Quick summary: In this lesson, students will learn about the paper recycling loop and the impact that choosing recycled products can have. Students will complete a creative writing task based on factual stimulus material. They are asked to write a short story inspired by information in the Planet Ark “Australian Paper Closing the Local Recycle Loop” video. This lesson can be used as valuable practise for NAPLAN*.
Activity developed in partnership with Planet Ark.
This lesson has been developed as part of Planet Ark’s National Recycling Week and also supports the Make it Australian Recycled program, which aims to raise awareness around the benefits of using recycled products, including paper. Register your lesson or other activities so they can be counted towards the national achievement and to receive other free support materials.
- Students understand why and how to close the paper recycling loop.
- Students practise a style of narrative writing featured in the National Assessment Program’s writing test administered in years 3, 5, 7 & 9.
- Students will better understand the structure of the narrative text type.
- Students will be able to plan, draft and write a narrative text in response to a set prompt.
General capabilities: Literacy, Critical and Creative Thinking, Intercultural Understanding, Ethical Understanding.
Cross-curriculum priority: Sustainability OI.6.
Australian Curriculum Mapping
Year 3 English
- Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)
- Understand that paragraphs are a key organisational feature of written texts (ACELA1479)
- Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
- Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)
- Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)
- Write using joined letters that are clearly formed and consistent in size (ACELY1684)
Year 4 English
- Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
- Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)
- Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
- Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
- Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)
Year 3 Achievement Standards: Students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They understand how language can be used to express feelings and opinions on topics. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.
Year 4 Achievement Standards: Students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. Students create structured texts to explain ideas for different audiences. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.
Topic: National Recycling Week.
Time required: 90 mins.
Level of teacher scaffolding: Medium – oversee activities, facilitate discussion.
Resources required: Internet access, Student Worksheet (one copy per student OR computers/tablets to access the online worksheet), pen and paper for story writing, projector and speakers, optional – Short and long term effects – bubble chart.
Digital technology opportunities: Digital sharing capabilities.
Homework and extension opportunities: Includes opportunities for homework and extension.
Keywords: recycling, paper, manufacturing, recycling loop, Planet Ark.
*This lesson plan is not an officially endorsed publication of NAPLAN’s creators and administrators – the ACARA body – but is designed to provide practise for the Australian Curriculum’s compulsory NAPLAN testing scheme.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.