Main idea and background information

In this unit students will explore scenarios which project into the near future and describe particular environment related issues that may include the emission of toxic substances to air, land and water. Students explore various scenarios which may emerge from current trends and explore the implications of these.

Students will develop future-orientated perspective, investinging their own lives, the place where they live, the state they live in, in relation to environmental conservation, protection and management. Students will identify and envision alternative futures that are more sustainable, exercise their critical and creative thinking skills, participate in a range of decision-making activities, and engage in active and responsible citizenship in the local and global community, on behalf of present and future generations.

Many types of activities undertaken by people in their daily lives at work, home, school and play, can adversely affect the environment and may be sources of emissions to air, land and water. One of the ways that industry can affect the environment is through the emission of a toxic substance — whether in pure form or contained in other matter and/or in solid, liquid or gaseous form. Emissions can be separated into emissions to air, land and water. An example of how emissions to water can impact the environment is when elevated levels of nitrogen and phosphorus enter the waterways causing enhanced algal growth. This may eventually become blue-green algal blooms, which can affect humans through contact or consumption.

Why are Australian industries trying to measure, monitor and manage emissions to air, land and water?

There has been increasing community demand to know about emissions of toxic substances to the environment. Australian, state and territory governments have agreed to legislation called National Environment Protection Measures (NEPMs) which help protect or manage particular aspects of the environment. Australian industries are required to measure and monitor their emissions under this legislation.

The management of substances is necessary for several reasons:

• to maintain and improve air and water quality
• to minimise environmental impacts associated with hazardous wastes, and
• to improve the sustainable use of resources.

Measures to reduce emissions

Australian industries, homes, schools and communities are trying to reduce emissions, to reduce waste and keep environmental resources healthy. By working together, industries, researchers, conservationists and the government have introduced technologies and innovations — including changes to practices — which have reduced emissions of toxic substances to air, land and water.

Approaches to reducing emissions of toxic substances can involve:

• tracking toxic substance emissions over time, from a range of different sources and on a geographical basis;
• using the emissions information to inform decision making for environmental planning and management, and to further reduce emissions, and
• making the emissions information available to all sectors of the community so that everyone can help to reduce pollution.

There is not a 'one size fits all' solution.

It is important to keep looking for new and better ways of reducing toxic emissions to air, land and water, to benefit people and the environment. Sharing information on solutions is an important step toward reducing toxic substances to air, land and water on a global scale.

Some examples of what is being done to help reduce emissions to air, land and water

Governments can use emissions information to support initiatives that help protect the environment. Some of these initiatives include:

• measuring and monitoring pollution - National Pollutant Inventory
• setting national fuel quality standards
• encouraging transport options that reduce pollution
• management of wood heater emissions, and
• the monitoring and management of air pollutants.

Industry can use cleaner production techniques and install pollution control devices to reduce their emissions. These could include:

• using cleaner raw materials and chemicals
• installing vapour or product recovery systems
• improving internal processes, such as maintenance scheduling and inspection programs for potential leaks or spills
• modifying and improving processes and equipment such as installing overflow alarms and increasing dust suppression, and
• installing end of pipe reduction devices such as fabric filters and scrubbers.

One example of industry reducing emissions is the Carter Holt Harvey particle board mill in Tumut, New South Wales which has implemented several emission reduction activities resulting in decreased emissions and better management of waste. See Carter Holt Harvey particle board mill on the NPI website.

Key understandings

Our environment is under mounting pressure.

Despite these pressures, the environment is still a wonderful natural asset for Australia and the world. Many areas remain in very good condition but there is no room for complacency on the part of managers or the community. Active protection is required to ensure sustainability now and for the future.

Working towards a sustainable future requires planning to meet human needs together with a just use of resources. It means reducing the harmful effects of industry and technology, reducing over-consumption and waste, restraining population growth, distinguishing clearly between needs and wants, challenging company policies which are dangerous to people and the environment, and organising locally, nationally and internationally for appropriate change.

