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EcoLogic Kit
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coNtENtS
03 Curriculumlinks
04 Presentationforaprimaryschoolaudience
08 ProductsamplesintheEcoLogicKit,case3
10 LessonplanClimatechange
12 LessonplanWhatsanecologicalfootprint?
14 LessonplanProductlifecycleanalysis16 LessonplanDesignforecologicalsustainability
18 LessonplanDesigningasolutiontoalocalproble
19 LessonplanChanginglandscapes
21 Riskassessmentinformation
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curricuLum LiNKS
ThiskitisaresourceforpeopleofallagesbutitisparticularlyvaluableforthefollowingcomponentsofNSWschoolsyllabuses:
Science and technology, Stages 2 and 3 (Years 3,4,5,6)
Productsandservices(OutcomesPSS2.5,PSS3.5)
Earthanditssurroundings(OutcomesESS2.6,ES3.6)
Informationandcommunication(OutcomesICS2.2andICS3.2)
Materialworld;Thebestplacetolive;Environmentmatters;Achangeforthe
Human society and its environment, Stages 2 and 3 (Years 3,4,5,6)
Environments(OutcomesENS2.6.ENS3.6)
Socialsystemsandstructures(OutcomesSSS2.7,SSS2.8,SSS3.7,SSS3.8)
Technology (mandatory), Stage 4 (Years 7,8)
Environmentalandsustainabilityconsiderationsrelatedtodesignprojects(Ou
Design and technology elective courses, Stages 4 and 5 (Years 7,8,9,10
Designedsolutionsandresponsibilitiesofdesigners(Outcomes4.2.1,4.3.1,4
5.3.2)
Geography, Stages 4 and 5 (Years 7,8,9,10)
Interrelationshipsbetweenpeopleandenvironments(Outcomes4.8,4.9,4.10
TheEcoLogicKitcontainsexamplesofproductsdesignedtomeettheneeds
theenvironment.Inthisway,itprovidesconcreteevidencethatitispossibleto
takingcareoftheEarthatthesametime.Theproductsandtheirassociatedi
classroomresourcesforthesubjectslistedabove.
Takenfurther,theKitsstep-by-stepguidetoorganisingandcommunicatinginf
ecologicalissuesprovidesaddedopportunityforcooperativelearningandski
acrossanumberofcurricula.Itwillassistyourstudentstoexploreanddevelo
solutions,andcommunicateeffectivelyusingwrittenandvisuallanguageand
t h l i
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Presentation for a primary school audience
using product samples from EcoLogic Kit case 3
DESigN for
EcoLogicaL SuStaiNabiLity
Itisfantastictoseeyouallheretodaybecauseyouaretheleadersofthefutu
changetheworld.Itdoesntmatterwhetheryoubecomedesigners,scientists
orbusinesspeople,youwillallplayapart.
Youngpeopletendtoseeissuesveryclearly,socanbeverygoodatsolvingpr
haveplentyofopportunitybecauserightnowtheworldneedsawholelotofi
creativethinkerstoredesignalmosteverythingwemakeandeverythingwed
thatisverysimple:
Itsbecausetheindustrial,economicandpoliticalsystemsthatwehavewerewhenthenaturalworldwasverylargeandthehumanpopulationwasrelative
hundredyearsago,peoplefeltthatitdidntmatterifindustriespollutedairan
lotofwaste.Theythoughtthatwecouldgoonusingtheenvironmentforraw
dumpingourwaste.Peoplebackthenwereverycleveratsolvingtheirproblem
wasthattheydidnthavetotaketheneedsoftheenvironmentintoaccount.Tod
Thesedays,thehumanpopulationisverylargeandthenaturalworldhasbec
havejustover6billionpeopleonearthrightnowandin50yearswellhave9
therebeenoughofeverythingtogoaround?Wecantjustgoonwithbusines
wanttokeepenjoyingthequalityoflifethatwedo,wehavetogetsmarteran
makewhatwewantbyusingfarfewerresources.Thatis,weneedtousethin
trees,metals,plastics,plantsandanimalsmuchmoreefciently.Wealsoneed
thatsproducedbyburningcoal,oilandgasbecausethosefuelsreleasegree
theyburn.Andgreenhousegasesarebuildinguparoundtheearthandcausingth
Wecoulduselessfuelbydrivingcarsthatuselesspetrolornopetrolatal
willworkouthowtoteleportfromoneplacetoanotherMaybewewontne
be able to travel around the world in one minute rather than two days by aero
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walkedeverywhereortravelledbyhorseorbicycle.Therewerenomobilepho
noMP3players.Imaginewhatsomeonebackthenwouldhavesaidifyoucou
anddescribeallthethingsthatyouseeeverydayinyourlifenow?Imwilling
changesyoullseeinthenext100yearswillbeeverybitasamazingastheonhappenedinthelast100years.
