GEOGRAPHY OVERVIEW_YEAR 4, TERM ?
Unit Title:
Achievement
Standard
Unit 1
(20 Hours)
Refuse Redeemers – How can we make our school environment more sustainable?
(or Gruesome Garbage)
By the end of Year 4, students describe and compare the characteristics of places in different locations at the national
scale. They identify and describe the interconnections between people and the environment. They describe the location
of selected countries in relative terms and identify simple patterns in the distribution of features of places. Students
recognise the importance of the environment and identify different views on how to respond to a geographical
challenge.
Students develop geographical questions to investigate and collect and record information and data from different
sources to answer these questions. They represent data and the location of places and their characteristics in simple
graphic forms, including large-scale maps that use the cartographic conventions of scale, legend, title and north point.
They describe the location of places and their features using simple grid references, compass direction and distance.
Students interpret data to identify spatial distributions and simple patterns and draw conclusions. They present findings
using geographical terminology in a range of texts. They propose individual action in response to a local geographical
challenge and identify the expected effects of their proposed action.
Geographical
Concepts
Place
Space
Environment
Interconnection
Sustainability
Scale
Change
Content Descriptions
Knowledge and Understanding
 The custodial responsibility Aboriginal and Torres Strait
Islander Peoples have for Country/Place, and how this
influences their past and present views about the use
of resources (ACHGK023)
environment,
and different views on how they could be used
sustainably (ACHGK024)
and consumption (ACHGK025)
Inquiry and Skills
Observing, questioning and planning

Assessment (A)
Assessment as Learning:
1. “My Place” – Engage Phase, Activity 2
2. KWHL chart – Engage Phase, Activity 3
Assessment for Learning:
1. Table listing items that can and can’t be recycled –
Explain Phase
2. Jigsaw activity feedback (Tellagami) – Explain Phase,
Activity 11
3. Venn diagram for waste management – Explain Phase,
Activity 14
4. Contribution to class Wiki – Evaluate Phase, Activity 19
Develop geographical questions to investigate
(ACHGS026)
Collecting, recording, evaluating and representing
 Collect and record relevant geographical data and
information, for example, by observing, by
interviewing, conducting surveys and measuring, or
from sources such as maps, photographs, satellite
images, the media and the internet (ACHGS027)
 Represent data by constructing tables and graphs
(ACHGS028)
Assessment of Learning:
1. Waste management investigation (individual)
2. Small group presentation of proposal for action (group)
 Represent the location of places and their features by
constructing large-scale maps that conform to
cartographic conventions including scale, legend, title
and north point, and describe their location using
simple grid references, compass direction and distance
(ACHGS029)
Interpreting, analysing and concluding
 Interpret geographical data to identify distributions and
patterns and draw conclusions (ACHGS030)
Communicating

Present findings in a range of communication forms, for
example, written, oral, digital, graphic, tabular
and visual, and use geographical terminology
(ACHGS031)
Reflecting and responding
 Reflect on their learning to propose individual action in
response to a contemporary geographical challenge
and identify the expected effects of the proposal
(ACHGS032)
Learning Framework
Community Contributor
Leader and Collaborator
Active Investigator
Effective Communicator
Designer and Creator
Quality Producer
Cross Curricula
Priorities
General Capabilities
Links to other LA’s
Catholic Ethos
Aboriginal and Torres Strait Islander
Histories and Cultures
Literacy
Critical and Creative Thinking
English, Maths, History, Science
Social Emotional Learning
Asia and Australia’s Engagement with
Asia
Numeracy
Ethical Understanding
Inclusive Education
Sustainability Education
Information and Communication
Technology
Personal and Social Competence
Learning and Teaching Strategies
Week
1
2
3
4
5
6
7
Cross Curricular Priorities
Aboriginal and Torres Strait Islander Histories and Cultures, Sustainability Education
General Capabilities
Ethical Understanding, Information and Communication Technology
Engage ⇒
Explore ⇒
Explain ⇒
8
Elaborate ⇒
ENGAGE
9
10
Evaluate
Resources
What is a ‘Traditional Owner’?
Students will understand the concept of traditional ownership for Aboriginal and Torres Strait Islanders by using their
school as an analogy for country and themselves as Traditional Owners of their country. They will also develop an
appreciation of the values and responsibilities of living in a school community.
‘Country’ is not just the physical features but includes objects, resources, knowledge, stories and sense of belonging.
