Stage 1 HSIE Geography learning resources – Zero Litter in Georges River

Lesson one - Zero litter in Georges River

Learning intentions	Success criteria
We are learning about litter in the Georges River	We can: explain how litter ends up in our rivers and oceans describe how litter reduces water quality for animals, plants and people.

What is litter?

• Conduct a classroom discussion to connect learning with the following terms - creek, river, keeper, riverkeeper, waterway, stormwater, ocean, Georges River, Tucoerah River, Kai'eemah River, Botany Bay, Kamay, Pacific Ocean. Use talk routines such as Think-pair-share and create a word wall with tier 2 and 3 language.

• View the video Zero Litter in Georges River (1:23min) on YouTube

• Define the word litter. Discuss what makes litter, litter. For example is a tiny teddies packet litter? When does it become litter?

• View the video Zero litter in Georges River a second time. Make a list of how litter reduces water quality for animals, plants and people. Add your own ideas.

• Students complete a writing task using the following sentence starters:

  • When litter gets in the river...
  • A riverkeeper is...

Lesson two - Where does our litter go?

Learning intentions	Success criteria
We are learning to use data to identify stormwater flows.	We can: use data from litter surveys to identify our contribution to litter in the river.

Defining stormwater

• View the video Rain, drains and the Georges River - Zero Litter in Georges River (2:04min) on YouTube.
• Draw a flow chart to show how litter on the ground travels into stormwater drains and out into creeks, rivers and then into the ocean.
• Create a class definition for the word stormwater.

Conducting a litter survey

• Review what is litter.
• Go into the playground and identify litter and its location.
• Use a map or table to locate and tally litter found in the playground. Would this change during the day? Do you think there would be more litter found in the playground after lunch? Is there a location that has more litter than others? Why is that?

Conducting a stormwater audit

• Conduct a stormwater audit to identify where litter and other pollutants such as dirt or leaves enter stormwater drains. Access the Sydney Water Stormwater Audit to support this activity.

• Map the drains within your school. Identify factors that may increase the potential for litter finding its way to the drain. This will include:

  • eating areas
  • areas where litter collects
  • distances from bins to drains
  • slope of the ground
  • wind directions and speeds.

• Is litter a problem in your school? Is there potential for this litter to make its way into the river?

Lesson three - Solving the problem of litter

Learning intentions	Success criteria
We are learning how collectively we can contribute to reducing litter in the Georges River.	We can: identify ways to reduce litter in the Georges River identify persuasive language techniques

Solving the problem of litter

• Conduct a 3-2-1 strategy to review content from the previous lesson. What is clear, what is cloudy?

• Meet some school students who aim for Zero litter in Georges River. Select from the following videos available from YouTube.

  • Connells Point Public School wants Zero Litter in Georges River (2:31min) YouTube
  • Como Public School students want Zero Litter in Georges River (2:08min) YouTube
  • Sarah Redfern Public School Students want Zero Litter in Georges River (2:04min) YouTube

• What presentation devices did students use to support their arguments?

• Meet Wasteman Mick. He suggests a few ways we can reduce our litter. Select from the following videos available from YouTube to learn how.

  • Plastic-free parties and picnics (0:52min) YouTube
  • Plastic-free bushwalking (1:00min) YouTube
  • Plastic free fishing (0:59min) YouTube

Solution solving

• How can we reduce litter in our school and in our community? Conduct a brainstorm such as the 100 ideas strategy to develop ideas. Reflect on the ideas generated.
• Conduct a survey at home. Ask family members about litter and stormwater pollution, how it makes them feel and ideas for reducing litter in the river.

Lesson four - Caring for our river

Learning intentions	Success criteria
We are working together to care for the Georges River.	We can: identify ways to reduce litter in the Georges River present an argument work as a team to create a campaign to reduce litter in the Georges River within our school community

Caring for our river

• Now that we have some ideas how to we share this with our school and community?

  Conduct a class discussion on the meaning of a campaign. Describe the relationship between a campaign and persuasive arguments. Consider the videos viewed in earlier lessons and how they may be considered a campaign.

• Discuss Zero the turtle as a character. Consider his personality and emotional attributes. How does Zero invite positive and negative feeling about litter in the river? Consider how characterisation supports persuasive arguments. Do you believe Zero is successful in presenting the message to strive for zero litter in Georges River?

• How will you present your learning and teach others about why we need to reduce our litter and achieve Zero litter in Georges River? What type of product will you create? Is it a a poster, an artwork, a speech or character like Zero?

• Present your idea to your class - peers provide feedback in the form of two stars and a wish.

Create your campaign

• Get to work! Create your product.
• On completion, students reflect on their work, how it feels to work in a team and discuss the work of volunteer groups in the community.

Syllabus outcomes and content

Human Society and its Environment K–6 Syllabus (2024)

Focus area outcomes

People are connected to places and groups

• HS1-GEO-01 describes ways people connect to and care for places, water environments and each other, using geographical information

Content groups

People care for Australia's water environments

• Observe and describe natural and human features of Australian rivers, lakes, beaches and oceans by collecting and representing data
• Explain how people can use and care for water responsibly

People engage in active citizenship by working together to care for places and each other

• Research the work people do in the community to help others by conducting surveys and representing data
• Participate in the school or local community by caring for places and others
• Explain the benefits of participating in communities

Human Society and its Environment K-6 © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024