Environmental Awareness and Indigenous Culture - Assignment Example

Unit of Work template NAME OF UNIT Environmental awareness and Indigenous culture RATIONALE The key aim of this unit is to enable learners to explore and construct in-depth knowledge and understanding about the environment and indigenous constructions of the environment and their contribution to environmental sustainability. UNIT CONTENT Duration: 4 weeks, Term 2. LEARNING OUTCOMES What will the students learn? Students will examine local and global environmental issues and their impacts. They will also focus on finding or developing solutions for local and global environmental issues. Moreover, they will examine how indigenous constructions, practices and culture in general exemplify environmental awareness and contribute to environmental sustainability. What are the unit’s outcomes, and what band/stage is the unit aimed at. In reference to the Northern Territory Curriculum Framework of SOSE Learning Area, this units aims at achieving Band 3. This unit incorporates two key areas of SOSE namely; the environment and Social Systems and Structures. This unit particularly focuses on environmental awareness and care and indigenous studies. Some of the key outcomes of the unit include; Soc 2.1 Time, Continuity and Change Investigate past events and assess the changes that have taken place and their impact to society. Soc 2.2 Indigenous Studies Exploration of diversities among Indigenous people and their practices in relation to their contemporary and traditional cultures Soc 2.3 Civics, Governance and Social Justice Developing the ability to make informed decisions about contemporary local issues and describe social justice and its relevance to societies. Env 2.2 Environmental Awareness and Care Identifying issues relating to value and care of places and collaboratively take part in an action project to so as address local environmental issues. WORK REQUIREMENTS This unit will explore what environmental awareness entails and how indigenous culture and constructions of the environment contribute to environmental sustainability. METHODOLOGY Activities in this unit will sometimes require students to work in groups of three. Sometimes students will be expected to work independently LEARNING EXPERIENCES Some of the key activities incorporated in this unit include group discussions, group research role playing, an excursion and interpretation of visual texts. ASSESSMENT The various learning activities incorporated in this unit, can help to effectively meet the outcomes of this unit since they provide students with a platform and opportunity to understand the relationship between natural, built environmental features, natural and human resources and determine ways in which these features and resources interact and affect one another. These learning activities also provide students with a platform to investigate past events and assess the changes that have taken place and their impact to society. Additionally, this learning experience will enable students develop the capacity to make informed decisions about contemporary local issues. SOSE Unit of Work: Environmental awareness and Indigenous culture Rationale This unit incorporates two key areas of SOSE namely; the environment and Social Systems and Structures. This unit particularly focuses on environmental awareness and care and indigenous studies. The key aim of this unit is to enable learners to explore and construct in-depth knowledge and understanding about the environment and indigenous constructions of the environment and their contribution to environmental sustainability. Environmental awareness and sustainability has for the longest time been a pressing global and local issue. The need to prevent the environment from further damage and sustain environmental resources has been felt across different cultures and historical periods hence the emphasis on environmental education and awareness. One of the most crucial steps towards environmental sustainability lies in environmental education and awareness (Department of the Environment and Heritage, 2005). A considerable number of indigenous populations live near many of Earth’s most significant biospheres. Thus, indigenous environmental knowledge and conservation practices are crucial in promoting environmental sustainability (Bardini, 1992). It is worth noting that, since time immemorial, the concept of environmental sustainability has been key to indigenous cultures. Moreover, Indigenous principles of connectedness, customs and wisdoms provide insightful lessons relating to climate change, environmental sustainability issues and the environment in general (Treaty Republic, 2012). Therefore, this unit will explore what environmental awareness entails and how indigenous culture and constructions of the environment contribute to environmental sustainability. Learning / Teaching Model This unit will involve a problem-based learning model. The learning activities that will be incorporated in this unit will be based on developing student’s problem-solving abilities especially in relation to environmental issues and indigenous cultural issues. Using this model, students will be expected to experience contexualised problems that will require them to find or develop meaningful solutions. Basically, using a problem-based learning model in unit, learning will be driven by; Challenging open-ended problems in form of questions Teachers facilitating the learning process Students learning and working in small collaborative groups Students embarking on independent research in order to find solutions to the posed problem. Links to the Curriculum This unit addresses the following learning outcomes and standards as identified in Northern Territory Curriculum Framework of SOSE Learning Area. Environmental Awareness and Care Learning Outcomes Env 2.1 Place, Landforms and Features Investigate the distribution of natural, built environmental features, natural and human resources and determine ways in which these features and resources interact and affect one another Env 2.2 Environmental Awareness and Care Identify issues relating to value and care of places and collaboratively take part in an action project to so as address local environmental issues. Env 2.3 Natural Systems Investigate the interactions between elements of natural and human systems and Explore cycles and flows. Indigenous Culture Soc 2.1 Time, Continuity and Change Investigate past events and assess the changes that have taken place and their impact to society. Soc 2.2 Indigenous Studies Explore diversities among Indigenous people and their practices in relation to their contemporary and traditional cultures Soc 2.3 Civics, Governance and Social Justice Develop the ability to make informed decisions about contemporary local issues and describe social justice and its relevance to societies. Soc 2.4 Values, Beliefs and Cultural Diversity Investigate diverse processes used to transfer cultural practices or customs and other valuable information in particular