Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: How far can 10¢ go?

25 minutes

Find Out: How can I help?

15 minutes

Take Action: Creating impact

5 minutes

Reflection

Tune In: How far can 10¢ go?

Step 1

Set the scene for students using the following questions:

What is a donation?
Who can we donate to?
Why do we make donations?

Step 2

Show the video Join The Western Australians Saving 10¢ Containers | Containers For Change WA to remind students of the Containers for Change recycling scheme and the monetary benefits associated with participating.

Step 3

Using the Think-Pair-Share approach, invite students to consider the following questions:

Who in our community would benefit the most from returning recycling for money?
How can the most be made out of returning beverage containers for 10¢?

Explain to students that many community organisations use the Containers for Change scheme to help them fundraise. Individuals can donate their money when they return their containers or organisations can put our collection bins for community members to use and return the containers themselves.

Show the students the following videos as examples of community organisations that have benefited from the scheme.

After each video, invite students to discuss the following questions:

Why did they use containers for change?
What was the impact for them?
Does this make you think of possibilities for any community organisations that you are a part of?

Find Out: How can I help?

Step 1

Explain to students that they will now do an independent investigation to explore how the Containers for Change fundraising option could be of benefit to a local club or organisation.

Display the investigation worksheet. Model how to complete each section, using a scenario for your example, by:

selecting a club or association from the community
identifying an item or need that money is required for
researching the cost involved
calculating how many containers would need to be returned to achieve that goal.

Reinforce that for their scenario, students will have to work out how many containers (worth 10¢ each) will need to be collected to reach the target amount. This means they will be calculating

Target amount ÷ 10¢ = how many containers are needed

Remind students that, because the target amounts will be shown in dollars, they need to show 10¢ as 0.1.

Explain that when a number is divided by one tenth (0.1), it will get ten times greater. For example

How many tenths are there in 1? There are 10, so 1 ÷ 0.1 = 10

How many tenths are there in 2? There are 20, so 2 ÷ 0.1 = 20

Therefore,

26 ÷ 0.1 = 260

54 ÷ 0.1 = 540

So to raise $26, 260 bottles need to be returned. To raise $54, 540 bottles need to be returned and so on.

Opportunity for Differentiation - use your knowledge of your students to guide whether they complete this task independently or in pairs or small groups. Different students in your class may take different approaches. More able students may work independently, while other form pairs or small groups. You may have students who require a high level of support who complete the task as a group with you.

Step 2

Allow time for students to complete the task!

Step 3

Once students have had a suitable amount of time to complete their investigation, invite them to form groups of 4 to share the club or association they chose, the items they could fundraise for and how many bottles they would need to collect.

Take Action: Creating impact

Step 1

Explain to students that they will now be planning who they should propose their idea to so that the club or association they chose can take the idea into consideration.

Explain that will first need to research to find who the head of the club committee is to address their proposal to. They are then to develop a letter to the committee using the template provided. This template is most valuable if provided to the students digitally so they can edit the original template to suit their context, however, if this is not possible it can be put on display as an example for them to work from.

Show ‘Worksheet Example’ and explain each section to the class, describing the information they should include in each part.

Step 2

Allow time for student to complete their individual letters.

Learning Support: If you have some students that find the task particularly challenging, you can consider the following supports:

allow use of the voice to text tool rather than having to type the information
identify students who may be able to work together in pairs to support each other
if you have a significant number of students requiring support, you may wish to form a small teacher group to guide them more directly.

Step 3

Invite students to share their letter with a partner, and discuss:

How they will send it to the relevant person?
When they will send it to the relevant person?
Who will support them to do so?

Reflection

Allow time for students to consider the following question;

How does this fundraising opportunity benefit different communities at the same time?
Does one person have the ability to make a significant difference?

Containers for Change WA - Kitting Out Our Community

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Curriculum Mapping

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UN Sustainable Development Goals

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