K-1+HSIE+T4+2014

Gathers information about natural and built environments and communicates some of the ways in which they interact with, and can care for, these environments. || ENS1.6 Demonstrates an understanding of the relationship between environments and people. ||
 * || **ES1** || **S1** ||
 * **Outcomes** || ENES1
 * **Content** || * identifies ways in which they use natural and built environments for their own activities
 * participates in activities where they can care for their home, school and local environments
 * describes the different ways in which people care for the environment
 * contributes to class discussions about ways of caring for natural things in their home, school or local environment
 * gathers information about how the environment influences their health and happiness
 * demonstrates an awareness of the relationship between features, sites and places in the context of particular natural or built environments.

students’ experiences and interactions with their immediate environment and with areas they have visited || identifies and labels how the elements of an environment rely on each other • identifies ways in which people depend on the environment • identifies ways in which people’s interactions with the environment can change that environment, eg the result of blocking up a river or chopping down trees • evaluates results of human change on environments relevant to them • describes interactions with the environment that can affect their life or the lives of others, eg moving from the country to the city, engaging in sport and leisure, dressing appropriately, building and modifying housing, planning and constructing roads • identifies ways that places in their immediate environment have changed and are continuing to change, eg erosion in the playground, new footpaths, old train station now used as a shop <span style="font-family: Cambria,serif; font-size: 12pt;">• shows an interest in environmental issues at local, national and global levels <span style="font-family: Cambria,serif; font-size: 12pt;">• participates in activities to clean up environments, eg Clean Up Australia Day <span style="font-family: Cambria,serif; font-size: 12pt;">• identifies wise and unwise use of resources <span style="font-family: Cambria,serif; font-size: 12pt;">• participates in activities that demonstrate personal and shared responsibilities about the care of environments <span style="font-family: Cambria,serif; font-size: 12pt;">• suggests ways of caring for sites, features, places and environments to which they can contribute <span style="font-family: Cambria,serif; font-size: 12pt;">• recognises that Aboriginal people have interacted positively with the environment for a long time <span style="font-family: Cambria,serif; font-size: 12pt;">• recognises that people from other cultures have differing relationships with the environment <span style="font-family: Cambria,serif; font-size: 12pt;">• demonstrates an aesthetic appreciation of the environment <span style="font-family: Cambria,serif; font-size: 12pt;">• identifies ways in which people use technology to modify environments.

adaptations to environments to satisfy needs

• changes to the immediate environment as a result of meeting needs and wants

• Aboriginal relationship to the land and ways of caring for the land ||

[|Built and Natural environments] - Walk around the school taking photos of places, spaces and objects. - Sort the photos into natural and built environments. || All students able to take photos and identify built and natural objects/areas. || - What are the most important places or spaces in the school to you? Why? What are they used for? (Take digital photos of these areas, label). - What are the most important places and spaces in the school that you could not do without? Why? - Discuss what a new student would need to know about the school’s places and spaces. List. - What are common places around the school that are used by all students and teachers? - how are these places used and who uses them? eg toilets, canteen, lunch area, memorial garden ||  || - survey the school and decide the order of the places and spaces to be visities on the information trail/tour ||  || The trail/tour is - to take the least amount of time possible - cover the shortest distance possible - be informative.
 * Week || Assessmnet || Learning Activities || Assessment ||
 * 4 ||  || - Discuss what are built and natural environments - watch the following video and compare and discuss
 * 5 ||  || Discuss:
 * 6 ||  || - A s a whole class rate the importance of each of the places or spaces that you would need to know about as a new student (use digital images of the school buildings & spaces).
 * 7 ||  || Inform:* **Design criteria:**

Students draw a picture map of their trail/tour, (Use A3 paper, variety of pencils, textas, etc, digital or graphic images of the places and spaces, free hand drawings).

Do you need to change any aspect of your design? ||  || The tour is assessed on the identified criteria (i.e. time and distance). Data to be recorded. e.g. ||  || GROUP || TIME || DISTANCE ||
 * On the map, students then label and number from one to five the order of the places and spaces visited on the tour. **A.**
 * Trial the tour map eg Time the amount of time taken, the quality of the information given at each stop. Modify design.
 * 8 ||  || * Each group takes a turn taking their class on their tour.
 * Materials:** Stop watch, pedometer/trundle wheel
 * Group 1 ||   ||   ||   ||
 * Group 2 ||   ||   ||   ||
 * Which information walk/learning trail was the most enjoyable or interesting for you to take? Was the shortest/ quickest trail necessarily the one you liked most? Why or why not (eg consider scenic and physical factors)?
 * The successful information tour/trail will be used as a system to introduce newcomers to important places and spaces in the school.
 * 9 ||  ||   ||
 * 9 ||  ||   ||