Traditional owners have a connection to land and sea (fish, hunt, gather). Concept of connections to place and how the
place is still important to them even if they are not there all the time.
Reef Beat Sea Country
Connections Poster 1,
2&5
(Great Barrier Reef
Marine Park
Authority)
Activity 1 – What is a ‘Traditional Owner’?
Discuss the concept of traditional ownership and the rights and responsibilities of Traditional Owners. Traditional Owners
have a connection with their country – they identify with it and use its resources. Be aware that the word ‘owner’ has a
different meaning in a western context.
Ask the students what rights and responsibilities they might have for using and looking after their school country. Consider
how everybody uses it and has responsibility for looking after it for the future.
Reef Beat Activity
Book – Sea Country
Connections, page 1
(Great Barrier Reef
Marine Park
Authority)
Making local links (personal interaction) – engage local Aboriginal and Torres Strait Islander peoples (or Indigenous Liaison
Officer), to speak with students about how the reefs, islands and mainland have been used for hunting, fishing and
collecting and how respect for country means having a minimal impact on the environment in which they live, so as to
leave a legacy for future generations.
Guest speaker
Activity 2 – My Place
Students will:

Think about a special place that they have a strong connection with e.g. holiday place, former house, grandparent’s
house

Represent the place by drawing a picture of their special place, including drawing or labelling things that make it
special.

Discuss how the place is still special even if they are not there all the time

Write about the future in one sentence – “What would they like the place to be like in five years’ time?”
Activity 3 – Litter Patrol
Stand in front of the class, without saying a word, with a bag of dry litter and dump it on the
floor, then wade through it with your feet. Alternative could be to fill rubbish bin to overflowing with litter items and place
it in the usual spot.
Questions to the students:
1. "How would you like it if our playground was filled with garbage like this?"
2. Introduce the term "litter.
3. Ask the students to give some examples of litter. Record them on the board.
4. Divide the children into three groups. Give each group an outside area to search for and collect litter according to the
map of the school grounds that is displayed. This may include eating area, playground, and sports field.
5. Assign an area of the school grounds to each group. (Send one adult volunteer with each group out to collect the litter).
6. Have the students present to the class what kinds of litter they found that we have created and where is it accumulated
bag of dry litter
bags for collecting
litter
disposable gloves
map of school grounds
across the school? Record each item under the correct category on the board (plastic, paper, metal cans, bottles, food
scraps, Styrofoam, other).
7. Record the weight, volume and number of items of litter collected.
(Keep data to refer back to during Explore stage, activity 4)
8. After each group has presented their litter, discuss as a class the following questions orally:
Do you think we can we reuse any of these materials?
What area around the outside of the school had the most litter on the ground?
Do you think there are rules against littering? What do you think they are?
How can we reduce the amount of litter at school?
Record the responses to these questions on a concept map, KWHL chart (What I know, Want to learn, How I will learn, Learning).
Display this concept map for students to refer to during the unit.
9. Pose the ‘big question’ and explain how we are going to be on "Litter Patrol" by investigating how we can do something
to make our school community more sustainable.
Whole class view satellite map of school grounds. Use map tools to identify areas of the school where waste management
is a problem or could be investigated. This may lead to an eating area/undercover area.
Geographical Language
Community, “Country”, resources, connections, responsibility, respect, impact, environment, legacy, future generations,
garbage, litter, waste management, investigation.
Reflection
KWHL chart
www.scribblemaps.co
m
Assessment
Opportunities
Activity 2 – My Place
Week
1
2
3
4
5
6
7
Cross Curricular Priorities
Sustainability Education, Social Emotional Learning
General Capabilities
Literacy, Numeracy, Information and Communication Technology
Engage ⇒
Explore ⇒
Explain ⇒
8
9
Elaborate ⇒
EXPLORE
Activity 4 – Design survey sheet
Design a survey sheet to collect data about the waste produced in/by the school through observation and interviews.
This may include in the classroom (scrap paper and general rubbish); eating areas (food wrappers, leftover food) and
playground/sports field. For an undercover eating area this may be divided into individual class zones.
Discuss with the students the different options for measuring quantities of waste (number of pieces – using a tally chart,
weight and/or volume or number of pieces). Students may decide to measure all three, but should realise/discover that a
lot of empty food wrappers may not generate much weight.
It may be an idea to refer back to the rubbish from Engage Phase - Activity 3. (What was the weight, volume and number of
items?)
