Activity Introduction

Chidren Pickup Up Rubbish With Protective ClothingQuick summary: Students develop a social action project to address a problem they have noticed in their neighbourhood. Students begin by looking the problems they have noticed in their neighbourhood, then they select one problem and brainstorm ideas around taking action to address this problem. They then select one action and develop and implement a social action project around this action. 

This can be completed as a stand alone lesson; however, if you have completed any of the previous Roots and Shoots lessons, students will have the opportunity to synthesise what they have already learned when planning their social action.

Jane Goodall's Roots and ShootsThis lesson has been developed in partnership with Jane Goodall’s Roots & Shoots program. Roots & Shoots is a global youth-led program of young people taking action to improve our world. By participating in this lesson, you and your students will be joining thousands of young people and teachers working to make positive change in our world.

Learning intentions:

  • Students understand the processes required for planning and implementing a social action project.

21st century skills: 

Australian Curriculum Mapping

Content descriptions: 

Year 3 HASS

  • Interact with others with respect to share points of view (ACHASSI059)
  • Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)

Year 4 HASS

  • Interact with others with respect to share points of view (ACHASSI080)
  • Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)

Year 5 HASS

  • Work in groups to generate responses to issues and challenges (ACHASSI102)
  • Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)
  • 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

  • Work in groups to generate responses to issues and challenges (ACHASSI130)
  • Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)
  • 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: GE2-4, GE3-4.

General capabilities: Critical and Creative Thinking, Personal and Social Capability.

Relevant parts of Year 3 HASS achievement standards: Students reflect on their learning to suggest individual action in response to an issue or challenge.

Relevant parts of Year 4 HASS achievement standards: Students reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action.

Relevant parts of Year 5 HASS achievement standards: Students 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.

Relevant parts of Year 6 HASS achievement standards: Students 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.

Topic: Social Issues

Unit of work: Roots & Shoots – Upper Primary.

Time required: 160+ mins.

Level of teacher scaffolding: Medium – lead students through designing and delivering social action project.

Resources required: Student Worksheets – one copy per student. Device capable of presenting a website to the class. Project Checklist. Project Planning Guide. Examples Of Action Factsheet (optional). SMART Criteria (optional). Other materials will depend on individual project needs. Device capable of taking photos, such as a tablet or camera. Butcher’s paper and marker pens. Online stopwatch.  

Keywords: Social action, project design, project delivery, neighbourhood, community, Jane Goodall, Roots & Shoots.

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 understand the processes required for planning and implementing a social action project.

Success criteria: Students can …

  • … realise they have the ability to create change in their community.
  • … plan and assess a project.
  • … work collaboratively.

Teacher content information: At the age of 26 Jane Goodall travelled to Gombe Stream National Park (in what is now Tanzania) to study the mysterious world of wild chimpanzees. Through her patience and persistence, she won the trust of the chimpanzees and was able to learn more about our closest living relatives than anyone else ever had. Both the public and the scientific community were fascinated by her findings, which forever changed the way we look at evolution and ourselves. Chimpanzees make and use tools and feel the same feelings we do, including love, jealousy and grief.
Today, Dr Jane works to inspire action by individuals and groups who work on environmental issues t

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Student Worksheet

Thought starter: “What you do makes a difference, and you have to decide what kind of difference you want to make” - Jane Goodall

Reflection

Was our project a success? Why or why not?

 

What parts of the project were the most successful and why?

 

What parts of the project were the least successful and why?

 

How would we improve these parts?

 

How would we improve the project overall?

 

What challenges did we face and how did we overcome them?

 

What are we going to do next? What will our next social action project be?

 

 

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