Unit 10: Introducing the Personal Eco‐Challenge
Spot the sustainable choices activity guide
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This project was funded by the Department of Sustainability and Environment.
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Unit 10: Introducing the Personal Eco‐Challenge
Spot the sustainable choice activity guide
Estimated duration: 20 minutes Aim •
To review four key areas of sustainability
Objective By the end of the activity, students will be able to: • Identify energy, water and waste as key areas of sustainability • Identify transport as a key area of sustainability (if this optional component has been included in the activity) • Review and develop an awareness of personal action that can reduce water, and energy use and reduce the environmental impact from waste generation (and optionally transport).
Resources • •
Spot the sustainable choices poster – printed as A3 (or A2 if you have this option) for group work and/or A4 for individual work, with a large class copy to collate results on Textas/pens
Activity Description Group Option 1. The teacher invites students to break into groups of four. Each group is given an A3 (or A2) poster and four textas (blue, green, red and black). The teacher asks each group to circle parts of the drawing on the poster that portray sustainable behaviour, using a: • blue texta for sustainable water use • green for waste • red for energy • black for transport (optional) 2. Allocate groups ten minutes to work as a team and identify the sustainable choices on the poster. When the time is up, invite them to share their findings with the group, moving through each sustainability topic one at a time. 3. Sharing can be done via another blank copy of the poster being used by the groups to identify all the options they found. Have each group target one area such as water and have remaining groups add items that were missed by the previous group.
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4. When groups have exhausted their suggestions identify other sustainable choice in the poster that they may have missed. Individual option 1. The teacher provides all students with an A4 copy of the poster. They individually complete the task as set for the group task. 2. The results are shared again by using an A3 (or A2) central poster to collate all the identified options. Ensure that all participants have the opportunity to share some of their results. List of possible answers Below is a list of possible answers. The list include some items which can’t be clearly seen in the poster (e.g. whether its an efficient fridge or not), but have been included in case they are useful talking points. Note that some items fit into more than one category, e.g. water efficient showerheads reduce water but also reduced the amount of energy used to heat water. Energy • wind turbines • solar panels • shower timer and water efficient showerhead – shorter showers use less hot water therefore less energy • using task lighting in bedroom to read • using blanket/doona in bed to keep warm • not using an electric blanket or turning it off when you go to bed • closing curtains to hold in the heat • insulation in the roof to trap heat/keep cool • pelmets above windows (pelmets are boxes which cover the curtain rod and stop heat transfer through windows) • lounge task lighting for person doing activity • ceiling fan used to cool or distribute warm air • wearing a jumper rather than turning up the heat • door snake to keep out draughts • efficient five star gas heating • turning TV, washing machine, etc. off at the wall • pelmet and blind in kitchen • awning to keep out summer sun • energy efficient light globes • energy efficient five star fridge • fridge door seals properly • air circulates behind fridge to cool coils • lids on cooking pots make them boil quicker
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• • • • • •
microwave turned off at power point kettle only filled with amount of water required front loader washing machine is five star energy efficient using cold water clothes wash saves on energy clothes dried on clothes line rather than clothes dryer fuel efficient car
Water • • • • • • • • • • • • • • •
shower timer water efficient shower head dual flush toilet children sharing bath water collected in bucket for garden not leaving the tap running while brushing teeth collecting rain water for garden using trigger nozzle on hose mulching garden to reduce amount of watering needed growing local variety plants watering using buckets and watering cans grey water collected and used in garden water efficient front loader washing machine only doing washing with a full load veggies rinsed in sink of water, not under a running tap
Waste • • • •
composting veggies from the kitchen worm or compost bin recycling bin reusing grey water on the garden
Transport • • • • •
growing own food reduces transport using public transport using bike for short and medium trips car pooling to reduce the number of cars driven fuel efficient car
Student Roles and Responsibilities Participate in agreed tasks Contribute to class discussions Complete activities and worksheets Work cooperatively with others Seek teacher assistance and support when needed
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Level of Teacher Support
Facilitate discussion Organise materials and equipment Provide encouragement Introduce tasks and activities Provide assistance when requested.
Assessment To use this learning activity as an assessment task, collect evidence such as: Teacher checklist and observation Copies of student materials and worksheets Teacher checklist for oral presentation Teacher checklist for class discussions
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