Activity Introduction

Quick summary: Students consider the actions they can take to help our environment. Students begin the lesson by reflecting on what they learnt about our environment in this unit, and then work together to identify actions they can take to care for our environment. They will then create an artwork around the theme of ‘Helping Hands’, inspiring others to take action for our environment. 

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 why people need our environment.
  • Students recognise the actions we can take to look after our environment.
  • Students understand a range of techniques that can be used to create an artwork.

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 have a variety of external features (ACSSU017
  • 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 Arts

  • 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)
  • Create and display artworks to communicate ideas to an audience (ACAVAM108)

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

General capabilities: Critical and creative thinking.

Cross-curriculum priority: Sustainability OI.1.

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 changes in their local environment and how different places meet the needs of living things.

Relevant parts of Year 2 Science achievement standards: Students describe changes living things.

Relevant parts of Foundation to Year 2 Visual Arts achievement standards: Students describe artworks they make and view and where and why artworks are made and presented. They 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.

Time required: 60 minutes

Level of teacher scaffolding: High – Lead students in discussion and guide students in drawing hands.

Resources required: 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. Parts of our environment flashcards. Helping Hands Examples – F & Yr 1Helping Hands Example – Yr 2. Helping Hands Template – Yr 2. Colour Wheel Factsheet. Optional: Drawing Techniques handout

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

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 will understand why and how they can take action to help our environment.

Success criteria: Students can…

  • ... explain why the environment is important to all living things, including people.
  • ... identify some of the actions they can take to help our environment.
  • ... create an artwork using different colours and techniques.

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 been seen as a natural gift, but in fact it can be grown just like a muscle. Creativity is like any other skill. It can be learned and developed – especially in the classroom. It’

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