Activity 5 – Collecting data
Students spend a week (after eating times), collecting data about the amount and types of rubbish produced from
nominated area e.g. undercover eating area.
Record data in tables to show the specific area, amount of rubbish thrown away in a week and the types of rubbish (plastic,
paper, cardboard, cans, food scraps).
10
Evaluate
Resources
Survey sheet
Data recorded from
‘Engage’ stage, activity 3
Disposable gloves,
Tally chart,
Weighing scales,
Container such as a bin
or bag to measure
volume of rubbish
produced.
Activity 6 – Mapping distribution of waste
Map the distribution and types of waste on a satellite map of school grounds. Use map tools to identify the specific zones
of the nominated area in the school where waste management is a problem.
Geographical Language
Survey, data, waste, observation, tally chart, weight, volume, specific area/zone, mapping, distribution, satellite map, map
tools, waste management.
Reflection
www.scribblemaps.co
m
Assessment
Opportunities
Week
1
2
3
4
5
6
7
8
Cross Curricular Priorities
Sustainability Education, Social Emotional Learning
General Capabilities
Literacy, Numeracy, Information & Communication Technology, Ethical Understanding
Engage ⇒
Explore ⇒
Explain ⇒
9
Elaborate ⇒
EXPLAIN
Activity 7 – What are the issues?
Draw conclusions about the issues involved, location of problem and possible ways of handling the waste e.g. reduce,
reuse, and recycle.
Activity 8 – The difference between biodegradable and non-biodegradable waste
Looking at the types of waste we create at school, at home and in the community, classify the waste into kinds that break
down naturally and the kinds that do not.
Investigate and discuss the difference between biodegradable (organic) and non-biodegradable (inorganic) waste and why
this is important. Students write their own definitions.
Group the examples of waste into biodegradable and non-biodegradable.
Compare the different amounts that are produced.
Questions to the students:
1. How does the amount and type of waste people produce differ? Why might this be so?
2. What other waste might be created in producing the materials and from the services you use each day?
3. What happens to the waste?
10
Evaluate
Resources
Activity 9 – 3RC
Introduce students to the concept of 3RC – reduce, reuse, recycle and compost. Use ‘recycling near you’ link to find
information on what items can be recycled in your area by typing in postcode, or searching a particular item.
‘Ollie recycles’ has waste sorting game in clubhouse section but requires Shockwave plugin.
Reduce: Reducing the need for more products to be made results in less natural resources being taken from the earth; less
pollution from production and less land used for landfill.
http://recyclingnearyo
u.com.au/
‘Ollie recycles’ at
www.olliesworld.com/
au/index.htm
Reuse: Giving old or previously used materials a new life.
Recycle: To take a used object or material and use it to make something else.
Compost: Old fruit and vegetable peelings that are left to rot and then dug into the garden to feed the soil.
Watch video clip “How cell phone recycling works” at How stuff works website.
Activity 10 – Jigsaw activity (research)
Students work together in groups, each team focusing on one particular material (paper, plastic, metal cans, glass, food and
garden waste). Provide a range of suitable resources (books, pamphlets, and internet) for students to gather information
about how that material is produced, how it is used, how it can be recycled and how we can reuse and reduce its use. ‘Ollie
saves the planet’ contains lots of information about recycling these topics for kids (requires Shockwave plugin).
Paper
Production: Paper comes from natural materials. It is made from coniferous trees such as fir, spruce and pine. Huge logs
are taken to a paper mill. They are chopped into small wood chips and mixed with chemicals and water. This soggy mixture
is known as wood pulp. The pulp is poured into a paper-making machine and spread onto a moving belt. The water drains
away leaving the damp fibres. These are dried and flattened to make a long sheet of paper, by squeezing through rollers
http://science.howstu
ffworks.com/environ
mental/greenscience/recycling.htm
Books from library,
pamphlets, internet,
DVD
‘Ollie saves the planet’
at
www.olliesworld.com/
planet/aus/index.htm
Paper by Claire
Llewellyn. Franklin
Watts (2001)
and drying in warm ovens.
Uses: One of the world’s most useful materials used to make all sorts of things (money, writing paper, envelopes, books,
newspapers, magazines, cardboard, food packaging, calendars, bags, lanterns, tissues, toilet paper, disposable nappies,
paper plates and cups
Recycling Paper by
Kate Walker.
