aboutliTTerLearning

A teacher’s guideResource for WA primary schools

2007

553/

0208

/1M

Learning about litter

A teacher’s guideResource for WA primary schools

www.kabc.wa.gov.au

Contents

Introduction 2

LitterinWesternAustralia

Litterinyourschool

Thisresource

Leveldifferentiation

Modificationideasforearlychildhood

Valueseducation

Tipstoagreenerclassroom

Matrix 4

ActivitiesLitterandyou 6

Whatislitter? 8

Littermuster 12

Minilandfill 16

Don’tdumpit…divideit! 18

Allwrappedup! 22

Downthedrain 26

Litterhazards 31

Littersurvey 34

Litterbugsbeware! 37

ExtrasTheLitterbugSong 39

Litterquiz 40

10questionsgame 42

Litterbugswordsearch 43

Recommendedreading 44

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Acknowledgments

WrittenandcompiledbyKateMacRaeIllustrationsbyRodWallerDesignbySu-AnneLee,SpiceCreativeEditedbyJennieAndertonandKayeVerboon

ISBN0-7309-7291-7

Copyright2008DepartmentofEnvironmentandConservation

Teachersmayusepartsofthisbookfornon-commercialclassroomusewithoutpermissionfromthecopyrightholder.Forallothers,reproductionwithoutpermissionisprohibited.

ThisguidehasbeendevelopedbytheKeepAustraliaBeautifulCouncilaspartoftheDepartmentofEnvironmentandConservation.Formoreinformationabouttheprogramortoobtaincopiespleasecontact:KeepAustraliaBeautifulLockedBag104BentleyDeliveryCentreWA6983Phone:(08)64675169Fax:(08)64675532Email:kabc@dec.wa.gov.auWeb:www.kabc.wa.gov.au

KeepAustraliaBeautifulwouldliketothankthefollowingteacherswhoprovidedvaluableinformationandfeedbackontheseactivities:

AmyWoodward-HarveyPrimarySchoolAngelaSmith-RottnestIslandPrimarySchoolAnnShakespeare-StAnthony’sSchoolCherylinEmery-MountHawthornJuniorPrimarySchoolKerryBrown-WestLeemingPrimarySchoolLisaNelson-EastNarroginPrimarySchoolLydiaChristie-ChurchlandsPrimarySchoolMichelleHolthouse-SalmonGumsPrimarySchoolRenieAllenandGillianGreen-AttadalePrimarySchoolSaminaKhan-AlHidayahIslamicSchoolSandraLong-EastHamersleyPrimarySchool

KeepAustraliaBeautifulacknowledgesthefollowingsourcesofinformationinpreparingthisbooklet:

CleanUpAustraliaRibbonsofBlueWasteWiseSchoolsEvolveCommunications

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Introduction

Litter in Western AustraliaLitterisanongoingproblemfacednotjustbyeveryschoolbutbyeverycommunityinWesternAustralia.Litterinourpublicspacesandwaterwaysisabigproblemandhasarangeofeffectsonourcommunity.Notonlyisitaestheticallyunsightlybutitcanimpactonourenvironmentandourhealth.Researchalsoindicatesthatlitterisaprecursorofotherantisocialbehaviourssuchasgraffitiandvandalism.Theseconditionshavebeenshowntoescalatetogeneralanti-socialbehaviourandlow-levelcrimeinsomeareas.

Thefactsandfiguresoflitterarequitestaggering.Duringthe2006/2007KeepAustraliaBeautifulNationalLitterIndexsiteswereselectedfromeachStateandsurveyedonceinNovember2006andagaininMay2007.Acrossthesites(beaches,roads,waterwaysandpublicspaces)WesternAustraliarecordedanoverallincreaseinlitteritemsfrom16,217in2006to23,080in2007.

PlasticwasthemostvoluminouscategoryoflitterinWA.ItisestimatedthatAustraliansuse6.9billionplasticbagsperyear(that’s326perperson)ofwhich49,600,000endupaslitter!Plasticshoppingbagscantakeupto1,000yearstobreakdown.Thesesamebagscauseanestimated100,000deathsofseaturtlesandothermarineanimalseachyear.Andthat’sjustplasticbags!Onceyoustarttakingintoaccountthemanytypesoflitteritbecomesevidentthataddressinglitterandlitteringisanecessaryandextremelyimportanttask.

UnderWesternAustralia’sLitter Act 1979,litteringisillegal.TheActauthorisestheKeepAustraliaBeautifulCouncil(aspartoftheDepartmentofEnvironmentandConservation),localgovernment,policeandotherlitterenforcementagenciestotakeactionagainstthosewholitter.Thisactioncanbeintheformof‘on-the-spotfines’,orasreportstotheKABCwhicharefollowedupbyfinesbeingsenttotheoffenders.

Litter in your schoolManyschoolsexperiencedifficultiesmanaginglitterandrecognisetheimportanceofacleanandhealthyenvironment.Educatingstudentsabouttheeffectsoflitterisakeysteptowardslitterreductioninthecommunityasawhole.

Learningaboutlitterisanongoingprocessandshouldformpartofstudents’long-termlearning.Itencompassesmanytopicsacrossthecurriculumandacontinualprogrampromotedallyearroundisthebestapproach.

Teacherswillfindavariationintheinformationgainedbythestudentsdependingontheirlocale.WastemanagementvariesthroughoutcouncilsinWA,especiallyinregionalareas,intermsoflandfilltypes,accesstokerb-siderecyclingandresourcerecoveryfacilities,andapproachtolitterandillegaldumping.StudentsshouldbecomefamiliarwithlocalconditionsaswellasgainawarenessofotherservicesthroughoutWA.

This resource“LearningAboutLitter”hasbeendesignedforprimaryschoolusetohighlight,inafuninteractiveway,aseriousproblemthataffectsusall.Itprovidesacross-curriculaapproachtolitterwithlinkstotheWACurriculumFrameworkineachactivity.

Thelessonscontainedinthisguidehavebeentestedandfoundtobepractical,bothforindividualclassesandincludedinawholeschoolapproachtowaste.Teachershavefoundthelessonstobeinformativeandvaluableingeneratinggreatdiscussionamongstthestudentsastheydeveloppositiveattitudesandconcernfortheenvironmentwhileengaginginenjoyable,hands-onactivities.

Theactivitiescoverwhatlitteris,whereitcomesfromandwhyweshouldcareaboutit,pluswaysthatindividualsandsocietycanstartsolvingtheongoingwasteproblem.Theyaresequencedtobuildonstudents’progressiveknowledgeoflitterandworktowardsacampaigninvolvingthewholeschool.Extensionactivitiesfromarangeofcurriculumareashavebeenincludedtofurtherexpandtheconceptsineachactivity.

Theprogramcanbeusedinmanywaysdependingontheneedsofyourschool.Somesuggestionsare:• aclassunitintegratingallareasofthecurriculum

• acrossasectionoftheschool,forexamplelower,middleorupperprimary,soclassesworktogetheronalitterpreventioncampaign

• classpairs–duringthetrialoftheseactivitiesapre-primaryclassworkedwiththeirYear7buddiesandbothclassteachersfoundthisworkedextremelywell

• asasocietyandenvironmentfocusacrossthewholeschool

Level differentiationTheactivitieshavebeendevisedsothattheycanbeenjoyedbystudentsatlevelsone,twoandthreeoftheCurriculumFramework.Theyaremainlyaimedatmiddlechildhoodsothatteacherscanadaptthemfortheirclass.Theabilityofthestudentswilldeterminehowfartheyprogresswithanactivityandthedepthofdiscussionandanalysis.Teacherswillneedtousechildren’sresponsestoassesstheoutcomelevel.