There are signs that changes are beginning to occur. There are international agreements about climate change and for restricting the use, production and emission of hazardous chemicals; governments are turning various shades of green; critical social movements are challenging the status quo; national and local groups are campaigning on environmental issues; individuals are taking action and participating in decision making about environment, and emerging issues.

Key questions

• What will our future environment look like?
• What do we want the environment to be like in the future?
• What substances should be allowed to be emitted to air, land and water?
• What are possible, probable and preferred environmental futures?
• What does a sustainable environment look like?
• What does a sustainable society look like?
• What does sustainable environmental management look like?
• What does environmental conservation and protection entail?

Key literacy terms

Action, active citizenship, agreements alternatives, best practice, campaigning, changes choices, consequences, consumption, decision making economy, environment, future, forward thinking, global, guardianship, hope, images, implications, local, national, participation, possible future, preferable future, probable future, responsible, responsibilities, rights, scenarios, stewardship, sustainable, technology, toxic substances, trends, values, visions, welfare.

Outcomes

This unit focuses on core learning outcomes from the Years 7-10 Studies of Society and the Environment, Science, Literacy, Numeracy and Arts Curriculum Frameworks and Syllabus.

Key competencies

• Collecting, analysing and organising information
• Communicating ideas and information
• Planning and organising activities
• Working with others in teams
• Using mathematical ideas and techniques
• Solving problems, and
• Using technology.

Sample unit sequence and activity ideas

TUNING IN: sample activities

Imagining

Ask students to imagine that they are a child born today, and in 20 years time the world would have become almost unliveable due to toxic substance emissions, climate change, inappropriate use of natural areas, and unsustainable energy, waste and water management practices. Support students to reflect on their understanding of the Earth's resources, and how it differs from that of their parents' and grandparents' generation. Also, consider what factors have contributed to the changing understanding of the environment and sustainable living.

Read the poem "The Seventh Generation" and reflect on the writer's perspective on the importance of ecological sustainability.

The Seventh Generation

"Will it benefit the seventh generation?"
Was the question that the Hopi dwelt on.
"Will it help the future people who will walk on this Earth
Long after you and I are dead and gone?"
And if the Hopi saw that the answer was "No"
They would drop that new idea.
They thought not only of themselves
But future generations as well.
I speak now for that seventh generation,
For the seventh generation from now on.
I speak for the people who will walk upon this Earth
Long after you and I are dead and gone.
Will they reap a bitter harvest from the things that we have done?
Will they thank us for the healing that in our time has begun?
Will there even still be people seven generations on?
For I fear for the seventh generation.

Source: The Gap, Issue 5, 1994, p.7, Global Education Centre, Australia

Brainstorm

Brainstorm the many factors that may have caused the situation described in the poem, or that might result from it. Ask students to rank the 10 factors that they consider are the most important.

Concept mapping

Students write a text or develop a concept map describing the natural environment, either locally, nationally or globally. Talk about the natural environment as a living thing, a resource and a life support system. Use brainstorming to list the various ways the environment is considered a living thing, a resource and life support system to Australian society and cultures worldwide.

Discuss the contributions that the natural environment makes to biological diversity — variety of species, populations, habitats and ecosystems. As a class, discuss the benefits of biodiversity.

Talk about the meaning of 'ecological sustainability'.

Discuss why people need to recognise the importance of:

• environmental stewardship and conservation
• good water quality
• good air quality
• catchment care
• biological diversity, and
• reducing emissions to air, land and water.

Consider issues that affect the environment and the sustainability of the natural environment, its systems and natural resources.

Visualise a sustainable natural environment with both natural and cultural values. Sketch it.

PREPARING TO FIND OUT: sample activities

Group problem solving

Working in small groups students plot the events for a significant natural or cultural site, or location, to date on a timeline. Students distinguish between those which they think local societies had some control over and those over which they had little control. See Resource 1.

Teachers model the continuation of the futures timeline, encouraging students to consider the probable and preferable futures of the site or location. In groups, students discuss the types of decisions needed if these preferable futures for their chosen site/location are to eventuate.