AndthereallyexcitingpartisthatYOUaregoingtocreatealotofthosechan
agrowingnumberofpeoplewhorealisethatlookingafterthenaturalsystem
priority.Prot,loss,andsocialandpoliticalstabilityaredirectlylinkedtothehe
environment.Whetheryouendupdesigningnewthings,orsimplybuyingthem
willbehelpingtocreateabetterworld.Fortunatelytherearecompaniesthata
productsthatletusenjoylifebutlookaftertheenvironmentatthesametime
theirproductsheretoshowyoutoday.Mostofthemhavecomeontothemarket
firStLy thErE arE SomE thiNgS that SavE oN ELEctri
Wind up radio
Thislittleradioneverneedstobepluggedintotheelectricitysupplyortohav
init.Youprovidethepowerbywindingituporbycatchingthesunsenergywit
top.
Solio charger
Ifyouregoingbushformorethanaday,howonearthareyougoingtocharg
orphone?YoullusetheSoliocharger.Onehourofsunonitspanelswillgiveylisteningtime.Ithasarechargeablebatteryinsideso,youcanchargeitallday
night!Theresnoneedtolimitittogoingbush.Useitinthecitytoo.Italsocha
Energy-saving light bulb
Thisbulbissoefcientitcansaveyou$80inelectricityoveritslifetime.Itgiv
amountoflightasanoldbulbbutafractionoftheheat.
LED torch
Thebulbsinthistorchareevenmoreefcient.TheyareLightemittingdiodes
heatatall!YoucanseeLEDseverydayintrafclights.
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thiNgS that SavE oN matEriaLS:
Toothbrush with a removable head
Itsonlythebrushbitofatoothbrushthatwearsout.Withthisbrushyousave
handlebyjustbuyingreplacementbrushes.
thiNgS maDE from rEcycLED matEriaLS:
Plastic milk bottle
Whatdoesthisgetturnedintoifyouputitoutforrecycling?A polar eece bgetstakenawayandchoppedupintotinypiecesbeforeitsmelteddownand
Itsstillthesameplasticbutitsspundifferently.Therecycledplasticalsocanb
plasticbottlesforanythingbutfood.
Cardboard milk carton
WhatdoesthisgetturnedintoinAustralia?Itgetsturnedintoofcepaper.
Andwhatdoesofce papergetturnedintoifyourecycleit?Toilet paper!!!
Paperismadefromtreessoifyourecycleyourmilkcartonsintoofcepaper
ofcepaperintotoiletpaper,youcanusethesametreethreetimes.Itsaves
chopdownmoretreesdoesntit?
Regupol rubber matting
Aboutonceeveryyearthetyresonourcarsneedreplacingbecausetheywea
takentoarecyclerswheretherubberinthetyresgetschoppedupandmelte
Regupol springy rubber mattingforoorsinshoppingcentresandinkids
Cricket balls and cork tiles
Winecorkscanbeturnedintocricketballsandcorktiles.Corkcomesfromtr
countrycalledPortugal.Ittakesatreeabout27yearstogrowcorkthisthickwasteit.Youneedbrandnewcorkforusinginwinebottlesoranythingtodo
canuserecycledcorktomakecricketballs.IfyougiveoldwinecorkstotheG
makesuretheygettothemanufacturerswhocanusethem.
What about mobile phones? Can they be recycled?