Modification ideas for early childhood• Activitiesrequiringrecordingofdatacanbedonepictoriallyfornon-writersorwithadult/buddyhelporasawhole

class.

• Chooseonlysomeoftheworksheetquestionsandanswerviadiscussionordrawings.

• Cutpicturesfromnewspapersormagazineswhichhighlightanswerstoquestionssuchas“howcanlitterbemovedabout?”

• Makecollagesoflitteritems.

• Insteadoflisting/drawing,makehands-onexamplesofitemsthatcanbereused,e.g.makeaflowerpotfromanoldplasticdrinkbottle.

• Enlargediagramsforchildrentocolour.

• Makesequencecardsfromthestormwaterdrainpicturesthatcanbereusedmanytimes.

• Usedramatodemonstratelitteringbehavioursandhazards.

• Learnsongsandpoemswithanti-littermessagesorplayonlinelittergames–see‘usefulwebsites’ineachactivity.

Values educationUnderlyingeachactivityinthisresourceisthevalueofenvironmentalresponsibility.Studentswillgainarespectandconcernforthenaturalenvironmentandacommitmenttoregenerativeandsustainableresourceuse.Theywillalsobedevelopingothercorevalues,inparticular,thepursuitofknowledgeastheystrivetounderstandtheworldandsocialandcivicresponsibility,includingparticipatingindemocraticprocessesandbeingresponsiblefortheimpactoftheirchoicesonnatureandthecommunity.

Tips to a greener classroomWhileworksheetshavebeenprovidedinthisresourcetherearemanyotherwaysofcompletingtheactivitieswithoutphotocopyingnewmaterials.Someotherideasfromteachersinclude:• workbooksforstudentsandwritequestionsontheboard,overheadprojectororinteractivewhiteboard

• copyontorecycledpaper

• completeworkingroupsrecordingononesheetofreusedpaper

Ifyoudodecidetophotocopy,pleasetrytousebothsidesofthesheetofpaperandencourageyourschooltoonlypurchaserecycledpaperforphotocopying.

Inyourclassroom,adopttheidea“redisdead,white’sallright”.Havetwoboxesavailabletostudentsforusedpaper.The“redisdead”boxisforpaperthathasbeenusedonbothsidesandneedstogotorecyclingandthe“white’sallright”boxcontainspaperthathasonlybeenusedononesideandcanbereusedbystudents.Someteachersalsomakeworkbooksforstudentsbystaplingtogethersheetsof“white’sallright”paper.

ChildreneasilyidentifywiththeaimsoftheKeepAustraliaBeautifulCouncilandgenerallywanttodotherightthing.Makingthesesmallchangesinyourclassroompracticesveryquicklybecomeshabitforstudents.

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Processing

Applyingandintegratingsciencewithinourlives

Impacts,ethicsanddecisionmaking

Thenatureandpeopleofscience

Sustainabilityoflifeandwiseresourceuse

Differentmaterialshavedifferent

propertiesandthesepropertiescanbe

relatedtotheiruses

Interactionsbetween,andchangesto,

materials

Promotingwell-being

Self-understanding

Relationshipskills

Workingwithothers

Activity

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Conducting

Processingandtranslating

Applyingandcommunicating

Featuresofplaces

Peopleandplaces

Careofplaces

Useofresources

Managementandenterprise

Interpretationsand

perspectives

Naturalsystems

Politicalandlegalsystems

Economicsystems

Democraticprocess

Socialjustice

Ecologicalsustainability

Activity

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Litter and you

Circle the face which shows how you feel.

WhenIseelitterintheschool…

WhenIseelitterinthestreet…

WhenIseelitteratafootball,netballorcricketgame…

WhenIseepeoplelittering…

Litter in the playground is a problem for the environment:

notatall alittlebit alot

Food counts as litter:

never sometimes allthetime

A turtle in the ocean could be affected by litter I drop in the playground:

noway possibly definitely

Listasmanywaysasyoucanthatlitteringimpactsonourenvironment

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Litter and youStudents complete a litter questionnaire to record their feelings and knowledge of litter

Curriculum LinksSocietyandEnvironment PlaceandSpace Peopleandplaces;Careofplaces

Time,ContinuityandChange Interpretationsandperspectives

Science ActingResponsibly Impacts,ethicsanddecision-makingScienceinSociety Thenatureandpeopleofscience

HealthandPE Self-managementskills Self-understanding

OutcomesStudents will understand that• People’sactivitieshaveplannedandunplannedimpactsonthenaturalenvironment• People’sopinionsdifferandconsiderationforprivacymustbeshowninaninvestigation

Focus questions• Howdoyoufeelaboutlitter?• Whatdoyouknowaboutlitter?

Preparation• Photocopythe‘Litterandyou’questionnaireforeachstudent

Activity1. Letthestudentsknowthatyouarestartingaunitonlitter.Withoutmuchdiscussiontobeginwith,haveeach

studentcompletethequestionnaireandfileitforreviewlater.

2. AsaclasscommenceaKWLaboutlittertofindoutwhattheyalready‘Know’and‘Wanttofindout’(questionstheymaylikeansweredthroughouttheunit).

3. Attheendoftheunit,studentscompletethequestionnaireagainandnotetheirownchangeinknowledgeandattitudetowardslitter.CompleteyourKWLasaclasstoshowwhatstudentshave‘Learned’.

Some useful websiteswww.kabc.wa.gov.au–KeepAustraliaBeautiful

www.zerowastewa.com.au–WasteManagementBoard

Tip: Double-side it as you

will need the other copy at

the end of this program!

Extension ideasSociety and Environment• Usetheactivitywithasampleofstudentsacross

theschoolbeforeandafteryourclassstartsits‘Litterbugsbeware’campaign.

English• Writeareportonyourfindingsattheendofthe

programstatinganychanges.

Maths• Makeaclassgraphoftheresultstocompareany

changeinattitudes.

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Focus questions• Whatislitter?• Whendoesanitembecomelitter–isitfromthemomentofpurchase,whenit’sonthefloorofthecar,inthebin,

blowingalongtheroadside?

Preparation• Prepareanoverheadcopyoftheinformationsheet“Whatislitter?”orphotocopyaclasssetwiththeworksheet

ontheback.• Writelitteringoffencesonthewhiteboardorwriteeachoneonaseparateslipofpaper• Writeworksheetquestionsonthewhiteboardforchildrentocopyintotheirworkbooksifnotphotocopyingaclassset.

Activity1. Brainstormwiththewholeclass“Whatislitter?”Askwhichtypesoflittermighthavebeengeneratedtodayby

themselves,theirfamily,theschoolorthecommunity.Makealistofalltheitemsstudentscanthinkof–keepthislistandaddtoitasthestudentsbecomemoreaware.

2. Readtheinformationsheetanddiscussthekeyconcepts:litteriswasteoutofplace;sourcesoflitter;littercanbemovedabout;sixkeyproblemsgiven–cantheythinkofanymore?