As a class, collaboratively determine appropriate guest speakers from the environmental sector to discuss their ideas about the possible, probable and preferable futures of the site/location. Before the guest speaker(s) arrive, groups of students should discuss and frame some questions to ask them. The selection of a clear set of issues may give the speaker(s) greater focus.

Read about the state of the environment and issues affecting it. Visit the State of Environment Report (SoE)  on-line, Australia's independent five-yearly report into the state of the environment.

Explore information about substance emissions in Australia. See the 'Tracking pollution across Australia' website - the National Pollutant Inventory. Encourage students to find out about what substances are being emitted to air, land and water from different sources such as cars, power stations and factories in their local area, their state or across Australia.

Investigate key issues and then ask students to develop a futures wheel (see below) using a stimulus quote from the SoE report or NPI website. For example, 'There is much to be proud of in Australia's environmental performance, but there remain several environmental issues of concern.' Or'The substances included in the NPI have been identified as important because of their possible health and environmental effects.'

Futures wheel

Develop a futures wheel to explore the consequences of decisions and choices relating to substances emitted to air, land and water. In groups, encourage students to decide on a locally relevant issue to explore relating to an emission to air, land or water. The issue is written in the centre of a sheet of paper and a series of concentric circles are then drawn lightly around it. The first question asked is: What are the immediate consequences?

Ask groups to discuss what the consequences might be, and write them around the first circle. Ask groups to link each statement to the central point by a single line. Next, students discuss what consequences may follow on from the first ones. The second-order consequences can be linked by double lines to those from which they flow. Following on, third and fourth order consequences can be explored and marked in a similar way.

Share futures wheels and explore the difference between intended and unintended consequences.

Ask questions about issues. For example:

• What is the issue?
• What do we think, feel, hope and fear in relation to this particular issue?
• What do others who are involved think, feel and say?
• How has it come about?
• Why do we and others think, feel and act the way we do?
• What and who have influenced us and others involved?
• What is the history of this situation?
• Who gains and who loses?
• Who has power in this situation and how do they use it?
• Is it used to the advantage of some and the disadvantage of others?
• If so, in what way?

• What is our vision?
• What would things look like in a more sustainable future?
• What values can we use to guide our choices in the way the environment is used, managed and conserved?

• What can be done?
• What are the possible courses of action open to us?
• What are others already doing?
• Which course of action is the most likely to achieve our vision of a preferred vision?

• How will we do it?
• How might we implement our plan of action in school, at home, or in the community?
• How might we work together?
• Whose help might we need?
• How do we measure our success?

Source: Adapted from "Education For The Future - a practical classroom guide, D.Hicks, WWF, 1994, p.10

Visualising probable and preferred futures

Discuss the following quote and the implications it alludes to.

"As the twenty-first century begins, the world is on the edge of a new age. We are now in one of those rare points of history - a time of great change, a time when change is unpredictable as it is inevitable. No one can say with certainty what the New World will look like. But if we are to fashion a promising future for the next generation, then the enormous effect required to reverse the environmental degradation of the planet will dominate world affairs for decades to come."

Source: State of the World, L. Brown, Earthscan Publications, 1991, London

Encourage students to sketch their impressions of what "the world on the edge of a new age" might look like. Ask students to include images related to emissions of substances to air, land and water.

Ask students to record issues and changes, which they feel are most important.

Introduce the terms "probable" and "preferred" futures — what we expect the future to be and what we hope the future to be. Encourage discussion, to explore how students expect emissions to air, land and water to be reduced, and how air, land and water be protected, conserved and improved in future years.

Using a timeline

Using a timeline marked off in 10-year intervals to one hundred years in the future, have students record the likely realities and/or milestones in environmental protection and conservation for air, land and water.

Repeat this timeline activity, this time focussing on preferred air, land and water conservation and protection options and trends.

In groups, reflect on how the preferable timelines compare with the previously drawn probable ones. Talk about how they are different and what would need to happen for the probable timeline to be more like the preferable one.

Ask students to consider the future environment if their preferred conservation and protection options were realised.

Encourage discussions about where environmental management fits into the overall picture of a sustainable society.

FINDING OUT: sample activities

Research in groups

Students select a topic to conduct research that relates to emissions to air, land or water and sustainable living.