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Sothosearesomeofwayswecanrecyclethingsweuse.But,enoughofrecy
lotsofwaystodesignthingsthataregoodfortheenvironmentrightfromthe
SomE proDuctS arE cLEvErLy DESigNED to DiSappEartracE:
Packaging made of potato starch
Thesepelletsareabitlikepotatostarchthatspuffedupwithair.Theymakeg
sendingthingsthroughthemail.Then,theydisintegratewhenyouputthemin
Plastic chocolate tray
Isthisaplasticchocolatetray?Itlookslikeplasticbutisit?Watchthis(dip
anditdissolves).Thistrayismadefromcornstarchanditjustdisappearsinw
farmoryourcompost.ItwasinventedbycleverAustralianengineerstoreplac
onceusedtopackagechocolate.Cadburywastheirrstcustomer.Watchout
thefuture.
So, you see, people are already using their imaginations.Thesearejust
thatpeoplearedesigningtohelpusreducetheamountofstuffweconsume.
designingbettertransportsystemsorwaystocollectandcleanwater.
No matter what you do when you grow up, remember that you can ma
needalltheimaginationandreallycleverideasthatyouhave.Itdoesntmatte
ideasmightseem,givethemagoanddontletanyonetellyouthatsomething
Demonstration of global resource distribution
Ask for 10 volunteers from the audience
You will need 10 bags of chips.
Mytenhelpersrepresentallthepeopleonearth.Andthesetwoherereprese
wholiveinwealthycountrieslikeAustralia,America,Italy,FranceandalotofoEurope.Theother8helpersrepresentalltheotherpeopleintheworldwholiv
resources.Manypeopleintheircountriesdontevenhaveaccesstofreshwat
electricityintheirhomes.
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proDuct SampLES avaiLabLE
EcoLogic Kit, caSE 3
Water drawer
D-I-Ywatersaverkit,tapttings
waterratingsticker
water-efcientshowerhead
showertimer
toiletcisternwatersaverinformationbooklet
Energy drawer
energyratingsticker
uorescentlightbulb
sampleofHebelbrick
wind-upradioSoliohybridcharger
sampleofwoolinsulation
sampleofpolyesterinsulation
sampleofaluminiuminsulation
light-emittingdiodetorch
Varta15minutebatterycharger
solarpanelinformationbooklet
Recycling drawer
plasticmilkbottle
chippedPET(polyethyleneterephthalate)
1Polartecbeanie
1cardboardmilkcarton
recycledpapercards
1rolltoiletpaper
cricketball
3 wine corks
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Reducing rubbish drawer
Envirollstarchpackagingbeads
BioDoggywastebags
biodegradablechocolatetraysbiodegradeablebinliners
Bamboowaretumbler
toothbrushwithreplaceablehead
informationbooklet
Natural resources and biodiversity drawer
sampleofbauxite
sampleofalumina
sampleofTermimesh
sampleofsisaloorcovering
sampleoflinoleum
sampleofcoal
sustainableseafoodguide2samplesofshpackaging
Fairtradeteapackaging
informationbooklet
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LESSoN pLaN
Climate change
Thisunitintroducestheconceptofclimatechangeasaresultofhumanactiv
carboncycleandtheuseofnitefossilfuelsforplasticandenergy.
Learning outcomes
Studentswillbeableto:
outlinehowcarbonmovesaroundtheworldandthroughtheearthinacycle
discusshowcarbondioxideandothergreenhousegasesoccurnaturallyinthelptokeeptheEarthwarm.
recountthatcoal,oilandgascontaincarbonthatwasinthebodiesofplants
diedandwereburied65millionyearsago.Oilisusedtomakeplasticaswe
energy.
ExplainthelinkbetweenburningfossilfuelsandClimateChange.
AcknowledgethatclimatechangehashappenedmanytimesbeforeinEarth
wehavetoadapttoit.Reportonpredictedeffectsofclimatechange.
