|Scooped by Mariana Vazquez|
HSIE K-6 Syllabus Outcome: ENES1 Gathers information about natural and built environments and communicates some of the ways in which they interact with, and can care for, these environments.
Subject Matter: Features, places and environments that are clean and safe.
Inquiry question: How can we interact and care for places and environments so that they are kept safe and clean?
This website is a great educational avenue which provides teachers with a variety of fantastic activities that can be used to help students understand how human activities affect our environments globally. Activity 1 presents ways in which children can visually compare different natural environments through photographs, whilst it also encourages students to show their ideas about the environment by drawing their own picture. Activity 2 on the other hand, addresses the issue by observing how the way we care for our environment alters its overall state and nature. It also offers teacher-posed questions which can be utilised as framework for discussion. Similarly, activity 3 explores how people interact with their environment and use products made from environmental parts such as trees. This activity however, can be adapted by focusing more cohesively on how human impact on numerous global environments can be reduced to not only make these cleaner and safer but also more sustainable. Such focus can be attained by creating a learning activity where students are provided with photographs of dirty, neglected environments and are asked to identify things that can be modified in order to improve it.
The different resources accessible from this site are of utter value to an educator as they help students to understand that people globally care, use and interact with their environments in different ways. These facilitate teaching and set the foundation for introducing students to the concept that “globalisation involves not just ‘what people do’ but also ‘how people think’” (Gilbert & Hoepper, 2011, p.23). Further, this website provides a vast number of different, pedagogically appropriate activities on environments, which help teachers plan for effective sequential lessons and programs. This can be perceived as valuable as: “planning… gives direction to a teacher and his/her students so that all participants know the purposes and the desired destination” (Marsh, 2008, p.4).
At the conclusion of the program, students can write a sentence specifying how the environment is cared for in a country of their choice. A fill in the blank passage will be provided such as: “In __________, people care for their environment by ______________.” Students sentences demonstrating different treatments of global environments can then be displayed throughout the classroom.
Gilbert, R. & Hoepper, B. (2012). Teaching Society and Environment. 4th Edition. South Melbourne: Cengage Learning Australia.
Marsh, C. (2008). Studies of society and environment: exploring the teaching possibilities. Frenchs Forest, N.S.W.: Pearson Education Australia.