Students undertake research. Small groups brainstorm ways to find and gather information and to consider how information will be recorded and presented. Groups develop a research plan including a timeline outlining stages of their work.

Gathering information

Use the 'Tracking pollution across Australia' website - the National Pollutant Inventory -  to find out more about the localities emitting toxic substances being emitted to air, land and water sources. In particular, read the associated fact sheets about toxic substances that are emitted from a variety of sources. Ask students to use the NPI reports and maps which have information for all of Australia, and individual states and territories. Encourage students to visit the database on the NPI home page to see emission data from specific postcodes and facilities. Data can be accessed the following ways:

• Browse (by Location/Industry/Company/Substance);
• Search by Map; or
• Search by Form.

Ask students to use the website to find emissions in their neighbourhood.

SORTING OUT: sample activities

Processing the data

Ask students to sort out and represent data from the NPI website (reports, fact sheets and maps) about emissions to air, land and water that are of a concern to them. Ask students to decide on the best way to represent the results to the class. For example a brochure, information report, flow chart, or fact sheet.

Using the "futures issue' from the earlier activity (See 'Preparing to Find Out - Futures Wheels'), students sort information gathered and record their "futures" issue from the perspective of the past, the present and the future, discussing how air, land or water emissions currently are and are likely to change.

Using De Bono's Thinking Hats

Students explore issues from the research by using De Bono's "Six Thinking Hat" technique to explore the issues in more depth. Students, in five groups, each with a different hat, discuss and document the issues according to allocated perspectives, and then come together at the end to share their ideas.

White hat: List the facts that you know about toxic substances that are emitted to air, land and water.

Red hat: What are the emotions and feelings associated with the issues? How do you feel? How do you think people living in areas that are experiencing health and environmental effects feel? How do you think people in the industrial facilities that are emitting the substances to air, land and water feel?

Black hat: What are some of the negative aspects and outcomes of substances being emitted to air, land and water?

Yellow hat: What are some of the positive aspects and outcomes of substances being emitted to air, land and water?

Green hat: How could the problems related to substances being emitted to air, land and water be solved? What can be done?

Creative thinking

Use a "PMI" technique of identifying 'Plus, Minus and Interesting' aspects of statements developed from the research findings.

GOING FURTHER: sample activities

Investigate how the media works to influence how we see the world

Ask students to analyse images, headlines and articles that appear in environmental sections of newspapers about emissions of substances to air, land and water. If accessible, substitute environmental magazines for newspapers. For example: The Bulletin, Australian Geographic, New Scientist, Scientific American, Habitat Australia or Business Review Weekly.

Build up a table that records the following data:

• What kinds of images are on the front covers?
• What topics feature in the main articles?
• What type of language features in the headlines?

Encourage students to compare and contrast their analyses with each other.

Ask students:

• What do you think the writer has in mind when they select images?
• What are the photos designed to do?
• How do they affect the way we read the news and think and feel about the environmental issues in the stories?

MAKING CONNECTIONS: sample activities

Revisit data and research findings

Encourage students to share findings and reflect on what they have learnt so far in the unit.

Blue hat thinking

Once students have explored issues using De Bono's 'green, yellow, black, red and white hats', ask the whole class to come together and discuss the issue from the perspective of the 'blue hat'. This hat encourages the students to consider the bigger picture. For example, 'Can we think of ways to reduce substances being emitted to air, land and water?, What is the NPI really all about?' and ' What are the big issues?'.

What's the link?

Students consider the rights of future generations and discuss what is happening in the present that might impact the next generation. Students explore what people are doing to make sure the next generation inherits a sustainable environment.

TAKING ACTION: sample activities

Doing something

Encourage students to choose one local issue associated with living more sustainably or reducing toxic substances that are emitted to air, land and water. Read information in the media, utilise fact sheets available at www.npi.gov.au and research the internet for additional ideas. As a class, brainstorm possible solutions and talk about why something should be done about each of these issues. Discuss what the class can do.

