Unit 5: Excursion
Outline
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This project was funded by the Department of Sustainability and Environment.
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Unit 5: Excursion
Outline Time allowance: will depend on where you go Key themes: • Group and personal development • See and interact with local environment • Develop an appreciation for some environmental issues and how they are managed VCAL Unit Level: • Personal Development Foundation 1 • Personal Development Foundation 2 • Literacy (Oral Communication Skills)
Overview of Learning Activities........................................... 2 Learning Outcomes.............................................................. 4 Resource Requirements ...................................................... 4 Main Learning Objectives.................................................... 4 Further Resources ............................................................... 5
Overview of Learning Activities This unit is a continuation of similar activities and outcomes described in Unit 2 Interact with the Environment. The aim is to provide further immersion activities where students experience environmental issues and solutions first hand. No specific session plan has been developed for this unit. Potential opportunities are listed below on possible experiences of the natural environment and associated management issues. Visits to engineered environmental service facilities in the local area will help students develop greater awareness of the issues associated with consumption of natural resources. For example, a visit to the local water reservoir and/or a renewable energy facility would provide an excellent basis for future discussions on issues regarding sustainability. This will depend on what the experiences were in Unit 2. A further objective of the excursion could be for students to make contact with other professionals and community members who work in environmental management fields. The continuation of the group development theme could also be included. The following list of excursions and guest presenters is expanded from the list in Unit 2 to include other educational opportunities beside those principally design to get students involved with the natural environment.
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Examples of possible excursions Recycling centres Waste transfer stations Water recycling plants An area where people illegally dump waste Logging operations Farming research stations List from unit 2: Scenic lookouts Nearby parks with bushland Picnic areas Nearby rivers, creeks or streams National parks Dams or reservoirs Forests Botanical gardens Farmland Landcare revegetation areas Mines or quarries Walking trails Lists of possible presenters Recycling company workers Waste management staff Researchers on agricultural practices List from unit 2: Park rangers Water authority representatives Local council rangers, environment staff or planners WaterWatch (an organisation which engages communities with local river health, see www.vic.waterwatch.org.au for more information) Landcare members Department of Sustainability and Environment staff Environment Protection Authority staff Local farmers Local environment groups
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Learning Outcomes The learning outcomes will depend on where the students are taken, who speaks to them, etc. However the following is an example of possible learning outcomes based on the example session plans given for the Unit 2 excursion.
PD F1‐3 = Personal Development Strand, Foundation Unit 1 Outcome 3, O1 = Oracy outcome 1
Session/Activity Learning Outcomes (As a result of this unit, students should be able to…) Seeing the local environment
• •
Management issues
• •
Other impacts
• •
Team building
• • •
Be more aware of the environment in their area Interact with their environment Understand local environmental issues Understand how Parks Victoria manages these issues Identify different types of environment Identify different impacts Have fun as a group Get to know each other better Understanding teams
VCAL Learning Outcomes (foundation level listed only – for intermediate see the learning outcomes matrix) PD F1‐3: Demonstrate knowledge specific to an established goal
O1: Oracy for self expression O2: Oracy for knowledge PD F1‐3: Demonstrate knowledge specific to an established goal O2: Oracy for knowledge O4: Oracy for exploring issues and problem solving
PD F1‐3: Demonstrate knowledge specific to an established goal O2: Oracy for knowledge O4: Oracy for exploring issues and problem solving PD F1‐5: Demonstrate teamwork skills PD F2‐4: Work effectively in groups
Resource Requirements Facilities and Equipment Transport and map (don’t forget that transport could include walking to nearby venues such as parks) Lunch stuff/BBQ equipment Unit Materials Activity Guide: Excursion Checklist from Unit 2 Team games book Other Guest speakers
Main Learning Objectives • •
Have a tangible interaction with natural environment See first hand some local environmental issues
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• •
Meet and talk with managers with responsibility for managing environmental services Continue team building
Further Resources Team games books: • Funn ‘n Games • Silver Bullets • Quicksilver • No props • Cowstails and Cobras II • The Bottomless Bag Revival
Check what your guest presenter can offer in the way of presentations and materials. Internet resources team games: http://wilderdom.com/games/InitiativeGames.html http://www.group‐games.com/ http://www.businessballs.com/teambuildinggames.htm
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