Quick summary: This lesson is one of six lessons for Years 3-8, designed to support you and your students to produce quality films for the MobileMuster Film Competition, with the aim of encouraging the community to recycle more of their old and unused mobile phones. The Mobile Muster Film Contest is closed for the year and will reopen again in the months leading into 2020 National Recycling Week. In the meantime, check out this lesson and add it to your planning for 2020. For information about the Film Competition, visit the MobileMuster website. For information about the Film Competition, visit the MobileMuster website.
This lesson contains brainstorming and planning processes to support students in developing ideas for the MobileMuster Film Competition. Students will be guided through creative processes and work with a group to refine and build out their ideas. They will storyboard their films, share their drafts with peers and integrate their feedback. Students will then go about bringing their films to life for the competition, with the option of sharing their films with a wider audience.
- Students will practice brainstorming ideas around a specific topic.
- Students will use systems to identify quality ideas.
- Students will plan for success using established criteria.
- Students will consider consumer perspectives when developing work for an audience.
21st century skills:
Australian Curriculum Mapping
Year 3 HASS
- Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)
Year 4 HASS
- Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)
Year 5 HASS
- Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)
- Work in groups to generate responses to issues and challenges (ACHASSI102)
- Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
Year 6 HASS
- The effect that consumer and financial decisions can have on the individual, the broader community and the environment (ACHASSK150)
- 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)
Syllabus outcomes: GE3-4
General capabilities: Numeracy, Critical and Creative Thinking, Personal and Social Capability
Cross-curriculum priority: Sustainability
Relevant parts of Year 3 achievement standards: Students reflect on their learning to suggest individual action in response to an issue or challenge. Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.
Relevant parts of Year 4 achievement standards: Students identify the interconnections between components of the environment and between people and the environment. 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 achievement standards: Students recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.
Relevant parts of Year 6 achievement standards: Students explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services. They explain different views on how to respond to an issue or challenge.
Topics: Sustainability. Creative Thinking. Consumption. Waste.
Unit of work: MobileMuster Film Competition.
Time required: 180+ mins.
Level of teacher scaffolding: High – teachers will facilitate discussions and group work on a film project.
Resources required: Student Worksheets – one copy per student. A device capable of presenting a video to the class. Assessment Matrix. Storyboard Sheet. Film Making Tips. Reasons For Not Recycling Mobile Phones (optional). The Elephant And The Rider Factsheet. Script Writing Tips (optional).
Keywords: sustainability, recycling, phone, technology, resistance, behaviour, behaviour change, emotion, consumers, film, competition, design, brainstorm, creativity, storyboard.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.