Suggestions might include:

• Raising public awareness by speaking at school assembly, writing an article for the school newsletter, or writing a letter to the editor of a newspaper.
• Becoming involved in the Australian Sustainable School Initiative (AuSSI).
• Developing stickers, pamphlets or an action-chart showing how students and their families can contribute.
• Writing to Members of Parliament, government departments and environmental agencies about issues that concern them.
• Developing a sustainable living guide for your local area.
• Taking action in their own homes and daily lives to live sustainably and reduce emission of toxic substances.

Take action at school and home

Tackle a specific substance emission to air, land and water that has been identified in your local area or state/territory. Record responses to the following questions:

• Are you particularly concerned about a specific issue and want to take action?
• Is something happening in the local area or state/territory that you would like to change?
• Are there any groups that are already working on the issue?
• Is there a particular aspect of the issue that you think would be appropriate for a group to work on?
• What can be found out about the issue?

Audit the issue

Gather and record information about the issue. Find out if others in the school, families or organisations in your local area or state/territory that are working on or participate in similar issues to yours.

Identify the problems, identify the causes of the issue, and address the causes of the problem. For example, if litter is a real problem, consider the reasons wht the litter exists and monitor where the litter is coming from. Is it from school students or does litter blow in from a neighbouring area? Are passing cars the source of the litter?

Identify the solutions

Get involved to actively change things at school, at home or in the community. Consider the following activities to improve water quality:

• Maintaining stormwater drains by keeping them free of litter, leaves and dirt.
• Covering and storing rubbish in areas where it cannot contaminate or pollute stormwater drains during rain.
• Collecting fallen leaves and composting them in mulch gardens.
• Cleaning all outdoor surfaces using a broom, vacuum or shovel (do not hose or blow them).
• Handling all materials carefully to prevent spills.
• Keeping storage containers well away from stormwater drains and in properly covered and bundled areas.
• Marking school and nearby stormwater drains with a suitable signs, such as 'This drain leads to the sea'.
• Creating and placing signs around the school and surrounding areas to remind others of ways to avoid pollution in the school and local area.
• Participating in local Waterwatch programs to help monitor the water quality in your local waterway.
• Visiting local waterways and testing the water quality.
• Checking the edge vegetation of local waterways for pollution.
• Cleaning up areas of waste, and regularlypulling out weeds.
• Conducting a water quality awareness program within the school community.
• Placing articles about water quality in the school newsletter and sharing ideas to reduce pollution in local waterways and the ocean.
• Organising a display about the school's water quality program in the local shopping centre.
• Developing an education program about water quality that will be useful in your school community.

Consider the following activities to reduce litter reduce waste and recycle:

• Identifying 'hot spots' where litter is most likely to impact the environment. Consider the quantities of litter and the affects that different types of litter — plastics, food wastes or glass — has on the local environment and the animals and people who live there. Identify those who uses the 'hot spots'. Work with the school community, especially those who use the 'hot spots', and develop ways to reduce litter.
• Surveying where litter is most often dropped by students at school. Making recommendations to the Student Representative Council, such as where bins might be best placed and why.
• Ensuring enough litterbins are placed around the school.
• Making presentations at school assembly on why litter is a problem for the local area.
• Painting bins in attractive colours with designs to encourage students to put litter in them.
• Check to see what can be recycled in your area, and Set up separate recycling bins for cans, glass, plastics and paper.
• Collecting food scraps and setting up a worm farm for recycling organic waste, using the compost and worm castings in the school gardens.
• Collecting items to reuse in art, craft and technology, e.g. paper, card, material cut-offs, wool, and ice cream containers.
• Developing school policies about double-sided photocopying, paper use and reusing printing cartridges.
• Developing an education program about litter and waste reduction and recycling for use in your school community.

Consider the following activities to reduce emissions from traffic:

• Conducting an audit of how students and staff travel to the school.
• Implementing a TravelSmart program for schools.
• Walking or cycling to school if possible.
• Catch school buses or other public transport to school.
• Encouraging staff and students to car pool.

