Sustainability
Definition – The use of natural resources in a way that meets our needs but also takes into account the needs of future generations.
We aim to promote thinking about what students can do to ensure a sustainable future. Examples of study areas can include:
- Recycled paper making and school paper recycling program.
- Discussion on resources (water, food and energy) and the importance of reducing consumption as well as reuse and recycle.
- Vegetable garden, worm farm and seed propagation.
- Investigation of what students can do to minimise their biological footprint.
- Generate ideas on reducing power and water consumption, reducing landfill and waste.
Activities offered at Molesworth
Recycling and materials
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- Investigate materials everyday items are made from.
- Discuss everyday items we use and suggest possible alternatives, eg lunch packing.
- A paper making activity using recycled paper to explore how materials change and can be used for a variety of purposes.
- Consider what happens to various products after they have finished being useful. Where does it go and what happens to it? eg landfill, recycling, repurposing…
- Visit the vegetable garden, investigate the worm farm and, dependent on time of year, students can propagate seeds.
Sustainability program at Molesworth relates to the following Organising Ideas
Systems
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OI.1 |
The biosphere is a dynamic system providing conditions that sustain life on Earth. |
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OI.2 |
All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. |
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OI.3 |
Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. |
World Views
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OI.4 |
World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice are essential for achieving sustainability. |
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OI.5 |
World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability. |
Futures
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OI.6 |
The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future. |
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OI.7 |
Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. |
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OI.8 |
Designing action for sustainability requires an evaluation of past practices, the assessment of scientific and technological developments, and balanced judgments based on projected future economic, social and environmental impacts. |
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OI.9 |
Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. |
Sustainability Program at Molesworth and the Science Curriculum
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Foundation Year |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
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Science Understanding
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Biological Sciences |
Living things have basic needs, including food and water
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Living things have a variety of external features
Living things live in different places where their needs are met
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Living things grow, change and have offspring similar to themselves
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Living things can be grouped on the basis of observable features and can be distinguished from non-living things |
Living things, including plants and animals, depend on each other and the environment to survive. |
Living things have structural features and adaptations that help them to survive in their environment |
The growth and survival of living things are affected by the physical conditions of their environment |
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Chemical Sciences |
Objects are made out of materials that have observable properties. |
Everyday materials can be changed in a variety of ways |
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Natural and processed materials have a range of physical properties; these can influence their use. |
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Changes to materials can be reversible, such as melting, freezing, or irreversible, such as burning or rusting. |
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Earth and space sciences |
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Earth’s resources including water, are used in a variety of ways. |
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Earth’s surface changes as a result of natural processes and human activity. |
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Sudden geological changes or extreme weather conditions can affect the Earth’s surface. |
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Physical sciences |
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Energy from a variety of sources can be used to generate electricity. |
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Science as a Human Endeavour
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Nature and development of science |
Science involves exploring and observing the world using the senses |
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Science involves making predictions and describing patterns and relationships
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Use and influence of science |
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People use science in their daily lives, including when caring for their environment and living things |
Science knowledge helps people to understand the effect of their actions |
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Science Inquiry Skills
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Questioning and Predicting |
Respond to questions about familiar objects and events |
Respond to and pose questions, and make predictions about familiar objects and events |
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Planning and Conducting |
Explore and make observations by using the senses |
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Processing and analysing data and information
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Engage in discussions about observations and use methods such as drawing to represent ideas
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Through discussion, compare observations with predictions
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Communicating |
Share observations and ideas |
Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play |
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