# data[].attributes.body
learn create share
PB4L
key competencies

# data[].attributes.body
teaching environmental education

# data[].attributes.attachment_link.description
The foundation for environmental education in the classroom is the student's own environment. Firstly, they must have an understanding of their environment and their relationship to all it holds within it. Following this students then identify topics for exploration themselves - this ensures the results are achieved through authentic learning contexts.

# data[].attributes.body
Malvina
NZC :Students will gain knowledge, skills, and experience to:

Social studies

Understand how cultural practices vary but reflect similar purposes.

Understand how people view and use places differently.

Understand how people make decisions about access to and use of resources.

(Big Idea) How can I create a sustainble environment at school.
Reduce,reuse,recycle

Measure your impact: Understand how the way you live impacts our planet.

# data[].attributes.body
NZC:
Understand how people make
decisions about access to and use
of resources.
(social, cultural, economic)
(rights and responsibilities)

positive impacts:
-what can our community do to help solve world issues?
-how can our school help involve our community to shape better actions in the future.
-how do we know that our actions are worthwhile? What are the measures that are taken?
negative impacts
-who makes decisions?  personal, community, worldwide. Laws re: sustainability, rules at school, NATO decisions.
- how are the laws/rules policed and how do we decide what they are?
-Types of pollution: noise, air, landfill, what is harmful, what is less so, who decides?
- what are the different ways to be suatainsable
-what are the different resources we are drawing
-what are some local bad things, what are some local good things carbon offset. Are we neutral? What is being carbon nuetral?
-use google earth to work out what is close by?
-how will these actions develop into impacts later. (timeline)
-what is rural? what is inner city?
-why do people organic farm?
What are the options?
why do people buy organic/freerange? Why is it more expensive?
-animals are part of the environment.
-who are the people that know about your community?  ask your council
-bury some rubbish-what composts, what doesn't?
-why do we use plastic?
Quality vs quantity?
What are recyclable materials?
-how can we buy things that are sustainable?
-where do the things we use come from? how can we make better deciions about our own resources/things we buy.
-why do we use plasitc or conatiners?
-what are the economic decisions
-renewable and non renewable
-water: are we screwing our resources by being lazy?
-how is the gonvernmen making decisions about the selling of water and what does the iwi/hapu think?
-what do we think.

# data[].attributes.body
Science, Social Science'
Health,
Place and environment
My/our actions impact our environment(school/Community)
Purpose/Value/all points/change: outcomes
What are the benefits of Recycling
Students will gain knowledge, skills, and experience to: Social studies

Understand that people have different roles and responsibilities as part of their participation in groups.

Understand that people have different roles (student questions for inquiry)
NE-Yr1 Writing
Letter/email/people/ including reaction, opinion and

# data[].attributes.headline
Alida (BIG IDEA: My actions impact our environment)

# data[].attributes.subject
Alida (BIG IDEA: My actions impact our environment)

# data[].attributes.body
Describe how natural features are changed and resources affected by natural events and human actions.
http://eng.mataurangamaori.tki.org.nz/Support-materials/Te-Reo-Maori/Maori-Myths-Legends-and-Contemporary-Stories/Kupe-s-travels-around-Aotearoa

Positively: picking up rubbish, managing water usage, worm farm, compost bin, sharing when we have extra vegetables instead of throwing away(community), recycling - no plastic bags

Negatively: Wasting food, air pollution, cutting trees,  wasting paper, wasting water, large scale farming, global warming, killing animals

Links to curriculum:
SS
LI1: Understand that people have different roles and responsibilities as part of their participation in groups.
LI2: Understand that people have social, cultural, and economic roles, rights, and responsibilities.

Science
Describe how natural features are changed and resources affected by natural events and human actions.

# data[].attributes.body
-Start with what we already know ( Last term global warming- expand- Why is that happening?)

-Positive and negative impacts

-Human impacts on earth
- What we do and why?
- Statistics- Rubbish count from Park Estate school.

- Action at the end? Collecting rubbish for art work?
Trash to fashion.

-The school through the ages- Video/ Stories/ Interviews of former staff- How has the environment changed/ What they played with? What were the classes like?

Level 2 AO's
Understand that people have social, cultural, and economic roles, rights, and responsibilities.

Science
Interacting systems

Describe how natural features are changed and resources affected by natural events and human actions.

Over-arching Principle
Ko te oranga taiao, he oranga tangata.
The wellness of the environment ensures the wellness of people.