3. Introducetheconceptofthelaw–litteringisillegalandpenaltiesapply.

4. Insmallgroups,giveeachgrouponedifferentoffencefromthetableandaskthemtoawardapenaltyamount.

5. Sharethesewiththerestoftheclassandjustifytheirreason.Comparetotheactualfineswhichapplyfortheoffence.

6. Studentsindividuallycompletetheworksheet.

7. Asawholeclass,discusssomeofthestudents’answersto“Doyouthinkitisfairtofinepeopleforlittering?”

Extension ideas

Some useful websiteswww.dec.wa.gov.au–DepartmentofEnvironmentandConservationwww.epa.wa.gov.au–EnvironmentalProtectionAuthorityofWAwww.cleanup.org.au–CleanUpAustralia

Society and Environment• Findoutmoreaboutthedifferentorganisationswho

enforcelitteringand/orwhoareworkingtowardsreducinglitter,e.g.KABC,councils,police,media,FireandEmergencyServicesAuthority(FESA).

• Invitesomeonefromthelocalcounciltotalkaboutlitterinyourcommunity–dotheyconsideritaproblem,whateffectsdoesithaveandwhataretheydoingaboutit?

English• Findoutmoreinformationaboutlitterand

litteringontheKeepAustraliaBeautifulwebsite,www.kabc.wa.gov.au

• Studentsreadandcollectarticlesfromthenewspaperrelatingtolitter,pollutionandwaste.

• Discuss/writeaboutlitteroffencesyouhaveobserved.

• Conductaclassdebateongraffiti–‘graffitidoesnotaffectlitteringbehaviour’.(Researchindicatesthatgraffitiincreaseslitteringandotheranti-socialbehavioursuchasvandalism.)

What is litter?Students identify items of litter, impacts on the environment and penalties for littering

Curriculum LinksSocietyandEnvironment PlaceandSpace Peopleandplaces;Careofplaces

NaturalandSocialSystems PoliticalandlegalsystemsActiveCitizenship Ecologicalsustainability

HealthandPE KnowledgeandUnderstandings Promotingwell-being

OutcomesStudents will understand that• People’sactivitieshaveplannedandunplannedimpactsonthenaturalenvironment• Decisionsmadenowaboutcaringfortheenvironment(sustainability)willaffectpeople’swellbeinginthefuture

Background informationDefinitionAsearchwillprovideanynumberofdefinitionsoflitter.Manyofthemarecomplexandusetermssuchas‘unlawfullyscattered’,‘abandonedinapublicplace’butessentiallytheyallmean“litterisanythingthatisleftwhereit’snotmeanttobe”.

Thefirststepintheprocessofreducinglitterandlitteringisanawarenessofthescopeofitemsthatcanbeconsideredlitter.ThesinglemostcommonlitteriteminAustraliaisthecigarettebutt.Othersincludepaper,foodwrappers,fast-foodpackaging,bottlecaps,glasspieces,glassalcoholbottles,plasticstrawsandsoftdrinkbottles.

Effects of litter• Litter costs money.Morethan$16millionisspentinWAeachyeartocleanuplitter.• Litter is a threat to public health.Itattractsverminandisabreedinggroundforbacteria.Itemssuchasbroken

glass,needlesandsyringescanbeahealthhazardinpublicplaces.• Litter harms our waterways.Organicmatter,suchasdogpoo,leavesandgrassclippingspollutesourwaterways,

cancauseblockagesofthedrainagesystemandflooding.• Litter can be a fire hazard.Accumulatedlitterandcarelesslydiscardedcigarettebuttsarepotentialfirehazards.• Litter can harm or kill wildlife. Plasticlittercanchokeorsuffocateanimals.Carelesslydiscardedcontainers

cantrapsmallmammals.Litterinstreetsandparkscantravelthroughthestormwatersystemtoourbaysandoceans,whereitcancauseharmtowildlife.

• Litter looks bad.Litternegativelyaffectstheimageofplaces,especiallytouristlocations.• Litter attracts litter.Littersendsoutamessagethatpeopledonotcarefortheenvironmentandthatitis

acceptabletolitter.

Laws about litteringUnderWesternAustralia’sLitter Act 1979,litteringisillegal.TheActauthorisestheKeepAustraliaBeautifulCouncil(aspartoftheDepartmentofEnvironmentandConservation),localgovernment,policeandotherlitterenforcementagenciestotakeactionagainstthosewholitter.Thisactioncanbeintheformof‘on-the-spotfines’,orasreportstotheKeepAustraliaBeautifulCouncilthatarefollowedupbyfinesbeingsenttotheoffenders.

NotpayingyourfinecanleadtocourtactionorresultinyourfinebeingsenttotheFinesEnforcementRegistrywhichhasthepowertowithdrawlicencesuntilthefineispaid.

Littering offence On the spot fine In court(max)Carelessbuttdisposal $75 $1000Insecureanduncoveredloads $200 $400Placingdomesticorcommercialwasteinalitterbin $200 $400Settingfiretothecontentsofapubliclitterbin $400 $400Dumpinginreservesoronvacantland $200 $1000Abandoningshoppingtrolleys $200 $1000Placingunwantedadvertisingmaterialinletterboxes $200 $1000Billposting $200 $1000Breakingglassonanylandorwaters $200 $1000Discardinglitterinanywaterway $200 $1000Failingtodisposeoflittercorrectlyinanystreet,parkorland $200 $1000

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What is litter?

Answer the questions below in full sentence answers where appropriate.

1. Whatislitter?Definetheterminyourownwords.

____________________________________________________________________

____________________________________________________________________

2. List4sourcesoflitteritems.

• ______________________________ • ________________________________

• ______________________________ • ________________________________

3. Whatare4wayslittercanbemovedabout?

• ______________________________ • ________________________________

• ______________________________ • ________________________________

4. Give2reasonswhylitteringisillegal.

• _________________________________________________________________

• _________________________________________________________________

5.Whatwouldthefinebeifyou

a) threwalollywrapperoutofthecarwindow?____________________________

b) disputedthefineincourt?___________________________________________

6. Doyouthinkitisfairtofinepeopleforlittering?Why?

____________________________________________________________________

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Litter costs money.Localcouncilsspendanaverageof$80,000tocleanuplittereveryyear.

Litter is a fire hazard.Accumulateddrylitterispotentialfuelforafire.

Litter can cause accidentsbyblowingontoroads.

Litter is bad for our health.

Litter harms wildlife.

Litter looks bad.Itreducespropertyvaluesandaffectstourism.

What is litter?

Litter is anything that is left where it is not meant to be, whether it’s put there by accident or deliberately. It is rubbish in the wrong place or...

’Waste out of place’

Where does it come from? Littercancomefrommanyplaces.Itcanbe:

• rubbishdroppedbysomeone• materialthrownfromacarwindow• rubbishfromoverflowingrecyclingcontainersandbins• rubbishleftafteranevent(e.g.PerthSkyshoworafootballgame)• gardenwastethatblowsoffapoorlysecuredtrailer• wasteblownoffindustrialsites• illegallydumpeditemsleftonvacantlandoratcharitybinsites

So what’s the problem?

Litter can be moved from place to place by

WIND WATER TRAFFIC ANIMALS

(Adapted from: Ribbons of Blue – In and Out of the Classroom)

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Preparation• Gloves,tongs,bucketsorrubbishbags• Large,sturdysheetofblackplastic• Onecopyofthe‘LitterMuster’worksheetforeachgroup,clipboardandpencil• Sortingboxeslabelled:paper;plastic;glass;metal;organic;other• PrepareanenlargedversionoftheWA Litter Stream 2007• Ensurethatasuitableareaisbooked,orrelevantpartiesnotified, forthelittersorting.

