Lesson one - Georges Riverkeepers

Learning intentions	Success criteria
We are learning about litter in the Georges River	We can: describe the role of the Georges Riverkeeper explain how litter ends up in our rivers and oceans describes how litter reduces water quality for animals, plants and people identify areas in our school that may contribute to litter in the river.

Activity one - What is litter?

Tasks

• Conduct a classroom discussion to connect learning with the following terms - creek, river, keeper, riverkeeper, waterway, ocean, Georges River, Botany Bay, 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?

• As a class, discuss Zero the turtle as a character. How does Zero and the images and language used in the video present an opinion and invite an emotional response on litter in the river? Add words to the word wall and consider how the use of words support persuasive arguments.

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

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

Activity two - Conducting a litter audit

Tasks

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

• As a class, create a character based on a piece of litter. For example a tiny teddy. Map or role play its journey from school lunch box to ocean. Who will the tiny teddy meet? Who will it harm along the journey?

• Are we part of the problem? 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.

Lesson two - 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 work together to create a campaign to reduce litter in the Georges River within our school community.

Activity one - 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

• How did students in the video/s use symbols and language to support their arguments? Add new words to the class word wall.

• 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

Activity two - 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 three - Be active citizens

Learning intentions	Success criteria
We are working together to care for the Georges River.	We can: use symbols and language to present a persuasive argument describe the benefits of working as a team.

Activity one - 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.
• 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.

Activity two - 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

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 responsible

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

English K-10 Syllabus (2022)

Focus area outcome

Oral language and communication

• EN1-OLC-01 communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions

Content group

Listening for understanding

Focus area outcome

Vocabulary

• EN1-VOCAB-01 understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas

Content group

Learning and using words

Focus area outcome

Creating written texts

• EN1-CWT-01 plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure

Content group

Text features

Sentence-level grammar

Focus area outcome

Understanding and responding to literature

• EN1-UARL-01 understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose

Content group

Narrative

Character

Imagery, symbol and connotation

Perspective and argument

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