Lesson Plan Booklet Dixon Draffen Munro Murray Newman Pascazio Susigan Teasdale 3

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VCE Outdoor and Environmental Studies

Unit 4: Sustainable outdoor relationships
AOS 1: Healthy outdoor environments
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2016!
Developed by:
Teagan Dixon
Joe Draffen
Amy-Louise Munro
Kai Murray
Joshua Newman
Charles Pascazio
Hayden Susigan
Mathew Teasdale
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!VCE!Unit!4!AOS!1!Lesson!Plans!!!!
!
This booklet contains a unit of lesson plans addressing the VCE

Outdoor and Environmental Studies Unit 4, Area of Study 1 curriculum.
Table of Contents
Lesson Plan 1 Understandings and critiques of sustainability and sustainable
development ..................................................................................
13
Lesson Plan 2 Understandings and critiques of sustainability and sustainable

development ..................................................................................
46
Lesson Plan 3 Identifying indicators of healthy water

environments...................................................................................
79
Lesson Plan 4 Recognising and describing air quality indicators of a healthy air
environment....................................................................................
10 12
Lesson Plan 5 Understanding how soil is an indicator of healthy outdoor

environment....................................................................................
13 16
Lesson Plan 6 Recognising and describing levels of biodiverrsity as an indicator

of healthy outdoor environments ....................................................... 17 18
Lesson Plan 7 Recognising and describing pests as an indicator of healthy
outdoor environments. ............................................................................ 19 21
Lesson Plan 8 Recognising and describing introduced species as an indicator of
healthy outdoor environments.......................................................... 22 24
Lesson Plan 9 The importance of healthy environments for physical and
emotional wellbeing. ........................................................................ 25 27
Lesson Plan 10 The importance of healthy environments for the future of
society.............................................................................................
28 30
Lesson Plan 11 The importance of identifying and managing land degregation for
both the outdoor environment and society....................................... 31 34
Lesson Plan 12 The potential impact of introduced species on society and the
environment....................................................................................
35 38
Lesson Plan 13 The potential impact of climate change on society and the
environment ...................................................................................
39 44
Lesson Plan 14 The causes of urbanisation as well as the impacts on outdoor

environments and society................................................................ 45 48
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VCE OES LESSON PLAN 1

Name:
Kai Murray
Lesson Focus:
Understandings and critiques of sustainability and sustainable development.
Unit 4: Sustainable Outdoor Relationships
Lesson sequence/length:
Lesson 1 of 14
60 minutes
Area of Study 1: Healthy Outdoor Environments
This area of study explores the contemporary state of environments in Australia and the importance of natural environments for
individuals and society. Students examine the nature of sustainability and, using key indicators, evaluate the health of outdoor
environments. They investigate current and potential impacts of damage to outdoor environments. Practical outdoor experiences
enable students to further develop and apply their practical knowledge and skills for safe and sustainable interaction with
outdoor environments. (VCAA, 2015)
Key Knowledge/s:
Key Skills:
KK1 Understandings and critiques of sustainability and

sustainable development
KS1
KK2 Indicators of healthy outdoor environments, including:

KS2
Quality and adequacy of water, air and soil
Levels of biodiversity, pest and introduced species
KK3 The contemporary state of outdoor environments in
KS3
Australia, with reference to common themes used in State
of the Environment reports
KS4
The
importance
of
healthy
outdoor
environments
for
KK4
individual physical and emotional wellbeing, and for the
KS5
future of society
KK5 The potential impact on society and outdoor
environments of land degradation, introduced species,
climate change, urbanisation and other significant threats.
Plan for and reflect upon a range of practical

sustainable outdoor experiences and analyse relevant
information collected during these experiences
Identify definitions of sustainability and analyse the
concept of sustainable development
Describe a range of different indicators that can be
used to identify healthy outdoor environments
Evaluate the contemporary state of Australian outdoor
environments
Collect and interpret data on the contemporary state of
a particular outdoor environment
KS6
Analyse the importance of healthy outdoor

environments for individuals and society
KS7
Identify and predict the potential impact of significant

threats on society and outdoor environments
1!
!
Assessment/evidence of learning:
Class discussions
Class participation
Assessing statement posted to padlet (x2)
Assessing participation, value of input to discassuion in regards to a drop in the bucket
Assessing participation, work effeciency, quality of work and completion of work in regards to creating a sustainable world
Content descriptions:
Students will learn to:
Analyse conflicts of interest over the use of outdoor
environments
Evaluate practices and strategies for sustaining outdoor
environments, with reference to specific outdoor
experiences.
PART &
TIMING
Content elaborations:
Students will learn about:
The sustainability of environments in order to support the
future needs of ecosystems, individuals and society, and
the skills needed to be an environmentally responsible
citizen.
Management strategies and policies which contribute to
maintaining the health and sustainability of outdoor
environments in contemporary Australian society.
SUGGESTED LEARNING AND TEACHING ACTIVITIES
RESOURCES/EQUIPMENT
Prior
Knowledge
5 mins
Get students to post their own defintion of sustainability on padlet

Understandings and critiques of Sustainability https://padlet.com/wall/yko85t3o6ze2
Computers/laptops
Access to internet
Introduction
15 mins
Work through PowerPoint
Computers/laptops
PowerPoint https://vceoutdoorandenv
ironmentalstudies.wikisp
aces.com/file/detail/Sust
ainability%20powerpoint.
pptx
Projector
2!
!
Textbook
Activity
5 mins
Complete internet task: Calculate your carbon footprint

o http://www.wwf.org.au/our_work/people_and_the_environment/human_footp
rint/footprint_calculator/
Computers/laptops/iPads
Access to internet
Activity
10 mins
Students are to complete the Learning activity: Your ecological footprint (p.240
of textbook)
Add learned
knowledge
5 mins
Get students to post a new defintion of sustainability on padlet to see if it has

changed at all
Understandings and critiques of Sustainability see above for link
Computers/laptops
Access to internet
Activity
15 mins
Creating a sustrainable world

o Students are to record on a piece of paper the things that they need to
survive, the resources that keep their home and vehicles functioning, and
the waste products that stem from these three areas.
o Students are to reflect on the waste management strategies of their home,
vehicle/s and selves.
o Discuss sustainable development and have students add to their paper
how they can live in a more environmentally conscious way.
Follow the link in the resources column for more detailed instructions.
Creating a sustainable
world
https://vceoutdoorandenv
ironmentalstudies.wikisp
aces.com/file/detail/u4o1
kk1%20activities.docx
Large sheets of paper
Coloured pencils/textas
Reflection
5 mins
Discuss the following questions:

o What have you discovered about your consumption and waste patterns?
o What changes can you make?
o How much responsibility do you have as a student to live in a sustainable,
environmentally responsible way?
o What do you hope your generation will do differently in the future?
Workbook
Computers/laptops
Access to internet
Textbook
Workbook
3!
!