Thebestareaisonethatisundercover,wellventilatedandprotectedfromthewind.• Informparentsoftheplannedactivityandifnecessarygainpermissionforstudentstoparticipate.• Walkaroundtheschoolyourselfbeforehandnotingthenumberandpositionofbinsandnoteanysupervision

logistics-youmayneedanotherstaffmembertoassist.• Considertakingbeforeandafterphotographsoftheareasyoucleanup.

Activity1. Askthestudentsiftheyknowofanyareasintheschoolwherelittercanbefound.Drawamapofyourschool

playground/outdoorareaandmarkwherethebinsarelocated.

2. Dividetheclassintosmallgroups.Designateadifferentareaoftheschoolforeachgrouptocollectlitter.Identifythelocationonthemap.

3. Eachgroupchoosesonestudenttoactasarecorder.Thisstudent’sroleistorecordtheamountandtypeoflitterfoundateachlocationusingtheworksheet.

4. Givetheotherstudentsinthegroupgloves,tongsandbuckets(orrubbishbags)tocollectthelitterin.Tellthemtomakesureeachitemtheycollectisrecordedandnotethedistancefromthenearestbin.Discusssafetybeforebeginning–DONOTpickupanydangerousitems(brokenglass,etc)butDOtellyourteacher.To motivate the students you may wish to hide one piece of ‘golden litter’ (a litter item painted/coloured gold) and the group who finds it is rewarded.

5. Bringthecollectionbacktoacentrallocationandcreateapileoflitterontheplasticsheet.

6. Discussthetypesofmaterialsthathavebeencollectedaroundtheschoolandshowchildrenthesortingcontainers.Sortthepileoflitterintoeachcontainer.

A fun way to do this is to have a litter relay. In their groups students have a relay race where the front student from each group takes one piece of litter from the pile and places it into the appropriate container. They then run back to their group and swap the gloves and/or tongs with the second student who takes another item of litter and so on.

7. Returntoclasswiththecontainers-makesureyouleavetheareacleanandfreeoflitter.

8. Askeachgrouptoworkoutthetopfivelitteritemsintheirarea.Comparethesetotherestoftheclassandrecordthedataontheboard,overheadorcomputer.ShowthestudentsanenlargedversionoftheWA Litter Stream 2006andcomparetheschoolresultstothese.

9. Askeachgrouptopresentitsexperiencetotheclass,identifyingwhichareaonthemaptheywereresponsiblefor.

10. Afterthepresentationsdiscuss:- Whichlocationsyieldedthemostlitterandwhy?- Howfarawayfromthebinsweremostitemsoflitterfound?- Werethereenoughrubbishbinsandweretheyineasy-to-uselocations?- Wheredidmostofthelitteritemscomefrom–home,school,canteen?- Willmorelitterbinsandrecyclingbinshelptostoppeoplelittering?

Tip: Don’t make picking up

litter a punishment – otherwise

nobody will want to do it –

rather it should be encouraged

and even rewarded!

Litter musterStudents conduct a litter count and classify items of litter found

Curriculum LinksSocietyandEnvironment Investigation,Communication

andParticipationConducting;Processingandtranslating;Applyingandcommunicating

PlaceandSpace Featuresofplaces;Peopleandplaces;Careofplaces

Resources Useofresources;managementandenterprise

Science NaturalandProcessedMaterials Differentmaterialshavedifferentpropertiesandthesepropertiescanberelatedtotheiruses

HealthandPE InterpersonalSkills Workingwithothers

OutcomesStudents will understand that• Processesaffectthenaturalandbuiltfeaturesofplaces• Peopleuseresourcesinvariouswaystosatisfytheirneedsandwants• Differentobjectsandproductscanbemadefromthesamebasicmaterials

Background information

WA Litter Stream 2007

cigarette butts41%

metal9%

plastic21%

miscellaneous5%

illegal dumping0.1%

glass4%

paper/ paperboard

20%

cigarette butts

glass

illegal dumping

metal

miscellaneous

paper/paperboard

plastic

KAB – National Litter Index, May 2007

Theinformationinthisgraphisbasedonthenumberofitemscollectednotthevolume.Forup-to-dateinformationonWA’sresultsintheNationalLitterIndexgotowww.kabc.wa.gov.au

Did you know? • 51%oflitteringoccurswithineightmetresofabin!Testthisresultduringyourlittermuster.• 7billionofthe24billionfilteredcigarettessoldeachyearinAustraliaendupbeinglittered.

Ifplacedendtoendtheywouldextend144,000kilometresandcircletheplanet3.6times.

Focus questions• Aresomeitemsmorelikelytobecomelitterthanothers?• Isitimportantforourschooltobecleanandlitterfree?Why?

WA Litter Stream 2007

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Lit

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Areawhe

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Extension ideas

Some useful websiteswww.litterbug.org–anonlinegameforkidsto‘catch’litter

Society and Environment• Conductawholeschoolwasteaudit,see

www.wastewise.wa.gov.au/schools

Mathematics• Weighorcalculatethevolumeoflittercollected

andproducegraphsofthetypeofmaterialandpercentageofallschoollitteritmadeup.Thisdatacanbekeptandrecheckedregularlyasyouconductyourlitterprogram.

• Eitherbycountingorweighingthelitterworkout(byknowingthenumberofstudentsattheschool)howmuchlitterisgeneratedperperson.

Science• Choosealitteritemanddiscussthesuitabilityofthe

materialused.Forexample,analuminiumcan:whyisthismaterialchosenasadrinkcontainer;whatmightbethebenefits;whyaresomeotherdrinkcontainersmadefromdifferentmaterials?

English• Studentswriteletterstothelocalcouncilrequesting

informationonthetypesandpercentagesoflitterfoundinthecommunity.Howdoesthiscomparewithwhatwasdiscoveredattheschool?

• Takephotosduringyouractivity.Writecaptionsandlabelsforthephotosandplaceonthemapoftheschool.

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Preparation• Largeglassjars• Soilfromthegarden(notsterilisedpottingmix)• Water• Plasticwrap• Boxesoflittercollectedinthe‘Littermuster’

Activity1. Askstudentswhathappenstotherubbishwhentheythrowitinthebin.Doesanyoneknowwheretherubbish

goeswhenitiscollected?

2. Discusswhattheyknowaboutlandfillsites(or‘rubbishtips’)andexplainthatyouaregoingtocreateyourownminilandfilltoseewhathappenstotherubbishthatissentthere.Dependingonthelevelofthestudents,showanenlargedversionofthemodernlandfilldiagramanddiscussitscomponents.

3. Fillthejarabouthalffullofloosesoil.

4. Choosefourtosixpiecesoflitterfromthecollectionboxes–onefromeachwouldbegood–andplacetheseontopofthesoil.Keepalistoftheitemsyouputin.

5. Covertherubbishwithmoresoil.Sprinklewithwateruntilitismoist,butnot‘muddy’.

6. Coverthejarwithplasticwrapandplaceinawarm/sunnyplaceforabout10days.

7. Addalittlewatereveryfewdaystokeepthesoildamp.Ifthebottomofthejarbecomeswetrecordthepresenceof“leachate”.

8. Attheendofthe10daysemptythecontentsofthejarontoalargesheetofnewspaperandobservewhathasstartedtobreakdowninyourmini-landfill.Recordthechanges.

