Activity Introduction

Quick summary: Students reflect on the ways in which plastic waste harms our oceans and consider the actions they can take to reduce the impact of plastic waste on our oceans. They watch a clip about the power of small actions in relation to plastic waste and undertake research about what these actions may be. They then select their own actions for reducing plastic waste before thinking about their sphere of influence and how they can share messages and actions about plastic waste with the people in their lives. Finally, students produce communication materials to share with these people.

Take 3 For The Sea logoTake 3 is an Australian charity removing rubbish from the environment through education programs, international campaigns and clean-ups. Take 3’s call to action is simple: Take 3 pieces of rubbish with you when you leave the beach, waterway or… anywhere and you have made a difference.

 

 

 

Learning intentions:

  • Students understand that we can all take action to stop plastic waste from harming our oceans
  • Students recognise their sphere of influence and how it can be harnessed in the fight against plastic waste.

21st century skills: 

CommunicatingCreative ThinkingCritical ThinkingProblem SolvingSocial Skills

Australian Curriculum Mapping

Content descriptions: 

Year 7 Geography

  • Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS053)
  • Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054)

Year 8 Geography

  • Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS061)
  • Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062)

Year 9 Geography

  • Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070)
  • Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)

Year 10 Geography

  • Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS079)
  • Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)

Syllabus outcomes: GE4-8, GE5-8

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

Cross-curriculum priority: Sustainability OI.6, OI.8, Aboriginal and Torres Strait Islander Histories and Cultures (OI.2).

Relevant parts of Year 7 Geography achievement standards: Students present findings and arguments using relevant geographical terminology and digital technologies in a range of communication forms. They propose action in response to a geographical challenge, taking account of environmental factors, and describe the expected effects of their proposal.

Relevant parts of Year 8 Geography achievement standards: Students present findings, arguments and ideas using relevant geographical terminology and digital technologies in a range of appropriate communication forms. They propose action in response to a geographical challenge, taking account of environmental factors, and predict the outcomes of their proposal.

Relevant parts of Year 9 Geography achievement standards: Students present findings, arguments and explanations using relevant geographical terminology and digital representations in a range of appropriate communication forms. They propose action in response to a geographical challenge, taking account of environmental factors, and predict the outcomes and consequences of their proposal.

Relevant parts of Year 10 Geography achievement standards: Students present findings, arguments and explanations using relevant geographical terminology and graphic representations and digital technologies in a range of selected and appropriate communication forms. They evaluate their findings and propose action in response to a contemporary geographical challenge, taking account of environmental considerations.

Topic: Ocean Conservation, Waste, Sustainability.

This lesson is part of the wider unit of work Take 3 For The Sea – Project-based Learning – Years 7 to 10.

Time required: 120 mins.

Level of teacher scaffolding: Medium – oversee discussions and activities.

Resources required:

Keywords: Take 3 For The Sea, oceans, plastic, personal actions, influence, problem-solving, sphere of influence.

These lessons have been created in partnership with Take 3 and are made possible thanks to their funding partner SC Johnson. 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 that we can all take action to stop plastic waste from harming our oceans
  • ... recognise their sphere of influence and how it can be harnessed in the fight against plastic waste.

Success criteria: Students can…

  • … think critically about their own behaviours and actions
  • … propose actions in response to the challenge of plastic waste
  • … work independently
  • … participate in class discussions
  • … produce a communication piece.

Teacher content information:

About the Movement
Take 3 is an Australian charity removing rubbish from the environment through education programs, international campaigns and clean-ups. Take 3's call to action is simple: Take 3 pieces of rubbish with you when you leave the beach, waterway or... anywhere and you have made a difference. Their message has sparked a global movement that encourages everyone to get involved and help protect our oceans from plastic pollution. They'v

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Student Worksheet

Thought starter: "Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has." - Margaret Mead

Understanding Actions Against Plastic Pollution

You will now watch two clips and reflect on these clips using the questions below.

Clip 1. Local Change

What did you find most interesting or important about this clip?

What does this clip make you think about?

What does this clip make you feel?

What points about local and community actions stood out for you and why?

What did you learn about responsibility for Country?

Clip 2. Personal Action

What did you find most interesting or important about this clip?

How does this clip help you understand why personal action is important for a problem like plastic pollution?

What points about personal actions stood out for you and why?

What actions for plastic waste did you identify in this clip? Which of these actions are you already familiar with and which

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