social groups Learning Focus Students will examine local and global environmental issues. Students will examine the impact of local and global environmental issues. Students will focus on finding or developing solutions for local and global environmental issues. Students will examine indigenous cultural constructions relating to the environment Students will examine how indigenous constructions, practices and culture in general exemplify environmental awareness and contribute to environmental sustainability. Assessment In this unit, assessment will involve activities undertaken by teachers and students in order to provide information in relation to student’s knowledge and skills or the progress of student’s learning. Several assessments strategies will be used in this unit to evaluate student knowledge and progress in learning. Assessments will be conducted with the aim of providing information that will be used as feedback for modifying learning and teaching activities so as to promote better learning outcomes (Young, 2009). Unit Content Lesson 1: Impact of man’s activities on earth’s biosphere and natural resources Rationale This learning experience aims at enabling students to meet the learning outcomes of this unit, by helping them to understand the distribution of natural, built environmental features, natural and human resources and determine ways in which these features and resources interact and affect one another. It also provides students with a platform to investigate past events and assess the changes that have taken place and their impact to society. Additionally, this learning experience will enable students develop the capacity to make informed decisions about contemporary local issues. Problem Statement Studies show that, over time, man’s activities in the face of the earth and the expansion of the built environment has negatively impacted on natural resources and earth’s biosphere. How have man’s activities in the face of the earth and the expansion of the built environment negatively impacted on the environment? How can these negative impacts be addressed? Learning Objectives At the end of this lesson, students should be able to; Understand the impact of man’s activities on earth’s natural resources Understand how the expansion of built environment affects natural resources and earth’s biosphere. Develop the capacity to make informed decisions about what should be done in order to address the negative impacts of man’s activities in the face of the earth and the expansion of the built environment. Inquiry questions What are the impacts of man’s activities on the face of the earth? How has the expansion of built environment affected natural resources and earth’s biosphere over the years? What measures can be used to address the negative impacts of man’s activities in the face of the earth and the expansion of the built environment? Learning Tasks and Activities Following the introduction of the topic, students will be divided into groups of three. Each group will be asked to conduct research on the identified problem by reviewing relevant books and other reading materials. Subsequently, they will be asked to discuss and record their findings in their group work portfolios The group work portfolios will be collected for assessment Lesson 2: Environmental awareness of indigenous cultures Rationale In order to achieve the learning outcomes of this unit, this lesson will focus on indigenous cultural constructions relating to the environment. Furthermore, this lesson will investigate how indigenous constructions, practices and culture in general exemplify environmental awareness and contribute to environmental sustainability. These aspects will enable students to appreciate and respect indigenous cultures and gain awareness on how indigenous cultures promote environmental sustainability. Problem Statement A considerable number of indigenous populations live near many of Earth’s most significant biospheres. Given that a considerable number of indigenous populations lack scientific knowledge construction, do you think these populations are aware about issues affecting the environment? Do you think these populations can effectively care for the environment? How does indigenous environmental knowledge and cultural practices promote environmental sustainability? Learning Objectives By the end of this lesson, students should be able to; Gain an in-depth understanding on indigenous values, knowledge, cultural practices or customs that touch on the environment. Gain an in-depth understanding on how indigenous environmental knowledge and cultural practices promote environmental sustainability. Inquiry Questions What indigenous values, knowledge, cultural practices or customs touch on the environment? How does indigenous environmental knowledge and cultural practices promote environmental sustainability? Learning Tasks and Activities Students will engage in role play. In this case, they will be expected to act as interviewers. Students will be required to interview their fellow students who come from indigenous communities or an outside member of an indigenous community. Through the interview, students will be expected to establish indigenous values, knowledge, cultural practices or customs that touch on the environment. They will also be expected to establish how indigenous environmental knowledge and cultural practices promote environmental sustainability. Subsequently, students will be required to record the findings of their interview. Lesson 3: Promoting environmental awareness and care Rationale The standards embedded in this unit , requires students to identify issues relating to value and care of places and collaboratively take part in an action project to so as address local environmental issues. In order to achieve these outcomes, this lesson seeks to provide students with an opportunity to identify environmental issues in their local areas and come up with solutions to address the issues. Problem statement As a result of man’s activities on the face of the earth’s biosphere, numerous environmental problems have emerged. What environmental problems can you indentify in your local area? How can these problem been addressed. Lesson Objectives By the end of this lesson, students should be able to; Identify at least three environmental problems in their local area Provide valid and rationale recommendations of addressing environmental problems in their particular local area Collaboratively participate in an action project that addresses local environmental issues. Inquiry Questions What environmental problems are evident in your local area? How can these problems be addressed? Learning tasks and activities Students will go for an excursion in a park, forest or a suitable natural habitat in their local area Students will be divided in groups of three. In their respective groups they will be required to identify at least three environmental problems Subsequently, they will be required to discuss and come up with suggestions or course of action on how these problems