2017 IB MYP Scope & Sequence Public
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Grade 7 units
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Term 1
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Learning AreaLanguage and literature (English)MathematicsSciencesIndividuals and socieitesArts (Drama)Arts (Visual)Health & Physical EducationDesignLanguage acquistion (Bahasa - Emergent)Language acquistion (Bahasa - Capable)Language acquistion (Portuguese - Emergent)Language acquistion (Portuguese - Capable)Language acquistion (EAL - Emergent)Language acquistion (EAL - Capable)
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Unit TitleHolesPlaying with numbersEarth and Space sciencesIntroduction to Ancient HistoryPerformance in DramaSelfieImproving team performance with communication and collaboration Designing, Using and Analysing Data obtianed from online forms.Me, myself and othersAt the SchoolThe poet in meThe poet in meFolk Tales and Cultural Connections
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Key conceptCommunicationRelationshipsRelationships (maths, PHE, sci)Time, place and spaceIdentity (arts)IdentityChangeCommunitesCommunication Connections
ConnectionsConnectionsCulture (LA)
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Related conceptsIntertextuality, Point of ViewEquivalence Pattern JustificationEnergy InteractionCivilization, Perspective, CultureCharacter AudiencestyleCommunication, CollaborationInnovation CollaborationPatterns Word Choice MeaningPoints of view PatternsAudience, Message, StructureAudience, Stylistic ChoicesMessage and Purpose
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Global contextFairness and DevelopmentScientific and Tecnhical InnovationOrientation in Space and TimeOrientation in Space & TimeIdentities & RelationshipsIdentities and RelationshipsIdentities & relationshipsFairness & DevlopmentIdentities and relationshipsIdentities and relationships
Orientation in space and timeOrientation in space and timePersonal and cultural expression
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Inquiry StatementThis unit will allow students to explore the ideas and themes emanating from the novel "Holes", particularly in relation to the idea of fairness and justice. They will also view the film adaptation of "Holes" and examing similarities and differences between these texts and other selected texts. Using number equivalence and identifying number patterns assist in problem solvingThe relationships and interactions of force, gravity, friction and energy in time and space, defines our planet and universe.Time, place and space determines the nature of people’s culture and extent of civilisation.Connecting the relationships between the elements and techniques of drama create engaging performances.Through an inquiry into the development of self portraits, (style), students will communicate ideas about themselves (idenity) and the things that influence them. (identity and relationships) Within a sports team positive communication and collaboration can change and transform morale to improve performance. The collaboration of communities can provide innovative solutions to problems.Audience and context determine language choice.Different messages and text structure can be used to connect with the audienceDifferent stylistic choices can be used to connect with the audienceThere is shared purpose behind cultural messages. Students will understand that across cultures there is shared purpose behind the messages delivered in stories and other art forms that both define and unify cultures.
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ATL FocusCommunication skills: Critical Thinking CommunicationSelf ManagementCommunication, Social SkillsSocial AwarenessCritical ThinkingCommunication, Critical ThinkingCommunicationCommunication Communication Thinking SkillsThinking SkillsStudents will understand that across cultures there is shared purpose behind the messages delivered in stories and other art forms that both define and unify cultures.
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MYP ObjectivesA B C DABCA CA BABCDA BA B C DA B C DABCDABCDABCD
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Summative AssessmentAssessment 1 Turning the novel into a play Students will write individual dramatised sections of the play, looking at how this converts the narrative and brings drama and immediacy. Students will read and evaluate other plays based on criteria they will help write and will vote on the best 3 or 4, which will be performed. Students will also record an audio reflection on why they chose the section of Holes which they turned into a play and some of the challenges which they faced in doing so, emailing it to me as an MP4 file. Objectives: B, C & D. Assessment 2:Explain how a text you have studied this unit has addressed the concept of fairness and justice and how it is developed in ‘Holes’ and one other text we have looked at this term. This will be in the form of a newspaper report or mini-essay.
Objectives: A and D
run a practical experiment to investigate gravity. B&C - Wk. 4
test covering various sections of the topic. A - Wk. 6
Start in Week 6 and Finish Week 9 completed in class
Students in groups of 3 research their favourite Pharaoh and complete a newspaper at the time of that Pharaoh that represent the life, culture and society at time in Egypt.
Below are class task
Students imagine they live in Ancient Egypt as either a

