Sustainability Unit

At Frankston Primary with Grade 5/6 Students

Alice Liddington-Cox

Curriculum Links
Throughout the mini-unit for grades 5 and 6 undertaken at Frankston Primary School, there have been strong links to the
sustainability and geography streams. The main Ausvels learning objectives which have been apparent throughout our unit of
work are as follows:

Sustainability- Levels 5/6

OI. 5- World views are formed by experiences at personal, local, national and global levels, and are linked to individual and
community actions for sustainability.
OI.7- Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and
understand environments.
OI.9- Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments.

The Humanities: Geography- Levels 5/6

- Students explore environmental issues and consider possible solutions to current and future challenges.
- Explore ways of protecting these unique environments in a sustainable way for future generations.
- They explore effective ways to care for local places, and are provided with opportunities to initiate and participate in an action on
an environmental issue of personal or group concern.
Further learning outcomes included:
- Developing a deep connection to their place

- Developing an appreciation for the environment

- Acquiring skills suitable for sustaining the environment and place

Session 1

7th of August

Listening to Childrens Voices

The aim of this lesson was to discover the students prior knowledge about sustainability and their visions of the future of their
school environment. We focussed on asking open ended questions to unleash the childrens perspectives during the detailed tour
of the outdoor spaces and their favourite places in their school. We captured these ideas through individual drawings in which the
children shared amongst the group. We also facilitated a group discussion about sustainability and what they look for in outdoor
places and recorded their answers. They chose a place in the school which they believed needed improvement.

Photos & Drawings from Session 1

Group discussion about

sustainability & outdoor
places

Children drawing their

favourite places

Students work >

(Zoom in to see photos)

Session 2

14th of August

Students Voices conveyed through Narratives

The aim of this session was to look at the myriad of stories created about the environment and how those stories deepen the
connection to a place. We achieved this through reading an Australian picture story book called Whale Song by Jennifer
Hopson Marion & Steve Isham, which is about a young girls connection to the ocean which we believed was suitable for the
students at Frankston Primary because the beach is so familiar to them. The book was a springboard for discussions about their
own stories with the beach and led into the creation of our own 3D picture story book. All students collaboratively created the
storyline, 3D artwork for each page and filmed the narrative with voice recordings. The teachers and students discussed how this
could be the basis for our place and came up with ways of incorporating the storyline into the creation of our place. Teachers took
notes which would be transformed into a plan to show them next week.

Photos from Session 2

Reading Whale Song

Making the 3D illustrations

from recycled materials

The Shipwrecked Narrative

Please click the link- https://www.youtube.com/watch?v=XP9WeIjCJzM&feature=youtu.be

Session 3

21st of August

Creating Places
Our aim for the session was to begin the transformation of our place. This involved teaching the students new skills involved in
gardening and painting. We split the group in half as there was a lot to complete in an hour and the two tasks appealed to
different students. Half the group prepared the area for gardening by digging, weeding, planting, mulching and watering. The
other half designed and painted the flag for the ship and the rocks for the tic tac toe. Both groups worked really hard during this
session and loved being outdoors and hands on. At the end of the lesson, we spent time discussing how to maintain the garden
while we are on placement.

Photos from Session 3

Painting the sail and rocks

Gardening

Stage 1- Transformation of Place

Labelling the Native Plants

Session 4

9th of October

Final Project Workshop

For our final session working with the students, our focus was to finish the place so it was ready for the showcase. The students
planted native Australian plants in the tyres and dug in the tic tac toe stumps. They also weeded, re-mulched and watered the
plants we planted in the previous session. Once all the elements were together, we cleaned up the area and enjoyed playing in
the new place called Shipwrecked. Talk to students about how to sustain this place. We had a discussion about their favourite
parts of the project and aspects that may need improving in the future. With the time left over, I taught the children one of my
favourite games.

Photos from Session 4

Creating the planter tyres

All hands on deck!

Proud students with their sustainable place

Session 5

16th of October

The Showcase

The weather was not ideal for the showcase Rain, rain and more rain! The weather cleared up for about half an hour so we
hurried outside to show off our creation to the rest of the groups and also explore the school for the other groups transformations
of place. It was really exciting and interesting to see what the other groups had created and how much the students had learnt
about sustainability. It was evident in the presentations that all students were very proud of their creations.

Photos from Session 5

Our place standing proud

Other groups creations

Plan for Sustainability Unit

Topic &
Subtopic

Week 1

Subtopic:
To create everlasting memories and deep connections with place whilst
developing sustainable practices.

Related Reference:
Sobel (2008) argues that environmental education must allow children to "have
an opportunity to bond with the natural world, to learn to love it and feel
comfortable in it, before being asked to heal its wounds."

