Activity Introduction

Quick summary: Students investigate the impact of plastics on our oceans and generate questions to guide a deeper inquiry into the topic. They begin by thinking about what they already know about human impacts on the ocean, before exploring the impact of plastic waste on our oceans through a guided discussion around a clip. They then work collaboratively to create their own guided discussions around a different clip around plastic waste to share with the class. Students then work collaboratively to identify their gaps in knowledge around this topic and develop a series of questions to guide an inquiry into this topic.

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 some of the ways plastic waste impacts the ocean
  • Students understand how to generate questions to guide an inquiry.

21st century skills: 

CommunicatingCritical Thinking

Australian Curriculum Mapping

Content descriptions: 

Year 7 Geography

  • Classification of environmental resources and the forms that water takes as a resource (ACHGK037)
  • The way that flows of water connects places as it moves through the environment and the way this affects places (ACHGK038)
  • Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region (ACHGK041)
  • Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts (ACHGS047)

Year 8 Geography

  • Different types of landscapes and their distinctive landform features (ACHGK048)
  • Spiritual, aesthetic and cultural value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples (ACHGK049)
  • Develop geographically significant questions and plan an inquiry using appropriate geographical methodologies and concepts (ACHGS055)

Year 9 Geography

  • Distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity (ACHGK060)
  • The perceptions people have of place, and how these influence their connections to different places (ACHGK065)
  • Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS063)

Year 10 Geography

  • Human-induced environmental changes that challenge sustainability (ACHGK070)
  • Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS072)

Syllabus outcomes: GE4-1, GE4-2, GE4-3, GE4-4, GE4-5, GE4-6, GE4-7, GE5-1, GE5-3, GE5-7

General capabilities: Critical and Creative Thinking, Literacy.

Cross-curriculum priority: Sustainability (OI.2), Aboriginal and Torres Strait Islander Histories and Cultures (OI.2, OI.3).

Relevant parts of Year 7 Geography achievement standards: Students explain interconnections between people and places and environments and describe how these interconnections change places and environments. Students identify geographically significant questions to frame an inquiry.

Relevant parts of Year 8 Geography achievement standards: Students explain interconnections within environments and between people and places and explain how they change places and environments. Students identify geographically significant questions from observations to frame an inquiry.

Relevant parts of Year 9 Geography achievement standards: Students analyse interconnections between people, places and environments and explain how these interconnections influence people, and change places and environments. Students use initial research to identify geographically significant questions to frame an inquiry.

Relevant parts of Year 10 Geography achievement standards: Students identify, analyse and explain significant interconnections between people, places and environments. Students use initial research to develop and modify geographically significant questions to frame an inquiry.

Topic: Ocean Conservation, 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: 60 mins.

Level of teacher scaffolding: Medium – lead students in guided discussions, oversee question generation activities.

Resources required:

  • Device capable of presenting a website and video to the class
  • Generating Questions Factsheet (optional)
  • Groups of students will need access to a device to watch a clip
  • Student Worksheet – one copy per student.

Keywords: Take 3 For The Sea, oceans, plastic waste, human impacts, guided discussion, questions, inquiry.

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 some of the ways plastic waste impacts the ocean
  • ... understand how to generate questions to guide an inquiry.

Success criteria: Students can…

  • … participate in and develop guided discussions around a clip
  • … work collaboratively
  • … generate questions for an inquiry
  • … create a communication piece (optional).

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 programs, more than 100,000 people have particip

...
 
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Student Worksheet

Thought starter: “If you're looking at the water, you've got your back to the problem.” - Troy Gaston

Plastic Oceans

Take a moment to record your responses to the following question:

What do you already know about plastic waste and our oceans?

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Reflection

Work independently to answer the following questions:

How has this lesson helped you understand the problem of plastics more deeply?

What is still confusing or unclear for you?

...
 
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