Macmilan (2009)
Ways to, reduce, reuse and recycle:
Throwing paper away unnecessarily is a waste of the trees and the energy that were used to produce it.
Reduce the amount of paper we use by cutting down on packaging, write on both sides, reuse old envelopes, boxes and
bags. Recycle waste paper to be turned into new paper, envelopes, kitchen towels and tissues. Recyclable paper includes
white printer paper, newspapers, envelopes, egg cartons and cardboard. Not all paper can be recycled such as fluorescent
paper, tissues, wax coated cardboard, and food soiled paper such as pizza boxes.
Plastic
Watch video clip “Recycling household items” (4min 43 sec)
Questions to the students:
What things around you are made from plastic?
What do you know about the interesting characteristics (properties) of plastics? Are they flexible, waterproof, strong or
transparent?
Why is plastic so harmful to our environment?
http://splash.abc.net.
au/media//m/30438/recyclinghouseholditems?source=search
Production: Plastic is made from crude oil which is a natural resource. The oil is heated and separated into solids, liquids
and gases. The gases are removed and mixed with chemicals that turn them into solid plastics.
Uses: plastic bottles for drinks, milk, shampoo, shopping bags, food packaging, lunch bags, rubbish bin liners
Ways to, reduce, reuse and recycle: Wasting plastic used natural resources, increases pollution and adds to waste.
Reduce and reuse plastic by taking your own carry bag when going shopping, refill plastic bottles, pack food in reusable
plastic containers or even make a garden hothouse with used plastic drink bottles. Recycle used plastic bottles and bags to
Recycling Plastic
Bottles and Bags by
Kate Walker.
Macmilan (2009)
make new plastic products. Recyclable plastic products include PET plastic bottles, milk containers, and supermarket
shopping bags. Not all plastic can be recycled such as toys, cling wrap, potato chip bags, foam drink cups and hard plastics
such as computer cases.
Metal/cans
Production: Metal cans are made from aluminium and steel. They are made from crude metals found in the ground.
Aluminium is made from bauxite and steel is made from iron ore. The crude metal is taken from the earth at large mine
sites. It is washed and smelted in a furnace. The hot metal is rolled into thin sheets that are shaped and cut to make metal
cans.
Uses: Aluminium cans are used to hold some drinks and canned fish and meat products. Steel cans are used to hold pet
food, paint, oil and aerosol products.
Ways to, reduce, reuse and recycle: Wasting metal cans uses natural resources, increases pollution and adds to waste.
Reduce and reuse metal cans by eating more fresh food and buying less canned food, and buying pet food in large cans
instead of small cans. Steel and aluminium cans are able to be recycled. Not all metal cans can be recycled. Cans that are
very dirty or rusty are non-recyclable.
Glass
Production: Glass is made by heating sand (a natural resource) until it melts and turns transparent. Fine sand is mixed with
chemicals to make it melt faster. The mixed sand is fired inside a furnace until it melts. Molten glass is then moulded into
glass products.
Uses: Glass is used for drink bottles, food jars, drinking glasses, windows. Glass is also used in products that do not look like
glass such as fibreglass (for boats and surfboards) and road-marking paint (tiny glass beads which reflect light from car
headlights at night).
Ways to, reduce, reuse and recycle: Wasting glass uses natural resources, increases pollution and adds to waste.
Reuse glass containers again to reduce glass use. Save glass jars as flower vases, make jams and store in used glass jars
Clear, green and brown glass jars and bottles can be recycled. Other types of glass which have chemicals in them are nonrecyclable such as light bulbs and blue glass.
Recycling Metal Cans
by Kate Walker.
Macmilan (2009)
Recycling Glass by
Kate Walker.
Macmilan (2009)
Food and garden waste - Composting/worm farms
Questions to the students:
Do you know what organic waste is and how it helps build a healthy garden?
Compost bins and bays make garden compost from what kinds of waste?
Visit ABC Gardening Australia website for information fact sheet about setting up a worm farm using a polystyrene box.
Watch video clip showing a worm farm being built by Swan Valley Anglican Community School, with Josh Byrne Splash.abc.net (4min 56 sec)
Questions to students:
What roles do worm farms and chickens have in a garden?
What conditions do the worms need?
If you are going to keep chickens, what do you need to provide them?
What materials can be used to build the chicken pen?
