In this lesson, students will explore issues associated with the disposal of mobile phones and other digital devices. They will then consider how the practices of a circular economy could be applied as a way to resolve or reduce the impact of these issues. The lesson concludes with students creating a poster to encourage others to dispose of their phones in ways that are beneficial to people and the environment.
- understand what a circular economy is
- understand negative consequences of our disposal of digital devices
- be able to present and share information for the purpose of informing and persuading others.
- explain the purpose and key features of a circular economy
- identify concerns relating to the way that digital devices are currently being disposed of or recycled
- create a poster to inform and persuade others.
Lesson guides and printables
Australian Curriculum content descriptions:
Year 7 English:
- Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)
- Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)
- Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619).
Year 8 English:
- Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)
- Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)
Year 7 & 8 Digital Technology:
- Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027)
- Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031)
Relevant parts of Year 7 English achievement standards: Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect.
Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation.
Relevant parts of Year 8 English achievement standards: Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they make to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.
Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.
Relevant parts of Year 7 & 8 Digital Technologies achievement standards: By the end of Year 8, students explain how social, ethical, technical and sustainability considerations influence the design of innovative and enterprising solutions to meet a range of present and future needs. They explain how the features of technologies influence design and production decisions.
Unit of work: National Recycling Week – Year 7 & 8
Time required: 90 mins
Level of teacher scaffolding: Medium – support students to understand linear and circular economies through discussion
- Student Worksheets – one copy per student.
- News article – War on waste: why we should recycle our old mobile phones (one per pair)
- Device capable of presenting a video to the class
- Device capable of accessing the internet to create a digital poster (one each, or one per pair)
- Headphones (one set per student)
- Promoting a Circular Economy Task Sheet
This lesson is designed to build students’ competencies in the following skills:
- Community engagement
- Critical thinking
- Cultural understanding
- Ethical understanding
- Global citizenship
- Problem solving
Planet Ark’s National Recycling Week started in 1996 to bring a national focus to the environmental benefits of recycling. This highly regarded annual campaign continues to educate and stimulate behaviour change by promoting kerbside, industrial and community recycling initiative. It also gives people the tools to minimise waste and manage material resources responsibly at home, work and school. In partnership with Planet Ark, we have developed lessons from early learning through to year 10 to help educators bring these important topics into the classroom.
National Recycling Week is held in the second week of November each year but you can recycle all year-round with these lessons which were designed to be used at any time. Click here to find out more about National Recycling Week and the Schools Recycle Right Challenge.