They research in groups about who they were and
individually write diary/journal entries or letters to a friend in present day. Can include pictures
They can include entries that have describes and discusses the following-:
Lifestyles, clothing, tools, art, religion & culture and role in society at that time etc. (A B C D)
Ancient Egypt is a gift of the Nile or Pharaoh’s care more about their after-life than their people
Task: Write a character profile on your chosen character from the short story (See appendix 2 in the weekly planner) Students will write detailed paragraphs with guided criteria of what information is needed, to enrich the identity of the chosen character. For eg: Age, gender, nationality, personality, social status, what do they wear, body language used to express all of the above. Their weekly reflections will also demonstrate their knowledge and understanding of the skills they are developing.
Criterion B
Students sit in the “hot seat” in the identity of the above character. Students together as a class develop some stock questions to ask which will then lead into other questions (with teachers facilitation). Students in the “hot seat” are to demonstrate their skill development and knowledge of character development through communicating with their vocal dynamics, body language and facial expression.
Criterion A
Knowing and understanding:
DW plans, drafts and notes show the student can create an artwork using a specific technique and to specification (purpose)
The student can explain the choices made to create their own (or others) artwork

Develop skills:
DW shows the student has acquired and developed skills related to the elements and principles of art (in the context of drawing people/faces)
Final work samples show the application of skills and techniques covered throughout the term.

Thinking creatively:
The student’s work (DW & Final work) shows the development of the artwork from planning through to final work. There is evidence the student has considered different ideas, and tried different solutions.

Responding:
The student can discuss their artwork and explain the choices made in relation to
skills, techniques and media
subject and image
purpose and interpretation
Criterion A: Choose a successful sporting team
Research and explain how your chosen team used (uses) collaboration and positive communication to improve their performance.

Criterion B: Students are to design and explain a plan for improving a relay teams communication and collaboration skills. The game should focus on students in lower primary.

Students will design a form using google form and send it out to an appropriate audience. Data obtained will be analysed and conclusions drawn.Summative: Students will write and perform the lyrics of a song about
Jalan-jalan, they will write and read a review of one classmate’s work

W5 Criterion B
W9 Criterion D
Criterion A: Interpretation of a spoken poem
Criterion B: Analyse a written poem
Criterion C: Comment about a presented stimulus
Criterion D: Filming themselves presenting a poem that they wrote
Criterion A: Interpretation of a spoken poem
Criterion B: Analyse a written poem
Criterion C: Comment about a presented stimulus
Criterion D: Filming themselves presenting a poem that they wrote
W5 Criterion C:Write your own folk tale with a moral W9= Criterion D:Present this tale to Grade 3-4 class.
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Australian Curriculum Strand FocusInvestigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548) Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547) Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626) Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including world literature texts (ACELT1806) Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628) Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630) Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632)Investigate index notation and represent whole numbers as products of powers of prime numbers (ACMNA149)

Investigate and use square roots of perfectsquare numbers (ACMNA150)

Apply the associative, commutative and distributive laws to aid mental and written computation (ACMNA151)

Compare, order, add and subtract integers(ACMNA280)

Compare fractions using equivalence. Locate and represent positive and negative fractions and mixed numbers on a number line(ACMNA152)

Solve problems involving addition and subtraction of fractions, including those with unrelated denominators (ACMNA153)

Multiply and divide fractions and decimals using efficient written strategies and digital technologies (ACMNA154)Multiply and divide fractions and decimals using efficient written strategies and digital technologies (ACMNA154)

Connect fractions, decimals and percentages and carry out simple conversions (ACMNA157)

Round decimals to a specified number of decimal places (ACMNA156)

Find percentages of quantities and express on quantity as a percentage of another, with and without digital technologies (ACMNA158)
Science Understanding:
students will understand predictable phenomena on Earth, including that seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon (ACSSU115)
change to an object’s motion is caused by unbalanced forces acting on the object (ACSSU117)
Earth’s gravity pulls objects towards the centre of the Earth (ACSSU118)

Science Inquiry Skills:
Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS133)

Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)