Recycling Food and
Garden Waste by Kate
Walker. Macmilan
(2009)
http://www.abc.net.a
u/gardening/stories/s
3827415.htm
http://splash.abc.net.
au/media//m/31185/composting
-and-worm-farms
Activity 11 – Jigsaw activity (feedback)
Students present their research to the rest of the class. This may be verbal, using images or creating a Tellagami using iPads
Activity 12 - Managing waste – When a landfill site is full, what then?
Find out about some of the problems and solutions related to managing waste in your local area.
Some rubbish can be burned, some can be reused. However there will always be some rubbish left over. Landfill is the
iPads
name given to rubbish that is buried in huge pits. Waste left lying around can be a risk to health as well as being unsightly.
Rats, flies and other creatures that carry disease are attracted to piles of rubbish.
Questions to the students:
What would you do with a pile of rubbish?
What might happen if the waste was not dealt with?
Think of the problems in coping with the waste from a big city?
What issues or problems involving waste do you know about?
What do you know about how people can reduce these problems?
View ‘Filled to the brim’ clip created by young reporters from Presbyterian Ladies College in Armidale, NSW (3min 16 sec).
This clip was developed as part of the ABC Splash Live “Making the news!” project, which featured local sustainability
stories by students from around the country.
Activity 13 – Local waste management
Use your local council materials and websites to investigate the following questions. Students may work in groups and
share findings as a class.
1. How is waste managed in your community? (household, commercial or school community)
2. Where does the waste go?
3. How much does it cost?
4. How is the waste collected?
5. How often is it collected?
6. Who collects the waste?
7. Who pays for the service?
8. Does the community have a recycling collection?
9. What materials are collected for recycling?
10. Where do the recyclables go?
11. What happens to hazardous waste such as chemicals, medicine, paint tins and oil?
12. What does the community/council do to reduce waste? (campaigns etc)
View clip called ‘Filled
to the brim’
http://splash.abc.net.
au/media?id=152902
Local council materials
and websites
Visit to local landfill
site.
Discuss how these answers might differ if:
 You lived on an island with rocky soil so the rubbish could not be buried
 The community could not afford to transport the waste to a safe distance from people’s homes
 It cost more to transport the recyclable materials than what they could be sold for
Activity 14 – Waste management today, compared with past
Investigate how waste was created and managed in your community in the past.
Use library, museums and experts. Interview a selection of older people and interested groups.
Construct a timeline that shows dates where an event or change has taken place. For example, the introduction of plastic
bags and milk cartons or changes in attitudes and laws that encourage recycling.
Create a Venn diagram to compare and contrast the types of waste and its management in the local community today with
the waste of the past.
Geographical Language
Reduce, reuse, recycle, biodegradable (organic), non-biodegradable (inorganic), characteristics (properties), flexible,
waterproof, transparent, landfill, hazardous waste, chemicals, transport, recyclable materials, waste management, Venn
diagram
Library
Local sustainability
group,
Local historical society
or Environmental
centre
Assessment
Opportunities
Draw a table listing
things that can and
can’t be recycled.
Jigsaw activity
feedback (Tellagami).
Venn diagram
Reflection
Teacher background information:
http://www.epa.vic.gov.au/your-environment/waste/landfills
http://www.epa.vic.gov.au/your-environment/waste
Australian Sustainable Schools Initiative – http://www.environment.gov.au/education/aussi/
Week
1
2
3
4
5
6
7
Cross Curricular Priorities
Sustainability Education
General Capabilities
Literacy, Numeracy, Critical and Creative Thinking, Ethical Understanding
Engage ⇒
Explore ⇒
Explain ⇒
8
Elaborate ⇒
ELABORATE
9
10
Evaluate
Resources
Communicate findings. Multimodal, (poster, letter, present findings back to school at assembly or through a display (visual
or digital).
Activity 15 - “Different views on how resources can be used sustainably”
‘A house made out of plastic bottles’ – a story about an Argentinian man (Alfredo Santa Cruz) who devised a system to
build a sturdy and waterproof house out of recycled materials, mostly plastic bottles (2001). View video clip (1min 38sec)
Activity 16 - Individual Assessment – Waste management investigation
Students collect and record data on the amount and types of waste they dispose of disposal during a week. Answer the
questions on the worksheet and construct a graph to show their findings. Complete a PMI (Plus, Minus, Interesting) chart
on the principles of the 3RC (reuse, reduce, recycle, compost) and communicate what they have learned about the 3RC
during this unit.
