Activity Introduction

Quick summary: In this activity students map the distribution and composition of litter in the school courtyards and grounds. Students work in groups to count the number of litter items across the school. Groups then come together to compile their information to create a complete picture of litter at your school.

This lesson can be used when working on the Waste Module of ResourceSmart AuSSI Vic Certification. By completing this lesson you will have completed the following actions:

Waste Checklist Compulsory Actions:

  • A1.1 – Have you undertaken litter assessments at your school?
  • A1.3 – Has this data been entered as your baseline, and any anomalies explained?

Checklist data goals:

  • No official data goal.

Australian Curriculum Links:

Cross curriculum priorities

Sustainability – OI.3 – Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. OI.5 – World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability.  O1.7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. O1.9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. 

General capabilities

Numeracy, Critical and creative thinking

Explicit content description

Geography Year 5

  • Locate and collect relevant information and data from primary and secondary sources (ACHASSI123)
  • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)
  • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
 

Mathematics Year 5

  • Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)
  • Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)
  Science Year 5
  • Scientific knowledge is used to inform personal and community decisions (ACSHE217)
  • Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090)
  • Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)
 

Geography Year 6

  • Locate and collect relevant information and data from primary and secondary sources (ACHASSI123)
  • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI133)
  • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)
 

Mathematics Year 6

  • Solve problems involving the comparison of lengths and areas using appropriate units(ACMMG137)
  • Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147) 
 

Science Year 6

  • With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103)
  • Compare data with predictions and use as evidence in developing explanations (ACSIS221)
  • Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110)

Syllabus Outcomes: GE3-4, ST3-6PW, ST3-4WS, MA3-10MG, MA3-18SP, MA3-9MG, MA3‑1WM, MA3‑2WM, MA3‑3WM. 

Connecting lessons: Waste audit – must be completed as a compulsory action.

Resources required: Map or plan of the school grounds, student worksheet, clip board (if using printed copies of worksheet).

Digital technology opportunities: Digital sharing capabilities.

Keywords: Litter, school, waste, rubbish, organic waste, recyclable waste.

Need some more support? Click on these leading organisations

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Worksheets

Teacher Worksheet

Teacher preparation:

Overarching learning goals:

  • Students understand that litter can be found to varying degrees in every school.
  • Students recognise that litter has many negative impacts for people and animals in the environment, and can have impacts far away from the school site.
  • Students recognise that reducing litter can have many benefits for the school community and the environment in general.

Teacher content information:

Cool Australia Presents Waste https://vimeo.com/77933477#

Hot tips: Prior to the activity obtain a plan of the school that includes the buildings, courtyards, gardens and sports grounds. If you don't have a copy of the plan, print a map of the school from Google Maps.

Student and Classroom organisation:

Step 1. Introduce the activity with a discussion about what the students think about the amount of litter in their school and how it gets there. Where do students think the main litter hot spots are and why?

Explain that in this activity, they w

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Student Worksheet

Thought starter: What is the most common type of litter in Australia?

Litter key - Use this key to identify what types of litter were found in your section. If you're working from a printed copy of the worksheet you can also add the actual symbol you will use to the relevant column.

Type of litter Colour Shape Actual symbol
Newspaper Red Dot
Magazine Red Square
Book Red Triangle
Sheets of paper Red Tick
Small pieces of paper Red Star
Paper bag Red Cross
Cardboard box Red Dollar
Paper sandwich wrap Blue Dot
Plastic drink bottle Blue Square
Plastic drink bottle lid Blue Triangle
Paper tissue Blue Tick
Plastic straw Blue Star
Plastic lolly wrapper Blue Cross
Plastic chip packet Green Dollar
Plastic wrap Green Dot
Small plastic item Green Square
Whole or partly eaten raw fruit or skin Green Triangle
Whole or partly eaten
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