A rubric is a method for monitoring a student’s learning based on chosen criteria or guidelines. Rubrics are often provided to students before they commence an assessment task so they are able to think about the criteria that will be included in their assessment. The sample rubric for this unit of work is generic and is based on ‘A model of inquiry learning’ in which students will be collecting and using data. The criteria overlaps Science, English, Mathematics and Geography. Teachers are encouraged to modify this rubric to meet their specific assessment needs.

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.

Students explore why trees are important, what the parts of a tree are called and why we need trees. Students begin by observing trees in nature, and then draw upon inspiration from the story The Leaf Man by Lois Ehlert to make their own leaf men with fallen leaves. These will be used to create a display to teach other students about the importance of trees. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.

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 use a map to show locations where their school is connected to the storm water at ground level. They collect data about what polluting substances might be carried along with rain into the storm water system.

In this lesson, students first explore a range of renewable energy sources and their value. They then engage in an outdoor game in which they revise terms relating to key sources of renewable energy. Finally, they reflect upon sources of renewable energy that could be useful in their own community.

In this lesson, students go outside to observe natural sources of energy. They analyse the energy they use in their day to day life and think about the energy source.

This lesson is designed for a flipped classroom, where students learn new content by watching a video in their own time. This strategy provides the opportunity for students to build their knowledge, attitudes and values by themselves, thereby freeing up class time for hands-on work. Students watch a clip that helps them to understand solar energy use within political and social contexts.

This lesson is designed for a flipped classroom, where students learn new content by watching a video in their own time. This strategy provides the opportunity for students to build their knowledge, attitudes and values by themselves, thereby freeing up class time for hands-on work. Students watch a clip that helps them to understand the various events can lead to extinction of species.

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 activity students get out into an ecosystem and record the sounds that they hear. The sounds can be recorded (e.g. on a tablet), or through drawings or brief explanatory notes.Students will understand that living things can be grouped on the basis of observable features and can be distinguished from non-living things and can observe and catagorise a range of living things.

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.

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 lesson students explore the concept of solid waste by analysing three quotes. Students work independently or in pairs to analyse quotes that can be applied to the concept of solid waste and to answer a series of questions about these quotes, and then work to create their own quote about waste.

In this lesson students create explore the major types of ecosystems and create a class mural to represent each.

In this activity, students are given a range of animal names and are asked to find other animals using only the call of their animal.

In this lesson students identify and explore different types of patterns. They develop their understanding of pattern using sound, movement and drawing and then create patterns using natural items which they find themselves. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.

During this lesson students gain a greater appreciation of the value of trees by exploring and creating rhyming poetry. After writing a class poem, students form groups and create a series of photos that reflect and enhance the meaning of the poem. The class poem and photos are used to create a display in the school to raise awareness of the importance of trees. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.

During this lesson students explore the patterns of natural objects found in the school yard. Students take photos and collect a range of these objects, and in particular a range of leaves with different patterns. Students discuss the importance of trees to our environment and to ourselves, and create a clay leaf bowl from their collected leaves with the intentions of communicating messages about conserving and protecting trees to a wider audience. This lesson is designed to be taught outside. By spending time outdoors and connecting to nature, students are more likely to care for and conserve nature as adults.