Name:
Kai Murray
Lesson Focus:
Understandings and critiques of sustainability and sustainable development.
Unit 4: Sustainable outdoor Relationships
Lesson 2 of 14
60 minutes
Area of Study 1: Healthy outdoor environments
enable students to further develop and apply their practical knowledge and skills for safe and sustainable interaction with outdoor
environments. (VCAA, 2015)
Key Knowledge/s:
Key Skills:
KK1
Understandings and critiques of sustainability and

KS1
KK2
KS2

KS3
Describe a range of different indicators that can be

used to identify healthy outdoor environments
KS4

environments
KK4
Indicators of healthy outdoor environments,

including:
Levels of biodiversity, pest and introduced
species
The contemporary state of outdoor environments in
Australia, with reference to common themes used in
State of the Environment reports

KS5
Collect and interpret data on the contemporary state

of a particular outdoor environment
KK5
The importance of healthy outdoor environments for

individual physical and emotional wellbeing, and for
the future of society
KS6

KS7

KK3
The potential impact on society and outdoor

environments of land degradation, introduced
species, climate change, urbanisation and other
significant threats.
4!
!
Class discussions
Class participation
Student completion of learning activity Sustainability Challenge (marked and used as an Assessment Task)
environments
Evaluate practices and strategies for sustaining outdoor
environments, with reference to specific outdoor
experiences.
PART &
TIMING
The sustainability of environments in order to support the
future needs of ecosystems, individuals and society, and the
skills needed to be an environmentally responsible citizen.
Management strategies and policies which contribute to
maintaining the health and sustainability of outdoor
environments in contemporary Australian society.
RESOURCES/EQUIPMENT
Introduce more
terms
15 mins
Continue PowerPoint from previous lesson (slide 16 onwards)
Computer
PowerPoint
Projector
Activity
10 mins
A drop in the bucket: what is abundant and rare at the same time?
o This experiment will demonstrate to students the scarcity of fresh water
available for human consumption. By using ratios and dividing up
1000ml of water into different containers to represent different forms of
water in the world, students are able to see the importance of protecting
our limited supply of fresh water.
o Discuss the conclusions students have drawn from the demonstration.
! Global distribution
! Factors that affect distribution
! Environmental influences on availability
! Events, activities and behaviours that reduce water locally and
globally
A drop in the bucket

https://vceoutdoorandenvir
onmentalstudies.wikispace
s.com/file/detail/u4o1kk1%
20activities.docx
Water
Globe and /or world map
1000 ml beaker/cylinder
100 ml graduated beaker
Small dish or beaker
Dropper or stirring rod
5!
!
Use the Water Availability table to calculate the actual amount of fresh
water available per person.
Food dye
Salt
Small bucket
Copies of Water
Availability table!
Prezi Slides
10 mins
View and discuss Sustainable Water Use Prezi

o Focuses on water technology systems, including rainwater harvest and
use, stormwater harvest, treatment and use, grey-water recycling and
waste water treatment (desalination), photo-voltaic (PV) water pumping
Computer
Prezi https://prezi.com/vdip9cp2r
bve/sustainable-water-use/
Projector
Textbook
Prezi Slides
15 mins
View and discuss Renewable Energy Prezi (slides 6 to 31)

o Focuses on renewable energy technologies, including solar, wind,
biogas, and other new technologies.
Computer
Prezi https://prezi.com/6wt9r70p
u1gb/renewable-energy/
Projector
Textbook
Closing activity
10 mins
Students are to complete the Learning activity: Sustainability challenges (p.

241 of the textbook)
This will be collected as an assessment piece
Workbook
Textbook
!
Upon completion of this lesson plan, the school aims to take the students on an excursion to Ceres Community Environmental
park, where these topics and more will be covered on a guided tour of the community park. Ceres ofers tours that would
accomidate this lesson and area of study excellently as it focuses on Sustainable Water Use, Renewable Energy, Environmentally
Sustainable Building, Ecotourism, Food Based Tours. Ceres was chosen as it coincides perfectly with the VCAA recommendation
visit an organic, permaculture or other sustainable-development farm project, such as the Collingwood Childrens Farm or
CERES; in order to compare and contrast practices ability to achieve stated aims and to evaluate the importance of the outdoor
environment in urban areas. The cost of a tour is not stated as it depends on the areas of interest selected, what type of group
you are and the number of participants in the group but would be easily obtainable if a request was filed.
6!
!

Name:
Mat Teasdale
Lesson Focus:
Identifying indicators of healthy water environments.
Lesson 3 of 14
90 minutes (half of lunch)
Key Knowledge/s:
Key Skills:

KS1

KS2

KS3
Describe a range of different indicators that can be used

to identify healthy outdoor environments
KS4

environments
KS5

KS6

KS7


species
KK4 The importance of healthy outdoor environments for
future of society
climate change, urbanisation and other significant
threats.
7!
!
Class discussions
Class participation
Use observations to make judgments on water quality
Using sight to assess water quality
Using smell to assess water quality
Recognise human influences on water quality.
PART &
TIMING
The nature of sustainability and, using key indicators,
evaluate the health of water environments.
Current and potential impacts on water reserves.
RESOURCES/EQUIPMENT
Water walk
15 mins
Students walk together to a local water resource (ocen, bay, lakes, ponds, etc.) N/A
Activity
30 mins
Students to make notes regarding the following factors and record these as
either having a positive or negative impact on water quality.
o Water colour, smell, surrounding human structures, temperature,
sediments
Students to include a description of the indicator, how it is tested and how it
assesses the health of an outdoor environment.
Class
discussion
20 mins
Guided by the teacher, students should discuss their learning from the session.
Topics could include:
o runoff, erosion, pH, temperature , smell, oils/grease, chemicals,
toxic/hazerdous substances, litter/rubbish, sedimentation
Paper & Pen

Clip board
Reflection
10 mins
Students to make notes regarding the following factors and record these as
either having a positive or negative impact on water quality.
o Water colour, smell, surrounding human structures, temperature,
Paper & Pen

Clip board
Small bucket
Paper & Pen
Clip board
Towel
Backpack
8!
!
sediments
Walk to
school
15 mins
Students walk together back to school

Make use of teachable moments on the return trip.
N/A
9!
!

