War On Waste - Taking Action For Waste

Australian curriculum content descriptions:

Geography:

• Year 7 – Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054)
• Year 8 – Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062)
• Year 9 – Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
• Year 10 – Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)

Science:

• Year 7 – Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS133)
• Year 8 – Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS148)
• Year 9 – Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)
• Year 10 – Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS208)

Economics and Business:

• Year 7 –
  • Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES026)
  • Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES024)
• Year 8 –
  • Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES037)
  • Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035)
• Year 9 –
  • Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048)
  • Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
• Year 10 –
  • Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)
  • Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)

Syllabus outcomes: GE4-8, GE5-8, SC4-9WS, SC5-9WS, C4.1, C4.4, C4.5, C4.6, C4.8, C5.1, C5.4, C5.5, C5.6, C5.8

General capabilities: Critical and Creative Thinking

Cross-curriculum priority: Sustainability OI.6, OI.8

Relevant parts of Geography achievement standards:

• Year 7 – Students propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and describe the expected effects of their proposal.
• Year 8 – Students propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and predict the outcomes of their proposal.
• Year 9 – Students propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and predict the outcomes and consequences of their proposal.
• Year 10 – Students evaluate their findings and propose action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations. They explain the predicted outcomes and consequences of their proposal.

Relevant parts of Science achievement standards:

• Year 7 – Students communicate their ideas, methods and findings using scientific language and appropriate representations.
• Year 8 – Students use appropriate language and representations to communicate science ideas, methods and findings in a range of text types.
• Year 9 – Students use appropriate language and representations when communicating their findings and ideas to specific audiences.
• Year 10 – Students construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.

Relevant parts of Economics and Business achievement standards:

• Year 7 – Students propose alternative responses to an issue and identify the effects of their decisions and the possible effects of alternative actions.
• Year 8 – Students propose a range of alternative responses to an issue. They identify the effects of an economic or business decision and the potential consequences of alternative actions.
• Year 9 – Students generate alternative responses to an issue, and analyse the effects of economic and business decisions and the potential consequences of alternative actions.
• Year 10 – Students generate alternative responses to an issue and analyse the intended and unintended effects of economic and business decisions and the potential consequences of alternative actions.

Unit of work: War On Waste – Years 7-10

Time required: 200+ mins

Level of teacher scaffolding: Medium – oversee activities, facilitate discussions and supervise project planning and delivery

• Butcher’s paper and markers
• Coffee Cup Images (optional)
• Device with internet and presenting capability
• Fast Fashion Facts (optional)
• Food Waste Facts (optional)
• Plastic Pollution Facts (optional)
• Project Checklist
• Project Planning Tool
• S.M.A.R.T. Goals Criteria
• Student Worksheets – one copy per student
• Workbooks

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

• Communication
• Collaboration
• Community engagement
• Creativity
• Critical thinking
• Problem solving

Cool Australia’s War On Waste lessons have been developed in partnership with Lune Media and with support from the Australian Environmental Grantmakers Network. These lessons have been designed to lead students through a deeper understanding of some of the big issues relating to waste in Australia and to support them to take action to reduce the impact of waste on our environment.