Steps

Ausvels

Resources

Getting to know you game

Assessing students prior knowledge of

sustainability

Interpersonal development:
(Level 5/6)
As students work towards the achievement of Level 6 standards in Interpersonal
Development, they develop skills and behaviours for connecting with a variety
of groups, including peer and community groups.
- Pen & Paper to take notes

OI. 1- The biosphere is a dynamic system providing conditions that sustain life
on Earth.

OI. 4- World views that recognise the dependence of living things on healthy
ecosystems.

Asking students about their favourite outdoor

places and least favourite places in the school
environment
Creating representations of their favourite
places through drawings and short sentences

- Pencil
- Paper
- Textas

Design, Creativity and technology:

(Level 5/6)
Individually and in small teams, students develop possible solutions in response
to design briefs, using simple mind maps, sketches, plans and annotated
drawings, labelled diagrams models and flow charts.

Students contributed to place idea (What

they wanted in a place)

OI. 5- World views are formed by experiences at personal, local, national and
global levels, and are linked to individual and community actions for
sustainability.

As a group, we chose a bare place which

needed improvement for our project

OI.9- Sustainable futures result from actions designed to preserve and/or

restore the quality and uniqueness of environments.

Week 2

Read Whale Song to highlight deep

connections to place and inspire them to
create their own story around their place

- Whale Song by Jennifer

Hopson
(See Appendix 1)

OI. 5- World views are formed by experiences at personal, local, national and
global levels, and are linked to individual and community actions for
sustainability.

As a class, brainstorm ideas for story

Write story

- Permanent Marker
- A3 Paper

Create 3D illustrations for storybook using

recycled materials

- Recycled Materials
- Glue
- Scissors

Record digital storybook together

- Recording Device

Debrief on using this story to inform place

design

Week 3

Collaboratively design place with students

(with ideas also inputted by Joanne Booth;
Assistant Principal)

- See Appendix 2

Collect materials before class

- Wooden Sail
- Rocks
- Outdoor Paint
- Permanent Markers
- Tyres
- Plants from Indigenous
nursery
- Work Shirts
- Gloves
- Shovels
- Trowels
- Wooden stakes for labelling
plants
- Plan
- Recycled Water

Design, Creativity and technology:

Individually and in small teams, students develop possible solutions in response
to design briefs, using simple mind maps, sketches, plans and annotated
drawings, labelled diagrams models and flow charts.

Begin place creation with students (two

separate groups one painting and one
gardening)

OI.9- Sustainable futures result from actions designed to preserve and/or

restore the quality and uniqueness of environments.

Have a discussion on the benefits of creating

a place for sustainability

The Humanities:
Geography
Students participate in fieldwork using simple
techniques; for example, collecting and recording data on how the human and
physical
characteristics of a selected site are changing or have changed. They explore
effective ways to care for local places, and are provided with opportunities to
initiate and participate in an action on an environmental issue of personal or
group concern.

OI. 6- The sustainability of ecological, social and economic systems is achieved

through informed individual and community action that values local and global
equity and fairness across generations into the future.

Week 4

Bringing all elements together; setting up

boat, collecting soil and mulch,
Planting, embedding logs, setting up seat

OI.9- Sustainable futures result from actions designed to preserve and/or

restore the quality and uniqueness of environments.

Discussion with students on how to

sustainably care for created place and for
future children to enjoy.

Science: Biological Science

Living things have structural features and adaptations that help them to survive
in their environment (ACSSU043)

OI.7- Actions for a more sustainable future reflect values of care, respect and
responsibility, and require us to explore and understand environments.

Complete written/drawn reflective piece

- Pencils
- Grey Lead
- Textas
- Reflective worksheet

Have back-up game for early finish

Showcase

Prepare slide and assist students with

showcase presentation

- Powerpoint slide

OI. 5- World views are formed by experiences at personal, local, national and
global levels, and are linked to individual and community actions for
sustainability.

Showcase

Title of Place- Shipwrecked

Reflective Discussion
The Mini-Unit & Shipwrecked Resource
The Impact on Students
I believe we achieved our project aim of creating everlasting memories and deepening connections with place whilst developing sustainable
practices. From the students feedback, I was touched to discover that they will remember this place and working on this project for a very
long time. The students developed a strong appreciation for the environment and a sense of pride in their creation which has positively
influenced the students journey in becoming future decision makers and environmental stewards, (Malone, 2004, p. 53). They learnt ways
to restore the quality and uniqueness of the environments by adding new elements and how to sustain these environments for years to
come (Victorian curriculum and assessment authority., 2014). I believe we enhanced the students enthusiasm and passion for the project
by providing them with a supportive learning environment in helping [them] feel positive about their future and focussing on empowerment
rather than dwelling on the environmental state of the planet (Hicks & Holden, 2007, p. 508). Research details the detrimental effects of
discussing environmental degradation at a global level with children can have on their outlook on the future and their proactivity towards
sustaining the Earth; development of ecophobia (Hicks & Holden, 2007; Strife, 2012; Kelsey & OBrien, 2011).
As we combined two groups together, we were able to undertake a larger project and incorporate more ideas. The students all commented
on how much they enjoyed working as a team with their fellow students and Monash teachers to create the place together. The mini unit
encouraged students to voice their opinion, work together and get involved with environmental change, which builds on their self-worth and
belief that they can change their local community and wider world (Gayford, 2009; Halse, 2009). Becoming immersed in their environment
through gardening and being outdoors has provided students with positive memories and connections to the environment and
Shipwrecked place which will positively impact their choice to live sustainably (Kalvaitis & Monhardt, 2012).