Name:
Mat Teasdale
Lesson Focus:
Recognising and describing air quality indicators of a healthy air
environment.
Lesson 4 of 14
60 minutes
Key Knowledge/s:
Key Skills:

KS1

KS2

KS3

KS4

environments
KS5

KS6

KS7


species
future of society
threats.
10!
!
Class discussions
Class mind maps
Use observations to make judgments on air quality
Using sight to assess air quality
Using smell to assess air quality
Recognise human influences on air quality.
PART &
TIMING
Factors that contribute to unhealthy air environments
Future strategies to increase air quality
Technologies influence on air quality
RESOURCES/EQUIPMENT
PowerPoint
introduction
10 mins
PowerPoint/video presentations regarding measurements of air quality
Outside
activity
10 mins
Class Mind
Map
20 mins
Students write their answers on the board regarding the following topics
o Air quality and human health
o Air quality and an environments health
Whiteboard & markers
Future
influences
15 mins
Discuss the future influences on air quality (i.e. renewable energy)

o Electric cars
o Hydro vs solar comparison
N/A
Measurement of air quality outside (sight and smell are the main indicators)
Discuss causes, effects and sources of air pollution
Discuss properties of air mass, pressure and heat
Discuss how air pollutants affect the temperture of the atmosphere
Paper & Pen

Laptop
N/A
11!
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Reflection
15 mins
Recap on main discussions from lesson

o Main indicators
o What does air look like
N/A
12!
!

Name:
Joe Draffen
Lesson Focus:
Understanding how soil is an indicator of healthy outdoor environment.
Lesson 5 of 14
60 minutes
Key Knowledge/s:
Key Skills:

KS1
Plan for and reflect upon a range of practical sustainable

outdoor experiences and analyse relevant information
collected during these experiences
KS2

KS3

KS4

environments
KS5
Collect and interpret data on the contemporary state of a

particular outdoor environment
KS6
Analyse the importance of healthy outdoor environments

for individuals and society
KS7


species
13!
!
Informal formative assesment: evidence of what students already know about the relevent content, allowing for
comparisons to be made with the knowledge that students demonstrate in the quiz and throughout the remainder of the
lesson.
The students will have to collect and interpret data on contemporary state of a particular outdoor environment. This key
learning skill will be tested informally as the students participate in the soil testing activity.
The final section of the class, where the students are required to write short responses to key topic questions, will provide
the final indicator as to what the students have learned. The students will need to demonstrate their understanding of the
content learned during the lesson through writing short answer responses. This is to prepare them for answering similar
questions in future formal assesments (SACS). This will help Analyse the importance of healthy outdoor environments
for indivuduals and society, which is a key skill for this area of study and topic (VCAA, 2016).
environments
and sustainability for individuals and society, with
reference to specific outdoor experiences. (Outcome 1,
for Unit 4 AOS 1, VCAA, 2016).
PART &
TIMING
Brainstorm
10 mins
The contermporay state of environments in Australia and the
importance of natural environments for individuals and society.
The concept of sustainability, and how there are key indicators
which are used to evaluate the health of outdoor
environments.
The current and potential impacts of damage to the outdoor
environments.

To access the knowledge and experiences that the students already have in
regards to soil, the class will commence with a brainstorming activity.
o The teacher will prompt the students with a visual photo of soil on the
whiteboard projector.
o The students will be asked to write down what comes to mind when they
see the photo, what they know about soil and to generate a list of related
words.
RESOURCES/EQUIPMENT
Projected photo
Pen and workbook
Student textbook
14!
!
The teacher will explain how the quality of soil is vital as an indicator of
healthy environments (KK2). Teacher will reiterate how they have looked
at water and air before moving on to soil.
o Teacher will facilitate a class discussion regarding their prior knowledge
and experiences of soil and what they wrote down.
Introduce learning intentions, key knowledge and key skills before outlining the
lesson. The main focus areas for the lesson are:
o
Why we need quality soil
o
What causes poor soil quality
o
How to test the qualuty of soil in the outdoors
o
Class
Activities
20 mins
Soil tesing
20 mins
Students to watch the video The value of soil

Students to compete in a Kahoot quiz competition
Students to read page 247 of their textbook under the section Soil, quality
and adequacy. Students to write down anything they are unsure about or
any questions they have.
The class will have a discussion where the teacher will ask further
questions and provide further explanation on topics such as:
The importance of monitoring the health of outdoor environments to identify
damaging activities and immediately take action when required.
How examining soil to assess the condition of environment will help aid
further decision-making.
The significant effect soil has on the environment and the correlation
between soil and crops, biodiversity, and animal products.
How soil enables plant growth, resists erosion, stores water, retains
nutrients and is an environmental buffer.
The formation of soil and the destruction of soil.
The negative effect on the increasing population on the quality of soil
The class will go through the soil testing mechanisms suggested on pg. 247 &
248 of the textbook.
Whiteboard
Textbook
Laptops
The value of soil https://www.youtube.com/
watch?v=403sT9CGRl0
Pen & paper

Ten pegs
15!
!
Lesson
recap
15 mins
The class will walk to a local outdoor environment such as a park, or stay
within school grounds if there is an adequate outdoor area to test soil.
The students will work in pairs and go through the 8 soil tests and write down
their results on a worksheet provided.
Note: For no.8 Soil pH test use this formula
The class will then go through their results and discuss the implications of their
findings. such as the causes for the soil to be how it is, and what the results
suggest for future decisions.
Vinegar and baking soda

(soil pH test)
Gloves
Textbook
Back in the classroom, summarise context that was learnt referring to key
knowledge and key skills, by asking students questions which prompt
reflection.
Ask students in the class to come up with a ticket to leave. The ticket must
have short responses to the following topic questions:
o Why we need quality soil
o What causes poor soil quality
o Soil quality measures
o How to test the quality of soil in the outdoors
Explain what will be taking place in the following lesson.
Pen & paper
16!
!