Resources
EcoLogic:creatingasustainablefuture,byMcEwenS,PowerhousePublishi
1,pp1022
TheCarbonCyclediagram.EcoLogicKitUserguidep78
Isthereadinosaurinyourpencilcase?EcoLogicKitUsersGuidep75
PosterTheGreenhouseEffectEcoLogicKit,case1.
PosterTheCarbonCycleEcologicKit,case1.
SampleofcoalEcoLogicKit,case3.
Usefulwebsites.EcoLogicKitUsersGuidepp4247
Starting point
Youarepartofthecarboncycle.Itsasystemthattransfersenergythroughalll
ThecarboncycleisdrivenbytheSunwhichprovidesenergythatallowsplants
dioxidefromtheairandturnitintosugarsintheirleaves.Whenweeattheplan
transferredtoourbodiesandweusethestoredenergytopowerourbodies.In
t d b k i t b di id th t b th t i t th t
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Askstudentstoidentifyalltheplastic(ex-dinosaurs)intheroom.Usetheha
dinosaurinyourpencilcase.
Discusschangesinlocalweatherbasedonhistoricalrecords.Youcanalsoobfromwww.bom.gov.au
Askstudentstoformgroupstousetheinternettoresearchoneofthefollow
CurrentandpredictedimpactsofclimatechangeonAustralia
CurrentandpredictedimpactsofclimatechangeonPacicIslandslikeTu
CurrentandpredictedimpactsofclimatechangeonGreenland
CurrentandpredictedimpactsofclimatechangeonEurope
CurrentandpredictedimpactsofclimatechangeonAsia
CurrentandpredictedimpactsofclimatechangeonSouthAmerica
CurrentandpredictedimpactsofclimatechangeonAfrica
CurrentandpredictedimpactsofclimatechangeontheInuitpeopleofC
Resultscanincludehealth,biodiversity,foodandwatersecurity,weather,oo
levelchangeandsocialimpacts.
Eachgroupwillreportbacktotheclasseitherorallyorinposterform,orbot
Written or oral assignment
HowcanAustralianpeopleprepareforandadapttothechangesinclimate
occuroverthenextftyyears?
Howcanhumansreducethesizeofclimatechangeinthefuture?
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LESSoN pLaN
Whats an ecological footprint?
Thisunitintroducestheconceptofanecologicalfootprinttheareaofland,
tosupplyallourmaterialneedsandabsorballourwastes.
Learning outcomes
Studentswillbeableto:
explainwhyalargeareaoflandisneededtosupplytheirdemands
analyseproductstoidentifycomponentsdemonstrateresearchskillsusingtheinternet
explainhoweachofusispartofanetworkofmanufacturers,suppliersand
thelargerenvironment.
recognisehowtheirdailychoicesinuencethesizeoftheirecologicalfootp
Resources
Bigfootecologicalfootprintcalculator(DVDinEcoLogicKitcase3,orusewpowerhousemuseum.com/education/ecologic/bigfoot/bigfoot2007)
EcoLogicKitUsersGuidepages5558
10smallbagsofchipsorotherdesirableproduct
PosterYourchoicesaffecttheplanetEcoLogicKitcase1
Glossaryandusefulwebsites,EcoLogicKitUsersGuidepages42-52
EcoLogic:creatingasustainablefuture,byMcEwenS.,PowerhousePublish
Ecotudefootprintanalyserforyourschoolatwww.powerhousemuseum.com
Starting point
Ifyouwalkonsandormudyouwillleavefootprints.Whatwouldhappentoyo
carriedaheavyschoolbagwithyou?Andwhatwouldhappenifyoucarriedtw
Yourfootprintswouldgetdeeperdependingonhowmanybagsyouwerecar
insteadofgettingdeeper,yourfootprintsjustgotbigger.Thisistheconceptu
describinganecologicalfootprint.Themorestuffyouuseandhaveinyourlife
resourcesyouconsume,thebiggeryourecologicalfootprintwillbe.
Activities
Wh t th l i l f t i t f l h?
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Whats the ecological footprint of your classroom?
Makealistofitemsintheroomandidentifywhattheyaremadefrom.Wher
from?
Whats your personal ecological footprint?
