LESSON 3 – PLASTIC WASTE

Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 9:15am - 10:15am Date: 25/10/2019 Students’ Prior Knowledge:
In the previous lesson, students learnt –
Learning Area: - Where plastic comes from
Science and, - What plastic is used for
Design and Technologies - Types of waste
- Environmental impacts of waste

Strand/Topic from the Australian Curriculum

Chemical Sciences –
Natural and processed materials have a range of physical
properties that can influence their use (ACSSU074)

Design and Technologies - Knowledge and Understanding:

Technologies and society –
Ways products, services and environments are designed to
meet community needs, including consideration
of sustainability (ACTDEK010)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and creative thinking: Ethical Personal Intercultural
competence behaviour and understanding a
Generating ideas, possibilities and Social
actions element: competen
- Consider alternatives ce
o explore situations using
creative thinking
strategies to propose a
range of alternatives
(rotation 3)

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Give at least 3 examples of products that contribute to plastic waste.
 Draw a representation and explain at least 2 negative impacts of plastic waste on the environment.
 State at-least 2 examples of non-plastic alternatives/ways that are being used to reduce plastic waste.

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Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

- Create “Plastic Waste” worksheet
- Create a checklist for this lesson
- Set up rotation spots
- Print out pictures for rotation 3
The tasks are open ended in that the weaker students can
stick to the minimum number of answers (or as many as
they can come up with). For example in rotation 1, Weaker
students can find a minimum of 3 plastic products around
the room, whereas the stronger students can find more
than 3 and come up with their own examples.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
Align these with the
9:15am On The Mat: segment where they will
be introduced.
- Who can remember what we learnt about in our last “powerful
packagers” lesson?
o Plastics – where it comes from and what it is used for.
- Remind students of the class KWL chart.
- Get students to think of one thing they learnt last lesson about
plastics, either where it comes from or what its used for.
- Hand out sticky notes to each student.
- Get students to write what they learnt down on the sticky note and
then stick it on the Learnt section of the KWL chart, then come sit
down on the mat again.
9:20 Back on Mat:
- Let students know, that todays lesson is also on plastics.
- Tell them that you are going to show them a video which includes
what they will be learning about today.
- Write these 3 thinking prompts on the board:
o Examples of products that use plastics
o Negative impacts of plastics on the environment
o Ways we can reduce our plastic use/waste
- Read them out to the students and ask them to listen for the answers
in the video.
- Watch video.

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- Give students 30 seconds to think about what they learnt in the video https://www.youtube.co
to do with the 3 questions on the board. m/watch?v=VUUUxOl
- Get students to turn to a partner and share what they learnt. 715s
9:30 Lesson Steps (Lesson content, structure, strategies & Key Questions):
- Tell students that today is a rotation lesson, they will be split into 3
groups and each group will have 10 minutes on a different rotation
and then you will move to the next rotation (students will be familiar
with this style of lesson)
- Explain what they do at each rotation: (point out where each rotation
is around the room).
- Rotation 1 – Scavenger Hunt
o Hunt around the room for items that are made out of plastic or
have plastic packaging.
o Think back to the video for examples of items that commonly
contribute to plastic waste.
o Create a list of items that contribute to plastic waste.
- Rotation 2 – Draw the effects of plastic waste
o Students can choose whether they draw a diagram or flow
chart or picture of a negative impact that plastic has on the
environment e.g. pollution.
o Ask them to explain their representation in words underneath.
- Rotation 3 – Picture Prompt
o There will be a number of pictures of common items or
usages of plastic e.g. a plastic bag, students have to write
down a non-plastic alternative next to the picture.

- Ask students if they have any questions about the rotations.

- Put students in their pre-determined groups and allocate them a
rotation number.
- Explain that when the timer goes off and I ask you to move rotations,
you go to the next number e.g. 1 goes to 2, 2 goes to 3, 3 goes to 1.
- Start the 10 minute timer and let students go to their allocated
rotation.
9:35
At the rotations:
- Go around to every rotation and help students that need one on one
help.
- After 30 minutes (all groups have finished at each rotation), ask
students to put their names on their worksheets, put them in the hand
in box and sit back on the mat.
10:05 Lesson Closure:(Review lesson objectives with students)
- Get students to think about one thing they learnt in todays lesson
- Hand out sticky notes  get students to write what they learnt on it
and their names.
- Get them to stick it on the Learnt section of the class KWL chart and
sit back on the mat.
- Tell students that in the next lesson they will be researching food
products that use the most plastic in their packaging.
- They will use this research to pick a food product to create a new
packaging design for their “powerful packagers” project.
- Ask students, “who can tell me one thing they can do and change to
reduce their plastic use?”
- Pick at least 3 students to answer.

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Transition: (What needs to happen prior to the next lesson?)

- Get students to tidy up the desks they worked at.
10:15 - Allow students to go to recess once the desks are tidy.

Assessment: (Were the lesson objectives met? How will these be judged?)

Give at least 3 examples of products that contribute to plastic waste. – this will
be assessed by the students’ lists they create from the scavenger hunt
rotation and recorded on a checklist.

Draw a representation and explain at least 2 negative impacts of plastic waste

on the environment. – this will be assessed by students drawing and written
explanation from rotation 2.

State at-least 2 examples of non-plastic alternatives/ ways that are being used
to reduce plastic waste. – This will be assessed by students answers to the
picture prompt activity in rotation 3.

- All objectives will be assessed via the worksheet and recorded on a

checklist.