Activity Introduction

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 begin by reviewing their prior knowledge of the ways we need and impact the ocean before watching a clip about the power of small actions in relation to plastic waste. They research and select their own actions for reducing plastic waste before thinking about their circle 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 circle of influence and understand why this is important in inspiring others to take action.

21st century skills: 

CommunicatingCritical ThinkingCreative ThinkingSocial Skills

Australian Curriculum Mapping

Content descriptions: 

Depending on the activities you choose, you may meet the following content descriptions:

Year 4 HASS

  • The use and management of natural resources and waste, and the different views on how to do this sustainably (ACHASSK090)
  • The importance of environments, including natural vegetation, to animals and people (ACHASSK088)
  • 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

  • The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112)
  • 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

  • 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: GE2-1 , GE2-2, GE2-3, GE2-4, GE3-2, GE3-3, GE3-4

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

Cross-curriculum priority: Sustainability (OI.7, OI.8, 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 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 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: Ocean Conservation, Waste, Sustainability.

This lesson is part of the wider unit of work Take 3 For The Sea – Project-based Learning – Years 4 to 6.

Time required: 120+ mins.

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

Resources required:

  • Device capable of presenting a website and video to the class
  • Materials for communication piece, e.g. device capable of making a short clip, art-making materials
  • Plastic Pollution Factsheet (optional)
  • Student Worksheet – one copy per student
  • Workbooks.

Keywords: Take 3 For The Sea, oceans, plastic, personal actions, action, project.

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 circle of influence and understand why this is important in inspiring others to take action.

Success criteria: Students can…

  • … think critically about their own behaviours and actions
  • … work collaboratively and independently
  • … create 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've educated over half a million students with their school education program

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Student Worksheet

Thought starter: "The people who are crazy enough to think they can change the world are the ones who do." - Steve Jobs

What Does Action Look Like For You?

1. Spend some time working independently to reflect on the questions in the table below, recording your ideas in Column A:

Questions Column A - Your initial thoughts Column B - Any new thoughts following your discussion
What did you find interesting or important about this clip?
What do you think are the main messages of this clip?

Once complete, turn to a classmate to share and discuss your ideas. Add any new thoughts that come out of the discussion to Column B of the table.

Reflection

Work independently to complete the following questions:

Why do you think it’s important to share ideas about plastic waste with your circle of influence?

How do you feel about sharing these ideas and why?

Setting Intentions

Set three small intentions to help you reduce your plastic consumption. For exampl

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