UsetheBigfootcalculatortondouthowmuchlandandwaterisneededto
AnswerquestionsaboutyourlifestyletoseemanyEarthswouldbeneeded
wayyoudo.ThiscanbedoneasawholeclassactivityusingtheBigfootDV
Kit,orindividuallyonline.SeetheEcoLogicKitUsersGuide(pages55to58
touseBigfoot.Guidestudentstodiscoverthatreducingconsumptionofme
importantsinglethinganindividualcandotoreducethesizeoftheirfootprin
Demonstrate how resources are currently shared by the worlds peop
Roughlytwentypercentoftheglobalpopulationconsumes80%ofallresou
Ask10studentstoassistatthefrontoftheclass.Dividethestudentsintotw
groupwith2students,theotherwith8.Explainthatthe2studentsrepresen
therichcountriesoftheworld,includingAustralia.Showtheclass10small
otherproducts)thatrepresentalltheworldsresources,includingwaterand
bagstothe2students,and2bagstothegroupof8students.Askeachoft
theyfeelaboutthesplit.Asktheclassifitsfair.Howcanitbemadefairer?W
therealworldifitsnotmadefairer?
Written or oral assignment
HowcanIreducetheamountofwaterIuseathomeandschool? HowcanIreducetheamountofelectricityIuseathomeandschool?
HowcanIreducetheamountofpetrolusedtodrivemearound?
WhatareotherwaysIcanreducethesizeofmypersonalecologicalfootprin
Extension
Yourclasscanalsoanalyseyourwholeschoolsenvironmentalimpactusingt
websiteatwww.powerhousemuseum/ecotude.
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LESSoN pLaN
Product life cycle analysis
Thisunitexplainsthatproductshavelifecyclesthatcanbestudiedtoestimat
impactoftheproduct.Studentsarechallengedtoresearchandqualitativelya
ofoneproduct,andthencreateanalternativedesignthatcouldmeetthesam
ecologicalimpact.
Learning outcomes
Studentswillbeableto:clarifythedifferencebetweenhumanneedsandwants.
researchandassessthelifecycleofaproduct,listinginputsandoutputs.
compareandcontrastresourcesthatarerenewableornon-renewable.
listguidelinesforchoosingormakingsustainableproducts
applythoseguidelinestotheredesignofaproductanditslifecycle
MaterialsPacketofKettleChips
EcoLogic:creatingasustainablefuture,byMcEwenS,PowerhousePublishi
ThelifecycleofapacketofKettleChipsisdescribedonpages24to26.
Guidelinesforchoosingsustainableproductsaredescribedonpages28to
samplesofbauxite,aluminaandcoalEcoLogicKitcase3
TheEcoLogicKitUsersGuide,activitysheetsonpage72and73
Starting point
Howmanypeoplelikepotatochips?Howmanyofusknowwhereourchipsc
reallyinapacketofchips?Itsnotjustthecontentsbutthepackagingaswe
Allmanufactureditemsaremadefromplantsoranimals,waterand/ormine
metals,stone,andcrudeoil.
Apacketofchipscontainspotatoes,sunoweroil,salt,aluminium(madefro
andcoal),plastic,inksanddyes.Thealuminiumistransportedaroundthewo
getsdrivenaroundthecountry.Aretheresourcesusedtomakeapacketof
nonrenewable?
Arenewableresourceisonethatcanbereplacedegpotatoes,sunowersa
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reducewaste.Forexample:userechargeablebatteries
reuseitems.egpackagejamincontainersthatcanbedrinkingglasseswhe
recycleanduserecycledmaterials.Forexample:abeaniemadefromold
ballsmadefromwinecorks designforlonglife.Forexample:durablebackpack
designforshortlifeanddisintegration.Forexample:biodegradablepacka
Askstudentstopickaproductthattheyneedorwantintheirlives.Askthe
analysisofthatproduct.Usetheactivitysheetonpage72oftheUsersGuid
Whatistheproductmadefrom?
Wheredidthecomponentscomefrom? Whomadeit?
Wherewasitmade?
Howisitpackaged?
Howisittransportedtomarket?
Whatarealltheinputsandtheoutputsoftheproduct?