Name:
Josh Newman
Lesson Focus:
Recognising and describing levels of biodiverrsity as an indicator of
healthy outdoor environments
Lesson 6 of 14
60 minutes
Key Knowledge/s:
Key Skills:

KS1

KS2

KS3
Describe a range of different indicators that can be used to

identify healthy outdoor environments
KS4

environments
KS5

KS6

KS7


species
17!
!
Students will describe what they have seen and experienced in relation to what they have read and seen in the YouTube
video
and sustainability for individuals and society, specifically
about biodiversity
The levels of biodiversity looking at genetic, species and
ecosystem bodivesity
PART &
TIMING
RESOURCES/EQUIPMENT
Introduction
20 mins
Students will read pages 248-249 in the textbook to get a brief understanding
of the knowledge being presented
Students to watch a YouTube video demonstrating what biodiversity is and
the different types it can be.
Students to discuss what they thought was intersting or share questions that
they might have.
Student textbook
Biodiversity video
https://www.youtube.com/w
atch?v=aqtdaIkxnQo
Outside
activity
20 mins
In groups of 3-4, students go into the school grounds, measuring a 1m by 1m

square on the grass. They should use pegs and string to mark this clearly.
Students to complete the worksheet explaining what organisms they can find
within this quadrat. Students list the biodiversity of the quadrat by listing how
many genetic, species and ecosystem biodiversities exist within this space.
If possible, students take photographic evidence of their findings to aid
discussions
Discussion
of results
20 mins
After returning to the classroom, students discuss findings, connecting their

knowledge of biodiversity with the real life experience outside. Students are
encourgaed to use correct terminolgy throughout this discussion
Worksheets
Photos (if applicable)
Metre rulers
Pegs and string
Worksheets
Pens
Camera (if available)
18!
!

Name:
Charlie Pascazio
Lesson Focus:
Recognising and describing pests as an indicator of healthy outdoor
environments.
Lesson 7 of 14
60 minutes
Key Knowledge/s:
Key Skills:

KS1

KS2

KS3

KS4

environments
KS5

KS6

KS7


species
19!
!
Informal assessment will be a class or small group discussion on the environment observed.
Formal summative assessment in the form of a small presentation to gauge information students learned during class.!
Identify pest animals and plants with in the outdoors.
Develop and apply practical knowledge and skills for safe
sustainable environment practices.
PART &
TIMING
How pests impact the environment and what the do to the
sustianability of the environment
How to manage the impacts of pests in healthy environments.
RESOURCES/EQUIPMENT
Introduction
10 mins
Introduce key knowledge and skills

Students will read page 250 in the textbook to get an understanding of
pests
Students discuss which pest animals are disturbing our native
environments.
Students brainstorm strategies/ways to detect pests in order to create a
sustainable environment.
Student textbook
Group
discussions
30 mins
Break students up into small groups

Give each group of students a name of a pest species. Allow them to
discuss what they know about this species and if they can come up with
any impacts that are being caused by this pest.
Research in your group impacts and the effects this species has on
healthy environments.
Students must research and come up with:
o What habitat the pest lives in
o Possible impacts the species has
o Characteristics of the pest
o Two ways to keep the environment the pest lives in healthy.
Laptops/device
Workbooks
Useful websites
o Feral Animals Australia
https://www.environment.go
v.au/biodiversity/invasivespecies/feral-animalsaustralia
o Pest Smart http://www.pestsmart.org.a
u/pest-animal-species/
20!
!
Concluding this activity 1 person from each group will be nominted to read
out the informtion they gathered on their pest to the class.
Review
group work
and quiz
15 mins
Students review and listen to each others small presentation.

Students will hand in their information sheets to the teacher and will then
be split into two teams.
A Kahoot quiz on the impacts characteristics and habitats of pests will be
presented.
Each student must use their device to answer the questions on the quiz.
Kahoot quiz
Computer
Projector
ICT devices (for quiz)
Conclusion
5 mins
A quick recap of the lesson will be made, reinforcing the key knowledge
and skills learned through the lesson. Students can take this time to ask
any questions they have on the topic.
Kahoot quiz
Computer
Projector
ICT devices (for quiz)
21!
!

Name:
Charlie Pascazio
Lesson Focus:
Recognising and describing introduced species as an indicator of healthy
outdoor environments.
Lesson 8 of 14
60 minutes
Key Knowledge/s:
Key Skills:

KS1 Plan for and reflect upon a range of practical sustainable


species
KS2 Identify definitions of sustainability and analyse the

KS3 Describe a range of different indicators that can be used
KS4 Evaluate the contemporary state of Australian outdoor
environments

KS5 Collect and interpret data on the contemporary state of a
future of society
KS6 Analyse the importance of healthy outdoor environments
The
potential
impact
on
society
and
outdoor
KK5
KS7 Identify and predict the potential impact of significant
threats.
22!
!
Informal quiz / team quiz on content learned during this lesson.
Summative or formal assessments; campaign presentations on the specific content descriptors. Possibility of a formal test on
the key knowledge and skills underpinning the content descriptions and elaborations, showing eveidence of learning.
Indicate a natural healthy outdoor environment through
detecting introduced species.
Investigate current impacts on the environment
Evaluate the sustainment of outdoor environments,
through expeirence in the environment.
PART &
TIMING
The impacts that introduced species can have on the
environment
Indicators which can be used to detect healthy environments
The sustainable management of outdoor environments.
Introduction
10 mins
Build a
campaign
45 mins
In small groups, students pick an introduced plant or animal species and

design a small campaign that shows:
o The impacts the species has on the environment
o How to possibly promote a healthy habitat.
The format is to be decided on by the students (short video, written document,
PowerPoint slides/Prezi, poster form, etc.)

Students read page 250 in textbook to better understand introduced species
Students discuss which introduced species are disturbing native environments.
Students watch a short YouTube clip on the topic
RESOURCES/EQUIPMENT
Student textbook
Projector
Laptop
Invasive Species video https://www.youtube.com/
watch?v=mpzj1IvEhTA
Laptops/device
Workbooks
Projector
Useful websites
o Australia introduced
animals http://panique.com.au/tr
ishansoz/animals/austr
alia-introducedanimals.html
23!
!
o Introduced animals http://www.animalsaustr

alia.org/issues/introduc
ed_animals.php
Conclusion
5 mins
Students will engage in a class discussion to allow students to reflect shortly

on the campaigns and talk about any questions or thoughts they have on the
topic. This lesson will hopefully allow students to make elaborations on how
they can work towards sustaining a healthy environment.
Workbooks
24!
!

