Lesson summary

In this activity students will undertake a litter assessment of their school. Students begin by making predictions about where they will find the most amounts of litter and what types of litter will be found. Students then take a walk around the school and photograph the main litter zones. Using these photos students identify the main litter zones and types of litter at their school and create posters to inform other students on how to reduce litter at their school.

Learning intentions:

Students will...

understand that there are a range of different types of litter that can be found at school
recognise different litter zones at your school where litter is more likely to accumulate
understand that there are different ways for reducing litter at your school.

Lesson guides and printables

Lesson details

Australian Curriculum content descriptions:

Science Foundation:

Objects are made of materials that have observable properties (ACSSU003)
Engage in discussions about observations and use methods such as drawing to represent ideas(ACSIS233)

Mathematics Foundation:

Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)

Science Year 1:

People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS025)

Mathematics Year 1:

Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013)
Choose simple questions and gather responses(ACMSP262)

Geography Year 1:

Collect data and information from observations and identify information and data from sources provided (ACHASSI019)
Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI026)

Science Year 2:

Earth’s resources, including water, are used in a variety of ways (ACSSU032)
People use science in their daily lives, including when caring for their environment and living things (ACSHE035)

Mathematics Year 2:

Recognise, model, represent and order numbers to at least 1000 (ACMNA027)
Collect, check and classify data (ACMSP049)

Geography Year 2:

Collect data and information from observations and identify information and data from sources provided (ACHASSI035)

Science Year 3:

Science knowledge helps people to understand the effect of their actions (ACSHE051)

Mathematics Year 3:

Create and interpret simple grid maps to show position and pathways (ACMMG065)
Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording(ACMSP068)

Geography Year 3:

Locate and collect information and data from different sources, including observations (ACHASSI053)
Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)

Science Year 4:

Natural and processed materials have a range of physical properties; These properties can influence their use (ACSSU074)
Science knowledge helps people to understand the effect of their actions (ACSHE062)

Mathematics Year 4:

Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)
Select and trial methods for data collection, including survey questions and recording sheets(ACMSP095)

Geography Year 4:

The use and management of natural resources and waste, and the different views on how to do this sustainably (ACHASSK090)
Locate and collect information and data from different sources, including observations (ACHASSI074)
Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)

Cross curriculum priorities:

Sustainability – OI.1 – The biosphere is a dynamic system providing conditions that sustain life on Earth. OI.3 – Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. O1.7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. O1.9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments.

General capabilities: Numeracy, Critical and creative thinking.

Connecting lessons: Waste audit.

Cameras
Access to student worksheet
Materials for making posters

NOTE: Although this activity has been created in support of the ResourceSmart AuSSI Vic program you will not meet the data goals of the program through this activity.

This activity has been created to give younger students – for whom the official litter audit would be too complex – an opportunity to participate in the litter component of the ResourceSmart AuSSI Vic program. To gain accreditation your school will still need to complete the more complex litter audit.

AuSSI Litter Audit (Lower Primary)

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Summary

Learning intentions:

Students will...

Lesson guides and printables

Lesson Details

Curriculum Mapping

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In this lesson