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Education for sustainability

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on 1 April 2014

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Transcript of Education for sustainability

Building awareness and educating children
Water Conservation
Role-Play/Dramatic play
Connecting Social Science Issues and Constructivist approach to water conservation
1. A war fought on a global scale

Natural systems seem no longer able to satisfy human needs and violent conflicts are spreading all over the earth in the race of impending scarcity of land and energy resources

- Colucci-Gray et al, (2012)
3. Features of the EfS approach

Awareness, knowledge and Understanding
Attitudes and personal Lifestyle decisions
Actions skills for a better environment

4. Adding the theatrics

the importance of drama in the classroom
active citizens
Safe and Supportive Environment
"What If" Questions
Education for sustainability
Foundation/ Grade 1 - Energy & matter
What is Education for sustainability???
Lessons plans
A constructivist approach
Activity 1:
Ice melt

Students are given a clear zip lock bag containing crushed ice cubes. They must compete to see who can melt their ice the fastest using any strategy they deem apprpriate
Activity 2 :
Gas Demonstration

Children will explore the process of transformation of liquid to a gas. Teachers will drop an antacid into the remaining liquid of the ice melt competition and allow students to observe what happens next!
Activity 3 :
Slime Play

Children will experiment with the properties of both a solid and a liquid
Water Conservation Posters!
2. So what is Education for Sustainability?

Education that builds community capacity to shape a future that is more sustainable in biophysical, social, political and economic dimensions.
– Tilbury (1995)

Matter & Energy
Lesson Plan 1
Slime Experiment!!!
Lesson 2
Activity 1: Recap

Classification cards
: In pairs students will be given picture cards of every day examples of states of matter and have to classify them as either a liquid, gas or solid.

Activity 3:
The Water Wasters

Teachers will role play various scenarios where characters of the 'Water Wasters' Family, waste water during every day activities. students will have the opportunity to jump into the scene and demonstrate what the character can do differently to save water!

Australian Climate
Lesson 3
Activity 3:
Food Chain Illustrations

Students then draw their food chains using images, words and arrows.

Activity 1:
Warm up Game!
Teachers will lead a warm up game, requiring students to move around. Teachers will then lead discussion asking students; Where do we get our energy from? Teachers will make the connections to the importance of food and water for the survival of living things
Activity 2:
Food Chain
Students attempt to rearrange the jumbled picture cards to complete a sequential food chain - demonstrating the flow of energy from one organism to the next
How can we make water conservation relevant to children ?
Appropriate language
Understanding water usage behaviors
Providing a range of approaches

Activity 4:
Group Reflection

In a circle, students and teachers will re-visit the activities and ideas presented through out the 3 lessons. Students will have the opportunity to provide feedback of what they did/did not enjoy and what they learned.


Matter is:
a material substance that constitutes the observable
universe and, together with energy, forms the basis of
all objective phenomena

Encyclopaedia Britannica (2004)

Energy is:
(in physics), the capacity for doing work.
It may exist in various forms such as potential, kinetic, thermal, electrical, chemical, nuclear. There are, also, heat and work—(for example energy in the process of transfer from one body to another).
All forms of energy are associated with motion (for example, any given body has kinetic energy if it is in motion).

Encyclopaedia Britannica (2004)

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Science: Foundation Year-Year 1 Level Descriptions [Webpage]. Retrieved from http://www.australiancurriculum.edu.au/science/curriculum/f-10

Australian Government, Bureau of Meteorology (2014) Annual climate statement 2013, Retrieved from http://www.bom.gov.au/climate/current/annual/aus/2013/

Colucci-Gray, L., Perazzone, A., Dodman, M., Camino, E. (2013). Science education for sustainability, epistemological reflections and educational practices: from natural sciences to trans-disciplinarity. Cultural Study of Science Education, 8, 127-183.

Encyclopaedia Britannica (2004, January 27).
(Physics) [Web Page]. Retrieved from http://www.britannica.com

Kennelly, J., Taylor, N., Serow, P. (2012). Early career primary teachers and education for sustainability. International Research in Georgraphical and Environmental Education. 21 (2), 139-153.

McNaughton, M. (2004). Educational Drama in the Teaching of education for sustainability. Environmental Education Research, 10 (2), 139-155.

Melbourne Water, Water storage data (2011) Retreived from http://www.melbournewater.com.au/waterdata/waterstorages/Pages/water-storages.aspx

Stir, J. (2006). Restructuring teacher education for sustainability: student involvement through a “strengths model”, Journal of Cleaner Production, 14 (9), 830-836.

Zacharia, C.Z, Loizou, E., & Papaevripidou, M. (2012). Is physicality an important aspect of learning through science experimentation among kindergarten students?, Early Childhood Research Quarterly, 27, 447– 457

IEU: Education for Sustainability in Schools https://www.youtube.com/watch?v=LJW9OslJDc
Analysis of statistical data


Physical sciences
The way objects move depends on a variety of factors, including their size and shape (ACSSU005)

Nature and Development of Science
Science involves exploring and observing the world using the senses (ACSHE013)

Respond to questions about familiar objects and events (ACSIS014)

Planning and conducting
Explore and make observations by using the senses (ACSIS011)

Processing and Analyzing
Engage in discussions about observations and use methods such as drawing to represent ideas (ACSIS233)

The warmest year that has ever been recorded since records began in 1910 was 2013.
The total rainfall that was recorded for 2013 was 428mm, 37 mm below the average of 465mm.
Rainfall was above average for parts of the Pilbara, south coast of Western Australia and the east coast of Tasmania.
Melbourne's Dam storage levels last year were recorded at 74.0%, currently we are sitting at 74.2%.
There has been a gradual decrease of water usage/consumption since the 1990's

Melbourne Water(2011)
Australian Government - Meteorology (2014)

Activity: ‘Ice melt’

Children learn how ice can melt fastest through manipulating ice in a particular way (e.g, rubbing it together to create energy and heat).
These are vital first steps in understanding matter and energy in it’s larger and more complex form, later in education.

The second lesson interweaves the importance of water into education for sustainability, and allows children to identify where we can change our behaviours in order to allow for water conservation to take place.


The third lesson has a focus on how life cannot exist without water (interweaving their knowledge of matter, into the food-chain and eco-system).
It shows how water is a vital part of the ecosystem and food chain.

Water Conservation Animation Competition 2014 Haig Girls (2013)
Pre school play (2013)
Melbourne Water(2011)
Ice play (2012)
Activity 4 :
Water Conservation Posters!

Students will illustrate their own posters, representing ways in which we can save water in our every day lives.

Michican Water Stewardship Conservation program (2014)
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