(See student worksheet attached)
http://www.youtube.c
om/watch?v=0ejNuF_
8Hbw
Assessment task
sheet, criteria and
student worksheet
Geographical Language
Data, waste, disposal, construct, PMI, 3RC (reduce, reuse, recycle, compost), communicate, tally marks, categories,
landfill, column graph, environmental consequences, contribute, sustainability
Reflection
Assessment
Opportunities
Waste management
investigation
Week
1
2
3
4
5
6
7
8
9
10
Cross Curricular Priorities
Sustainability Education, Social Emotional Learning
General Capabilities
Literacy, Information and Communication Technology, Critical and Creative Thinking, Ethical Understanding
Engage ⇒
Explore ⇒
Explain ⇒
Elaborate ⇒
EVALUATE
Evaluate
Resources
Students understand that it is essential to recycle and reuse in order to sustain the Earth’s resources.
We share a responsibility to work together to reduce our impact on the environment and make our world a better place.
Sustainable Futures (definition) – is an understanding of the ways in which we can meet our current needs without
diminishing the quality of the environment or reducing the capacity of future generations to meet their own needs.
Activity 17 – Read and Discuss
Read “V-kids in Rubbish!” comic strip book (or another similar story), followed by class discussion about children making a
difference to their local environment.
‘Shaq’s Garage & Service’ developed by US EPA has activities/resources as well a waste management game, but includes a
lot of text for students to read. Can also access from www.sitehoover.com/year-4-geography/
V-kids in Rubbish.
Story by Meredith
Costain.
Rigby, Harcourt
Education (2007)
www.epa.gov/recyceci
ty/index.htm
Activity 18 – Sustainability futures in action
Suggest how our attitude to waste has changed and what we want to do in the future about our school waste. Just because Mind map
you throw it away, doesn’t make it disappear. Use a mind map to gather ideas e.g. reusable containers, emailing class or
school newsletters instead of printing, recycled paper boxes in classrooms to be collected and disposed of in recycle bins,
rubbish free day, compost bins, worm farm, and garden for tuckshop.
Activity 19 – Class wiki
Have students collectively develop a class wiki, or if computer access is limited, use a large notice board to which all
students can contribute ideas and researched information. Brainstorm slogans and research quotes that could be used in
the final presentation.
Activity 20 – Group presentations
Small groups prepare presentations to support whole class proposal. Encourage students to use a variety of tools and
multi-modal texts such as animations, PowerPoint, précis map, graphs, tables, video and popplets to make their message
clear and persuasive.
Geographical Language
Essential, recycle, reuse, sustain, resources, responsibility, impact, ‘Sustainable Futures’ definition, mind map, wiki,
slogans, quotes, proposal, animations, précis map, popplets
Class wiki or large
notice board
Student access to
technology
(PowerPoint, video
etc.)
Assessment
Opportunities
Group presentation
showing how
students’ attitude to
waste has changed
and what we want to
do in the future about
our school waste.
Reflection
Planning for Differently Abled Students
Student/s
Different Ability
Australian Curriculum
Content Descriptions
being addressed
Learning and Teaching Strategies
Assessment Strategies
Assessment Task Sheet
Student Name:
Year Level:
Name of Task: Waste Management Investigation
Teacher:
Learning Area/s: Geography
Date Commenced:
Type of Task:
Date Due:
Oral
Written
Other
Individual
Pair
Group Work
Task Conditions:
In Class
Homework
Other
Opportunity
to Access:
Books
Notes
Library
Assessed By:
Self
Peer
Teacher
Technology
Task Description
Collect and record data on the amount and types of waste you dispose of disposal during a week.
Answer the questions on the worksheet and construct a graph to show your findings. Complete a
PMI (Plus, Minus, Interesting) chart on the principles of the 3RC (reuse, reduce, recycle, compost)
and communicate what you have learned about the 3RC during this unit.
Procedure
1. Collect data to show how many pieces of rubbish you throw away in a week by using tally marks
and record the types of rubbish in a table.
2. Sort the data into different categories of waste disposal (rubbish bin – landfill, recycled, reused,
composted).
3. Construct a column graph to show the number of pieces of rubbish and the method of disposal.
4. Suggest action that you could take to reduce the amount of rubbish you produced.
5. Record your conclusions about recycling, reusing and composting in a PMI chart.
6. Reflect on what you have learned about the importance of 3RC for waste management.
7. Identify the environmental consequences of people not managing waste.
8. Suggest actions that could be taken to contribute to sustainability.
Resources: Waste management investigation worksheet, personal data on amount and types of
waste produced during a week
Catholic Education Services Diocese of Cairns
The student work demonstrates evidence of:
A
Collect and
Collects, records and
record data
analyses data using tally
marks, tables and text.
