1.3 Sustainability

What children are learning?  

                                                                                           

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What a busy week in grade 6.  Your children have been working hard on a coral reef bleaching activity.  In this computer based activity, students have downloaded, graphed and analyzed authentic satellite temperature data for coral reef sites around the world. The activity includes a mapping component where students have worked individually on one particular coral reef location, the findings for the whole class have been summarized on a set of world maps.

  

Tomorrow we are observing global trends in the data and next week, students will evaluate and summarize the threat to coral reefs from heat stress. Presenting their findings to the class. 

   

This learning is part of our school ethos and a reflection of the Australian Curriculum Humanities and Social Sciences. Sustainability is a Cross Curriculum priority, it is embedded across the entire curriculum. Among other things, it addresses the ongoing capacity of Earth to maintain all life. In this case it is nestled in the subject- Geography.  ICT (Information Computer Technology) is also a component of this activity and reflected in Digital Technologies within the curriculum.

Why are they learning?

Under our “Learning to care, caring to learn” motto, sustainability is one of the schools many initiatives.  An overarching purpose is for students to consider the impact of human society on environment.  To develop the knowledge, skills and values for people to act in ways that contribute to more sustainable patterns of living. The essence of this activity is that it gives students the skills to obtain data, it builds their knowledge on sustainability and current issues and fosters the opportunity for them to become informed citizens in society. An example of the fundamentals in the Australian Curriculum Cross-curriculum learning is:

•  Participating critically, acting creatively in determining more sustainable ways of living. 

    

How are they learning?

        

This activity is one of many using Geospatial Technologies.  Geospatial Technology is the collection or processing of data that is associated with location. Students learn through: questioning, researching, analyzing, evaluating, reflecting and communicating.  Using the overarching question of:         

•   What is the impact of human society on the environment?

This is based on the inquiry method.  It works on student’s curiosity which leads to understanding as the foundation for action. 

   

Why use ICT? It is well known that the appropriate use of computer programs promotes student interest and engagement.  Also increasing critical thinking skills, reasoning skills and spatial abilities.

    How parents/carers can support their child’s learning?

I cannot emphasize enough that parent involvement in their child’s education is a key contributor to academic success.  We ask that over the weekend, you help your child analyze the data they have collected, and identify global trends. Be curious about their work, ask open ended questions, extend their thinking and ask their opinion on what they have found. 

    

There will be a class presentation for students to showcase the information they collected. Parents are invited to attend.  

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References

 Australian Curriculum Assessment & Reporting Authority. (2012). Australian Curriculum:

     HASS. Retrieved from: http://www.australiancurriculum.edu.au/humanities-and-     

     social- sciences/history/rationale

Australian Research Institute for Environment and Society. (2014-2016). Education for

     Sustainability. Retrieved from: http://aries.mq.edu.au/about/education_for_

     Sustainability_processes/

Coleman, B. (2016). Embedding ICT and sustainability in geography (Part 1) [Video link].  

     Retrieved from: https://mylo.utas.edu.au/d21/content/178687/viewContent?2133841/

     View?ou=178687

Department for children, schools and families. (2008). The impact of parental involvement

     on children’s education.  Retrieved from:http://www.ucy.ac.cy/nursery/documents/ThemaV

     domadas/DCSF-Parental_Involvement_1.pdf

 Gilbert, R., Hoepper, G. (2011). Teaching society and environment. Melbourne:     

     Cengage Learning Australia Pty Ltd.

Henderson, M., Romeo, G. (2015). Teaching and digital technologies. Port Melbourne,

     Victoria: Cambridge University Press.

Howard Hughes Medical Institute. (2016). Coral bleaching activity. Retrieved from:

     http://www.hhmi.org/biointeractive/coral-bleaching-activity

Reynolds, R. (2009). Teaching studies of society and environment in the primary school. 

     Melbourne: Oxford University Press.