Fresh air action plan: Create a classroom environmental management plan
Before the lesson, you'll need to ...
Resources required for lesson
Worksheet: Classroom environmental management plan: Planning sheet
Worksheet: Classroom environmental management plan jigsaw
Classroom environmental management plan: Example
Self-assessment rubric for classroom environmental management plan
Teacher rubric for classroom environmental management plan
Syllabus content
New NSW Syllabus:
Science and Technology
- ST3-2DP-T: Plans and uses materials, tools, and equipment to develop solutions for a need or opportunity.
- ST3-3DP-T: Defines problems, and designs, modifies and follows algorithms to develop solutions.
- ST3-2DP-T: Plans and uses materials, tools, and equipment to develop solutions for a need or opportunity.
- ST3-3DP-T: Defines problems, and designs, modifies and follows algorithms to develop solutions.
Geography
- GE3-3: Compares and contrasts influences on the management of places and environments.
- GE3-3: Compares and contrasts influences on the management of places and environments.
Mathematics
- MAO-WM-01: Working mathematically: develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical techniques to solve problems, and communicating their thinking and reasoning coherently and clearly
- MA3-DATA-01: Constructs graphs using many-to-one scales
- MA3-DATA-02: Interprets data displays, including timelines and line graphs
- MAO-WM-01: Working mathematically: develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical techniques to solve problems, and communicating their thinking and reasoning coherently and clearly
- MA3-DATA-01: Constructs graphs using many-to-one scales
- MA3-DATA-02: Interprets data displays, including timelines and line graphs
PDHPE
- PD3-2: Investigates information, community resources and strategies to demonstrate resilience and seek help for themselves and others
- PD3-7: Proposes and implements actions and protective strategies that promote health, safety, wellbeing and physically active spaces
- PD3-2: Investigates information, community resources and strategies to demonstrate resilience and seek help for themselves and others
- PD3-7: Proposes and implements actions and protective strategies that promote health, safety, wellbeing and physically active spaces
Current NSW Syllabus:
Science and Technology
- ST3-SCI-01: Uses evidence to explain how scientific knowledge can be used to develop sustainable practices
- ST3-DAT-01: Interprets data to support explanations and arguments
- ST3-DDT-01: Uses design processes to create, evaluate and modify designed solutions
- ST3-SCI-01: Uses evidence to explain how scientific knowledge can be used to develop sustainable practices
- ST3-DAT-01: Interprets data to support explanations and arguments
- ST3-DDT-01: Uses design processes to create, evaluate and modify designed solutions
HSIE
- HS3-GEO-01: Examines global citizenship and how people organise, protect and sustainably use the environment, using geographical information
- HS3-GEO-01: Examines global citizenship and how people organise, protect and sustainably use the environment, using geographical information
Mathematics
- MAO-WM-01: Working mathematically: develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical techniques to solve problems, and communicating their thinking and reasoning coherently and clearly
- MA3-DATA-01: Constructs graphs using many-to-one scales
- MA3-DATA-02: Interprets data displays, including timelines and line graphs
- MAO-WM-01: Working mathematically: develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical techniques to solve problems, and communicating their thinking and reasoning coherently and clearly
- MA3-DATA-01: Constructs graphs using many-to-one scales
- MA3-DATA-02: Interprets data displays, including timelines and line graphs
PDHPE
- PH3-IHW-01: Examines and explains factors that influence identity, health and wellbeing of individuals and groups
- PH3-SMI-01: Evaluates and applies self-management and interpersonal skills in a range of contexts
- PH3-CWT-01: Creates written texts to communicate understanding of health, safety and wellbeing
- PH3-IHW-01: Examines and explains factors that influence identity, health and wellbeing of individuals and groups
- PH3-SMI-01: Evaluates and applies self-management and interpersonal skills in a range of contexts
- PH3-CWT-01: Creates written texts to communicate understanding of health, safety and wellbeing
Assessment
Teacher background information
Environmental management plans for stage 3
Environmental management plans are structured strategies designed to address environmental issues by organising, protecting and sustainably using resources. For stage 3 students, these plans can focus on practical and relatable topics, such as improving classroom air quality, managing waste or conserving energy.
Key components of these plans include: assessing the problem; collecting data, such as CO2 or PM2.5 levels; creating an action plan with assigned roles; and regularly monitoring progress.
These activities help students build skills in teamwork, problem-solving, and environmental stewardship while connecting their learning to real-world sustainability practices. By simplifying concepts and focusing on achievable actions, students can see the impact of their efforts and gain confidence in managing their surroundings.
Sources / more information
UNESCO. (n.d.). Education for sustainable development.
New South Wales Department of Education. (n.d.). Sustainability action process.
Environmental management plans are structured strategies designed to address environmental issues by organising, protecting and sustainably using resources. For stage 3 students, these plans can focus on practical and relatable topics, such as improving classroom air quality, managing waste or conserving energy.
Key components of these plans include: assessing the problem; collecting data, such as CO2 or PM2.5 levels; creating an action plan with assigned roles; and regularly monitoring progress.
