The CEC provides educational services for the community and schools (including teachers) through excursions, fieldtrips, walks, workshops, reference material, online resources and curriculum support.
|Scooped by Gabriella Jones|
This resource is a link to a special sector in the Pittwater Council. This website/resource is dedicated to Coastal Environment Education and Care. The site provides many examples and resources about different environmental management strategies that are being used in the local community. This resource can be used by teachers in many ways. For example-
Community Events: The resource has lists and events where students can participate in council endorsed community environmental events. These events will create a connectedness and allow the students to access primary sources of information surrounding environmental management.
Teacher Resources: The website also provides teachers with project ideas, online HSIE themed games developing environmental awareness and other things such as links to other educational and environmental sites.
Excursions: The resource has curriculum linked excursions that are stage specific. Each excursion makes HSIE and Science and Technology links. They teach students about the environment, human impact on the environment, what is being done to help the environment and finally environmental management.
Environment Links: The resource also provides a lot of information for the teacher on environmental management and what strategies are being used in the local community. Some of these strategies, along with the Councils help and support, can be implemented into your school.
A resource such as this which has many different uses crossing different mediums is changing how teachers interact in the classroom. These resources allow for a multi-dimensional teaching strategy that is catering to each students need. New technologies and their impact has been commented on by Mishra and Koehler in their work ‘Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge’, stating that “new technologies have changed the nature of the classroom” (Mishra & Koehler, 2006, pg. 1023). The teacher has a plethora of information, activities and resources a mouse click away as a result of using this website. The teacher has the ability to “engage students in activities that go beyond the more passive and individual forms of learning” (Gibert & Hoepper, 2011, pg. 143). The theory that supports this kind of learning is ‘Experiential Learning’ where students are involved, active and engaged in the learning experiences in the classroom (Gibert & Hoepper, 2011). The students are at the centre of the learning experience, not the teacher. Students are “learning by doing” (Gibert & Hoepper, 2011, pg. 143) and this resource provides plenty of ideas for teachers to get their students ‘learning by doing’.
One of the issues raised regarding environmental management on this resource is the amount of waste going to landfill. An activity that a teacher might want to do with their class is to have their students’ start a recycling collection at their school to reduce the amount of waste their school produces. This activity will be having the students ‘learning by doing’, teaching the students that recycling is a strategy to alleviate the impact humans are having on the environment. A numeracy link could be to have the student’s estimate the volume of recycling that the school produces each day/week. This can be recorded and students can the judge and see what weeks were the ones when high quantities of recycling was occurring. An assessment idea linked to these two teaching activities is to have the students create a flow chart of the life of a piece of paper- from forest to the bin. The flow chart should show two alternate endings: one ending in landfill and not being disposed of properly and one ending showing the paper being recycled and being turned into something new. Students should be left with the idea that if there is proper environmental management then we all benefit. This assessment of course would have to occur after there have been learning experiences surrounding the resource system of paper production.
Gilbert, R. & Hoepper, B. (2011). Teaching Society and Environment. 4th Edition. South Melbourne: Cengage Learning Australia.
Mishra, P. & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record Volume 108, Number 6, pp. 1017-1054