Through class discussion and independent exercises, students explore some of the big environmental issues associated with the current trend of drinking bottled water, and learn that tap water is a safe, tasty, environmentally friendly and cost-effective alternative to bottled water. Students will understand that some of Earth’s resources are renewable, but others are non-renewable. They will use scientific knowledge and findings from investigations to evaluate claims. Students will be able to independently research the issues around bottled water, contribute to a discussion about the issues around bottled water. Students can communicate their research findings with other students

In this activity, students decide how they would like to help the plants that live around them to survive. Students make a promise that can apply in their home and at school and illustrate these promises. They will create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams. They will represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play.

Students will explore some of the amazing colours that can be found in nature. They are asked to stand or sit in one spot, and to see how many colours they can see in nature from that spot. Students will then create an artwork based on the colours they observe in nature. Students will be able to observe colours in nature and understand that there are many colours in nature. They will be able to identify a range of colours.

In this lesson, students research and design water education posters and present them to younger students at their school. They work to represent and communicate ideas and findings in a variety of ways such as diagrams and physical representations. Students plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose. Students will be able to research the answers to water questions using reliable sources, draft an informative poster appropriate for younger students and ensure the images in their poster complements a written message.

In this lesson, students examine how water is used in the school. They identify how it is used, ways it might be wasted and their tip or tips for reducing the waste of water. They will conduct a range of investigation types, including fieldwork, ensuring safety and ethical guidelines are followed.Students will summarise data from their own investigations and secondary sources. Students will be able to identify a range of water users in the school, collect and interpret data from a school water use audit and can identify solutions to reduce water use in their school.

Students conduct an investigation into the important resources of fresh water. They examine some of the current issues and compare different views about managing water resources. Students then critically analyse what they have discovered by responding to a set of questions. Students understand that some of Earth’s resources are renewable, but others are non-renewable and that water is an important resource that cycles through the environment. They identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge. Students will be able to research an issue using reliable sources, iidentify a range of resource management issues around water and articulate the complexities of a single water issue, giving at least two opposing perspectives.

Students can use this essay planner to organise their ideas before writing and expository or persuasive essay.

Students investigate the issue of a sustainable fresh water supply. They examine some of the issues and compare different views about managing water resources. Students then write an essay about a water issue of their choice. They use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources. Students analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text. Students will be able to research an issue using a variety of reliable sources. Students can analyse a range of resource management issues around water and can articulate the complexities of a single water issue, giving at least two opposing perspectives.

Students set up a conservation project that will assist local biodiversity by providing local wildlife with a safe place to drink water. They will measure and compare the lengths and capacities of pairs of objects using uniform informal units, give and follow directions to familiar locations and participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources. Students will be able to use a set criteria to select an appropriate location for a bird bath and make simple measurements in regards to the set up and up-keep of a bird bath.

In this lesson, students investigate the concept of a species. They will work in small groups and access information from the internet, library and/or textbooks in order to define a species, investigate how species are scientifically named and why is it important and provide examples of plants and animals living in your area that are indigenous, domesticated and introduced. Students understand that there are differences within and between groups of organisms; classification helps organise this diversity. They’ll summarise data, from their own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions. Students will be able to define what a species is, in their own words. Students can accurately write the scientific names of a variety of species and identify and categorise a variety of species as Indigenous, domestic or pests.

Students collect junk mail from home and bring it to the class to conduct a mathematical investigation. Students engage in a range of mathematical investigation around their junk mail, including counting the number of pieces of junk mail collected, weighing the mail, measuring the length and area the mail covers. The class will then make their own ‘no junk mail’ sign to take home. Students will know what junk mail is and why it is used, recognise the environmental impacts of junk mail and know some actions they can take to reduce the negative impacts of junk mail on our environment.  Students will know a range of ways we can use maths to measure real world objects, be able to think critically about junk mail, measure, sort and compare objects mathematically, as well as participate in class discussions and activities.

Students will think about what they encounter and consume in their day-to-day lives, and think about those things in terms of whether they fulfill a ‘need’ or a ‘want’. Students create a list of consumables and categorise them as needs or wants, then make a list of their own needs and wants.

The K-W-H-L thinking tool can be used throughout a lesson or unit. It serves as an aid to ensure a student’s interest is catered to and helps to determine what needs to be taught. The chart is introduced at the beginning of the topic, and can only be completed once a student have finished their investigation of the topic. The chart can also be used as an assessment tool. This thinking tool can be integrated into a number of subject areas as the focus is on developing general capabilities and 21st century skills. Students will be able to represent and communicate ideas and findings in a variety of ways.

Students will investigate what an ecological footprint is by using an online activity that calculates their ecological footprint. Students will then think about what actions they can take to reduce their footprint. They’ll understand what an ecological footprint is, know how to use an online tool to calculate their own ecological footprint and be able to list actions they can take to reduce their ecological footprint.

In this lesson, students role-play animals of the ocean and are asked to think about how these creatures interact with each other, and how these interactions are important to the life and health of the ocean. Students will understand that living things live in different places where their needs are met and will use a range of methods to sort information, including drawings and tables. Students will be able to name animals that live in the ocean and their behaviours and represent the behaviours of ocean animals through movement.

Through a classroom demonstration, students will calculate the percentage of fresh water available for human use and explain why water is a limited resource. Students will choose appropriate units of measurement for  volume. With guidance, students will pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be. Students connect volume and capacity and their units of measurement. Students will be able to physically represent percentages using 100 pieces of paper and articulate how smaller volumes of water represent the Earth’s total water content.

In this lesson students find out which appliances in their classroom use energy and work together to create agreements for the classroom about switching off and adjusting these appliances. The lesson ends with students making informative stickers for these appliances. Students will use comprehension strategies to build literal meaning about key ideas and information in texts. They’ll be able to identify way to reduce energy use of items in class, clearly express instructions about how to use an appliance and work in groups to plan a text.

By the end of this activity students will be able to explain how water bottles and other drink containers should be used so that germs aren’t spread. Students will engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions. They will respond to and pose questions, and make predictions about familiar objects and events Students can state why it is important to stay have a clean, reusable water bottle, and list ways to keep their reusable water bottle clean and healthy

This lesson is based on the game 'Red Light, Green Light’, with a twist. The player nominated as ‘it’ is a frog and the rest of the class are insects, trying to cross the pond without being eaten. Students will understand that living things live in different places where their needs are met, will be able to articulate how the game illustrates the relationship between a frog and insects and learn to follow the rules of a simple game.

Students use examples from the ocean to draw food chains showing the relationships between organisms. They then apply their learning to finding food chains around them. They use their food chains to suggest the outcomes when one of the animals is removed from the chain. They will group living things on the basis of observable features and can be distinguished from non-living things. Students will represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports. They will understand that living things, including plants and animals, depend on each other and the environment to survive. Students will be able to research the diets of a range of living things, create a simple food chain based on their research and communicate their finding to the peers.