Provides a logical and
detailed explanation of why
more rubbish may have been
produced on a particular day.
Represent data
Interconnections
Interpreting data
Communicate
learning &
propose action
Suggests individual action to
reduce waste and clearly
identifies the expected
effects of waste reduction.
Makes connection between
people’s actions and the
environment.
Effectively uses a PMI chart
to record detailed
conclusions about 3RC
providing examples.
Identifies patterns from
research providing a logical
analysis, applying data to a
variety of situational
contexts.
Identifies and provides
examples of a variety of
environmental consequences
of people not managing
waste Provides a detailed
and logical view on the
importance of 3RC to reduce
the challenge of waste
management and specific
actions to contribute to
sustainability.
B
Collects and records data
using a variety of
presentations including tally
marks, tables and text.
Provides a detailed
explanation of results.
C
Collects and records data
using tally marks, tables and
text. Provides a simple
explanation of results.
D
Requires some teacher
guidance to collect and
record data. Attempts to
provide a simple
explanation of results.
E
Requires a high level of
teacher guidance to
collect and record data.
Attempts to provide a
simple explanation of
results
Sorts data into types of
waste disposal, constructing
a detailed, labelled column
graph.
Is able to sort data into types
of waste disposal and
construct a column graph.
Attempted to sort data
into types of waste
disposal and complete a
simple column graph.
Suggests individual action to
reduce waste and identifies
some expected effects of
waste reduction on their local
community.
Is able to suggest individual
action to reduce waste and the
expected effects of waste
reduction.
Attempted to suggest
individual action to
reduce waste.
Requires a high level of
teacher guidance to sort
data into types of waste
disposal and to construct
a column graph
Requires a high level of
teacher guidance to
suggest individual action
to reduce waste and the
expected effects of waste
reduction.
Uses a PMI chart to record
detailed conclusions about
3RC. Identifies patterns from
research providing a logical
analysis.
Is able to use a PMI chart to
record conclusions about 3RC.
Is able to identify patterns from
research.
Attempted to use a PMI
chart to record simple
conclusions about 3RC.
Requires teacher
assistance to identify
simple patterns from
research.
Requires a high level of
teacher guidance to use
a PMI chart to record
simple conclusions about
3RC. Requires teacher
guidance to identify
patterns from research
Identifies a variety of
environmental consequences
of people not managing
waste. Provides a detailed
view on the importance of
3RC to reduce the challenge
of waste management and
actions to contribute to
sustainability.
Is able to identify some
environmental consequences
of people not managing waste.
Provides a simple view on the
importance of 3RC to reduce
the challenge of waste
management.
Attempted to identify
some environmental
consequences of people
not managing waste.
Required teacher
assistance on the
importance of 3RC to
reduce the challenge of
waste management.
Requires a high level of
teacher guidance to
identify some
environmental
consequences of people
not managing waste.
Requires a high level of
teacher guidance to
provide a simple view on
the importance of 3RC to
reduce the challenge of
waste management.
Feedback:
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Catholic Education Services Diocese of Cairns
Waste management Investigation worksheet
How many pieces of rubbish did I throw away in a week?
What type of rubbish did I throw away?
What day did I have the most rubbish? Why?
How many pieces of my rubbish was:
put in the rubbish bin – landfill
reused
recycled
composted
Draw a column graph to show the number of pieces of rubbish and the method of disposal
Number of pieces of rubbish
Title:
0
Rubbish bin
Recycled
Catholic Education Services Diocese of Cairns
Method of disposal
Reused
Composted
What ways could I have reduced my rubbish?
What made it difficult for me to recycle or reuse or compost my rubbish?
Reducing my rubbish is important because:
Plus + good positives
Recycling / Reusing / Composting
Minus - bad negatives
Catholic Education Services Diocese of Cairns
Interesting
New things I found out
What have you learned during our unit on Sustainability? What was your favourite part?
What are the environmental consequences of people not managing waste?
What specific actions can be taken to contribute to sustainability?
What is your view about the importance of recycle, reuse, and reduce to the challenge of waste
management?
Catholic Education Services Diocese of Cairns