9. Discusstheresultswiththestudents:- Didanypiecesofrubbishstarttodecomposeorfallapart?Thismeanstheyaredegradableandwillbreak

downwhenmixedintotheearthundertherightconditions.- Didanyitemsremainthesame?Thismeanstheyarenon-degradable.Someitemswillneverbreakdownand

willremaininalandfillforever!

10. Askstudentswhattheycoulddotopreventrubbishgoingtolandfill.Introducetheterms‘reduce’,‘reuse’and‘recycle’.Thesewillbecoveredinmoredetailinthenextactivity.

Extension ideas

Some useful websiteswww.zerowastewa.com.au–WasteManagementBoard–listoflandfillsitesinPerthmetropolitanareawww.wastewise.wa.gov.au–WasteWiseSchoolsWA–goodinformationfactsheets

Society and Environment• Findoutwherethelandfillsiteisinyourlocalarea.

Arrangeavisitifpossible.ThereareeducationprogramsinplaceatsomefacilitiesandDVDsmayalsobeavailable.Contactyourlocalorregionalcouncilforfurtherinformation.

• InMay2006thelandfilllevywasdoubledinthehopeofreducingtheamountorwasteproduced.Studentswritetolocalgovernmenttofindoutwhetherthishasbeeneffective.Seehttp://www.walga.asn.au/news/media/May2006/MR20052006

• Makeatimelineshowingthevariousmethodsofrefusecollectionoverthepastcentury.

Science• Createothermini-landfillswithotheritems.Setit

upasanexperimentandpredictwhichitemsaredegradableornon-degradable.Recordallresults.

• Leachatecausesgroundwaterpollution.Studentsinvestigatehowleachateiscontainedandtreatedinmodernlandfills.

English• StudentsimaginewhatitwouldbelikeifAustralia

ranoutofspaceforlandfills.Writeanimaginarynewspaperarticlefrom2050.

Mini landfillStudents create their own mini landfill and observe decomposition of materials

Curriculum LinksSocietyandEnvironment PlaceandSpace Featuresofplaces;Peopleandplaces;

CareofplacesResources ManagementandenterpriseNaturalandSocialsystems Naturalsystems;Economicsystems

Science Investigating Conducting;ProcessingEarthandBeyond SustainabilityoflifeandwiseresourceuseNaturalandProcessedMaterials

Interactionsbetween,andchangesto,materials

OutcomesStudents will understand that• Materialwastecanbedegradableornon-degradable• People’sactivitieshaveplannedandunplannedimpactsonthenaturalenvironment• Decisionsmadenowaboutcaringfortheenvironment(sustainability)willaffectpeople’swellbeinginthefuture

Background informationLandfilliswhereallourrubbishgoes.Modernlandfillsareverydifferentfromtheopendumpsofthepast.Belowisadiagramshowingthedifferentcomponents.Atypicalmodernlandfillislinedwithalayerofclayandprotectiveplastictopreventtheliquidwaste(leachate)fromleakingintothegroundorgroundwater.Anetworkofdrains

collectstheleachateandpumpsittothesurfacewhereitcanbetreated.Groundwellsaroundthelandfillareusedtomonitorthegroundwaterqualityanddetectanycontamination.

Aswecontinuetofillupexistinglandfillsites,wecreatetheneedtoclearmorelandfornewsites.Thiscanfurtherthreatenremnantbushlandandthefloraandfaunalivingthere.Otherpotentialenvironmentalproblemsfromlandfillinclude:• Thepollutionofsurfaceorgroundwaterwithcontaminants

fromwaste.• Thecreationofnuisanceodoursanddust.• Theriskofpropertydamageduetosubsidenceortherelease

offlammableortoxicgases.• Thereleaseofpollutantsintotheatmosphere–organicwaste

senttolandfillisalargecontributortogreenhousegases.• Windcancarrylooseitemsofwastefromthelandfillwhich

becomelitter!

Australiansarethesecondhighestproducersofwaste,perperson,intheworldwitheachofussendingalmost800kgofwastetolandfilleachyear.AtthisrateAustraliawillreachitslandfillcapacityby2010.(Clean Up Australia)

Look how long litter takes to decompose!• Pieceofpaper 2–4weeks• Cottonrag 1–5months• Steelcan(e.g.bakedbeans) 150years• Aluminiumcan(e.g.coke) 500years• Glassbottle 1000years• Aplasticbottle Indefinitely

Focus questions• Whathappenstoyourrubbishwhenthebinsarecollected?• Whatdoes‘decompose’mean?

This information is based on aerobic conditions where oxygen is essential in decomposition. In landfill the conditions are anaerobic (lacking oxygen) and waste takes far longer to decompose. Paper can take more than 40 years!

This information is based on aerobic conditions where oxygen is essential in decomposition. In landfill the conditions are anaerobic (lacking oxygen) and waste takes far longer to decompose. Paper can take more than 40 years!

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Activity1. LookatthefiveboxesoflittercollectedinyourLittermuster(paper,plastic,glass,metal,organic,other).Ask

studentsiftheyknowofanythingelsethatcanbedonewiththeseitemsotherthanputtingthemintherubbishbin.

2. Introducetheterms‘reduce’,‘reuse’,‘recycle’and‘compost’.Askstudentswhattheyalreadyknowandwhetheranyonedoesanyofthesethingsathome.

3. Emptyeachcontainerontotheplasticsheetandtellstudentsthattheyaregoingtosorttheitemsanotherway.Changethelabelsontheboxestoreduce,reuse,recycle,compost,landfill.

4. Asaclassbegintosortthefirstfewitemstogetherintothecontainers.Usetherule:reducefirst,thenreuse,thenrecycleorcompost,thenlandfill.

5. Letthestudentsfinishsortingthelitter(usingglovesandtongs).

6. Whenallthelitterissorted,havealookattheproportionsoflitterthatcouldbedivertedfromlandfill.

7. Asaclassdiscuss: -Howmuchcouldhavebeenreducedandnotusedinthefirstplace? - Whichitemsareeasytoreuse?Glass jars, plastic bottles, cardboard boxes, bags -Aretheresomeitemsthatcouldhavebeenplacedinmorethanonecontainer? - Canallitemsberecycled?No, some are made from many different materials that are difficult to separate. - Howdowerecycleatschool?

8. Individuallyorinsmallgroupsaskthechildrentothinkofwaystoreduce,reuseandrecycletheitemsontheworksheet.

Extension ideas

Some useful websites:www.zerowastewa.com.au/communication/education/factsheets–factsandtipsonthe3Rs,recyclingdifferentmaterials(glass,paper,aluminium,etc.)andcompostingwww.wastewise.wa.gov.au/pages/hazardous.asp–theRecycleITDirectorycontainsinformationonhowandwheretorecycledifferentresourceswww.ollierecycles.com.au–interactivesiteforstudentsandteacherswww.naturegrid.org.uk/eco-exp–Eco-Explorersiteforkidswww.fillsworld.com–funfactsandactivitiesforstudentsandteachers

Society and Environment• Studentslookattheirhouseholdrubbishforone

daywiththeirfamily.Createalistofitemsthatcouldbereusedorrecycled(orboth).Activitysheetprovidedbutcouldberecordedinworkbookstosavephotocopying.Makesureparentsarehappyforitemstoberecorded!

