Teacher Preparation

Overarching learning goal: By participating in this activity students will understand that there are many different definitions of sustainability, and recognise common themes in these different definitions. Students will identify how they think about and define sustainability and will reflect upon their own learning about sustainability.

Teacher content information:

Cool Australia Presents Sustainability from Cool Australia on Vimeo.

For more information about sustainability and what it means, check out the Sustainability factsheet - secondary.

Student and classroom organisation:

Step 1.

Begin the activity by engaging students in a brief discussion around sustainability. Consider the following questions:

What is it?
What isn't it?
How could you recognise it?
Where does it come from?
Who is responsible for it?
How would you describe it?
Does anyone have a definition for sustainability to share?

Write students responses on the board. Do students have similar ideas about sustainability or are there great variations in the ways that students think about sustainability?

Explain to students that sustainability is a slippery topic: it means different things to different people in different situations. The only way to understand what sustainability means to us is to explore how we and other people think and talk about it.

Step 2.

Break students into pairs and ask each pair to search for five different definitions of sustainability on the Internet (or ask them to select five definitions from this Definitions of sustainability list). Students should record these definitions and the source on the Student Worksheet.

Once students have found their definitions, ask them to analyse the definitions using the questions below (also available on the Student Worksheet):

What are common themes or words found in the definitions of sustainability?
How are the definitions similar and how do they differ?
It is said that sustainability hinged on several elements: environment, economy, society and culture. Are all these elements equally represented in your definitions or do some feature more prominently? Explain.
How do you think the author/s of the definitions affect their meaning?

Each group should create an infographic that displays the different definitions and their analysis of these definitions. Students should think creatively about how to describe the similarities, difference and sources of their definitions. Ask groups to present their infographics to the class for discussion. DIY infographic information.

Step 3.

Ask each student to work independently to create their own definition of sustainability (using the Student Worksheet).

Reflection

Ask students to complete this reflection tool (also available on the Student Worksheet).

This fantastic reflection tool (based on Harvards Visible Thinking Tools) helps us uncover our initial thoughts, ideas, questions and understandings and then connect these to new thinking. The focus is on understanding and connecting one’s thinking, rather than pushing it toward a specific outcome.

Part 1. Three, two, one

In the first box, write three thoughts or ideas you had about 'sustainability' before starting the course.
Underneath, write two questions you had about 'sustainability' before starting the course.
Under that, write one metaphor that captures what you thought about 'sustainability' before starting the course. Was it like a set of weights and feeling heavy on your shoulders? Was it like the apple at the top of a tree and feeling difficult to reach? (If you're finding this tricky, click here to check out examples of sustainability metaphors).
In the second box, write three thoughts or ideas you have now . They could be new ideas or extensions of previous thoughts.
Underneath, write two questions you have now about 'sustainability'. They might be the same or different than first box.
Under that, write one metaphor that captures how you now feel about 'sustainability'.

Part 2. Three, two, one ... bridge

Make it clear to students that their initial thinking is not right or wrong, it is just a starting point.

Review what you've written in each box.
Can you make any links between what you thought before and what you think now?

Finally, ask students to actually draw a 'bridge' that explains how their new thoughts, ideas and questions connect to their initial responses.

Differentiated Learning

Extension

Ask students to draw their school as a 'sustainable school'. Students should consider issues such as energy, water, food, waste, biodiversity and student learning and enjoyment.

Provisional Learning Support

Students with learning difficulties should be assigned to a groups with supportive students.

Understanding sustainability

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