can be addressed. Students will also be required to participate in a group activity that contributes to solving the environmental problems that they have identified. Lesson 4: The nature of the environment, past and present In this unit, it is crucial for students to investigate past events and assess the changes that have taken place and their impact to society. This lesson will provide students with an opportunity to travel through history and examine the changes that have occurred in the environment. This will help students to become more aware of the nature of their environment and what needs to be done in order to promote environmental sustainability. Problem statement Over time, numerous changes have occurred in the environment. These changes have been instigated by factors such as increased population, industrialization, globalisation, mining activities and increased land use among many other factors. How have these changes impacted on the environment and society today? How is today’s society and environment different from the society and environment in the past decades? Learning Objectives By the end of this lesson, students should be able to; Identify the changes that have taken place in the environment and society in general over the years. Compare today’s society and environment with the society and environment in the past decades. Inquiry Questions What over the years? How is today’s society and environment different from the society and environment in the past decades? Learning tasks and activities A white board will be used to project a wide range of pictures and other forms of visual texts to students. The pictures highlighted will reflect on the changing nature of the environment and society Students will be expected to keenly observe the picture and independently note the changes that have taken place in the environment and society. They will also be required to compare and contrast today’s environment and society with the society and environment in the past decades? Students will subsequently draw and record these changes in the personal assignment portfolios Lesson Plan Lesson No. Objectives Curriculum links Skills involved Lesson Description Resources Assessment 1 (40 mins) Students should; -Understand the impact of man’s activities on earth’s natural resources -Understand how the expansion of built environment affects natural resources and earth’s biosphere. -Develop the capacity to make informed decisions about what should be done in order to address the negative impacts of man’s activities in the face of the earth and the expansion of the built environment. Env 2.1 Place, Landforms and Features Env 2.3 Natural Systems Soc 2.3 Civics, Governance and Social Justice Group research Reading Group discussions Writing -Students will be divided into groups of three. -Each group will be asked to conduct research on the identified problem by reviewing relevant books and other reading materials. -Students will subsequently, discuss and record their findings in their group work portfolios Relevant books and reading materials The findings of each group will be assessed as depicted in their group portfolios 2 (40 min) Students should ; -Gain an in-depth understanding on indigenous values, knowledge, cultural practices or customs that touch on the environment. -Gain an in-depth understanding on how indigenous environmental knowledge and cultural practices promote environmental sustainability. Soc 2.2 Indigenous Studies Soc 2.4 Values, Beliefs and Cultural Diversity -Role playing -Interviewing -Writing -Students will engage in role play. In this case, they will be expected to act as interviewers. -Students will be required to interview their fellow students who come from indigenous communities or an outside member of an indigenous community. -Through the interview, students will be expected to establish indigenous values, knowledge, cultural practices or customs that touch on the environment. They will also be expected to establish how indigenous environmental knowledge and cultural practices promote environmental sustainability. -Subsequently, students will be required to record the findings of their interview. Pen and paper -Students will be keenly observed on how they carry out their role play -The quality of information gathered by students in the course of interview will also be assessed. 3 (2hrs) Students should; -Identify at least three environmental problems in their local area -Provide valid and rationale recommendations of addressing environmental problems in their particular local area -Collaboratively participate in an action project that addresses local environmental issues. Env 2.2 Environmental Awareness and Care Soc 2.3 Civics, Governance and Social Justice Group discussion Fieldwork/ excursion Collaboration -Students will go for an excursion in a park, forest or a suitable natural habitat in their local area -Students will be divided in groups of three. In their respective groups they will be required to identify at least three environmental problems -Subsequently, they will be required to discuss and come up with suggestions or course of action on how these problems can be addressed. -Students will also be required to participate in a group activity that contributes to solving the environmental problems that they have identified. Pen and paper -Students will be keenly observed on how they contribute collaborate in their respective groups 4 (40mins) Students should; -Identify the changes that have taken place in the environment and society in general over the years. -Compare today’s society and environment with the society and environment in the past decades. Soc 2.1 Time, Continuity and Change Drawing Interpretation of visual texts writing -A white board will be used to project a wide range of pictures and other forms of visual texts to students. The pictures highlighted will reflect on the changing nature of the environment and society -Students will be expected to keenly observe the pictures and independently note the changes that have taken place in the environment and society. They will also be required to compare and contrast today’s environment and society with that in the past decades? Students will subsequently draw and record these changes in the personal assignment portfolios White boards Pictures Pen Paper Crayons The portfolio of each students will be reviewed and assessed to determine their understanding References Bardini, T. (1992). “Linking Indigenous Knowledge Systems and Development: The Potential Uses of microcomputers.” Knowledge & Policy 5 (1) (Spring 1992): 29. Department of the Environment and Heritage. (2005). Educating for sustainable Future. Carlton South: Curriculum Corporation. NT Curriculum Framework (2012). Studies of Society and Environment Learning Area. Retrieved on September 28, 2012 from Treaty Republic (2012). Western society, Aboriginal Culture and the Environment. Retrieved on September 28, 2012 from Young, M. (2009). Handbook of Research on Leadership Education. New York: Taylor & Francis. Read More