Consider the following activities to conserve water:

• Conducting a water audit of the school.
• Monitoring water usage in the school.
• Determine if any taps, drinking fountains, fire hydrants or sprinkler systems are leaking, inform the school administration team.
• Mulching gardens to reduce water loss to evaporation.
• Installing flow control devices to reduce the amount of water flowing from the tap.
• Using a landscape design to reduce the consumption of resources e.g. planting shade trees near buildings, adding mulch to garden beds, or installing drip irrigation.
• Working with the local school community and relevant outside organisations to develop ideas for saving water in the school.
• Putting water conservation signs in the toilets, urinals, hand basins, sinks, showers and any other water outlets in and around school buildings.
• Developing an education program that will be useful in your school community to reduce water use.

Consider the following activities to conserve energy:

• Conducting an energy audit at the school.
• Identifying areas of energy savings at the school.
• Taking steps to ensure that fans, lights and electrical appliances are turned off when not in use.
• Replacing or supplementing the school's energy supply with renewable energy sources such as GreenPower, solar hot water, photovoltaics, ground source heat pumps etc.
• Developing school policies about air conditioning and heating, using occupancy detectors or clockwork time delays and use of natural lighting. Introduce reduction strategies, such as turning appliances off overnight, weekends and holidays, installation of skylights, installation of energy efficient globes, installation of 4-5A star rated appliances etc.
• Using natural lighting whenever and wherever possible.
• Developing ways to reduce electricity used and encourage people to contribute ideas on energy conservation.
• Searching out information and resources that will be useful in your school community to save energy.
• Developing an education program that will be useful in your school community to reduce energy.

Consider the following action projects to minimise plastic bags:

• Saying NO to plastic bags when you go shopping.
• Taking reusable bags and use them at every shop, not just at the supermarket.
• Encouraging the community to switch to an environmentally friendly alternative to plastic.
• Designing interactive displays, promotional give-aways and a bag swap.
• Becoming an entirely plastic bag free school.
• Undertaking beach clean ups and recycling the plastic appropriately.
• Being responsible with plastic litter disposal.
• Never throwing plastic into the ocean, rivers or waterways where it can harm marine life.
• Using biodegradable fishing equipment and bait bags.
• Taking your waste items home from outings with you.
• Working with others in your community to educate the community on marine debris and how they can help avoid it.

Set goals for a project addressing an emission that affects the school or its community and develop an action plan. Some of the things needed might include:

• Forming a management team to undertake activities.
• Defining roles and responsibilities.
• Designing and establishing a feedback loop for project progress and effectiveness of the team.
• Establishing the project budget.
• Establishing the project timeline, taking into account factors likely to affect progress, allocating time for regular reviews of progress.
• Setting up a project diary, planning for celebrations at each milestone.
• Promoting the project and consulting widely.
• Establishing sources of support and a support network.
• Setting up photo monitoring — by taking a photo at the same point each time — you can see the changes over time.
• Monitoring and evaluating the action plan over time.

REFLECTION: sample activities

Ask students to complete a self-assessment and reflection activity using the following questions:

• What is the most important thing I have learned about toxic substances that are emitted to air, land and water and the actions that can reduce impacts on the environment?
• What is one thing I have learned about myself, and how I might help to improve the way I can reduce my impact on the environment for the benefit of current and future generations?
• What have I learnt about how to reduce emissions of toxic substances that can affect air, land and water?
• What would I still like to find out about living more sustainably?
• What piece of work am I most satisfied with?

References

Dalton, J. Adventures in Thinking, 1985.

Hicks, D. Education For The Future - a practical classroom guide, WWF, 1994.

Hicks, D. & Steiner, M. Making Global Connections; A World Studies Workbook, Longman/Harlow, 1989.

Kinsman, F. Millennium: Towards tomorrow's society, Penguin Books, 1991.

Pike, G. & Selby, D. Global teacher, global learner, Hodder and Stoughton, 1998.

The Gap, Issue 5,Global Education Centre, Australia, 1994.

Resources/student activity sheets

Resource 1 - 'Looking forward - preferable and probable futures' student activity sheet

• Looking forward - preferable and probable futures (PDF - 199.98 KB)
• Looking forward - preferable and probable futures (RTF - 496.48 KB)