Activity Introduction

Quick summary: Students explore the different parts of our environment including living things, water, soil, and air. They explore how all these parts are connected, and think about how people are part of our environment and why we need a healthy environment. Students then create artworks based on the parts of the environment that can be found in the area they live in, and discuss why people need all parts of our environment to be healthy.

Faber-Castell have long understood the importance of creativity to all people, especially to young people. They are also continuously searching for environmentally friendly processes and high-quality materials to enhance children’s creative experience throughout every development phase. For more information about Faber-Castell, click here.

Learning intention:

  • Students understand that there are many parts of our environment but that all these parts are connected.
  • Students understand how they can represent some of the different parts of our environment through visual art.
  • Students recognise why people need the environment and how we can look after all parts of our environment.

21st century skills:

Australian Curriculum Mapping

Content descriptions:

Foundation Science

  • Living things have basic needs, including food and water (ACSSU002

Year 1 Science

  • Living things live in different places where their needs are met (ACSSU211

Year 2 Science

  • Living things grow, change and have offspring similar to themselves (ACSSU030

Foundation to Year 2 Visual Art

  • Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106)
  • Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107

Syllabus outcomes: STe-8NE, ST1-11LW, ST1-10LW, VAS1.1, VAS1.2.

General capabilities: Critical and creative thinking.

Cross-curriculum priority: Sustainability OI.2, OI.7.

Relevant parts of Foundation Science achievement standards: Students suggest how the environment affects them and other living things.

Relevant parts of Year 1 Science achievement standards: Students describe how different places meet the needs of living things.

Relevant parts of Year 2 Science achievement standards: Students identify that certain materials and resources have different uses.

Relevant parts of Year F-2 Visual Arts achievement standards: Students describe artworks they make and those to which they respond. Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes.

Topic: Sustainability.

Unit of work: Creative Sustainability – Foundation to Year 2 – Visual Arts.

Time required: 60 minutes

Level of teacher scaffolding: High – Lead students in discussion and flashcards, guide students in creating artworks.

Resources required: Parts of our environment flashcards. A range of art tools such as Grasp Crayons, Jumbo Colour Pencils, Connector Paint Box, Jumbo Wax Crayons, Jumbo Connector Pens and enough paper for each student.

Keywords: Visual arts, environment, creativity, sustainability, people.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.


Teacher Worksheet

Teacher preparation

Learning intentions: Students understand that the many different parts of our environment are connected and that all parts of our environment need to be looked after in order for the environment to be healthy as a whole.

Success criteria: Students can…

  • ... identify different parts of our environment.
  • ... identify how different parts of our environment are connected.
  • ... explain how and why we should look after all the parts of our environment.
  • ... participate in class discussions.
  • ... create artwork to represent their ideas.

Teacher content information: Sustainability describes the ability to keep going at the same rate and in the same (or better) condition as before. In order for our world to be able to sustain us, as well as the generations to come, we need to change. It’s time to think differently - and more creatively - about sustainability and the future of our planet.

Creativity and approaching challenges in a creative way has traditionally

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