home

SUSTAINABILITY -

Reduce, Reuse, Recycle

This wiki contains all the information necessary to teach an interactive and engaging unit about sustainability. It particularly focuses on the words Reduce, Reuse and Recycle and how they can be embraced by students and people of all ages. Also the importance they have on our environment and surroundings.

We have created activities that are focused and suited towards VELS Level 4, Grade 5 & 6. However the activities can be adapted to suit a range of levels, as technology allows students to participate from all different entry levels.

As well as following the expectations of VELS this wiki allows follows the model E5, where students take a journey through the topic. Beginning with engage and explore students create ideas and questions related to the topic, students then reach the explain and elaborate stages where they use definitions to give them a platform for their own research, before finally reaching the evaluate stage that ties it all together.

The activities that have been chosen throughout this wiki, relating to VELS and the E5 model will give the teacher and students a change to explore the topic and send out a clear message on how to look after our environment in a sustainable way.   Our overall learning focus for this Unit of work on Reduce, Reuse and Recycling is:

//"Students develop knowledge about their community and environment, and a sense that individuals' contributions can care for and improve the environment, their own lives and the lives of others." // Further information can be found on VELS  



**By Tahnee Pumpa, Amelia Spence & Lauren Williams ** You can follow our thoughts, concerns and triumphs are we worked through this wiki, digital response and the challenges posed by the team from InTERACT by reading our blog.

This following outline the standards directly related to VELS and how our unit on Reduce, Reuse and Recycle fits in.
 * VELS - LEVEL FOUR **

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">**Civics and Citizenship**
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Students... "understand that protecting the environment requires that people work together as citizens and consumers and participate in appropriate actions as environmental stewards or in other civic action to effect positive change"
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Students... "explore ways in which they can actively participate in their school and community"
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Students... "develop knowledge about their community and environment, and a sense that individuals’ contributions can care for and improve the environment, their own lives and the lives of others."


 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Interpersonal Development - working in teams **
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Students... "work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity. They work cooperatively to allocate tasks and develop timelines."
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Students... "accept responsibility for their role and tasks"
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Students... "explain the benefits of working in a team. They provide feedback to others and evaluate their own and the team’s performance."

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">ICT **
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Students... "will work towards the achievement of Level 4 standards in Information and Communications Technology (ICT), they apply known ICT tools for visualising thinking in new ways to make links between existing and new knowledge."
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Students... "use design tools, such as layout diagrams, annotated drawings and storyboards, to document solutions and the layout of information products."
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Students... "use ICT tools to produce information products that demonstrate their knowledge and skills for all areas of the curriculum."
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Personal Development **
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Students... "with support, consider a range of approaches to learning and reflect on how the approaches they use influence the quality of their learning."
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 110%;">Students... "through participation in a variety of group and whole-class activities, begin to articulate the advantages of learning effectively with, and from, their peers. They seek feedback from peers and consider the validity of the feedback they receive. They identify the values that underpin the creation of a classroom environment that will support the learning of all students such as respect, equity and inclusion."

<span style="display: block; font-family: Arial,Helvetica,sans-serif;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">[]