Activity Introduction
Quick summary: Students investigate the impact of litter on marine habitats, and work collaboratively to create a map or animation that describes the journey a piece of plastic litter might take from their schoolyard to the sea.
Following this activity is an ideal way for your school to take part in Schools Clean Up Day or a Clean Up on any day of the year. You’ll be joining thousands of amazing teachers and educators in making a difference and creating positive environmental change.
Learning intentions:
- Students recognise some of the impacts waste can have on our environment
- Students understand that waste generated on land can impact areas a long way away, including the sea
- Students recognise some strategies for preventing litter from being created.
21st century skills:
Australian Curriculum Mapping
Content descriptions:
Year 4 HASS (Geography):
- The use and management of natural resources and waste, and the different views on how to do this sustainably (ACHASSK090).
- Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081).
- Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082).
Year 5 HASS (Geography):
- The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113).
- Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104).
- 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).
Year 6 HASS (Economics and Business):
- The effect that consumer and financial decisions can have on the individual, the broader community and the environment (ACHASSK150).
- Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132).
- 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).
Syllabus outcomes: GE2-2, GE2-3, GE2-4, GE3-2, GE3-3, GE3-4.
General capabilities: Critical and Creative Thinking.
Cross-curriculum priority: Sustainability OI.7, OI.9.
Relevant parts of Year 4 HASS achievement standards: Students identify the interconnections between components of the environment and between people and the environment. They locate and collect information and data from different sources. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.
Relevant parts of Year 5 HASS achievement standards: Students identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. 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 explain why it is important to be informed when making consumer and financial decisions. 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.
Topic: Clean Up, Waste, Recycling.
This lesson is part of the wider unit of work Clean Up Australia – Primary Curriculum.
Time required: 60+ mins.
Level of teacher scaffolding: Medium – oversee discussion, oversee student map-making tasks.
Resources required:
- BOLTSS Mapping Conventions
- Device capable of presenting a YouTube clip to the class
- Devices with access to Google Maps
- Mapmaking materials: students could create a physical map, an online map, or an animation
- Plastic Pollution Factsheet (optional)
- Waste Breakdown Rates Factsheet (optional)
- Student Worksheet – one copy per student.
Keywords: Clean Up, litter, plastic waste, oceans, map, environmental impacts.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.
Teacher preparation