These activities help students build skills in teamwork, problem-solving, and environmental stewardship while connecting their learning to real-world sustainability practices. By simplifying concepts and focusing on achievable actions, students can see the impact of their efforts and gain confidence in managing their surroundings.
Sources / more information
UNESCO. (n.d.). Education for sustainable development.
New South Wales Department of Education. (n.d.). Sustainability action process.
Lesson content
Slide presentation part 1: Introduction
Worksheet: Classroom environmental management plan: Planning sheet
Use this planning sheet to work out your classroom environmental management plan with your group members.
Use this planning sheet to work out your classroom environmental management plan with your group members.
Worksheet: Classroom environmental management plan jigsaw
Use this worksheet when you participate in the jigsaw group activity to brainstorm initial ideas for your classroom environmental management plan.
Use this worksheet when you participate in the jigsaw group activity to brainstorm initial ideas for your classroom environmental management plan.
Classroom environmental management plan: Example
Self-assessment rubric for classroom environmental management plan
Students can fill out this self-assessment rubric for their own classroom environmental management plans.
Students can fill out this self-assessment rubric for their own classroom environmental management plans.
Teacher rubric for classroom environmental management plan
Teachers can use this rubric to assess students' classroom environmental management plans.
Teachers can use this rubric to assess students' classroom environmental management plans.
EXTENSION OPPORTUNITIES
Data-driven analysis
Ask students to use digital tools such as Excel or Google Sheets to create detailed graphs of classroom air quality trends over a week. They can then compare pre- and post-management plan implementation. Ask students to make predictions about air quality based on weather conditions or classroom activity levels.
Ask students to use digital tools such as Excel or Google Sheets to create detailed graphs of classroom air quality trends over a week. They can then compare pre- and post-management plan implementation. Ask students to make predictions about air quality based on weather conditions or classroom activity levels.
Community application
Have students expand the management plan to another part of the school, such as the library, staff room or sports hall. Investigate how different spaces have unique air quality challenges and propose solutions. Students could present the expanded plan to the principal or school environment committee.
Have students expand the management plan to another part of the school, such as the library, staff room or sports hall. Investigate how different spaces have unique air quality challenges and propose solutions. Students could present the expanded plan to the principal or school environment committee.
Designing air quality awareness campaigns
Ask students to create posters, videos or infographics to educate others about the importance of air quality and simple steps to improve it, such as using HEPA filters or avoiding unnecessary idling of vehicles. Students interested in reducing idling of cars may want to check out the Idle Off Project.
Ask students to create posters, videos or infographics to educate others about the importance of air quality and simple steps to improve it, such as using HEPA filters or avoiding unnecessary idling of vehicles. Students interested in reducing idling of cars may want to check out the Idle Off Project.
Connecting to global issues
Encourage students to research air quality issues in other parts of the world, such as cities with high pollution levels. They could then compare them to their own classroom environment. Discuss how the management plan could be adapted to tackle the problem in the other cities they researched.
Encourage students to research air quality issues in other parts of the world, such as cities with high pollution levels. They could then compare them to their own classroom environment. Discuss how the management plan could be adapted to tackle the problem in the other cities they researched.
Cross-curricular geography connections
Integrate geography by having students map local sources of pollution, like traffic-heavy areas or nearby factories, and link them to classroom air quality. Students could develop a 'pollution map' of the area and suggest ways the school could mitigate these influences.
Integrate geography by having students map local sources of pollution, like traffic-heavy areas or nearby factories, and link them to classroom air quality. Students could develop a 'pollution map' of the area and suggest ways the school could mitigate these influences.
Vocabulary
Learning journal prompts
What did I learn?
What differences did you observe between your group’s plan and the plans of other groups?
What did you learn about the importance of monitoring air quality in your classroom?
Why is it important to use data when deciding when to open windows or run the HEPA filter?
How do roles and responsibilities help a plan run smoothly?
What differences did you observe between your group’s plan and the plans of other groups?
What did you learn about the importance of monitoring air quality in your classroom?
Why is it important to use data when deciding when to open windows or run the HEPA filter?
How do roles and responsibilities help a plan run smoothly?
Connecting and acting
How do you think your plan could improve the air quality in your classroom?
Can you think of other places where a similar plan might work, such as at home, or in other rooms in the school?
Why do you think managing air quality is important for health and learning?
How would you change your plan to make it even better?
How do you think your plan could improve the air quality in your classroom?
Can you think of other places where a similar plan might work, such as at home, or in other rooms in the school?
Why do you think managing air quality is important for health and learning?
How would you change your plan to make it even better?
Personal reflections
How did you feel about working in a group to create this plan? Was it easy or challenging? Why?
What part of the lesson did you enjoy the most, and why?
Is there anything you’re still unsure about or curious to learn more about?
How did you feel about working in a group to create this plan? Was it easy or challenging? Why?
What part of the lesson did you enjoy the most, and why?
Is there anything you’re still unsure about or curious to learn more about?
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