Science as a Human Endeavour:
Scientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world (ACSHE119)
Chronology, terms and concepts (ACHAH001) (ACHAH002)
Historical questions and research (ACHAH003) (ACHAH004) (ACHAH005) (ACHAH006)
Analysis and use of sources (ACHAH007) (ACHAH008) (ACHAH009)
Perspectives and interpretations (ACHAH010) (ACHAH011) (ACHAH012)
Explanation and communication (ACHAH013) (ACHAH014) (ACHAH015
the theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia. (ACOKFH001)
the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery) (ACOKFH002)
key features of ancient societies (farming, trade, social classes, religion, rule of law) (ACOKFH003)
How historians and archaeologists investigate history, including excavation and archival research (ACDSEH001)
The range of sources that can be used in an historical investigation, including archaeological and written sources (ACDSEH029)
The methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030)
Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes (ACADRM040)*Develop roles and characters consistent with situation, dramatic forms and performance styles to convey status, relationships and intentions (ACADRM041)*Develop and refine expressive skills in voice and movement to communicate ideas and dramatic action in different performance styles and conventions.(ACADRM043)*Analyse how the elements of drama have been combined in devised and scripted drama to convey different forms, performance styles and dramatic meaning(ACADRR045)*Identify and connect specific features and purposes of drama from contemporary and past times to explore viewpoints and enrich their drama making.(ACADRR046)Criterion A phase 1 identify basic facts, messages, main ideas and supporting details in everyday situations recognize basic conventions engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal Criterion A phase 2 show understanding of messages, main ideas and supporting details in familiar situations recognize basic conventions engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text. Criterion A phase 3 show understanding of information, main ideas and supporting details, and draw conclusions in familiar and some unfamiliar situations understand conventions engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal Criterion D phase 1 write or speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation organize basic information and use a range of basic cohesive devices use language to suit the context. Criterion D phase 2 write or speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation organize information and ideas and use a range of basic cohesive devices use language to suit the context. Criterion D phase 3 write or speak using a range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation organize information and ideas and use a range of basic cohesive devices use language to suit the context.Phase 4 Phase 5
Objective A: Comprehending spoken and visual text

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Interdisciplinary ConnectionsConnections to Arts- DramaIndividuals and Society, Language & LiteraturePerforming Arts / English / Tetum / BahasaArt Performing / English / Tetum / BahasaObjective A: Comprehending spoken and visual text
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Action arising from the unitDistribution of brochure to audiencepublic display of solutionsPoetry nightPoetry nightPoster Production Oral Presentation
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Term 2
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Language and literature (English)MathematicsSciencesIndividuals and socieitesArts (Drama)Arts (Visual)Physical educationDesignLanguage acquistion (Bahasa - Low)Language acquistion (Bahasa - High)Language acquistion (Portuguese - Emergent)Language acquistion (Portuguese - Capable)Language acquistion (EAL - Low)Language acquistion (EAL - Ex Low)
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Unit TitleOrganismsWater in the WorldJalan-jalan (Hanging out)CookingOnce upon a time...Once upon a time...
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Key conceptRelationships (maths, PHE, sci)
Time, place and space
Communication
Connections (LA, L&L)
CultureCulture
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Related conceptsInteractionCulture, Diversity , ExpressionPatterns ContextContext AudienceContext, Point of view, PurposeContext, Point of view, Purpose
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Inquiry statementStudents understand how organisms interact together within the food web and how we can work toward the sustainability of our environments.Students understand that the cultural significance of water is perceived and expressed differently across time, place and space.
Students understand that context determines patterns of language ensuring clear communication Students will understand that audience and context determine language choice.Students will understand that culture can have influence on the context and point of view Students will understand that culture can have influence on the context and point of view
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Global context
Personal and cultural expression
Identities and relationshipsGlobalization and sustainabilityIdentities and relationshipsIdentities and relationships
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ATL FocusGlobalisation and sustainabilityCritical thinking:
*Pose questions; that reflect an appreciation of the importance of water sources, and empathy with those denied access to water
*Identify and clarify information and ideas *Draw conclusions and design a course of action
*Apply logic and reasoning
Creative thinking:
*Consider alternatives to how different people feel about the same water source.
*Seek solutions and put ideas into action *Imagine possibilities and connect ideas Reflective thinking:
*Think about thinking (metacognition) *Reflect on processes *Develop reflective practice
Transfer:
*Transfer knowledge into new contexts
Communication skills: Communicate effectively *Express emotions appropriately *Navigate, read and view learning area texts *Listen and respond to learning area texts *Compose spoken, written, visual and multimodal learning area texts *Deliver presentations *Use language to interact with others *Use knowledge of words and word groups *Understand learning area vocabulary *Use spelling knowledge *Collaborate, share and exchange ResearchResearch
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MYP ObjectivesCr. A B C DINVESTIGATING: i. formulate a clear and focused research question and justify its relevance ii. formulate and follow an action plan to investigate a research question iii. use research methods to collect and record relevant information iv. evaluate the process and results of the investigation. THINKING CRITICALLY: i. discuss concepts, issues, models, visual representation and theories ii. synthesize information to make valid arguments iii. analyse and evaluate a range of sources/data in terms of origin and purpose, examining value and limitations iv. interpret different perspectives and their implications.ACABCDABCD
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Summative AssessmentTask 1: Description: Students are to investigate how scientists are working to prevent the extinction of certain species and what the implications of this are - Criteria D
Task 2: Unit Test - Criteria A
Criterion B: Investigating
Reading and interpreting maps
Task: Become an expert in interpreting a specific type of thematic map. Formulate three questions to guide the investigation. Use at least two sources to help understand the map. Develop a 5-7 minute presentation that explains to the class; how to read the information on the map, and how these maps can be relevant in the real world.
Evaluate the process and the results of the investigation.