Name:
Hayden Susigan
Lesson Focus:
Understanding and comprehending the importance of healthy
environments for physical and emotional wellbeing.
Lesson 9 of 14
60 minutes
Key Knowledge/s:
Key Skills:



species
KS2 Identify definitions of sustainability and analyse the

KS3 Describe a range of different indicators that can be used
KS4 Evaluate the contemporary state of Australian outdoor
environments

KS5 Collect and interpret data on the contemporary state of a
future of society
KS6 Analyse the importance of healthy outdoor environments
The
potential
impact
on
society
and
outdoor
KK5
KS7 Identify and predict the potential impact of significant
threats.
25!
!
Class discussions and participation
Assessing students ability to retain knowledge with through taking notes and reciting them in future weeks.
Assessing students input and contribution within class and also in relation to both activities.
environments
PART &
TIMING
How environments provide for individuals, education, values,
physical and mental health and biodiversity.
Students will also explore and identify community members
who have a strong connection with the environment.
RESOURCES/EQUIPMENT
Introduction
5 mins

Have the students write down on a piece of paper why the environment is
important to them. Why does it mean something to you or why does it not?
Textbook
Workbook
Prezi
presentation
25 mins
Whilst showing the Prezi presentation (slides 1 to 7), have students take down
notes and ask clarifying questions when required.
Highlight the key points of knowledge
Laptops/device
Workbooks
Projector
Prezi slides https://prezi.com/ygdltvlzje
tz/the-importance-ofhealthy-outdoorenvironments-forindividual-physical-andemotional-wellbeing-andfor-the-future-ofsociety/?utm_campaign=s
hare&utm_medium=copy
26!
!
Activity
20 mins
Place the students into small groups and give them the Importance of healthy
outdoor environments handout below.
Students must cut out and place the reasons why healthy outdoor
environments are important under the correct headings, Individuals or
Society.
They must then expand on each one by writing underneath how this is of
importance, using relevant examples.
Conclude the simple worksheet with a relevant discussion cementing their
knowledge about key healthy environments.
Homework
activity
10 mins
Students are asked to interview a local community member somebody they

know who spends a considerable amount of time in the environment. This can
be for work purposes, recreational pursuits etc.
Students must ask this person to explain why the environment is important to
them, either filming or voice recording the interview. Use this time to think of
engaging questions to ask as well as how you will show your answers with
relevant discussion for next class. Answers should include reasons and
benefits.
Workbooks
Laptops/device
Workbooks
Projector
Activity sheet
27!
!

Name:
Hayden Susigan
Lesson Focus:
Understanding and comprehending the importance of healthy environments
for the future of society and its associated aspects that come with changes
to the environment.
Lesson 10 of 14
60 minutes
Key Knowledge/s:
Key Skills:

KS1

KS2

KS3

KS4

environments

KS5
future of society
KS6
The
potential
impact
on
society
and
outdoor
KK5
KS7
threats.


species

28!
!
Assessing students ability to retain knowledge with through taking notes and reciting them in future weeks.
Assessing students input and contribution within class and also in relation to both activities.
environments
PART &
TIMING
The key role that healthy environments plays in the future of
our society.
RESOURCES/EQUIPMENT
Introduction
10 mins

Quick revision Kahoot quiz to recap previous knowledge from past lessons
Kahoot quiz
Device to access quiz
Prezi
presentation
25 mins
Whilst showing the Prezi presentation (from slide 8), have students take down
notes and ask clarifying questions when required
Highlight the key points of knowledge
Laptops/device
Workbooks
Projector
Prezi slides https://prezi.com/ygdltvlzj
etz/the-importance-ofhealthy-outdoorenvironments-forindividual-physical-andemotional-wellbeing-andfor-the-future-ofsociety/?utm_campaign=
share&utm_medium=cop
y
29!
!
Activity
15 mins
Students are given the opportunity to explore a website that provides

information about the environmental footprint we are having on the world at any
current time. http://www.worldometers.info
Students can visit this site to access data on human effects on the
environment, energy and the proportions created from renewable sources and
fossil fuels, as well as our resources (such as coal, gas and oil) and how long
we have left until they are completely depleted
It also allows students to connect their knowledge of the importance of healthy
environments with the data that is out there to understand the significance of
protecting vulnerable areas
Have the students write down 3 things that surprised them and have a relevant
discussion around those issues
Laptops/device
Conclusion
10 mins
Revise key knowledge and key skills.

Allow for questioning
Revise in a logical order to ensure all key skills are adhered to and a clear flow
onto the next key knowledge point is noticeable
Workbooks
Whiteboard
30!
!

Name:
Teagan Dixon
Lesson Focus:
Educate students about the importance of identifying and managing land Lesson 11 of 14
degregation for both the outdoor environment and society.
60 minutes
Key Knowledge/s:
Key Skills:

KS1

KS2

KS3

KS4

environments
KS5

KS6

KS7


species
31!
!
Students will demonstrate learning through communication of knowledge suring class debate
Students will demonstrate techniques to identify land degredation in the outdoor environement
Students will demonstrate learning through the creaation of their Group fact file
Identify land degradation, and the importance of it
management for the environment and society
Predict the impact the land degredation will have on
society and the outdoor environment including describing
a range of indicators that identify land degradation
PART &
TIMING
The impacts of land degradation for society and for the natural
environment
The pros and cons of deforestation
One particular focus area including: dry land soil salinity, soil
contamamination, erosion, deforestation, water contamination
and its impact on society and the environment
RESOURCES/EQUIPMENT
Introduction
10 mins
Recap of previous lesson

Watch a YouTube clip and discuss it
o How did this video make you feel?
o After watching this video what do you believe humans impact on the
world is having?
o Does this video worry you about our future?
o What would you do differently after watching this video?
Laptop
Textbook
Workbook
Man vs Earth video https://www.youtube.com/w
atch?v=VrzbRZn5Ed4
Debate
25 mins
Research
Students split into two groups and prepare for a class debate on
deforestation in the central highlands of Victoria one arguing for and one
against
Students will be given 15mins to research about their side and come up with
points that support their side (not their personal views) during the debate.
Students should consider some of the below questions when gathering
Laptops/device
Nelson VCE OES Textbook
Workbook
Whiteboard
Useful links for the debate:
o Wilderness.org 32!
!
information. Write these on the white board.

