Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: Fundraising with Containers for Change

15 minutes

Find Out: Who can fundraise with Containers for Change?

25 minutes

Take Action: How can Containers for Change help?

5 minutes

Reflection

Tune In: Fundraising with Containers for Change

Step 1

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 2

Use the Think-Pair-Share approach and invite students to consider the following questions:

Who in our community would benefit the most from trading recycling for money?
How can the most be made out of trading 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 to the cause when they take their containers in and organisations can also put out their own collection bins for community members to place their containers into for the association to trade in 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 any possibilities for communities that you are a part of?

Find Out: Who can fundraise with Containers for Change?

Step 1

Emphasise that the videos showed a range of different types of community groups that could benefit from Containers for Change and that there are similar community groups in the local area that could benefit equally from fundraising through the project.

Step 2

Around the room, place large poster sheets with the following headings:

sport and athletic clubs
sustainability or environmental groups
educational providers
clubs and interest groups
community services
other non-profit community organisations

Invite students to consider what groups are within the local community that fit within each of these categories. Allow time for students to move around the room and add examples to each poster. Once they have added to one, they can continue around the room and add to the others.

Step 3

Once students have had sufficient time to add to the posters, reconvene the class and read through the examples that have been placed on each poster. Emphasise the breadth and range of groups within the local community that could potentially benefit from this program.

Take Action: How can Containers for Change help?

Step 1

Explain to students that they will now select four groups from the lists and consider more specifically how additional fundraising through this program could be of benefit to them.

Provide students with the ‘Fundraising with Containers’ worksheet and allow them time to complete it. Students will select four of the community groups listed on the posters and then complete the table to identify:

Who the group is
What type of organisation they are (what do they do and for who?)
Why fundraising is important for that group
What they could purchase or achieve with additional funds.

Step 2

After students have had sufficient time to complete the worksheet, reconvene the group and explain the next sheet ‘Ambitious Containers’. Explain to students that there are a range of fictional scenarios in which a specific club or organisation needs to fundraise for something.

Reinforce that for each 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 bottles 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.

Step 3

Show Fundraising Target Examples on the board and invite students to identify how many bottles would be required to reach each target.

Provide students with the ‘Ambitious Containers’ worksheet and allow time for them to complete the task.

Opportunity for Extension: This task can be built upon by asking students to suggest an item they know a specific group they are part of is in need of. They can research the quantities that would be required and the estimated cost and then determine how much they would need to fundraise and how many containers would need to be contributed.

Provision for Learning Support: Invite students who are finding the task challenging to work in a group with you and support them to work collaboratively to identify the number of containers that would need to be contributed in each scenario.

Reflection

To conclude the lesson, invite students to consider the following questions and record their responses in the final section of the ‘Ambitious Containers’ worksheet.

Who will I suggest Containers for Change fundraising to?
When will I contact them?
How will I convince them it is worthwhile?

Differentiated Learning

Extension: When completing the ‘Ambitious Containers’ worksheet, the task can be built upon by asking students to suggest an item they know a specific group they are part of is in need of. They can research the quantities that would be required and the estimated cost and then determine how much they would need to fundraise and how many containers would need to be contributed.

Provisional learning support: When completing the ‘Ambitious Containers’ worksheet, invite students who are finding the task challenging to work in a group with you and support them to work collaboratively to identify the number of containers that would need to be contributed in each scenario.

Containers for Change WA - We Can Get By with a Little Help from a Can

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