Criterion D: Thinking Critically
Showing empathy for a culture and/lifestyle that is threatened or enhanced by change.
Task: Choose a freshwater source of personal significance. Imagine a major development was going to take place that would significantly change the access to this source.
Choose two different characters. Empathise with these people. Identify and present the different perspectives through drama or writing.
Summative: Students will write and perform the lyrics of a song about
Jalan-jalan, they will write and read a review of one classmate’s work
Week 5: Criteria A - Analysing a clip of how to prepare ”Nasi Goreng Kampung”.
Week 9: Criteria C - Presentation: demonstrating how to cook their food.
Criterion A:
Criterion B: Analyse a life-story
Criterion C:
Criterion D: Interview a family member about the way they were influenced by their origins
Criterion A:
Criterion B: Analyse a life-story
Criterion C:
Criterion D: Interview a family member about the way they were influenced by their origins
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Australian Curriculum Strand FocusThere are differences within and between groups of organisms; classification helps organise this diversity (ACSSU111)
Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions (ACSSU112)
Classification of environmental resources and the forms that water takes as a resource (ACHGK037)
The way that flows of water connects places as it moves through the environment and the way this affects places (ACHGK038)
Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region (ACHGK041)
Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources (ACHGS048) & (ACHGS056)
Represent data in a range of appropriate forms, for example climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS049) & (ACHGS057)
Represent spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS050) & (ACHGS058)
Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054) & (ACHGS062)
Criterion A phase 1
identify basic facts, messages, main
ideas and supporting details in everyday situations
recognize basic conventions
engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal
Criterion A phase 2
show understanding of messages, main ideas and supporting details in familiar situations
recognize basic conventions
engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.
Criterion A phase 3
show understanding of information, main ideas and supporting details,
and draw conclusions in familiar and some unfamiliar situations
understand conventions
engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal
Criterion D phase 1
write or speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation
organize basic information and use a range of basic cohesive devices
use language to suit the context.
Criterion D phase 2
write or speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation
organize information and ideas and use a range of basic cohesive devices
use language to suit the context.
Criterion D phase 3
write or speak using a range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation
organize information and ideas and use a range of basic cohesive devices
use language to suit the context.

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Interdisciplinary ConnectionsArt & Design - Imagining Animals
English Acquisition - Wildlife unit
Visual Arts / Individuals and SocietiesVisual Arts / Individuals and Societies
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Action arising from the unitInternational Earth Day participation
School recycling program
Letters to TL. Minister of Environment re. Leatherbacks
Exhibition 'Origins'Exhibition 'Origins'
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Term 3
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Language and literature (English)MathematicsScienceIndividuals and socieitesArts (Drama)Arts (Visual)Physical educationDesignLanguage acquistion (Bahasa - Low)Language acquistion (Bahasa - High)Language acquistion (Portuguese - Emergent)Language acquistion (Portuguese - Capable)Language acquistion (EAL - Low)Language acquistion (EAL - Ex Low)
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Unit TitleMixtures and Properties of SubstancesHealthy FoodTell me a taleTell me a tale
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Key conceptChange (arts, I&S, PHE, sci)Culture (LA, L&L)
CreativityCreativity
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Related conceptsForm, InteractionPurpose Meeting MessageConventions, Form, FunctionTheme, Voice, Conventions
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Inquiry statementStudents understand that changes in the “form” of substances are the result of interactions with other substances.Students will understand that culture, purpose, meaning and message have an impact on personal and cultural expression.Students will understand that creativity can use different conventions, form and function to express ideasStudents will understand that creativity can use different themes, voice and conventions to express ideas
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Global contextScientific and technical innovationPersonal and Cultural expressionFairness and developmentFairness and development
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ATL FocusResearch skillsOrganizational skills: *Work independently and show initiative *Develop self-discipline and set goals. Affective skills: *Understand themselves as learners *Recognise personal qualities and achievements.Thinking SkillsThinking Skills
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MYP ObjectivesCr. A B C DComprehending Spoken and Visual Texts.A B C DA B C D
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Summative Assessment"Task 1
Description: Conduct a practical on separating chemicals
Criteria: B
Week no.: 5