• Surveylocalbusinessestofindoutwhorecycles.

Technology and Enterprise• Designabetterbinforusewithinyourschool

grounds.Thingstoconsidermightbewhetheritshouldhaverecyclingsectionsoraccessforstudentsofdifferentheights.

• Makerecycledpaper.Checkoutwww.ecokids.ca/pub/fun_n_games/printables/activities/

• Designa‘LitterCritter’(basedonreallifeanimalssuchasakangaroooremuoracreatureyettobediscovered)fromarangeofschoolandhouseholdrecyclablessuchasusedsoft-drinkbottles,milkcartons,cardboard,newspaper,aluminiumandsteelcans.

Science• Researchthestepsinrecyclinganddrawadiagram

toshowwhathappenstoanaluminiumcan,aglassbottleand/oraplasticcontainer.

• Setupaclasswormfarmfororganicwaste.Seewww.wastewise.wa.gov.auforinstructions.

• Researchdifferentwaysofcompostingandsetuponethatissuitableforyourschool.

English• Writetotherecyclingofficeratyourlocalcouncilto

ask:- Whatshouldandshouldnotbeputintocollection

banks?- Howmuchrecyclingiscollectedeachyear? (Informationcanalsobedownloadedfromyourlocal

councilwebsite)

Mathematics• EnergiseyourmathscurriculumwithaREmida

children’sworkshop.Topicsinclude‘patterningwithreusablematerials’,‘codebreaking’andmore.Theworkshopssupportthedevelopmentofchildren’sideas,stirimaginationandsparkcuriosity.Visitwww.remidawa.com

Music• Makeamusicalinstrumentusingemptycontainers

–riceinplasticbottlesformaracas,water-filledglassbottlesforaxylophone,elasticbandsonatissueboxforaguitar.

• LearntheJackJohnson3Rsong.

Art• Usethelittercollectedtocreatecollagesof‘UrbanArt’.

Don’t dump it…divide it!Students identify items of litter that can be deterred from landfill –

reduce, reuse, recycle, compost

Curriculum LinksSocietyandEnvironment Resources Useofresources;Managementandenterprise

Science ScienceinDailyLife Applyingandintegratingsciencewithinourlives

ActingResponsibly Impacts,ethicsanddecision-makingScienceinSociety ThenatureandpeopleofscienceNaturalandProcessedMaterials Differentmaterialshavedifferentproperties

andthesepropertiescanberelatedtotheiruses;Interactionsbetween,andchangestomaterials

OutcomesStudents will understand that• Resourcesneedtobeusedandmanagedefficiently• Conceptsofreducing,reusingandrecyclingsupporttheideaofthinkingglobally,actinglocally

Background informationThe‘3Rs’areimportantaswereducetheamountofwastegoingtolandfillandsavemoney,energyandresourcesthatwouldotherwisehavebeenusedtomakeanewproduct.Italsomeansthatifitbecomesahabittoreuseitemsstudentsmaybelesslikelytosimplythrowthingsaway.

Reducemeanstocreatelesswasteinthefirstplacesothatthereislessrubbishthatmightbecomelitterorgotolandfill,andpotentiallyreducewastedisposalcosts.

Reusemeanstousethesameitemrepeatedlyoreventofindanotherwaytousethem,suchasbuyingrefillsorusingoldjarstostoreotheritems.

Recyclemeanstoreturnawasteitemtoafactorywhereitcanbemadeintoanotherofthesameproductorsomethingdifferent.Forexample,recycledaluminiumcanscanbemadebackintocansorintoengineblocksfornewcars.

The3Rsshouldoccurinthisorderwithinitiallyreducingourwastebeingthemostimportantstepinwasteandlitterminimisation.Althoughrecyclingisafarbetteroptionthancreatingnewmaterials,itisevenbettertoreduceandreuseitemswherepossible.

Did you know?•20recycledaluminiumcanscanbemadewiththesameamountofenergyrequiredtomakeonenewcanfromrawmaterials.

Focus questions• Howmuchrubbishdoweproduceeachday?• Howcouldwereducetheamountthatendsupaslitterorissenttolandfill?

Preparation• Glovesandtongs• Large,sturdysheetofblackplastic• SortingboxesfromLitterSurveywithrubbishstillinthem(ifnottoosmelly!)• Labels:reduce,reuse,recycle,compost,landfill

Tip: Subscribe to the Zero Waste

newsletter and receive information

on latest research and initiatives

(www.zerowastewa.com.au/

communication/education)

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Household rubbish

Placeatickintheappropriatecolumnfortheitemsyoufind.

Item of rubbish Reusable RecyclableReusable AND recyclable

NOT reusable OR recyclable

Howoftenisyourrubbishcollected?______________________________________

Doyouhavearecyclingbin?_____________________________________________

Doyouthrowawaymorethanyourecycle? ________________________________

Doyoufinditdifficulttorecycle?_________________________________________

Isthereanythingthatwouldmakeiteasierathome?_________________________

_____________________________________________________________________

Don’t dump it…divide it!

Showhowthefollowingitemscouldbereduced,reusedorrecycled.Listordrawinthespaceprovided.BECREATIVE!!

Litter item Reduce Reuse Recycle

Aluminiumcan

Glassjar

Cardboardbox

Plasticbottle

Tyre

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Activity1. Eitherindividuallyorasaclass,readthe‘Schoollunchin1950s’extractanddiscussthequestions.

2. Havealookatthepackagingthestudentshavecollectedfromtheirlunchboxes.Whichonesattractattention?How?Why?

3. Asaclassdiscussthemainreasonsforpackaging:-topreservefood-tocontainandprotectobjectsforsafetransportation-todescribeandidentifycontentssothatconsumersknowthepurposeandproperties(e.g.weight)

4. Ingroupsoffive,studentsrecordeachformofpackagingcollectedfromtheirlunchboxandcompletetheworksheetstatingwhetheritwasnecessaryand/orapossiblealternative.

5. Askstudentswhethertheyhavenoticedanyoftheseitemsaslitterintheschoolgrounds?Discusswhereitcouldendupifnotdisposedofcorrectly,e.g.blownintonearbybush/parkland,blowndownstreetdrainsandcarriedtoourwaterways(this will be covered in the next lesson).

6. Conductlunchboxsurveysduringtheweekandgiveprizestothosestudentswhohavenotusedanythrowawaypackaging,thereforereducingtheamountthatcanbecomelitter.Theaimiszerowastelunches:packedinalunchboxorbagwithfoodinreusablecontainers,drinkinarefillablebottleandallcontainersresealablesothatleftoverfoodanddrinkcanbesavedforlater.

Extension ideas

Some useful websiteswww.zerowastewa.com.au/communication/education/shopsmart/–howtoshopsmartwww.packcoun.com.au–PackagingCouncilofAustralia,informationonpackagingnewsandissueswww.afgc.org.au–informationonthePackagingStewardshipForumandtheirlitterpreventionmessage,“DotheRightThing”

Society and Environment• Invitethewholeschooltoparticipateina‘package

freeday’.Yourclasscouldholdanassemblytoannounceit.Studentsproduceposterspromotingideasforreducinglunchboxpackagingtodisplayaroundtheschool.Makethisaweeklyeventifpossible.