Whatwillhappentotheproductattheendofitslife?
Askstudentstoinvestigateanalternativewaytomeetthesameneedorwa
resources.Couldtheproductbemadeusingfewermaterialsorbepowered
Investigatefuturetrendsinmaterialsandtechnologies.Designaprototypes
Eachstudentwillproduceawrittenlifecyclereportandamockupofthepro
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LESSoN pLaN
Design for ecological sustainability
Thisunitprovidesanintroductiontotheconceptofdesignforecologicalsust
demonstratesthatcleverdesigncanhelpustomeethumanneedswhilstsim
reducingconsumptionofresourcessuchaswater,energyandmaterials.Itals
renewableenergyandrecyclingofmaterials.
Learning outcomes
Studentswillbeableto:describetheneedsofalllivingthingsandtheinputsandoutputsassociated
verballydifferentiatebetweenhumanneedsandwants.
discusshowthenaturalenvironmentsupportsoureconomyandsociety.
identifyresourcesasrenewableornon-renewable.
explaincharacteristicsofproductsthatareecologicallysustainable.
collaboratetoplananinvestigation
Resources
PosterShopfortheplanetEcoLogicKit,case1
EcoLogicKit,cases1,2and3.
EcoLogicKitUsersGuidetemplates,pages62to64
Recycle Itactivity,EcoLogicKitUsersGuide,page71
What do we need?activitysheet,EcoLogicKitUsersGuide,page76
EcoLogic:creatingasustainablefuture,byMcEwen,S.PublishedbyPowerh
2004.Pages1to8and27to36.
Starting point
Innaturethereisnosuchthingaswaste.Everythinggetsrecycled.Intheca
example,thecarbonkeepsmovingthroughtheplantsanimalsthesoilandt
Designasapowerfultoolforreducingtheenvironmentalimpactofeachper
allowsustomanagetheuseandreuseofresources.
Thereareanumberofwaystodesignforecologicalsustainability.
reducethevolumeofresourcesusedbycreatinglightweightdesignstom
ofmaterialsusedinaproduct.Forexample:furniture
f bl h f il f l U l
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Activities
Askstudentstoidentifythecomponentsoftheirenvironment.Thelistshoul
plants,animals,people,buildings,vehicles,clothing,food.Theenvironmentin
aroundus.
Askstudentstoidentifywhathumansneedtosurvive(asopposedtowhatt
shouldincludeair,water,food,clothing,shelterandotherpeople.
Askstudentswhereallthethingsweusecomefrom.Allmanufactureditem
plants,animalsandminedresourcessuchasmetals,stone,andoil.Mostpla
oil.Arenewableresourceisonethatcanbereplacedegsh,timber,butonlharvestedatappropriaterates.
Dividetheclassintosmallgroups.Eachgroupsendsrepresentativestoinve
threedisplaycasesaboutWaterandbiodiversity,EnergyorMaterials.Thos
thenreportbacktotheirgroupsaboutwhyandhoweachitemtheysawisb
Alternatively,everystudentcanselectoneproducttoinvestigatefurtherand
wholeclass.
Extension
Findoutwhereeverythingisrecycledinyourcommunity.CompletetheRecy
page71oftheEcoLogicKitUsersGuide.
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LESSoN pLaN
Designing a solution to a local problem
Thepreviousunitprovidedanintroductiontotheconceptofdesignforecolog
Thislessonprovidesanopportunitytobrainstormissuesaroundalocalproble
solutionswithinastructuredframework.Studentsthencommunicatetheirsol
apamphlet,poster,digitalmovieorsmallexhibition.
Learning outcomes
Studentswillbeableto:collaboratetobrainstormaproblem
demonstratetheirabilitytoreasonandsortinformation
criticallyappraisepotentialsolutionstoaproblem
communicatetheirunderstandingofdesignforecologicalsustainabilitybyc
presentingsoundarguments.
