laptops iPads