Kitchen gardens – sustainability action process (Years 3–6)

Primary KLAs:
Human Society and its Environment, Mathematics, Personal Development, Health and Physical Education, Science and Technology
Educational levels:
Year 3, Year 4, Year 5, Year 6

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High school students using shovels to dig in veggie patch.

© State of New South Wales (Department of Education)

This resource guides students through an extended school-based or local investigation focussed on kitchen gardens using the five-step sustainability action process. The resource supports the investigation of a real-world issue or problem. Students develop and implement a chosen sustainability action and then evaluate and reflect on their success and their learning.

NSW syllabus outcomes

(ST2-1WS-S) questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations

(ST2-2DP-T) selects and uses materials, tools and equipment to develop solutions for a need or opportunity

(ST2-4LW-S) compares features and characteristics of living and non-living things

(ST2-5LW-T) describes how agricultural processes are used to grow plants and raise animals for food, clothing and shelter

(ST2-7MW-T) investigates the suitability of natural and processed materials for a range of purposes

(ST3-1WS-S) plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions

(ST3-2DP-T) plans and uses materials, tools and equipment to develop solutions for a need or opportunity

(ST3-4LW-S) examines how the environment affects the growth, survival and adaptation of living things

(ST3-5LW-T) explains how food and fibre are produced sustainably in managed environments for health and nutrition

(ST3-7MW-T) explains how the properties of materials determines their use for a range of purposes

(PD2-9) demonstrates self-management skills to respond to their own and others' actions

(PD2-7) describes strategies to make home and school healthy, safe and physically active spaces

(PD2-8) investigates and participates in physical activities to promote the benefits of physical activity on health and wellbeing

(PD2-10) demonstrates a range of interpersonal skills that build and enhance relationships and promote inclusion in various situations

(PD3-9) applies and adapts self-management skills to respond to personal and group situations

(PD3-10) selects and uses interpersonal skills to interact respectfully with others to promote inclusion and build connections

(PD3-7) proposes and implements actions and protective strategies that promote health, safety, wellbeing and physically active spaces

(PD3-8) creates and participates in physical activities to promote healthy and active lifestyles

(GE2-2) describes the ways people, places and environments interact

(GE2-3) examines differing perceptions about the management of places and environments

(GE2-4) acquires and communicates geographical information using geographical tools for inquiry

(GE3-4) acquires, processes and communicates geographical information using geographical tools for inquiry

(GE3-2) explains interactions and connections between people, places and environments

(GE3-3) compares and contrasts influences on the management of places and environments

(MA2-1WM) uses appropriate terminology to describe, and symbols to represent, mathematical ideas

(MA2-17MG) uses simple maps and grids to represent position and follow routes, including using compass directions

(MA3-1WM) describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions

(MA3-17MG) locates and describes position on maps using a grid-reference system

Australian curriculum content descriptions

(ACTDEK012) Investigate food and fibre production and food technologies used in modern and traditional societies

(ACTDEK013) Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes

(ACTDEP014) Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions

(ACTDEP015) Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques

(ACTDEP016) Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions

(ACTDEP017) Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment

(ACTDEP018) Plan a sequence of production steps when making designed solutions individually and collaboratively

(ACTDEK021) Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy

(ACTDEK023) Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use

(ACTDEP024) Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions

(ACTDEP025) Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques

(ACTDEP026) Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions

(ACTDEP027) Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions

(ACTDEP028) Develop project plans that include consideration of resources when making designed solutions individually and collaboratively

(ACPPS037) Describe how respect, empathy and valuing diversity can positively influence relationships

(ACPPS040) Describe strategies to make the classroom and playground healthy, safe and active spaces

(ACPPS055) Practise skills to establish and manage relationships

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

(ACHASSK090) The use and management of natural resources and waste, and the different views on how to do this sustainably

(ACHASSI074) Locate and collect information and data from different sources, including observations

(ACHASSI075) Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions

(ACHASSI077) Examine information to identify different points of view and distinguish facts from opinions

(ACHASSI078) Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns

(ACHASSI079) Draw simple conclusions based on analysis of information and data

(ACHASSI080) Interact with others with respect to share points of view

(ACHASSI081) Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions

(ACHASSI082) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms

(ACHASSK113) The environmental and human influences on the location and characteristics of a place and the management of spaces within them

(ACHASSI095) Locate and collect relevant information and data from primary sources and secondary sources

(ACHASSI096) Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions

(ACHASSI099) Examine different viewpoints on actions, events, issues and phenomena in the past and present

(ACHASSI100) Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships

(ACHASSI101) Evaluate evidence to draw conclusions

(ACHASSI102) Work in groups to generate responses to issues and challenges

(ACHASSI103) Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others

(ACHASSI104) Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects

(ACHASSI105) Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions

(ACSSU044) Living things can be grouped on the basis of observable features and can be distinguished from non-living things

(ACSHE051) Science knowledge helps people to understand the effect of their actions

(ACSIS054) With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment

(ACSIS055) Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately

(ACSIS057) Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends

(ACSIS060) Represent and communicate observations, ideas and findings using formal and informal representations

(ACSSU073) Living things depend on each other and the environment to survive

(ACSHE062) Science knowledge helps people to understand the effect of their actions

(ACSIS065) With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment

(ACSIS066) Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately

(ACSIS068) Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends

(ACSIS071) Represent and communicate observations, ideas and findings using formal and informal representations

(ACADAM002) Use fundamental movement skills to develop technical skills when practising dance sequences

(ACSHE083) Scientific knowledge is used to solve problems and inform personal and community decisions

(ACSIS086) Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks

(ACSIS090) Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate

(ACSIS093) Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts

(ACSSU094) The growth and survival of living things are affected by physical conditions of their environment

(ACSHE100) Scientific knowledge is used to solve problems and inform personal and community decisions

(ACSIS103) Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks

(ACSIS107) Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate

(ACSIS110) Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts

More information

Resource type:
Interactive Resource
Audience:
learner, teacher
ScOT topics:
Gardening, Market gardens, Plant cultivation, Environmental sustainability, Sustainable development
Activities:
Brainstorming, Communication activity, Critical thinking activity, Data manipulation and interpretation, Practical activity, Problem solving
Language/s:
en-AU
Author:
State of NSW, Department of Education
Publisher:
State of NSW, Department of Education
Date created:
Wednesday, 15 January 2020

Resource ID: f7a16909-183c-4e72-bb8e-41b4ef80fd45