Enviroweek Project Action Planning - Wild Child - Primary

Activity Introduction

Quick summary: The Enviroweek Wild Child Action encourages students to connect with nature for health and wellbeing. This resource is structured in three parts – each composed of individual activities.

Part 1 – Tune In: Students explore a local area focusing on sensory information about plant diversity.

Part 2 – Act: Students develop their own Wild Child Action facilitating a connection with nature.

Part 3 – Share: Students share their experiences and inspire others to take action.

Enviroweek Logo

Following this lesson plan is an ideal way for your school to take part in Enviroweek. You’ll be joining thousands of amazing teachers in making a difference and creating positive environmental change.

Learning goals:

Students will observe different plant species and their structures. Among the diverse plant structures are many different leaf shapes, flowers and bark.
Species of plants can be separated using the plant’s different structures and growth patterns.
Students will photograph plant structures and collect leaves.
Students will work in groups to develop Challenges that promote connections with nature.
Students will develop communication pieces based on their experiences.

Year level: Primary (Foundation to Year 6)

Topic: Enviroweek – Wild Child

Duration of activity:

Tune in	Act	Share
60 mins	30 mins planning plus Enviroweek	Dependent on activity chosen

Resources needed: Computers and digital cameras or tablets with built-in cameras, A4 and A3 paper, a compass or other circle drawing tool, coloured pencils or pastels, scissors and paste.

Hot Tip: Try to get the whole school taking part in the Wild Child action for Enviroweek. You may need to seek approval from School Council or the Principal.

Homework and extension opportunities: Students could recreate the activities at home, on in natural areas nearby.

Keywords: plant diversity, features, sorting, shrubs, photography

Australian Curriculum Links:

Foundation Science:

Science involves exploring and observing the world using the senses (ACSHE013)

Foundation Health and Physical Education

Participate in play that promotes engagement with outdoor settings and the natural environment (ACPPS007)

Year 1 Science:

Use a range of methods to sort information, including drawings and provided tables (ACSIS027)

Year 2 Science:

Use a range of methods to sort information, including drawings and provided tables (ACSIS040)

Years 1 & 2 Health and Physical Education

Identify and explore natural and built environments in the local community where physical activity can take place (ACPPS023)

Year 3 Science:

Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)
Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS055)

Year 4 Science:

Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073)
Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS066)

Years 3 & 4 Health and Physical Education

Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041)

Year 5 Science:

With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS086)
Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)

Year 6 Science:

With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103)
Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110)

Years 5 & 6 Health and Physical Education

Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to the natural and built environment (ACPPS059)

Syllabus outcomes: STe-4WS, ST1-4WS, ST2-4WS, ST3-4WS, ST2-10LW, ALES1.6, ALS1.6, ALS2.6, ALS3.6.

General capabilities: Critical and creative thinking.

Cross-curriculum priorities: Sustainability OI2.

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

Worksheets

Teacher Worksheet

Teacher preparation

Overarching learning goals: The aim of this three-part lesson is for students to connect with nature for their own health and wellbeing, to develop activities where others can reconnect with nature and to share these activities.

Teacher content information: There is an emerging body of local and international research linking childhood contact with nature to a wide range of intellectual, physical and mental health benefits.

Intellectual benefits: Contact with nature can provide a wealth of learning opportunities and improve academic achievement.
Physical benefits: Research has shown a link between body mass index (BMI) scores in children and their access to “green” areas and levels of outdoor play. BMI is often used by health authorities and researchers to indicate healthy weight ranges. In addition, natural environments improve balance and coordination in children and can have a positive impact on eyesight.
Mental health benefits: Contact with nature help

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Student Worksheet

Tune In – Surrounded by Nature

The Walk

You are going to take a walk around your school, visiting the trees that are on the school grounds. Your job is to take photos of a number of different types of trees and plants.

Step 1. Take photos of:

The entire plant
The leaves
The trunk or branches if present
The base of the plant where it grows from the ground
Flowers if you can find them
Seeds if you can find them.

Step 2: In one bag collect an example of one leaf from every different plant that can be found.

In other plastic bags collect from several different plants (e.g. six) their leaves, flowers, seeds, fruit and bark.

Back in the classroom

Step 3: Now you need to combine all the images taken. How will you sort and file all these images? Are there any similar features?

Questions:

1. How many different plants are in your school grounds?

2. How did you feel when you looked at the plants on your school grounds?

Act - Enviroweek Wild Child Project Actio...

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Activity: Enviroweek Project Action Planning – Wild Child – Primary

Activity Introduction