Stage 2 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?

Tasks

• 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 the 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 the 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...

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 and spatial mapping to identify our contribution to litter in the river.

Conducting a litter audit

Tasks

• View the video Rain, drains and the Georges River - Zero Litter in Georges River (2:04min) on YouTube.

• Create a class definition for the word stormwater.

• 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:

  • locate eating areas
  • locate areas where litter collects
  • measure distances from bins to drains
  • identify slopes
  • measure wind directions and speeds.

• Celebrate the removal of litter from the school grounds.

• Reflect - how does it feel to make a difference?

Lesson three - Georges Riverkeepers

Learning intentions	Success criteria
We are learning about the Georges Riverkeeper organisation.	We can: explain the role of the Georges Riverkeeper describe different ways people can care for the Georges River explain how the Georges Riverkeeper supports people to be active citizens

Active citizens

Tasks

• Conduct a 3-2-1 strategy to review content from the previous lesson. What is clear, what is cloudy?
• Conduct a classroom discussion to connect learning with the following terms - citizen, community, volunteer, vulnerable, support, care, environment. Use examples such as surf life saving clubs, The Red Cross, Lions Club, bush regenerators, Neighbourhood Watch. Add words to the class word wall.
• Create a class definition for 'active citizenship'.
• Access the Georges Riverkeeper website. Who are they? What do they do? How do they engage community to make our environment a better place? How can we become a riverkeeper?
• The Georges Riverkeeper team would love to speak with you. Develop questions you would like to ask a riverkeeper.
• Contact our centre to organise an interview. This can be in person or online.

Lesson four - 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

Tasks

• 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 the 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

Tasks

• Conduct a brainstorm such as the 100 ideas strategy to develop ideas on how to achieve Zero litter in the Georges River. Reflect on the ideas generated.
• Conduct a survey at home. Ask family members about stormwater pollution, how it makes them feel and ideas for reducing litter in the river.

Lesson five - Be active citizens

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

Creating a campaign

Tasks

• Conduct a class discussion on the meaning of a campaign and its relationship to persuasive arguments. Consider the videos viewed in earlier lessons and how they may be considered a campaign product.
• Discuss Zero the turtle as a character. Consider his personality and emotional attributes. How does Zero invite an emotional response on 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 the Georges River?
• How will you present your learning and teach others about why we need to reduce our litter and achieve Zero litter in the 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.
• 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.

Celebrate!

Tasks

• Contact us and we can help celebrate your success with a visit from the Georges Riverkeepers and staff from the Georges River Environmental Education Centre.

Syllabus outcomes and content

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

Focus area outcomes

Geographical information is used to understand the world

• HS2-GEO-01 explains how people care for Australia’s environments and participate in Australian society, using geographical information

Content groups

People have responsibility to care for Australia's environments

• Identify strategies that minimise waste and make the most of resources to sustain environments

People participate in Australian society through active citizenship

• Conduct surveys and graph results to explain how and why people respond to needs in the community
• Research the origin and work of a New South Wales organisation that responds to a community need
• Explain the importance of volunteering as active citizenship
• Design a response to a need in the school or local community

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

English K-10 Syllabus (2022)

Focus area outcome

Oral language and communication

• EN2-OLC-01 communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting

Content group

Presenting

Focus area outcome

Vocabulary

• EN2-VOCAB-01 builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words

Content group

Learning and using words

Focus area outcome

Understanding and responding to literature

• EN2-UARL-01 identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts

Content group

Narrative

Character

Imagery, symbol and connotation

English K–10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2022