o What are the pro or cons for deforestation?
o What are the financial considerations?
o Who is being effected by the deforestation if anyone?
o What are the impacts on society and the environment?
o Should deforestation continue to go ahead?
o Hard evidence or facts to support your argument
Debate
At the beginning of the debate both sides will have a change to voice their
opening views on the deforestation
Students will then be given the opportunity to rebut the opening statements
with follow up facts
This will continue for 5 mins or until the is a clear winner.
The teacher will make the decisions about which group provided the best
argument during the debate
Fact File
30 mins
Students will break into groups of 3-4 and research a potential impact of land
degradation. They will become an expert in one of the areas of land degredation
and develop a fact file that will be collated and have for our own resources for
the upcoming SAC and Exams.
AREAS include: dry land soil salinity, soil contamamination, erosion,
deforestation, water contamination.
Each fact file (simple word document including pictures and photos) must
contain the following as a minimum:
https://www.wilderness.or
g.au/victorian-forests
o Logging History of the
Victorian Highlands http://www.myenvironment
.net.au/index.php/me/Wor
k/Forests/ForestResources/LoggingHistory-and-ProposedLogging-of-the-VictorianCentral-Highlands
o Forest management study
http://fennerschool.anu.ed
u.au/research/projects/vict
orian-central-highlandsforest-management-study
o Native Forest Fact Sheet http://possumsnotpaper.or
g.au/native-forest-factsheet/
Laptops/device
Nelson VCE OES Textbook
Pens & Paper
Useful websites:
o https://vceoutdoorandenvir
onm
entalstudies
.wikispaces.com/Unit+4+
Outcome
+1+Key+Knowledge+5
33!
!
Introduction to your topic, what is the issue and why is it occurring?

Potential Impact on individualso How will your issue affect the values individuals have for nature?
o Use Statistics and Evidence to back up your information
Potential Impact on Societyo How will your issue affect society and our way of life in the future?
Potential Impact on Outdoor Environmentso How is your issue affecting Outdoor Environments? (Not just for
the use of Humans).
Reducing or Fixing the Problemo List and Explain changes that can be made to reduce or fix the
problem.
Conclusion
10 mins
Students will be required to finish all documents to be completed for

homework
Work is to be emailed to the teacher and complied for students as a
revision resource
Students will have an opportunity to ask and clarifying questions
o http://www.dpi.nsw.gov.au
/__
data/assets/pdf_file/0018/
146403/err-09-AnEconomic-Perspective-onLand-DegradationIssues.pdf
o http://www.environment.ns
w.gov
.au/resources/soils/20120
394lsc2s.pdf
N/A
34!
!

Name:
Amy-Louise Munro
Lesson Focus:
The potential impact of introduced species on society and the
environment.
Lesson 12 of 14
60 minutes

Key Knowledge/s:
Key Skills:
KS1
KS2
species
KS3
KS4
environments
KS5

KS6

KS7

35!
!
Formative assessment through the relay. Prior knowledge and ongoing learning is evidenced through this task
Summative assessment through the submission of the introduced species infographic. Students demonstrate their full
understanding of the content in the lesson within their infographic
Identify and predict the potential impact of introduced
species on society and outdoor environments
Understand the impact of introduced species from
different perspectives
The potential threat that introduced species (e.g. foxes, cane
toads, etc.) have on society and outdoor environments
PART &
TIMING
RESOURCES/EQUIPMENT
Introduction
10 mins
Recap information covered in previous class

Outline lesson structure
Introduce lesson topic the potential impact of introduced species on society
and the environment
Identify key knowledge and key skill areas which will be covered in the lesson
Watch video What is an Introduced species? Definition, effects and
examples
(video link listed under resources)
o Class discussion about the video
What is an introduced species? (students should know this from previous
learning in the unit)
How are species introduced to environments?
What are some of the impacts of introduced species?
Video What is an
Introduced species?
Definition, effects &
examples
https://study.com/academy
/lesson/what-is-anintroduced-speciesdefinition-effectsexamples.html
Activity 1
15 mins
Introduced species impact relay

o Draw 3 columns on the whiteboard: introduced species, potential impacts
Whiteboard
36!
!
on society and potential impacts on outdoor environments (see example

below)
Introduced Species
Potential impacts on society
4 coloured whiteboard
markers (different colours)
Potential impacts on outdoor

environments
o Divide the class into four teams (number of teams will depend on class
size, minimum of two teams required)
o Assign a different coloured whiteboard marker to each team
o Explain the relay and rules:
The aim of this relay is for each team to fill in as much information in the
table as possible. Team members take it in turns to write information on the
table (only one team member may write on the board at any given time).
Each team member may only write one piece of information per go i.e. a
team member may only write one species or one impact on the board per
turn. Scoring will be on the basis of one point per species and two points
per valid impact. Scores will be tallied at the conclusion of the relay and
responses discussed.
*The relay should be concluded when students have exhausted their responses.
Activity 2
20 30
mins
Introduced species infographic

o Each student to research and produce an infographic on an introduced
species using Piktochart (https://piktochart.com). Possible selections
include: rabbits, foxes, blackberries, cane toads, Northern Pacific seastar,
rats, etc.
o The following information needs to be included in the inforgraphic:
Where the introduced species lives;
How or why the species was introduced?
Detailed information on the introduced species potential impact on society
Computers/laptops
(internet required)
Nelson VCE OES
Textbook p. 267-269
37!
!
and outdoor environments;

Explain methods of controlling the introuced species;
Pictures of the introduced species and their impact.
o Students to submit their infographics electronically before the next class to
allow the teacher to print and assess them.
o Infographics to then be loaded onto an online dropbox so that students are
able to share their work for revision purposes.
Summary
5 mins
Recap key learning from the lesson

o Each student to share one thing they learned before leaving class
Remind students that infographics need to completed and submitted
(electronically) prior to the next class
Outline focus of the next lesson (climate change)
* During the overnight field experience associated with this unit, at Wilsons Promontory, students will observe and discuss evidence
of introduced species such as foxes and rabbits.
38!
!

