EDSI168 - Assessments

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EDSI168: Science, Inquiry and Sustainability Assessment Task 1: Eco-Challenge Friday 13 October, 11.59pm, LEO. 20%. 800 words The task will require you to:  Conduct some research into how sustainable your own lifestyle currently is. Sources of data might include (but are not limited to): results of an ecological footprint survey ; measurement of electricity usage, water usage, landfill generated, single-use plastic, etc. Collect some raw data over a one- week period and estimate your annual consumption/behaviour patterns to use as baseline data for your final report. Templates are available under the assessment tile.  Identify ONE action area as a priority for improvement in your current lifestyle and justify the selection of this area in light of the data collected and research undertaken. Examples of a priority area might include (list not exhaustive): single-use plastic; landfill; meat consumption; etc. Check your ideas with your LiC if you are unsure.  Develop an action plan that will help you improve the sustainability outcomes of your lifestyle in the targeted priority area (Template available on LEO). Your Action Plan Submission should include: a) A summary of the research data you collected, and an annual projection of your sustainability impact based on this data (report data in summary tables and graphs that adhere to scientific conventions) b) Identification of your targeted priority area that will form the focus of your action plan with a justification for its selection that is based on:  The findings summarized in (a) above  A referenced explanation of the issues and implications for sustainability of your targeted, priority area (NB: ensure appropriate sources are used in the referencing).

c) A clearly defined action plan that demonstrates what you will do to reduce your impact in the selected area of priority. This should include:  The actions you will take  The timeline for implementing each action  How you will collect data to evidence your improvement.  Consideration of possible challenges and options for support. Davis, J. (Ed.). (2015). Young children and the environment: Early education for sustainability (2nd ed.). Cambridge University Press. (First edition available online: https://ebookcentral.proquest.com/lib/acu/reader.action?docID=564447 ) Miller, G., & Spoolman, S. (2018). Living in the environment (19th ed.). Cengage Learning. https://ebookcentral.proquest.com/lib/acu/reader.action?docID=4787776 Sneddon, S., & Petit, A. (2016). Sustainability in action in early childhood settings . Teaching Solutions. ASSIGNMENT 2: Friday, 3 November, 11.59pm. 30%. 1200 Words This task involves you implementing the action plan from Assessment Task 1 over two weeks and collecting data to evidence improvement in your lifestyle for the selected area of priority. This needs to be evidenced in two keyways:

1. Complete a weekly record of your data collection and a weekly journal of your reflective thinking during the implementation period  Photographs/progressive table of data entries  Challenges and support encountered  Overall thinking/feeling of achievement in regard to the priority area Note: Evidence of weekly data collection and reflective journal entries will need to be provided as per your LiC/tutor’s directions.  Introduces your eco-challenge with a clear elaboration of the socio-scientific concepts relating to your chosen target area;  Clearly and accurately represents your data collection, demonstrating the regularity with which it was collected (e.g., a table of weekly data; photographs to visually present actions). This data should be based on weekly journal entries.  A summary comparison of your “before” and “after” data to demonstrate the overall improvement you achieved (show and explain summary tables/graphs/images) and implications for a more sustainable lifestyle;  Reflection on the critical importance of the selected priority area for global sustainability with a call for action.  Reference to a range of appropriate literature that is cited following APA 7th guidelines. ASSIGNMENT 3 Friday, 24 November, 11.59pm. Equivalent to 2000 Words Early Years Learning Activity and Report (50% - 2000 words or equivalent) This task requires individuals to submit a report outlining a rationale for the inclusion of education for sustainability in early years’ curricula and programs with reference to relevant principles and pedagogies. The report will be based on a presentation of an early years learning activity that demonstrates the application of the relevant

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principles and pedagogies. Further detail about the individual report are outlined below. Learning Activity (20%) – 800 words equivalent Research a sustainability topic appropriate for early years education and prepare a multimedia presentation including a learning activity suitable for an early childhood setting. Your presentation should include:  Prepare a video using YouTube/Narrated PowerPoint/Prezi/ length maximum 10 minutes.  Incorporate the application of relevant principles and pedagogies for early years’ education for sustainability (EFS) - i.e. inquiry-based, experiential, collaborative, participatory.  Be linked to relevant curriculum document(s), such as the EYLF/VEYLDF;  For the learning activity source and use a range of relevant teaching and learning resources in sustainable ways. Written Report (30%) – 1200 words  An explanation of the sustainability issues addressed in your presentation and how these support learning within an early years’ curriculum framework;  A critical analysis of the value of including education for sustainability (EFS) in early years’ programs making connections between EFS concepts, science concepts, pedagogy and practice.  An informed view of the transformative potential of EFS in early years learning programs with reference to relevant literature covered in the unit;  The report is to be clear, concise and make appropriate use of academic referencing and a reference list. Recommended references Davis, J. (Ed.). (2015). Young children and the environment: Early education for sustainability (2nd ed.). Cambridge University Press. (First edition available online: https://ebookcentral.proquest.com/lib/acu/reader.action?docID=564447 )

Miller, G., & Spoolman, S. (2018). Living in the environment (19th ed.). Cengage Learning. https://ebookcentral.proquest.com/lib/acu/reader.action?docID=4787776 Sneddon, S., & Petit, A. (2016). Sustainability in action in early childhood settings . Teaching Solutions. Further references Birinci, C. M. (2018). Teacher in Reggio Emilia approach: Educational needs and views. Eurasia Journal of Mathematics, Science and Technology Education, 14 (1), 279-290. https://doi.org/10.12973/ejmste/79800 Campbell, C., Jobling, W. M., Howitt, C., & Finkel, A. (Eds). (2018). Science in early childhood (3rd ed.). Cambridge University Press. Elliot, S., Edwards, S., Davis, J., & Cutter-Mackenzie, A. (2013). Early childhood Australia’s best of sustainability. Research, practice and theory . Early Childhood Australia. Fleer, M. Science for Children. (2015). Cambridge University Press. Pollock, K., Warren, J., & Anderson, P. (2017). Inspiring environmentally responsible preschool children through the implementation of the National Quality Framework: Uncovering what lies beneath theory and practice. Australasian Journal of Early Childhood , 42 (2) 12-19. http://doi.org/ 10.23965/AJEC.42.2.02 Ravanis, K. (2017). Early childhood science education: State of the art and perspectives. Journal of Baltic Science Education, 16 (3), 284-288. http://doi.org/10.33225/jbse/17.16.284 Teo, T. W. (2017). Editorial on focus issue: Play in early childhood science education. Pedagogies: An International Journal,12 (4), 321-324. https://doi.org/10.1080/1554480X.2017.1343233

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