Sustainability


 * Sharing the Planet**

The **Planet Earth and Beyond** strand is about the interconnecting systems and processes of the Earth, the other parts of the solar system, and the universe beyond. Students learn that Earth’s subsystems of geosphere (land), hydrosphere (water), atmosphere (air), and biosphere (life) are interdependent and that all are important. They come to appreciate that humans can affect this interdependence in both positive and negative ways. __//Students also learn that Earth provides all the resources required to sustain life except energy from the Sun, and that, as humans, we act as guardians of these finite resources.//__ This means knowing and understanding the numerous interactions of Earth’s four systems with the solar system. __//Students can then confront the issues facing our planet and make informed decisions about the protection and wise use of Earth’s resources.//__ // ** __IB; Science in the Primary Years Programme__ ** // **Related concepts**; renewable and non-renewable energy sources, resources, sustainability // Assessment Rubric for this unit.
 * __NZ Curriculum; Science__**
 * Earth and Space ** ; The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; // __//the infinite and finite resources of the planet.//__

Causation - Why is it like it is?** (Consequences, sequences, pattern, impact) Generic Perspective; Things do not just happen. There are causal relationships at work, and actions have consequences. Science Perspective; The effect brought about by an intended or unintended action or reaction. Eg's of questions; -Why are humans seeking alternative energy sources? -Why have renewable energy sources been developed? -What environmental impact has been left by the over-use/ over-reliance of some resources? Generic Perspective; People make choices based on their understandings, and the actions they take as a result do make a difference. Science Perspective; We have a responsibility to the world in which we live. This involves being aware of how Scientific knowledge can be used to improve or worsen the quality of life for all living things. Responsibility entails action as well as awareness. Eg's of questions; -How can we be sure we do not waste energy? -What should we do to preserve resources? -How can we ensure resources/ a healthy environment is left for next generations?
 * __Concepts__;
 * Responsibility - What is our responsibility?** (Rights, citizenship, values, justice, initiative)


 * Sustainability**; We are responsible for our consumption of energy sources & their impact on the environment.

Excellent clips selection on [|National Geographic TV]

[|Aftermath]; What would happen if the guardians of the planet (Humans) disappeared?

[|Sustainability Game]- Interactive Game exploring issues about sustainability and energy

[|Breathing Earth]- Interesting interactive showing 'live' changes to Earth's resources

[|Earth Clock]- Another interactive showing live Earth data

Immersion/ Front Loading Ideas; Earth Hour Site; [] Earth Hour Promo Clip; []

Challenge- Answer the question- Earth Hour; Why bother? Would make great homework and develop some interesting debates amongst the kids.

'Ten Things to Do for Earth Hour'. For those who can't participate- going to the movies or a sporting game etc, could they come up with their own Top 5 or Top 10? []

A clip about the 100Tonnes of weapons grade plutonium which needs careful disposal in Russia (Easter 2010) media type="custom" key="5868099"

Here is a list about things that schools can do to promote and support Earth Hour. [|Virtual Field Trips (LEARNZ- Ministry of Education)]

Visit the source of renewable energy in the forest plantations of the Central North Island. Meet the people producing the raw material and those using the renewable end product; wood pellet fuel. Ask the experts questions as you tour through the new wood pellet processing plant in Taupo. See the Carbon Cycle in action and relate it modern issues of fossil fuel use and our carbon footprints. Discover why there is a high level of interest in sustainable energy production and discuss the impacts of renewable and non-renewable resource use in New Zealand.
 * __[|Renewable Energy - Term 2, 2010]__**
 * What you will do**

Where you will go
In Taupo, on 5 March 2010, Solid Energy opened a new wood pellet fuel plant which is the largest in New Zealand. It cost $NZ34 million and ouput initially will be 40,000 tonnes a year. The plant will process pine wood residues from central North Island sawmillers and wood-product manufacturers. Formerly waste wood, these residues are screened, ground, dried and compressed into wood pellets that are a clean-burning, low-carbon fuel. Markets are within New Zealand and overseas.

**[|Wind Power - Term 2, 2010] What you will do** Explore wind and the process that converts it into electricity. Climb to the top of wind turbines to see how electricity is generated. See how the electrical energy generated by wind power is fed to the National Grid and on to your home. Follow the development of a wind farm at West Wind. Meridian's West Wind project will use one of Wellington's most renowned resources; the strong consistent winds that funnel through the Cook Strait. West Wind is a 62 turbine development on about 55 square kilometres west of Wellington city. To the north in the Manawatu Gorge is Te Apiti, Meridian's first New Zealand wind farm. It is situated within 1,150 ha of farmland and generates electricity for up to 45,000 average homes. This wind generation produces no harmful greenhouse gas emissions and will do so for over 20 years
 * Where you will go**

Good Kiwi site on Sustainability and global issues [|Global Issues]

[|Activity Ideas about Sustainability (pdf's)]