Lesson Plans for Secondary Schools
Session 1 - What is waste and litter?
In small groups / pairs ask the students to see if they can define the terms waste and litter.Have two sheets of
poster / flipchart paper and ask them to write a definition on each.Then ask them to see if they can list on the
waste sheet different types of waste that might be produced.Then repeat the same on the litter sheet.Hints: they
may find it easier to list broad types of waste (such as food, household, medical, recycling, commercial) where as
litter may be more defined (chewing gum, cigarette butts, crisp / sweet wrappers).
 Feedback ideas to the rest of the class - allow a couple of minutes per group to give their definition as well as
ideas. See if the whole class can then settle on definitions for waste and litter.
 Problems you may associate with each.Either as a class or in smaller groups (with time to feed back ideas),
discuss problems relating to waste and litter.For example fly tipping, chewing gum, dog fouling etc.
 What happens to our waste? Where does it go?
 Local problem areas.Using copies of local maps of the school and surrounding area ask the students to identify
areas that they feel have a regular problem with litter and or waste.It may be that a green area always has dog
waste present, or a local shopping area is regularly filled with fast food litter.They may wish to colour code the
different types of waste and litter to clearly show the area and the type of waste or litter.
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Session 2 - Researching the issues
Review previous weeks’ activities, ask the students if they can remember the definitions of waste and litter they
came up with.
 Using the lists of problems associated with waste and litter and the local areas identified by the students in the
last session, divide the class into small groups giving each group one item off the lists. Then set them the task of
researching their issue; they may want to look at legal issues, government policy or even ways of tackling a
specific problem.
 Give the students a strict time limit - they will need to be back in time to present some of their information to the
rest of the group before the end of the session.
 Once all of the students have reported back on their findings ask them to decide upon one local area / issue that
they feel is relevant. They need to decide what they can do, and how to go about it. The next session will focus on
going out to this area and tackling the problem.
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Session 3 - In your community
Review the findings from the previous session and remind students of the task they are going out to complete.
Ensure that all the relevant Health and Safety checks have been carried out first in accordance with school and
local authority guidelines.
 Ensure that all necessary equipment has been collected and is suitable for use with the students.
 Ensure that all students and staff are appropriately dressed for the activities.
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Ensure that enough time has been set aside to complete all activities.
Session 4 - Planning for the future
 Allow the students time to discuss what they came across on their activity in the previous session. Draw up a list
of points that they feel are important.
 Get the students to move into small groups. Share out the poster / flipchart paper and pens. Give each group an
issue / point that was discussed earlier. Ask them to see if they can come up with ways to tackle that problem.
 Give each group time to feed back their ideas.
 Keep the students in their groups and using the poster paper as a starting point and any photographs or video
footage taken during the activity. Get the students to put together a short presentation about their findings, and
the ways they feel they could tackle the problem. Give them some pointers about making presentations and ask
them to decide who they will be presenting to the rest of their year group in assembly, the school governors,
members of the local community or any other relevant group of people.
Session 5 - Sharing your experiences
Ensure that all equipment needed for the presentations is set up and working correctly i.e. any laptops and
projectors.
 Allow the students a few minutes to read through their notes and ensure there is a smooth running order.
 Get the students to present their findings and ideas.
 Allow time at the end of each presentation for some feedback or questions from the audience.
 After all the presentations are complete and perhaps back in the classroom allow the students time to discuss
how they feel the presentations went. Get them to make some suggestions for some future action points.
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