• Collectwrappersandlabelsfromdifferenttypesofpackagingandproducefromaroundtheworld.Onamapoftheworldmarkwheretheitemsarenowandwheretheycamefrom.Drawtheroutethendiscusstheimplicationsofbuyingtheseproducts:increasedpackagingneededfortransportation;fuelconsumedandcarbonemittedfromtransportvehicle.Cantheproductsbeboughtlocallyand/ornotpackaged?

• Studentsinterviewtheirparentsandgrandparentstofindouthowpackaginghaschangedsincetheywereatschool.Whatdidtheyusebeforetheplasticbag?

• Doasurveyofthetypesofpackagingusedbytheschoolcanteen.Couldanyofthisbeavoided?Putaproposaltogetherforadishwasherforyourcanteen.

English• Writeuptipsforlesslunchpackagingtoincludein

theschoolnewsletteroraflyertoparents.• Eachgrouppresentashorttalktoanotherclassin

preparationforthe‘packagefreeday’.• Researchandlistasmanyproductsasyoucanthat

displayananti-littermessage.Whymightitbeinthemanufacturer’sinteresttoprintsuchamessageontheproducts?

Technology and Enterprise• Design,makeandappraiseanenvironmentally

friendlypackagingforafoodorbeverageproduct,e.g.juiceboxorchippacket.Isthematerialrecycled,reusableorrecyclable?

The Arts• Studentsbrainstormwaystheycanshopmore

effectivelytoreducepackagingand,individuallyoringroups,designaposterencouragingpeopleto‘shopsmart’.

• Learnthe‘LollyWrapper(EnvironmentalRap)’onthePaulJamiesonCD,Around the World.Thisisagreatrapaddressingdifferentlitteritems.

Mathematics• Usethesortingboxes,labelledwithmaterialtypes,

tosortstudents’lunchboxpackaging.Weigheachcategoryandseewhichmaterialproducesthemostpackaging.

• Researchthecostbenefitsofbuyinglargeversussmallcontainersofproducts.Studentschoosetheirfavouriteflavoureddrink.Visitalocalshoporsupermarketandwritedownallthedifferentwaysthattheycanbuytheirdrink,thesizeandthecost.Useacalculatoranddividethecostincentsintothenumberofmillilitrestofindouthowmuchdrinkyougetfor10c.

All wrapped up!Students identify problems with packaging materials and discuss alternatives

Curriculum LinksSocietyandEnvironment Resources Useofresources;Managementandenterprise

NaturalandSocialSystems Naturalsystems;EconomicsystemsActiveCitizenship Ecologicalsustainability

Science ScienceinDailyLife ApplyingandintegratingsciencewithinourlivesActingResponsibly Impacts,ethicsanddecision-makingScienceinSociety ThenatureandpeopleofscienceNaturalandProcessedMaterials

Differentmaterialshavedifferentpropertiesandthesepropertiescanberelatedtotheiruses

OutcomesStudents will understand that• Resourcesneedtobeusedandmanagedefficiently• Conceptsofreducing,reusingandrecyclingsupporttheideaofthinkingglobally,actinglocally• Decisionsmadenowaboutcaringfortheenvironment(sustainability)willaffectpeople’swellbeinginthefuture

Background informationResearchsuggeststhat22percentofthetotallitterstreamispackagingmaterials.Whenyougoshopping,mostitems(food,drink,clothes,toys,etc)arepackagedinonewayoranother.

Wecaneasilyreducetheamountofpackagingthatispotentiallyavailabletobecomelitterbyshoppingselectivelyaswellasreusingandrecycling.Wecandothisby:• Refusingproductsthathaveexcessivepackaging.Someproductsdonotneedextrapackaging,forexample

bananaswhichhavetheirownskinsdonotneedtobeputinaplasticbag.Doallyourfruitandvegneedtobeplacedinseparateplasticbags?

• Buyingitemsinbulkreducestheamountoftimesanitemneedsreplacing,andthereforereducestheamountofpackagingthatbecomeswaste.

• Lookingforpackagingthatismadefromrecycledmaterials.• Lookingforpackagingthatcanbereusedandthereforeextendingthelifeofthematerial.• Lookingforpackagingthatcanberecycledtocontinuetherecyclingloop.• Takingyourreusableshoppingbagwithyouandnotusingplasticbagsforpacking.

WesternAustraliafacessomeuniquechallengeswithhouseholdpackaginginthatourremotelocationmeansmanyofourproductsarepurchasedfrominterstateandoverseas.Thishasatwofoldeffect–oneisthatextrapackagingcanberequiredfortransportbutthereisoftennotake-backservicethatmaybeavailableinotherStates.

Focus questions• Whatisthepurposeofpackaging?• Isthepackagingreallynecessary?

Preparation• Askstudentstokeeponeformoffoodor

drinkpackagingfromtheirlunch.Makesureitisclean.

Tip: Get parents on board

with the zero waste lunches

so they don’t feel as though

they are being criticised.

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School lunch in the 1950s

Imagineyouareobservingastudentinasmallschoolabout50yearsago.

Thetimeisalmost12o’clockandherecomesGeorgefromYear6…rushingoutcarryinghislunchinabrownpaperbag.InthepaperbagGeorgehasasandwichwrappedingreaseproofpaperandanelasticband,twohome-madebiscuitsandabanana.Hegetshisfreemilkfromhisteacherinaone-thirdpintbottle...

Afterlunchitisclean-uptime.Georgewasheshisbottleandgivesitbacktohisteacher.Hefoldshisgreaseproofpapercarefullyandputsitbackintothepaperbagwiththeelasticband.Georgetakesextracarewithhispaperasheknowshismumwillaskforitwhenhegetshome,towraphissandwichesandbringbacktoschooltomorrow.

Discussion questions

1. HowisGeorge’slunchdifferentfromyourlunchtoday?

2. WhatdoyounoticeaboutthepackagingusedinGeorge’slunchcomparedtothepackagingyoucollectedfromyourlunchboxes?

3. WhatwouldGeorgemostlikelydowithhisleftovers?

4. WhatlikelylitteritemsareinGeorge’slunch?

Onyourreturntothe1950syoumayalsonoticetheabsenceoflitterintheschoolground.Therearenorubbishbinsbecausetheyareunnecessary.Thewholeschoolisneatandtidy.

Nowlookatthepackagingfromyourlunch…

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Activity1. Askthestudentsiftheyhaveeverseenlitteratthebeachorinalocalwaterway/river.Brainstormhowthe

followingitemsmayhaveendedupatthebeach: softdrinkcan Possibilities include: careless disposal at the oilyrag beach itself, careless disposal by people on cigarettebutt boats/fishing vessels, blown from nearby roads. pieceofrope

2. Explainthatthereisalsoanotherwaylitterendsupinouroceansandwaterways.

3. Displaytheenlargedversionofthedrainagesystempicture.Askstudentstoidentifywhatgoesintotheseweragesystemandwhatgoesintothestormwatersystem.

4. Askwhethertheyknowwherethesetwodifferentsystemsendupthenexplainusingthebackgroundinformationabove.

5. Discusstheterm“pollution”andtheideathatdirtiedwaterispolluted.Sometimeswecannotseethepollutionthatgoesintowaterbutthiscausesthemostseriouskindofstormwaterpollution,usuallyinvolvinglongterm,heavy-dutytoxins.Writeaclasslistofvisiblestormwaterpollutants(piecesofpaper,bottles,leaves,dogpoo,etc)andinvisiblestormwaterpollutants(gardenfertilisers,detergent,chemicals,oil,etc).