Name:
Amy-Louise Munro
Lesson 13 of 14
60 minutes
Lesson Focus:
The potential impact of climate change on society and the environment.
Key Knowledge/s:
species
Key Skills:
KS2
Identify definitions of sustainability and analyse the concept

of sustainable development
KS3
Describe a range of different indicators that can be used to

identify healthy outdoor environments
KS4

environments
KS5

KS6

KS7

39!
!
Formative assessment through the climate change mind map. Prior knowledge and ongoing learning is evidenced through
this task.
Formative assessment through the role plays. Students have to apply their knowledge of climate change and the impact it
has on various entities affected by it.
Summative assessment through the responses on Padlet/in their workbook. Students demonstrate their full understanding
of the content of the lesson within their Padlet/workbook responses
Identify and predict the potential impact of climate
change on society and outdoor environments
Understand the impact of climate from different
perspectives
PART &
TIMING
Introduction
15 20
mins
The potential threat that climate change (e.g. rising sea levels,
increased temperatures, etc.) have on society and outdoor
environments
RESOURCES/EQUIPMENT
Return assessed inforgraphics to students

Outline lesson structure
Introduce lesson topic the potential impact of climate change on society and
the environment
Class climate change mindmap activity
o Ask students to share what they know about climate change and create a
class mindmap of their knowledge on the whiteboard (see example below)
Whiteboard
Whiteboard markers
Video Climate science:
What you need to know
https://www.youtube.com/
watch?v=ffjIyms1BX4
40!
!
CO2
Coral bleaching
Greenhouse gases
Fossil fuels
Increase in temperature
Rising sea levels
Warming sea temperatures
Loss of/change to
species
Impact on arctic
animals
Climate
Climate change
chanCClimate
lge
Melting ice caps

Flooding
Rnewable energy
Watch video Climate science: What you need to know

(video link listed under resources)
o Class discussion about the video
What new knowledge did you gain? (add this to the class mindmap)
Was there anything you didnt understand?
How do you feel about climate change?
Has this video changed your thinking on climate change? If so, how?
Activity 1
10 mins
Game Simulation of the Greenhouse Effect (to be played outside on a

concrete or ashphalt surface)
o Draw 2 concentric circles on the ground using chalk. Make the first circle
approximately 1m in diameter, representing Earth, and the second circle
larger, approximately 4.5m in diamter, representing Earths atmosphere
(see example below)
Chalk
41!
!
Earths
Atmosphere
o Choose two students to be CO2 molecules in the Earths atmosphere.

o All other students are to be sunbeams representing energy from the sun
and they start on the outside of Earths atmosphere.
o The object of the game is for the sunbeams to enter Earths atmopshere,
tag the Earth and then escape Earths atmosphere without getting tagged
by a CO2 molecule.
o Sunbeams who are tagged must stay in Earths atmosphere.
o For each subsequent round, clear the trapped sunbeams out of the
atmosphere and increase the number of CO2 molecules in the
atmoshphere.
o Have a class discussion at the conclusion of the game
What happened when there was more carbon dioxide in the atmosphere?
What actions have led to there being increased carbon dioxide in Earths
atmosphere?
Activity 2
30 mins
(20 mins
preparation,
Role playing the climate change impacts

o Divide the class into 5 teams
o Each team will represent a different entity affected by climate change e.g.
Dress ups
o Farmers flannalette
shirts, straw hats
42!
!
10 mins
presentation)
farmers, fishermen, recreational business owners, power companies (both

renewable and fossil fuel), animal species, etc.
o Each team needs to research the potential impacts of climate change on
the entitiy they represent and present their findings in a creative role play
format
e.g. Farmers students could research the effects of a topic such as the
reduced availability of water.
The reduced availability of water
" causes crops to die, stunts growth of pastures and reduces the amount
of food available for livestock
" which means farmers have to sell their land (at a loss) and relocate, or
sell off their livestock and search for a new career
o Fishermen fishing rods,

overalls and nets
o Recreational business
owners shirt & tie, brief
case
o Power companies fake
money, high visibility
jacket with company logo
o Animal species animal
ears and tails
Farmer 1: I just cant believe how little rain weve had this year
Farmer 2: I know. Just think that only three years ago, this region was flooding!
Now look at our paddocks they are as bare my pantry on a market
day.
Farmer 3: Weve gone from one extreme to another. Soon the drought will turn
this place in to a bowl of dust.
Farmer 4: My crops have died completely now. I have pictures as recent as five
years ago where this whole area was as green as a rainforest!
Farmer 1: I wish! My pastures are now stunted and no longer growing. My stock
will be out of food within the month.
Farmer 2: What are you going to do?
Farmer 1: Well, I feel like I only have two options: sell the land (and receive next
to nothing for it) in the hope that we can relocate OR sell my stock
and start learning a new trade!
Farmer 3: It is nearly impossible to get anything for this land out here with the
water table rising and the salinity level so high. No one is silly enough
to try ot buy out here. Surely!
Farmer 4: Ive been looking in the paper actually. Josie and I are thinking about
43!
!
moving into the city and outta this mess. Away from the excessive
heat and the floods that follow just as the sprigs are about to come
out.
o Each entity is to dress up in character and present their role play to the
class highlighting the different ways their character is affected.
Summary
5 mins
Students are to brainstorm their understandings of climate change using

Padlet (or workbooks). It should be focussed on the impacts of climate change
on society and outdoor environments. This will be used for revision purposes.
Summarise the lesson, revising key knowledge and key skill areas
o Each student to share one thing they learned before leaving class
Any unfinished work is to be finished prior to the next class
Outline focus of the next lesson (urbanisation)
Computers/laptops
(internet required)
https://padlet.com/
Workbooks if Padlet is not
available
44!
!