ResourcesEcoLogicKitUsersGuidepages4to70
Computerswithinternetaccess
Printer
EcoLogic:creatingasustainablefuture,byMcEwen,S.,publishedbyPowerhou
Starting point
Weallcanmakeadifferenceinourlocalcommunity.Everyonecanhavegood
toreduceourimpactontheenvironmentandimproveourqualityoflife.Ifyou
throughcarefullyandthencreateagoodargumentforchange,youmightbe
supportofotherpeopleinthecommunityand,ultimately,bringaboutchange.
Activities
Dividetheclassintosmallgroupsandaskeachgrouptochooseoneissuea
biodiversity,oruseofenergyormaterialsintheschoolorlocalcommunity.P
ofthatissue.(SeePlan your projectonpage6andthetemplatesonpages5
EcoLogicKitUsersGuide).
Ask students to brainstorm the issue to identify everything they know about
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LESSoN pLaN
Changing landscapes
Thisunitchallengesstudentstoanalysewhylandscapeschange.Itdemonstra
photographscanprovideawealthofinformationabouthowpastlandmanage
affectourlivestoday.Understandingthatphotographsplaceourlivesinanhi
studentsareencouragedtoenvisagepossiblefuturesbasedondecisionsthe
Studentsexplorephotosforinformationabouthowpeopleusedtoliveandho
resources.Theydemonstrateabilitytoresearchandinterpretinformation,usinthelocallibrary,museumorhistoricalsociety.Theycommunicatetheirunderst
andeffectbydescribingtwoalternativefuturesbasedupondecisionstheyma
Objectives
Studentswillbeableto:
readphotographsinordertoextractinformation.
demonstrateresearchskillsusingthelocalmuseumorlibrary.demonstrateresearchskillsusingtheinternet.
predicttheconsequencesofdecisions
planandrecordanoralhistory
Resources
SnapshotsofAustralianLifeCD-RomfromtheEcoLogicKit,case3.
Guidetotakinganoralhistory,EcoLogicKitUsersguide,pages37to41.Usefulwebsites,EcoLogicKitUsersguidepages42to47
PowerhouseMuseumFlickraccountatwww.ickr.com,usesearchterms:pow
tyrrell.
Copiesofoldphotosfromfamilyalbums,thelocalhistoricalsocietyormuse
Camera,computerandprinter,soundrecorderorvideocamera
Starting point
Theplaceswhereweliverarelystaythesame.Thestreetyouliveinislikelyto
differentlyfromthewayitdid100yearsago.Urbanplanning,socialinnovatio
increase,naturaleventsandchangesintechnologycanallhaveanimpacton
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Selectphotographs,textandaccompanyingquestionsfromtheSnapshotso
CD-rom.Textandquestionsprintwiththephotowhenyouselectprint quest
aregroupedunderthefollowingsubjectheadings:Peopleandindustry,Farm
clearing,Miningandruralinfrastructure,Biodiversity,UrbanplacesandsysteWater.
Providecontemporaryimagesoraskstudentstophotographalocalareaan
areamightlook50yearsfromnowbasedonalternativedecisionsaboutlan
shouldcreatetwopossiblefuturesforthearea,payingattentiontothedesir
communities.
Studentsshoulddotwodrawingsofhowtheirchosenareamightlookin50
notesabouttransportsystems,sourcesofenergyforelectricity,buildingmat
technologies,lightingandcoolingtechnologiesandcommunicationsystems
presentoneoftheirpossiblefuturestotheclass.
p y.
d
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VENUEANDS
AFETYINFORMATIONFORSC
HOOLSANDCOUNCILS
Doesyourvenuehavecurrentpublicliabilityinsura
nceofatleast$20,000,000?Yes
No
Allvenuesands
itesatwhichtheEcoLogickitisusedmusthavecurrentpublicliabilityinsuranceofatleast$20,000,0
00.
Activity/progr
am
Recommendeda
ge
group/tnesslev
el/
prerequisiteskills
Staffaccreditation/
competence
Potentialrisks
Contr
olstrategies
Loadingandunloadingof
EcoLogickitcasestoand
fromavehicle.
Thistaskmustbe
completedbytwoadults
ofaverageheightand
strength.
Itshouldbecompletedbystaff
whoaretrainedinsafelifting
techniques.
