Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: Leading change

5 minutes

Find Out: Opportunities for change

35 minutes

Take Action: Making a change

5 minutes

Reflection

Tune In: Leading change

Step 1

Watch the video:

Don’t Feed the Fill (https://www.youtube.com/watch?v=b7J9dHkHc_g).

Invite students to discuss the video using the following leading questions:

What was the message of the video?
What emotions was the video trying to evoke? How did they want us to feel?
What language tools did they use?
What visual tools did they use?

Explain that this is an example of behaviour change media, where the creator is trying to influence the viewers' behaviour. Let’s take a closer look!

Step 2

Show the video:

The Elephant, The Rider and the Path - A Tale of Behavior Change (https://www.youtube.com/watch?v=X9KP8uiGZTs).

After the video, pose the following questions to students:

What does the rider represent? How did the Don’t Feed the Fill video appeal to the logical, information-seeking side of people?
What does the elephant represent? How did the Don’t Feed the Fill video appeal to the emotional side of people?
What does the path represent? How did the Don’t Feed the Fill video help smooth out the path (remove barriers) for people?

Step 3

Let’s take a look at another format. Divide the students into pairs or small groups and ask them to complete section one of the student worksheet. The completed worksheet might look like this:

The Rider

The Elephant

The Path

The Elephant The Rider The Path

Find Out: Opportunities for change

Step 1

In the last lesson, (We Get By With a Little Help from a Can), we explored community groups that would benefit from receiving donations from container recycling. Now we’ll think about how to get the message out to our community so they know about the scheme. What opportunities are there in our community to promote Containers for Change? Who has notice boards where we could put up posters? Newsletters that we could submit articles to? Social media that we might be able to include a video in?

If you still have your brainstorming from the last lesson, it would be great to display it to the students to help spark ideas.

Create a list of opportunities for promotion on the board or poster paper to refer back to as the discussion continues. Include the places where it can be promoted and the type of media that can be created. Your brainstorm may look similar to the example below:

School - newsletter, assembly, P&F noticeboard
Footy Club - noticeboard, Facebook
Community Orchard - mailing list, Instagram
Local radio - podcast, Facebook, Instagram
Local shop - flyers, noticeboard
Library - e-newsletter, noticeboard

Take Action: Making a change

Step 1

Explain to students that they will work in pairs to create one of the promotional materials from our class brainstorm. They will need to use the elements identified in our behaviour change model. Provide students with the ‘Create a Change’ resource sheet to guide them through their work.

Differentiated Learning: This is an excellent opportunity to let students work to their strengths. Students who aren’t confident presenters can choose a text or image-based format, and students for whom writing and design aren’t a strength can choose a video, presentation, or audio recording.

Students who are better with a single focus can choose to focus on just the intellect, emotional, or journey elements of our behaviour change model, and students who need a challenge can work to incorporate 2 or 3 elements.

Step 2

Provide time for students to work on their promotional material.

When checking in with students, observe and discuss:

Have students identified which elements they will be targeting?
What strategies are being drawn on to ensure their work will stand out and impact their audience?
How will you publish the media in the intended form/will you need any help or support from anyone?

Note: Given that students will be working on various projects that may take different amounts of time, you may wish to link this task to your class homework routine to allow students additional time to complete tasks as needed. Alternatively, you may provide additional class sessions for project completion and presentation.

Reflection

When students have completed their media, prompt them to complete the final section of the worksheet, considering;

Who do I need to give this to now?
How do I get in touch with them?
When can I do this?
Whose help will I need?

Containers for Change WA - Change it Up!

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