AuSSI Ecological Footprint (Primary)

Australian curriculum content descriptions:

Science Year 1:

• People use science in their daily lives, including when caring for their environment and living things (ACSHE022)

Science Year 2:

• People use science in their daily lives, including when caring for their environment and living things (ACSHE035)

Geography Year 2:

• The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHASSK049)

Science Year 3:

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

Science Year 4:

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

Geography Year 4:

• The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability (ACHASSK089)
• The use and management of natural resources and waste, and the different views on how to do this sustainably (ACHASSK090)
• Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)

Geography Year 5:

• The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112)
• The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)

Science Year 5:

• Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE081)
• Scientific knowledge is used to inform personal and community decisions (ACSHE100)
• Use equipment and materials safely, identifying potential risks (ACSIS086)

Science Year 6:

• Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE098)
• Scientific knowledge is used to inform personal and community decisions (ACSHE100)
• Use equipment and materials safely, identifying potential risks (ACSIS103)

Cross curriculum priorities:

Sustainability

• OI.3 – Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.
• 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.
• OI.9 – Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments.

Aboriginal and Torres Strait Islander histories and cultures

• OI.2 – Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia.
• OI.5 – Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing.

General capabilities
Numeracy, Critical and creative thinking

Syllabus Outcomes: GE1-1, GE2-2, GE2-3, GE3-3, GE3-2, ST1-11LW, ST1-9ES, ST2-11LW, ST3-4WS, ST3-6PW, ST3-4WS.  

Connecting lessons: All ResourceSmart Schools audits.

Time required: approximately 3 hours

• Magazines and newspapers
• Student Worksheet

This lesson supports schools working towards their ResourceSmart Schools accreditation. By completing this lesson students will gain a deeper understanding of the relationship between our daily activities and the health of our environment. In this way, this lesson will help provide students with a broader context for the audits required when completing the ResourceSmart Schools accreditation.