Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: The source of glass

20 minutes

Find Out: The circular solution

20 minutes

Take Action: Making a change

5 minutes

Reflection

Tune In: The source of glass

Step 1

As a class, watch the video (from 0:39 - 3:15):

How is glass made? (https://www.youtube.com/watch?v=UOwk2QIfDqY).

Step 2

Once the video is complete, invite the class to answer the following questions:

What is glass made from?
Where does sand come from?
What will happen to our sand supply if we continue producing more glass?

Watch this video with your students to explore why we are running out of sand:

Why countries with deserts import sand (https://www.youtube.com/watch?v=PMfdCeVyYsA)

After watching the video, ask students what messages they took away from the video. After watching the video, do they think recycling glass is more or less important?

Step 3

Explain to the class that the most recent data indicates that the majority of glass used goes to landfill once disposed of. In the last Assessment of Australian recycling infrastructure - Glass packaging, it was reported that ‘The current rate of glass recycling is around 46%, with indications that the recovery rate has fallen over the last five years.’

Invite students to identify the progression of glass from sand to landfill and take brief notes on the board for students to refer back to.

Sand —> melted to molten sand —> shaped into product —-> used by people —-> sent to landfill

Step 4

Explain to students that they will develop an illustrated version of this linear process on their worksheet. Provide them with the ‘Glass Economy’ worksheet and allow time for them to complete the diagram.

Find Out: The circular solution

Step 1

Show the following videos to the class, introducing students to the Containers for Change initiative.

Pose the following questions to the class for discussion:

What are Containers for Change trying to promote?
Why are they promoting this?
Why do you think the 10¢ incentive has been incorporated into the scheme?
Rather than a linear life for containers, what does this promote instead?
How would recycling glass this way have a positive impact on the environment?

people ensuring they recycle, and
businesses and individuals using and purchasing recycled products to ensure they close the loop and allow the cycle to continue.

Step 2

Explain to students that they will now create a diagram showing the life cycle of glass in a circular economy. Allow time for students to complete the second section of the Glass Economy worksheet, ‘The Life of Recycled Glass,’ creating a labelled illustration of the circular economy that is created when glass bottles are recycled. Students should produce an illustration similar to the one shown.

Provision for Learning Support - Students who may find the written component of the task challenging can illustrate the process without labels and verbally explain the process.

Opportunity for Extension - Encourage students to create a cycle that reflects their depth of understanding. This second example of The Life Cycle of Glass in a Circular Economy demonstrates how additional detail can be included in the diagram to reflect a deeper understanding

Take Action: Making a change

Step 1

Show the students this video:

Sustainable Glass Recycling with Orora Beverage (https://www.youtube.com/watch?v=s7xAIadkIgA)

Explain that many companies, such as Orora and Containers for Change, are working to create infrastructure and systems that allow for this circular economy.

Pose the questions:

What do we all need to do as individuals to enable this circular economy to function successfully?
How can we encourage and support a circular economy?
Who do we need to work with us?

Invite a range of perspectives, promoting creativity and innovative thinking in ways students can connect with their community, encourage others to change their habits and adapt their own behaviour.

Step 2

Provide time for students to complete the second worksheet, ‘Take Action on Glass’, considering where they see glass bottles used the most, what they can do to help ensure glass is recycled and who might be willing to help them with this cause. Encourage them to develop multiple responses and fill the whole table.

Opportunity for Extension: For students able to continue independent exploration, or if additional time is available for another class exploration, the Indigenous Perspectives worksheet can be used. Provide students access to the article Using Old Learn ings For A New Thriving Economy. Encourage them to consider how the circular economy links to Indigenous perspectives on natural resources and if there is more we can learn from their approaches. Students then complete the worksheet, comparing the two approaches using a Venn diagram and writing a short discussion piece considering each perspective.

Reflection

Conclude the lesson by inviting students to consider the following question:

What is one thing you can do today to begin to make a change?

Note: You could complete this activity as an exit ticket or choose students to share their ideas with the class.

Containers for Change WA - Don't Feed the Fill

Go to

Summary

Learning intentions:

Students will...

Success criteria:

Students can...

Lesson guides and printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Info

In this lesson