Lesson One Year level: 4 Focus: Weeds- stakeholders and the impact of weed eradication.

Purpose: to learn about a local, national and global environmental issue
Objectives: Students to the best of their ability will be able to:
 Identify stakeholders and different perspectives in the scenario of weed eradication.
 Form a personal view about a contemporary geographical challenge.
Learning experiences Outcomes/
Resources
Introduction:
Use the ‘Weeds Attack’ website (State of New South Wales, Department of Education and Training, 2014) to share with students the Outcomes:
following short audio and visual clips. ‘Weeds are a worldwide problem’, ‘Weeds are the baddies’ and ‘Getting rid of weeds’
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/weeds/index_pages/index_01.htm ACHGS032
Collaboratively devise a list of stakeholders who might be affected by the weed mentioned in the web clips- Bitou. (Humans, native ACHGK022
plants, animals and insects, herbicide company, waterways). OI.5

Body: part one Activity one:
Split students into groups of approximately 3-4. Each group will represent one of the stakeholders, including a group for the noxious Resources:
weed, Bitou.
Each group must devise arguments as to why the weed should be eradicated – from the viewpoint of their allocated stakeholder. For -projector/smart
example, the ‘humans’ group may argue that Bitou should be eradicated as it takes over farming crops and costs them money in lost board
earnings. -access to internet
Each group share their arguments. Record them in a table on the board. -paper and pens
Give each group an opportunity to offer a counter-argument to other group’s responses. - I-pads or similar

Body: part two Activity two:
Indicate to each group that the weeds will be eradicated using two methods:
a) removing them manually (pulling them out) and
b) using herbicide (spraying with a substance to poison them).
Students now must devise arguments for and against the use of both methods, according to their stakeholder position.
Arguments are again, shared and recorded and counter-arguments offered.

Conclusion: Students to write a summary paragraph, or record a short video, indicating their personal view regarding the Bitou weed
and whether it should be eradicated and if so, how.
Assessment: Informal observation of participation during the lesson. Summary paragraph includes evidence of critical thinking, analysis and synthesis of
information.
Lesson Two Year level: 4 Focus: Decision Making - Solution Comparison
Purpose: to understand what can be involved when making decisions.
Objectives: Students to the best of their ability will be able to:
 Explain what ‘Solution Comparison’ is
 Record information in and evaluate a Solution Comparison table
Learning experiences Outcomes/
Resources
Introduction: Ask students to think about October 15th 2017 (a date in the future). Ask them to choose an outfit that they will wear
on that day and draw a picture of it. Outcomes:
Ask students to share their pictures and explain why they chose those clothes. Record as a brainstorm cloud on the board.
Explain that to make decisions; we need to think about several factors that will affect our decision. In the instance of students ACHGS032
choosing clothes, factors may include: the weather, what colour they like, what they will be doing, what is in fashion, what they can ACMSP096
afford. ACTDIP013
ACELA1498
Body: Part one: Introduce the ‘Solution Comparison’ table (Appendix B) (as enlarged copy on whiteboard, projector or
smartboard). Resources:
- Whiteboard,
Explain what each category means in relation to ‘choosing an outfit’. Choose three different outfits to use as a focus (solutions) and projector or
fill in the details of each outfit (solution) using the brainstorm cloud on the board. Smartboard
- copies of ‘Solution
Ask students to use the data in the table to evaluate each outfit and decide which outfit will be suitable to wear on October 15 th 2017, Comparison’ table
and why. (appendix B)
- pens/pencils
Body: Part two: Refer back to lesson one (weeds and stakeholders) - Discuss and have students offer suggestions of what might be
recorded in the table. Demonstrate how to fill in the first column (solution one) of the ‘Solution Comparison’ table using information
from lesson one on weeds.

In pairs, have students fill in the remaining two columns (solutions two and three) on their individual tables.

Conclusion: Have students share what they have recorded and why.
Explain that they will use a ‘Solution Comparison’ table in their upcoming ‘Environmental Issue’ project.
Assessment: Informal observation and recording– understanding and use of a ‘Solution Comparison’ table.

