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Hints for Integration | |
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There are several approaches to integrate the Trees for Survival project into school teaching programs using these lessons. These approaches include: · Topic approach Link all lessons in a KLA group to a 'topic theme'. For instance, the topic using all Science lessons could be called 'Plants', the Mathematics topic called 'Mathematics in the Environment'. It should be strung out through the year with lessons taught at the relevant time of the year, see ''Annual Planner and Deadlines'. |
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· Lock
into existing programs approach -
Lessons can be chosen which fit neatly
into existing teaching programs in various subjects.
· Cross-KLA
approach -
Topic or theme can be developed choosing
lessons from several KLA groups. This approach is highly recommended
for the implementation of Environmental Education projects such as this.
It can be achieved in secondary schools by the involvement of cross-KLA
teacher 'teams' or by one or more general teachers.
·
Environmental event approach -
A special day or event (eg Arbor Day, World Environment Day, Land-care
Week) can be chosen with students rotating around a series of activities
from the lessons.
· Special
interest group approach -
Many secondary schools have the opportunity
to set up Environment Groups, either timetabled or extra-curricular.
These groups can use the lessons as part of their Rotary Trees for Survival
or other environmental activities.
· Development
approach -
Lessons are identified and programmed
relevant to the development of students. They should be related to outcomes
for each learning Stage.
· Unit
stand-alone approach -
Isolated lessons can be chosen in each KLA at different stages of the
shade-house process, eg the HSIE lesson on 'locating the shade-house'
is completed at commencement of project
More information about integration strategies is found in the Environmental Education Curriculum Statement K-12 (contact NSW Department of Education and Training)
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