Clean Up - Map The Litter Trail

Clean Up - Map The Litter Trail

Lesson 13 of 13 in this unit

  • Primary
  • Year 3 - 6
  • Humanities and Social Sciences
  • Geography
  • Business and Economics
  • Environmental
  • Recycling
  • Social
  • Social Action
  • ...

Lesson summary

Students investigate the impact of litter on marine habitats, and work collaboratively to create a map or animation that describes the journey a piece of plastic litter might take from their schoolyard to the sea.

Learning intentions:

Students will...

  • recognise some of the impacts waste can have on our environment
  • understand that waste generated on land can impact areas a long way away, including the sea
  • recognise some strategies for preventing litter from being created.

Success criteria:

Students can...

  • work collaboratively to create a map
  • communicate messages around waste through a map or animation
  • suggest ideas for preventing the creation of waste.

Lesson guides and printables

Lesson Plan
Student Worksheet
Teacher Content Info

Lesson details

Curriculum mapping

Australian Curriculum content descriptions: 

Year 4 HASS (Geography):

  • The use and management of natural resources and waste, and the different views on how to do this sustainably (ACHASSK090).
  • 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 (Geography):

  • The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113).
  • 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 (Economics and Business):

  • The effect that consumer and financial decisions can have on the individual, the broader community and the environment (ACHASSK150).
  • 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: GE2-2, GE2-3, GE2-4, GE3-2, GE3-3, GE3-4.

General capabilities: Critical and Creative Thinking.

Cross-curriculum priority: Sustainability OI.7, 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 locate and collect information and data from different sources. 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 explain why it is important to be informed when making consumer and financial decisions. They 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.

This lesson is part of the wider unit of work Clean Up Australia – Primary Curriculum.

Time required: 60+ mins.

Level of teacher scaffolding: Medium – oversee discussion, oversee student map-making tasks.

Resources required

Skills

This lesson is designed to build students’ competencies in the following skills:

  • Collaboration
  • Communication
  • Creativity
  • Critical Thinking       

Additional info

Following this lesson plan is an ideal way for your school to take part in Schools Clean Up Day or a Clean Up on any day of the year. You’ll be joining thousands of amazing teachers in making a difference and creating positive environmental change.

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