Lesson One Year level: 4 Focus: Weeds- stakeholders and the impact of weed eradication.
Purpose: to learn about a local, national and global environmental issue
Objectives: Students to the best of their ability will be able to:
 Identify stakeholders and different perspectives in the scenario of weed eradication.
 Form a personal view about a contemporary geographical challenge.
Learning experiences Outcomes/
Resources
Introduction:
Use the ‘Weeds Attack’ website (State of New South Wales, Department of Education and Training, 2014) to share with students the Outcomes:
following short audio and visual clips. ‘Weeds are a worldwide problem’, ‘Weeds are the baddies’ and ‘Getting rid of weeds’
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/weeds/index_pages/index_01.htm ACHGS032
Collaboratively devise a list of stakeholders who might be affected by the weed mentioned in the web clips- Bitou. (Humans, native ACHGK022
plants, animals and insects, herbicide company, waterways). OI.5

Body: part one Activity one:
Split students into groups of approximately 3-4. Each group will represent one of the stakeholders, including a group for the noxious Resources:
weed, Bitou.
Each group must devise arguments as to why the weed should be eradicated – from the viewpoint of their allocated stakeholder. For -projector/smart
example, the ‘humans’ group may argue that Bitou should be eradicated as it takes over farming crops and costs them money in lost board
earnings. -access to internet
Each group share their arguments. Record them in a table on the board. -paper and pens
Give each group an opportunity to offer a counter-argument to other group’s responses. - I-pads or similar

Body: part two Activity two:
Indicate to each group that the weeds will be eradicated using two methods:
a) removing them manually (pulling them out) and
b) using herbicide (spraying with a substance to poison them).
Students now must devise arguments for and against the use of both methods, according to their stakeholder position.
Arguments are again, shared and recorded and counter-arguments offered.

Conclusion: Students to write a summary paragraph, or record a short video, indicating their personal view regarding the Bitou weed
and whether it should be eradicated and if so, how.
Assessment: Informal observation of participation during the lesson. Summary paragraph includes evidence of critical thinking, analysis and synthesis of
information.

Lesson Two Year level: 4 Focus: Decision Making - Solution Comparison
Purpose: to understand what can be involved when making decisions.
Objectives: Students to the best of their ability will be able to:
 Explain what ‘Solution Comparison’ is
 Record information in and evaluate a Solution Comparison table
Learning experiences Outcomes/
Resources
Introduction: Ask students to think about October 15th 2017 (a date in the future). Ask them to choose an outfit that they will wear
on that day and draw a picture of it. Outcomes:
Ask students to share their pictures and explain why they chose those clothes. Record as a brainstorm cloud on the board.
Explain that to make decisions; we need to think about several factors that will affect our decision. In the instance of students ACHGS032
choosing clothes, factors may include: the weather, what colour they like, what they will be doing, what is in fashion, what they can ACMSP096
afford. ACTDIP013
ACELA1498
Body: Part one: Introduce the ‘Solution Comparison’ table (Appendix B) (as enlarged copy on whiteboard, projector or
smartboard). Resources:
- Whiteboard,
Explain what each category means in relation to ‘choosing an outfit’. Choose three different outfits to use as a focus (solutions) and projector or
fill in the details of each outfit (solution) using the brainstorm cloud on the board. Smartboard
- copies of ‘Solution
Ask students to use the data in the table to evaluate each outfit and decide which outfit will be suitable to wear on October 15 th 2017, Comparison’ table
and why. (appendix B)
- pens/pencils
Body: Part two: Refer back to lesson one (weeds and stakeholders) - Discuss and have students offer suggestions of what might be
recorded in the table. Demonstrate how to fill in the first column (solution one) of the ‘Solution Comparison’ table using information
from lesson one on weeds.

In pairs, have students fill in the remaining two columns (solutions two and three) on their individual tables.

Conclusion: Have students share what they have recorded and why.
Explain that they will use a ‘Solution Comparison’ table in their upcoming ‘Environmental Issue’ project.

Assessment: Informal observation and recording– understanding and use of a ‘Solution Comparison’ table.