Peoplecouldinjuretheirbacksorarmsif
theydonotliftthecasesappropriately.
Ensuretherearetwopeople
tocom
pletethetask.Usethe
handle
sonthecases.Bend
knees
andkeepbacksstraight
whenlifting.
MovingEcoLogicKitcases
Eachcasecanbe
wheeledbyonead
ult
ofaverageheightand
strength.
Nospecialcompetence
required.
Casecouldslipawayifitisnotheldsecurely
bythehandleontop
.Peoplemighttryto
managetwocasesa
tatime.Thiscouldresult
ininjurytofeet.
Wheelonlyonecaseatatime.
Settingup/dis
mantling
theexhibitionc
ontainedin
cases1and2.
Twopeopleaged1
4and
over,ofaveragehe
ight
andstrengthshould
completethistask.
Nospecialcompetence
is
requiredbutpeoplemustread
theInstallationguide
(locatedin
theplasticpocketofthe
doorof
Case3)beforeproceed
ing.
Peoplecouldinjurebacksiftheyliftcases
inappropriately.
Peoplecouldpinch
ngersbetweenthesides
ofcasesiftheydonotholdcasesbythe
handlesprovided.
Twopeopleshouldwork
togeth
er,openingandsettingup
onecaseatatime.
Handlingproductsamples
inCase3
Peopleofallages
from
10to60yearscan
handletheobjects.
Staffmustbeabletosu
pervise
studentsandpreventite
msfrom
beingthrownaround.
Anyitemcanbeuse
dasaweaponin
uncontrolledcircumstances.Thereareno
inherentlydangerousitemsbutyourattention
isdrawntotheparticularproductsamples
listedbelow.
Supervisestudentsappropriately
8yearsandover
Thetoiletcisternwatersaverhasweights
insidethatcouldbepulledout.
Thecaphasbeengluedshut.
Continued
c e ly. ly
.ng ly
-
7/31/2019 Ecologic Lesson Plans
22/22
Activity/program
Recommendeda
ge
Staffaccreditation/
competence
Potentialrisk
Contr
olstrategies
8yearsandover
Staffmustbeabletosu
pervise
studentsandpreventitemsfrom
beingthrownaround.
Theuorescentlightbulbsaremadeofglass
andthereforefragile
.
Thebulbshavebeenleft
sealed
intheirprotectiveplastic
packaging.
8yearsandover
SampleofHebelbrickcouldbeusedasa
weapontoscratchp
eople.
Thesampleispackedina
bubblewrapenvelope.Supervise
studentsappropriately.
8yearsandover
Thelight-emitting-diodetorchisverybright
whenturnedon.Itcouldinjureeyesifused
inappropriately.
Supervisestudentsandonly
includebatteriesduring
demonstrations.
8yearsandover
Thesolarpaneland
glasstilesarefragileand
havebeenencasedinacryliclayers.They
havecornerswhichcouldcauseinjury.
Supervisestudentsappropriate
8yearsandover
ChippedPETplastic
(polyethylene
terephthalate).T
helidofthiscontainerhas
beensealedwithsiliconbutifastudent
managedtoopenittheycouldaccidentally
inhaleplasticchips.
Supervisestudentsappropriate
8yearsandover
Envirollstarchpack
agingbeads.Thelidof
thiscontainerhasbeensealedwithsiliconbut
astudentmighttryto
openitandeatthebeads.
Discourageeatingthepackagin
beads
.Theyareanindustrial
product.
8yearsandover
Samplesofbauxiteandalumina.Thelid
ofthiscontainerhas
beensealedwith
siliconbutifastudentmanagedtoopenit
theycouldspillbaux
iteandaluminaonto
themselves.Thismig
htcauserespiratory
distressordamagetoeyes.
Supervisestudentsappropriate
when
handlingthesesamples.
Ensureaccesstowashroom
facilities.
Pleasenotethatthe
informationsuppliedabovewascurrentat5
December2008.Ithasbeenprovidedbythe
PowerhouseMuseumtoassistteachersintheirriskmanagementplanningforuseofthe
EcoLogicKit.