Activity Introduction

GST7-heroQuick summary: This lesson provides follow-up activities to guide students in making meaningful evaluations of their garage sale event. Further, it encourages them to consider and weigh up the benefits that the initiative offers to individuals, communities and the environment. Students will be inspired to apply their personal and collective experience to evaluate the results of their Garage Sale Trail event. By examining the graphic organisers and model charts presented here, students will be able to create an informative visual text to communicate their own results. They will also discuss the flow-on effects of reselling certain categories of items in terms of actual economic benefits and environmental costs saved.

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Following this lesson plan is an ideal way for your school to take part in the Garage Sale Trail. You’ll be joining thousands of amazing teachers in making a difference and creating positive environmental change. Don’t forget to register! 

 

 

This lesson is the final in a series of four that are designed to:

  1. inform students about the environmental problems of wastage and over-consumption
  2. inspire and equip students to host their own garage sale
  3. communicate the results of their efforts to various audiences and evaluate the impact of the initiative nationally

  

Learning goals:

  • Students identify the personal, social, economic and environmental impacts of reselling resources.
  • Students evaluate the success of a community event that they planned and implemented.
  • Students engage with written and graphically represented data.
  • Students present statistical data using graphic organisers.

 Duration of activity: one 50-60 minute lesson

Resources required: 2012 Garage Sale Trail’s Schools How To Guide, PDF: 2012 Garage Sale Trail. 

Extension activity: Teachers should use their discretion to extend capable students by allocating to them more complex tasks. Please read the Teacher Worksheet for further activities and details.  

Provisions for learning support: Team students needing extra support with a friend to smooth the process of working through the activities. Assign additional time for the completion of written tasks or accept oral responses in the place of written answers for selected activities.

Key words: Garage Sale Trail, consumption, waste, recycling, economics, community engagement, life cycle analysis.

Australian Curriculum Content Descriptions

Year 5 Mathematics

  • Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)
  • Describe and interpret different data sets in context (ACMSP120) 

Year 6 Mathematics

  • Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147)

 Year 5 Economics and Business Skills

  • Sort data and information into categories (ACHES005)

 Year 6 Economics and Business Skills

  • Sort data and information into categories (ACHES013)  

Syllabus Outcomes: MA3-18SP, MA3‑1WM, MA3‑3WM. 

Australian Curriculum General Capabilities: Critical and creative thinking, Personal and social capability, Ethical understanding

 

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum. 

 

Worksheets

Teacher Worksheet

GST8-heroTeacher preparation

Overarching learning goals: This lesson provides students with opportunities to engage with real world data yielded by the Garage Sale they hosted. Students will analyse graphic organisers that present data collected from last year’s Garage Sale Trail event. They will use these models to create their own graphs, charts and tables. They will also discuss the results of their Garage Sales in terms of sales figures per category of item.

Work through this resource material in the sequence suggested here.

NOTE: To complete these tasks, you will need to have compiled the following data sets from the Garage Sale events in which your students were involved:

  • stock lists from each Garage Sale hosted by students from the class
  • stock categories for each stock list
  • rough profit figures for each sale

 

Teaching sequence

 

1. Display the  2012  Garage Sale Trail’s Schools How To Guide onscreen if possible, or distribute 2012 Garage Sale Trail. 

2012 How To Guide - cropped poster

 

2. Ask students

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Student Worksheet

2012 How To Guide - cropped poster

1. Examine the 2012 Garage Sale Trail’s Schools How To Guide.

List at least five techniques that have been
used in the poster to convey information in a
manner which is both clear and compelling.

2. Answer the following questions about the 2012 Garage Sale Trail How to Guide.

 

1. Examine the 2012 Garage Sale Trail’s Schools How To Guide at the end of this worksheet.

 

2. Answer the following questions about the 2012 Garage Sale Trail’s Schools How To Guide:

 

(a) What type of infographic is shown as a red and blue circle?

 

(b) What information is presented in the form of a picture graph?

 

(c) How can we best describe the figure $2,094 presented in the Guide?

 

(d) What is the value in waste volume of each wheelie bin icon?

 

(e) What mathematical equation can be devised to represent the wheelie bin graphic?

 

(f) What percentage of profits in 2012 were not given to charity?

 

(g) What evidence is presented to support the idea that “Ga

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