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To make learning authentic and linked to the real world we can often base lessons on real life situations such as recycling or the Australian bushfires or we could even try and get outside and explore the real world.

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Engage in learners world, what is current for them? What are there interests. Pay attention to what they enjoy and plan lessons to incorporate this

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A way that we can develop ideas and skills relating to sustainability is through asking the children to design and create a product using recyclable materials. An element involved within this activity could be teamwork, the children could be asked to work in groups of mixed abilities and skills, by doing this we are allowing the children to learn from each other and to begin to understand the use of roles within a team. Another element that could be included in the activity is the use of critical thinking, children can be encouraged to develop their thinking skills through questioning from the teacher relating to both their design and the uses of recyclable materials.

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I agree with the comments below about using technology to show learners videos to enhance learning and develop a deeper understanding. Another way we could use technology to support the delivery of sustainability is through encouraging our learners to use technology to research different topics and ideas, by doing this we are again developing learners ideas and understanding on the topic, in a way that encourages them to become independent in learning. This would sit on the Augmentation part of the model, because we are introducing a new way to find and process information, rather than the teacher standing at the front of the class.

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Show how what we are doing links to real life situations. E.g skippy task relates to Australian forest fires.

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Show how what we are doing links to real life situations. E.g skippy task relates to Australian forest fires.

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Designing the shelter for skippy links into the communication and creation because not only are they designing the shelter, they are going to discuss what products they are using, how they are going to use them and why, how are they going to build this . They may discuss their ideas within their peers or with the teacher. This then links in with critical thinking allowing them to make the decisions on what and how and allowing them to be expressive in their choices.

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Technology can support the delivery of sustainability in a multitude of ways, from videos to support the reasons why sustainability is important.  Apps/programs to design and build e.g 3D printing. Apps to quiz children or story tell. How technology assists recycling and how recycling supports technology.
I feel this activity comes under the Augmentation section as you are using a new way of showing information such as a video or an app to show sustainability .

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Show the application of what we are doing to the real world. Whether it be research, videos, field trips etc

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Allow lessons to be connected to the real world, use real life examples of problems or events that the children should know and understand.

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A session on what items/materials we can recycle and why, which could integrate real world engagement showing the children a video based on recycling materials we all use daily which they would be familiar with and also integrate personalisation of learning allowing them to create a poster, video etc explaining what they have learnt.

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Use examples of real life events so the children are able to relate to it and are more likely to be engaged

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Use examples of real life events so the children are able to relate to it and are more likely to be engaged

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With regards to it sitting on SAMR I agree it is the augmentation stage as the video was used instead of just telling us what to do (substitution) plus it was better and had a functional improvement as it created emotion and a cause, brought in the authentic learning and went back to one of the four purposes of ethical informed citizens. 

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With regards to it sitting on SAMR I agree it is the augmentation stage as the video was used instead of just telling us what to do (substitution) plus it was better and had a functional improvement as it created emotion and a cause, brought in the authentic learning and went back to one of the four purposes of ethical informed citizens. 

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Yes as below, we had to build a home for skippy, but as kelly used the video from the wildlife centre with them asking us to make it the task felt like it had more purpose and that there was a reason behind making it. It wasnt just because the teacher told us we also had information about what is happening in the world with the bush fires and making us aware of what is happening to our wildlife, this would make children care more and make more of an effort as they want to please and get recognition. With 

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Yes as below, we had to build a home for skippy, but as kelly used the video from the wildlife centre with them asking us to make it the task felt like it had more purpose and that there was a reason behind making it. It wasnt just because the teacher told us we also had information about what is happening in the world with the bush fires and making us aware of what is happening to our wildlife, this would make children care more and make more of an effort as they want to please and get recognition. With 

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Plan lessons around real life situations, use examples of real life situations when teaching the lesson so that children can see when they would use what they have learned now or in later life.

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Plan lessons around real life situations, use examples of real life situations when teaching the lesson so that children can see when they would use what they have learned now or in later life.

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As discussed in our first Science and technology session we had to build a home for ‘skippy’ the kangaroo. We mentioned that if we were to deliver the session ourselves we could include a video message from a wildlife sanctuary in Australia asking for our help and explaining why the need it. This way of using technology makes the task more personal to children as it allows them to connect more to the problem they need to solve. I believe this would come under Augmentation on the SAMR model as it could’ve been a letter from Australia. However, a video is able to show more emotion and allow the children to see how much of an impact they will make by helping.

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Using personalisation of learner children can engage more with the topic as they could relate to their local community, home environment.. this may help children who don’t enjoy the topic as they are leads to see it as a personalised task. Real world engagement is a brilliant element to include when learning about sustainability as the whole session could be based on problems in the world for example “design a new eco friendly type of water bottle that wont harm sea creatures” , to make it an ongoing project children could visit a museum to explore under the sea areas, aquariums. And as mentioned in the YouTube video it keeps teaching realistic and related to things that are happening right now.

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By using events and problems happening in the real world, it brings humanities in to a science and technology session while also giving the learners an experience of authentic learning.

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Bring the work outdoors, use the materials from the world around you- if the task was to tell a story about the area you live in the children could make fly over videos, or they could record themselves walking through the area using real-life examples.

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Real world engagement - using real world experiences to engage with the children will make them feel like they are learning about their own environment. Ask children to take photos of their area Or make a poster that supports their lesson to get them to recognise what they have learnt in class relates to real life. This also brings in communication and creation as they will be able to apply their knowledge learnt and share it with a wider audience possibly at home.

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Link lesson to real life events learners would be aware of