Task 2
Description: Create a poster on their practical
Criteria: D
Week no.: 7"
COMPREHENDING WRITTEN and VISUAL TEXT: • read for specific purposes and respond to show understanding • interpret visual text that is presented with written text • engage with the text by supporting opinion and personal response with evidence and examples from the text.
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Australian Curriculum Strand FocusMixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques(ACSSU113)Criterion B: Construct meaning and draw conclusions from information, main ideas and supporting details in familiar and unfamiliar situations, interpret conventions, engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.
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Interdisciplinary Connections7/8 Language Acquisition English - Feeding the World
7/8 English - Whale Rider (chemical exposure)
Visual ArtsVisual Arts
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Action arising from the unitInternational Year of Pulses
International Peace Day - Sustainability
World Humanitarian Day - Food resources
Primary reading time (books created)Primary reading time (books created)
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Interdisciplinary Connections7/8 Language Acquisition English - Feeding the World
7/8 English - Whale Rider (chemical exposure)
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Action arising from the unitInternational Year of Pulses
International Peace Day - Sustainability
World Humanitarian Day - Food resources
Criterion B: Construct meaning and draw conclusions from information, main ideas and supporting details in familiar and unfamiliar situations, interpret conventions, engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.
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Term 4
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Unit 1Language and literature (English)MathematicsScienceIndividuals and socieitesArts (Drama)Arts (Visual)Physical educationDesignLanguage acquistion (Bahasa - Low)Language acquistion (Bahasa - High)Language acquistion (Portuguese - Emergent)Language acquistion (Portuguese - Capable)Language acquistion (EAL - Low)Language acquistion (EAL - Ex Low)
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Unit TitleEarth’s resources & MachinesAncient ChinaWestern Influence on Indonesian popular cultureIt's my lifeIt's my life
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Key conceptRelationshipsChange

Connections (LA, L&L)
CummunicationCummunication
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Related conceptsDevelopment, Concequences Innovation and Revolution & PowerPoint of view ContextIdiom, MeaningIdiom, Meaning
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Inquiry statementStudents understand the relationship between development and Earth’s resources, and the consequences of non-sustainable development.Innovations are changes that are motivated by the desire ofr greatrer power.Students will understand that globalisation connects nations challenging points of view by changing the context.Students will understand that communication is influenced by the idiom and meaningStudents will understand that communication is influenced by the idiom and meaning
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Global contextGlobalization and SustainabilityScientific and Technical Innovation

Globalisation and sustainability
Personal and cultural expressionPersonal and cultural expression
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ATL FocusInformation literacy: *Select and evaluate data and information Information Literacy and Critical ThinkingInformation literacy: Recognise intellectual property *Define and plan information searches *Locate, generate and access data and information *Select and evaluate data and information Self-management SkillsSelf-management Skills
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MYP ObjectivesCr A B C DCr A, DCOMMUNICATING in RESPONSE to SPOKEN and/or WRITTEN and/or VISUAL TEXT: • interact and communicate in various situations • express thoughts, feelings, ideas, opinions and information in spoken and written form • speak and write for specific purposes.A B C DA B C D
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Summative AssessmentTask 1
Description: Test on Earth’s Resources with analysis of why it is important to take care of the earth.
Criteria: A Week no.: 5

Task 2:
Description: Analyse the results of a practical on the effect of sunshine on the evaporation of water.
Criteria: C Week no.: 4
W4 Criterion A: Analysing essays

W8 Criterion C: Producing articles.
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Australian Curriculum Strand FocusSome of Earth’s resources are renewable, but others are non-renewable (ACSSU116)
Water is an important resource that cycles through the environment (ACSSU222)
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Interdisciplinary ConnectionsArt & Design - U.N. Sustainable Development GoalsVisual ArtsVisual Arts
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Action arising from the unitPerhaps students can take further steps towards recycling.Creation of a blog/vlogCreation of a blog/vlog
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