Activity Introduction

Quick summary: This lesson forms part of a Design Thinking Unit in which students identify waste issues in the world, build an understanding of how waste has an impact in their own community, work to find and prototype a solution, then take action in their community that addresses the issue of waste. In this lesson, students will gather information about habits and attitudes in order to build empathy with their school community. They will complete surveys, interviews, observations and audits planned in a previous lesson and then discuss, analyse and share their findings. Students will begin to develop ideas for action based on the information they have gathered in the next lesson.

 

 

This activity has been developed in partnership with Visy. For over 60 years Visy has been striving for sustainability, reducing the amount of waste going to landfill by collecting recyclable materials and recycling them into new paper and packaging products. Click here to find out more about Visy and their innovative work in recovering and transforming recyclable materials into new products to preserve our earth’s precious resources.

 

Learning intentions:

  • Students will understand what an end user is.
  • Students will be able to empathise with end users.

21st century skills:

Australian Curriculum Mapping

Content descriptions: 

Year 5 English

  • Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502).
  • Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699).

Year 6 English

  • Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709).

Year 5 Humanities and Social Sciences

  • Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094).
  • Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095).
  • Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096).
  • How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118).
  • Evaluate evidence to draw conclusions (ACHASSI101).
  • Work in groups to generate responses to issues and challenges (ACHASSI102).

Year 6 Humanities and Social Sciences

  • Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122).
  • Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123).
  • Evaluate evidence to draw conclusions (ACHASSI129).
  • Work in groups to generate responses to issues and challenges (ACHASSI130).
  • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132).
  • The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHASSK148).

Year 5 Mathematics

  • 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).
  • 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 and 6 Design and Technologies

  • Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024).
  • Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025).

General capabilities: Literacy, Numeracy, Personal and Social Capability, Critical and Creative Thinking, Personal and Social Capability, Information Communication and Technology Capability, Ethical Understanding.

Cross-curriculum priority: Sustainability OI.1, OI.2, OI.3, OI.4, OI.5, OI.6, OI.7, OI.8, OI.9.

Relevant parts of Year 5 English achievement standards: Students listen and ask questions to clarify content.

Relevant parts of Year 6 English achievement standards: Students listen to discussions, clarifying content and challenging others’ ideas.

Relevant parts of Year 5 HASS Achievement Standards: Students describe the significance of people and events/developments in bringing about change. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Relevant parts of Year 6 HASS Achievement Standards: Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources. They collaboratively generate alternative responses to an issue, use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms.

Relevant parts of Year 5 Mathematics Achievement Standards: Students interpret different data sets. Students pose questions to gather data, and construct data displays appropriate for the data.

Relevant parts of Year 6 Mathematics Achievement Standards: Students interpret and compare a variety of data displays including those displays for two categorical variables. They interpret secondary data displayed in the media.

Relevant Parts of Year 5 and 6 Design and Technologies Achievement Standards: Students describe a range of needs, opportunities or problems and define them in terms of functional requirements. They collect and validate data from a range of sources to assist in making judgements.

Topic: Sustainability, Waste.

Unit of work: Bright Sparks – Using Design Thinking to Solve Problems – Year 5 & 6.

Time required: 120 mins.

Level of teacher scaffolding: Medium – tasks within the Design Thinking unit are designed to encourage students to work independently and in groups to develop their own ideas and actions. The teacher will need to observe and monitor groups, conferencing when appropriate and providing support to interpret and present data and plan and implement actions.

Resources required:

Keywords: sustainability, waste, recycling, data, collection, chart, graph.

The information and statistics included in this document are approximate and have been simplified for educational/illustrative purposes. They should not be relied upon for any other purpose.

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

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions:

  • Students will understand what an end user is.
  • Students will be able to empathise with end users.

Success criteria:

  • Students can survey, interview and/or observe community members’ perspectives on and habits relating to recycling.
  • Students can conduct surveys and interviews to find out about the issue of waste.
  • Students can consider the reasons for differing points of view.
  • Students can record and display data, making use of charts, tables and graphs.

Teacher content information:

Almost everything we do in our daily lives creates waste. We can describe waste as something we no longer want or need. The food and drinks we consume, the clothes and cosmetics we wear, the transport we take, the stuff we buy, the energy we use in our homes and workplaces – all these things have waste as a part of their production.

Many of the things we use come to us wrapped in some kind of packaging. Think of the toast and jam you ate for

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