Feedback on Shipwrecked Resource
Fellow student teachers commented on how the place is eye-catching and full of colour and fun. The overgrown, neglected corner the
students chose in week two is no longer a forgotten space and is now a place where students can utilise at recess and lunchtime, whether its
to play around the ship, play tic tac toe on the stumps or relax amongst the plants; there is something for everyone in our place, which makes
it inviting and suitable for all ages. I remember a special moment when I was leaving Frankston Primary in week three and seeing roughly 15
students playing around Shipwrecked at lunchtime. To me, that moment confirmed we had achieved our goal of completing a sustainable
place which connects the students to their environment. The feedback from Sylvia really lifted my spirits for the future. She spoke about how
our place was very sustainable and how it is going to be here for years. She said usually she disapproves of paint, but in our case, it was
justified as our students wanted a place which was colourful.

I was surprised to see that every student found it really difficult to think of an aspect that did not go well. The only student who gave feedback
said it was difficult putting the ship on an even level. However, I believe that was one of the best aspects, as it required the students to work
as a team to solve the problem, and they did an exceptional job at making sure the ship was safe and secure. If that was the only part that
didnt go well, I think the project could not have been done any better, given the time constraints. It was a really positive experience which
created a special bond between the team and the outdoor environment.

References

Almeida, S. (2014). Children's Literature. Unpublished manuscript, EDF1125, Monash University, Melbourne, Victoria, Australia.

Barrat Hacking, E., Scott, W. & Lee, E. (2010). Evidence of Impact of Sustainable Schools. Nottingham, UK: Almeida, S. (2014).
Children's Literature. Unpublished manuscript, EDF1125, Monash University, Melbourne, Victoria, AustraliaDepartment for Children, Schools
and Families Publications

Gayford C (2009) Learning for Sustainability: from the pupils perspective. Godalming, Surrey: World Wide Fund for Nature. Retrieved
from http://assets.wwf.org.uk/downloads/wwf_report_ final_web.pdf

Halse, 2009. Letting Students Lead: Sustainable schools in action. Retrieved from http://
www.wiltshirewildlife.org/Resources/Wiltshire%20Wildlife%20Trust/Documents/40ppbooklet.pdf

Hicks (2011). Picturing a sustainable future. Primary Geography. 10-11. Retrieved from http://images.lib.monash.edu.au/
edf1125/04207318.pdf

Hicks. D., & Holden, C. (2007): Remembering the future: what do children think?, Environmental Education Research, 13(4),
501-512. Retrieved from http://dx.doi.org/10.1080/13504620701581596

Kalvaitis, D., & Monhardt, R. M. (2012): The architecture of childrens relationships with nature: a phenomenographic investigation seen
through drawings and written narratives of elementary students. Environmental Education Research, 18(2), 209-227. Retrieved from http://
dx.doi.org/10.1080/13504622.2011.598227

Kelsey, E., & O'Brien, C. (2011). Sustainable happiness. Green Teacher, (93), 3-7. Retrieved from http://search.proquest.com/docview/
881300489?accountid=12528

Malone, K. (2004). Holding Environments: Creating Spaces to Support Children's Environmental Learning in the 21st Century.
Australian Journal of Environmental Education, 20(2), 53-66. retrieved from: http://moodle.vle.monash.edu/pluginfile.php/2546156/
mod_resource/content/0/Malone%20-%20holding%20environments.pdf

Nebraska Department of Education (2008). Reconnecting the worlds children to nature: call to action. Retrieved from: http://
moodle.vle.monash.edu/pluginfile.php/2532839/mod_resource/content/0/call_to_action.pdf

Sobel, David, (2008). Childhood and Nature: Design Principles for Educators, Portland, Me: Stenhouse Publishers. Available at: http:/
ezproxy.lib.monash.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=299437&site=ehostlive&scope=site.

Strife, S, J. (2012). Childrens environmental concerns: expressing ecophobia. The Journal of Environmental Education, 43(1), 37- 54.
doi: 10.1080/00958964.2011.602131

Victorian curriculum and assessment authority (2014). The Australian Curriculum in Victoria. Retrieved from http://
ausvels.vcaa.vic.edu.au

Appendices:

(Appendix 1)

(Appendix 2)