Name:
Teagan Dixon
Lesson Focus:
To educate students about the causes of urbanisation as well as the
impacts on outdoor environments and society.
Lesson 14 of 14
60 minutes

Key Knowledge/s:
Key Skills:
KS1
KS2
species
KS3
KS4
environments
KS5

KS6

KS7

45!
!
Students will demonstrate learning through communication of knowledge during class discussion
Students will demonstrate techniques to identify urbanisation in the outdoor environement
Students will demonstrate learning through their visit to a recently developed estate.
Students will answer and discuss a range of questions in relation to urbanisation.
Identify urbanisation and the importance of
understanding how it can be managed for minimal
impact on the environment.
Predict the impact the urbanisation will have on society
and the outdoor environment including describing a
range of indicators that identify urbanisation.
The potential threat that introduced species (e.g. foxes, cane
toads, etc.) have on society and outdoor environments
The impact of urbanisation on society and the natural
environment
PART &
TIMING
RESOURCES/EQUIPMENT
Introduction
10 mins

(KK5 urbanisation)
Visit web link http://www.worldometers.info/
o This website allows students to access data on human effects on the
environment, energy and the proportions created from renewable sources
and fossil fuels, as well as our resources (such as coal, gas and oil) and
how long we have left until they are completely depleted
o Students to focus on headings found here
o Students will have an opportunity to ask questions
Textbook
Device
Website http://www.worldometers.i
nfo/
Video and
discussion
15 mins
Watch YouTube clip on Urbanisation in preparation for a discussion

Prompt questions for class discussion:
o What is urbanisation?
o What are the pros and cons of urbanisation?
Laptop
Projector
Text book
YouTube Video 46!
!
o What impact does urbanisation have on society?

o What impact does urbanisation have on the outdoor environment?
o Does this video worry you about our future?
Extension question:
o Experts predict that global population will top out around 10 billion people,
with 7 billion of those people living in cities. What are some of the
opportunities and challenges that cities will face as the population
increases?
Excursion
30 mins
Students will visit a new estate with which they are familiar. Try to pick one
close by to fit within scheduled class time and one where students can
remember the area prior to the development. Use this area as an example to
discuss the positive and negative effects of urbanisation to both society and
the environment.
Before the activity, students will be encouraged to find images of the land
before the development.
NOTE: You may want to consider the lesson taking place during part of
recess or lunch time to provide opportunities to travel. If there is no access to
a recently built estate, this lesson can be completed using Google Images,
Google Earth or YouTube videos to obtain photos of a recently developed
estate and then compare the images or videos.
When the students arrive at the estate the group will have an immediate
discussion regarding the changes that have occurred with respect to the
infrastructure and development of houses or buildings.
Students will then walk around the estate and take video or photos of major
changes and large differences to land formation and major impacts on the
land.
**NOTE: Inform students of the importance of patrons privacy and the care
that needs to be taken when either videoing or taking photos within the estate.
Students will be required to answer the following questions in regards to the
Urbanisation https://www.youtube.com/
watch?v=ySB-EVvY8zc
Computers/laptops
(internet required)
Nelson VCE OES
Textbook p. 267-269
47!
!
trip to the estate. Any unanswered questions or questions that require

research will be completed for homework.
o In relation to the visited estate, what effect is urbanisation having on
society? Give specific examples.
o In relation to the visited estate, what effect is urbanisation having on
Outdoor environments? Give specific examples.
o What is the impact on local flora and fauna?
o What are the causes of urbanisation?
o Who is affected by urbanisation? And how? Give examples.
o How much of land in Australia is urbanised?
o What percentage of Australians live in urban areas?
o The disposal of household and industrial waste into local waterways
caused what problems?
o What is a green belt?
Debrief
5 mins
Students will debrief from the trip

Students will be required to complete all unfinished documents for homework
Students will have an opporunity to ask questions
48!
!

Lesson Plan Booklet Dixon Draffen Munro Murray Newman Pascazio Susigan Teasdale 3

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VCE Outdoor and Environmental Studies

This booklet contains a unit of lesson plans addressing the VCE

Lesson Plan 2 Understandings and critiques of sustainability and sustainable

Lesson Plan 3 Identifying indicators of healthy water

Lesson Plan 5 Understanding how soil is an indicator of healthy outdoor

Lesson Plan 6 Recognising and describing levels of biodiverrsity as an indicator

Lesson Plan 14 The causes of urbanisation as well as the impacts on outdoor

VCE OES LESSON PLAN 1

Unit 4: Sustainable Outdoor Relationships

Area of Study 1: Healthy Outdoor Environments

KK1 Understandings and critiques of sustainability and

KK2 Indicators of healthy outdoor environments, including:

Plan for and reflect upon a range of practical

Analyse the importance of healthy outdoor

Identify and predict the potential impact of significant

SUGGESTED LEARNING AND TEACHING ACTIVITIES

Get students to post their own defintion of sustainability on padlet

Work through PowerPoint

Complete internet task: Calculate your carbon footprint

Get students to post a new defintion of sustainability on padlet to see if it has

Creating a sustrainable world

Discuss the following questions:

VCE OES LESSON PLAN 2

Unit 4: Sustainable outdoor Relationships

Area of Study 1: Healthy outdoor environments

Understandings and critiques of sustainability and

Identify definitions of sustainability and analyse the

Describe a range of different indicators that can be

Evaluate the contemporary state of Australian outdoor

Indicators of healthy outdoor environments,

Plan for and reflect upon a range of practical

Collect and interpret data on the contemporary state

The importance of healthy outdoor environments for

Analyse the importance of healthy outdoor

Identify and predict the potential impact of significant

The potential impact on society and outdoor

SUGGESTED LEARNING AND TEACHING ACTIVITIES

Continue PowerPoint from previous lesson (slide 16 onwards)

A drop in the bucket

View and discuss Sustainable Water Use Prezi

View and discuss Renewable Energy Prezi (slides 6 to 31)

Students are to complete the Learning activity: Sustainability challenges (p.

VCE OES LESSON PLAN 3

Unit 4: Sustainable outdoor relationships

Area of Study 1: Healthy outdoor environments

KK1 Understandings and critiques of sustainability and

Plan for and reflect upon a range of practical

Identify definitions of sustainability and analyse the

Describe a range of different indicators that can be used

Evaluate the contemporary state of Australian outdoor

Collect and interpret data on the contemporary state of

Analyse the importance of healthy outdoor

Identify and predict the potential impact of significant

KK2 Indicators of healthy outdoor environments, including:

SUGGESTED LEARNING AND TEACHING ACTIVITIES

Paper & Pen

Paper & Pen

Students walk together back to school

VCE OES LESSON PLAN 4

Unit 4: Sustainable outdoor relationships

Area of Study 1: Healthy outdoor environments

KK1 Understandings and critiques of sustainability and