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Topic: Me In My Environment ‘Considering the world we are a part of and how we can make decisions to manage & improve the quality of the school’s physical & social environment. Level: 1
Key Concepts:Interdependence Sustainability
Personal & Social Responsibility & Action
Biodiversity
Key Dimensions:
IN ABOUT FOR
Learning Experiences:See Activity Guide in the ‘Me In My Environment’ section, Enviroschools Kit.Key Competencies:Thinking, Participating and Contributing, Using Language, Symbols and Text, Managing Self, Relating to OthersHabits of Mind: Wonderment and Awe
Skills: Investigate, observe & experience our surroundings. Share, record and analyse maps & info. Consult with others & make decisions together.
Attitudes/Values: KaitiakitangaCo-operation & concern for all forms of life in our community & wider environment. Innovation, inquiry and curiosity, ecological sustainability.
Actions:To produce a whole school vision map for the creation of a sustainable school environment for people & nature. ( Hard copy and digital copy for sharing.)
Curriculum Area: Social SciencesUnderstand how places influence people and people influence places.
Curriculum Area: ScienceStrand: PE&B Explore and describe natural features and resources.
Curriculum Area: EnglishConstructs texts that demonstrate some awareness of purpose and audience through appropriate choice of content, language and text form
Curriculum Area: The Arts/TechnologyStrand: Visual (photography, sketching, colour/ texture exploration), Sound Arts (environmental)Outline a general plan to support the development of an outcome, identifying appropriate steps and resources
Curriculum Area: Health & PEStrand: HCE Take individual and collective action to contribute to environments that can be enjoyed by all.
Curriculum Area:MathsStrand: Measurement (Length)/StatisticsCreate and use simple maps to show position and direction. Conduct investigations using statistical enquiry cycle (survey, pictogram).
Learning Outcomes: Students will:•Build knowledge and understanding of what they know & feel about their environment & can observe in their surroundings. •Keep a class Enviro Diary/Blog as a record of the learning (updated weekly or more).•Explore key concepts & relate them to the school situation.•Conduct a survey of sustainability in the school.•Recap & summarise key learning about the school environment.•Create a Vision Map that represents the values, principles and ideas of the whole class and whole school. What do we value in our school?
Assessment:Whole class map that reflects students ideas & feelings about the health & sustainability of the school environment Whole school map.Documentation of the processes.Self assessment/rubrics for Key Competencies and Habits of Mind.
Me in My Environment
Learning Guide
Maths English The Arts Health & PE Science/Technology
Social Sciences Te Reo Maori
Term 1 Week 6
What do you know now?
Mapping My Place p62 -
Birds eye view reader (W4-5)
Pepeha p64Special Places
p66 (all classes)
Word Hunt p69
Sounds & Colours p63
Special Places p66
Social Profile p67 (W1-3)
Mapping My Place p62 (W4-5)
Sounds & Colours p63
Special PlacesSocial Profile
p67 Pepeha (all classes)
Pepeha (all classes)Wk 1 -5
Week 7 What can you observe?
Pattern Hunt p75
Alphabet Hike p70
Close Encounters (Hear) p72
Alphabet Hike p70Close
Encounters (Touch) p73Pattern Hunt
p75
Restless Minds p68
Close Encounters
(See, Taste & Smell) p71, 74A Day in the life of..p77
A Day in the life of.. P77 (ll classes))
Week 8-9 What can you learn? A:Inter-reateness
B: There are limits…
C: We have..
Last Sunflower p102
World in a Lunchbox p103
Rangi & Papa p79
Tane & Tangaroa p98Make a Tree
p78Mihi to Rangi & Papa p79
Make a Tree p78
Rangi & Papa p79
Web of Life 1 & 2 p95-7
Sustainability Photos
Rangi & Papa p79Tane & Tangaroa
p98If Earth were
p101Last Sunflower
p102World in a
Lunchbox p103
Rangi & Papa p79
Tane & Tangaroa p98
Mihi to Rangi & Papa
p79
Term 2 Week 1
What can you learn?
D: Kaitiaki…E: Living…
F: Designing…
Design An Object p119
Kaitiakitanga p104
Various Values p111
Playing Our Part p113
Sustainability Puzzle (see cover) (all classes)
Kaitiakitanga p104
Decisions Decisions p109
Design An Object p119
Kaitiakitanga p104
Decisions Decisions p109Various Values
p111Playing Our Part
p113
Design An Object p119
Kaitiakitanga p104
Week 2 What can you measure?
EnviroSurvey p121 (all classes)
EnviroSurvey p121 (all classes)
EnviroSurvey p121 (all classes)
EnviroSurvey p121 (all classes)
EnviroSurvey p121 (all classes)
EnviroSurvey p121 (all classes)
EnviroSurvey p121 (all classes)
Week 3-4 What would you change?
Pool of Knowledge (all classes) - see
kit
Pool of Knowledge (all classes) - see
kit
Pool of Knowledge (all classes) - see
kit
Pool of Knowledge (all classes) - see
kit
Pool of Knowledge (all classes) - see
kit
Pool of Knowledge (all classes) -
see kit
Pool of Knowledge
(all classes) - see kit
Me in My Environme
nt
Learning Guide
Maths English The Arts Health & PE
Science/
Technology
Social Studies
Te Reo Maori
Week 5 Mapping a WHOLE SCHOOL VISION!
Integrated ActivitiesMapping the whole school vision will need to be steered by your Enviro group who will co-ordinate and communicate with different groups in the school community.Sharing class ideas: Pools of Knowledge or class maps shared with the school community. May be a whole school exhibition/Community tour/Classroom tour/Hui/Open afternoon?Compiling Draft Vision Map: Establish guiding principles/sort ideas/create stroyboards/explore iconsConsultation with BOT, staff and other groups: May be done at council meeting or at an open evening!Drawing final Vision Map: Use your community! Any expertise out there?Vision Map Use: What will it be used for? Prioritising class projects/raising awareness/reflection/funding applications?
Whole school assemblies/class visits to view/share what classes have been doing.
Display vision map and actions on plasma screen in Office
Week 6 Mapping a WHOLE SCHOOL
VISION!
Week 7 Mapping a WHOLE SCHOOL
VISION!
Goals reached at the end of the Term
• Each classes ideas have been collated into an overall school vision map that everyone agrees is the basis for creating a sustainable school.• The vision map is on display for the school and community to view & its use has been decided upon.• Teachers, students & community have a guiding vision to work towards, to plan for and to make happen!• Whole school, community & children’s participation and involvement in the whole school map is evident.
Reflective Assessment
Staff reflection on the Term unit ‘Me in My Environment’Children’s reflection on the term and the processes they went through.Community reflection on involvement in the processes (ie Envirogroup participation/Vision map consultation)Documentation for facilitator (photos, scrapbooks, story boards, art etc)