6. Studentsindependentlycompletetheworksheet.Younger students could colour the two different systems on the illustration and sequence the picture cards.

7. Inpairs,studentsdiscussactionstoavoidathomeandschooltopreventlitterandwasteendingupinouroceans.Makeaclasslistof10waysto‘Keepourseaslitterfree’.

Extension ideas

Some useful websiteswww.marine-litter.gpa.unep.org–TheGlobalMarineLitterInformationGatewayhasagreatkid’spagewithusefulinformationonmarinedebrisandactionkidsareundertakingaroundtheworldwww.projectaware.org/kids–ProjectAWAREFoundationhasanAWAREKidsProgrammeaimedatinspiringkidstotakeactiontoprotecttheirmarineenvironmentwww.oceansidecleanwaterprogram.org/kids.asp–akids’siteonstormwaterpollutionwww.wwf.org.au–WWFprovidesinformationontheeffectsofplasticbagsonbirdsandmarineanimalswww.amcs.org.au–theAustralianMarineConservationSocietyprovidesinformationonawiderangeofmarineissuesthroughoutAustraliaincludingthreatenedspeciesandland-basedpollutionwww.enviroperformances.com.au–CaptainCleanUphasagoodsongonmarinelittercalled,‘Forthedolphinsandtheseals’

Society and Environment• Sideentrypitsareopeningsinthestreetgutterthat

leadtoadrain.Inlargesuburbsthereisusuallyonesideentrypitper10housesonthestreet.Studentscontactyourlocalcounciltofindout:thetotalnumberofsideentrypitsand/orthenumberofhousesperdrainentryinyourarea;howmanypotentialentrypointsthereareforlitterbasedonthisinformation.

• Investigatethelocalstormwatersystemtodeterminewherelitterdroppedwithintheschoolgroundsmightendup.Drawaplantoshowwhatyoufoundout.

Science• ResearchthestatisticsinWAformarineanimalskilled

bylitter,includingplasticbags.• Goonanexcursiontothebeachandcollectandrecord

theitemsoflitteryoufind.Makeapiegraphtoshowthepercentageoflitterfoundandcomparetothecoastalrubbishreportonwww.cleanup.org.au/coastal/

• FindoutmoreaboutwaterpollutionandcatchmentareasbyvisitingPointFraserDemonstrationWetlandsorinvitingaspeakerfromRibbonsofBlue–seewww.ribbonsofblue.wa.gov.au

English• Studentswriteastoryaboutamarineanimalwhose

habitatisbeingpolluted.

The Arts• Makeaclassmarinemuralstickingonitemsofplastic

rubbishtoshowtheeffectonmarineanimals.Displayinacentrallocationinyourschool,forexamplethelibrary.

Down the drainStudents learn about the relationship between stormwater, litter and the beach

Curriculum LinksSocietyandEnvironment PlaceandSpace Featuresofplaces;Peopleandplaces;

CareofplacesNaturalandSocialSystems NaturalsystemsActiveCitizenship Ecologicalsustainability

Science ScienceinDailyLife ApplyingandintegratingsciencewithinourlivesActingResponsibly Impacts,ethicsanddecision-makingEarthandBeyond Sustainabilityoflifeandwiseresourceuse

OutcomesStudents will understand that• Littercanbecarriedtoourwaterwaysthroughthestormwatersystem• Humanactivitiesinfluencethehealthandsafetyofwildlifeandournaturalenvironment• Decisionsmadenowaboutcaringfortheenvironment(sustainability)willaffectpeople’swellbeinginthefuture

Background informationMarinedebrisisthenamegiventolitterthatendsupinourseasandoceans.Itcanhavearangeofimpactsonourmarineanimalsandtheirenvironment,suchascausingthemtochokefrommistakingthelitterforfoodandcreatinganuncleanhabitat.

Therearetwodrainagesystemsthatflowintoouroceans:stormwaterandsewerage.

Thestormwatersystemisanetworkofopenchannelsorgutters,sideentrypitsanddrainswhichcarryrainwaterfromourstreetsandoutdoordrains.Itiscarrieddirectlytostreams,rivers,lakesandeventuallytheoceanwhereswimming,fishing,andprovisionofdrinkingwateroccur.Onlycleanrainwatershouldenterthissystemasitisnottreatedbeforebeingreleasedintothewaterways.However,thefollowingitemsareoftenfound:litter,oilandgreasefromtheroad,paint,rubbish,animalpoo,leaves,fertilisersfromthegardenanddetergentsfromwashingthecar.Asaresult,thesepollutantscanhaveanadverseeffectonplants,fish,animals,andevenpeople.

Theseweragesystemofpipescarriesallwaterfrominsideyourhouse(thelaundry,kitchensink,toiletandbathroom)toasewagetreatmentplant.Sewageisthetermusedforthemixtureofwaterandhumanwastewhichmayinclude:urine,faeces,toiletpaper,soaps,detergents,leftoverfoodandoil.Ifitcomesfromfactoriesitmaycontainchemicals,heavymetals,micro-organisms,fatsandoils.Thisisalltreatedandmadeenvironmentallyfriendlybeforeitisreleasedunderlicenceintotheocean.However,notallchemicals,oilsandfatscanbecompletelyeliminated.

Did you know? • 95percentofthelitteronourbeachescomesfromsuburbanstreetsthroughthestormwater

system.• Ineverysquarekilometreofoceanitisestimatedthattherearemorethan18,000piecesofplastic.• Plastichasbeenresponsibleforkillinguptoonemillionseabirdsandonehundredthousandsea

mammalseachyear.Seaturtlesmistakeplasticbagsfortheirfavouritefood,jellyfish.Evenwhaleshavebeenfounddeadwithplasticbagsandsheetinginsidetheirstomachs.

Focus questions• Wheredoesmarinedebriscomefrom?• Howharmfulisittothemarineenvironment?• Howcanwepreventourlitterfromendinguponthebeachesandintheocean?

Preparation• Createanenlargedcopyofthedrainagesystempicture(overhead,photocopyorcomputer)• Copytheworksheetforeachstudent

Tip: If you

photocopy please

double-side it if

you can!

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Down the drain

1.Fillintheblanksusing:stormwaterorsewerageThe_________________systemcarrieswaterandwastefrominsideour

homestoatreatmentplant.The________________systemisanetwork

ofpipeswhichcarriesrainwaterfromourstreetsandoutdoordrains.

2. Putatickinthecorrectcolumntoshowwherethewaterfromeachoftheseactivitiesgoes.

Activity Stormwater system

Sewerage system

a)Washingthedishesinthekitchensinkb)Flushingthetoilet

c)Washingthecaronthedriveway

d)Emptyingthewashingmachine

e)Wateringthegarden

f )Havingabubblebath

3.AnswerTRUEorFALSEtothefollowingstatements.

Sewageistreatedbeforebeingreleasedintotheocean.

Waterfromthestormwatersystemistreatedbeforebeingdischarged.

Rubbishfromroadsidebinscanendupasmarinelitter.

Plasticbagscankillseals,turtlesandothermarineanimals.

4. Howcouldtheselitteritemsatthebeachaffectmarineanimals?

Plasticbag_______________________________________________________

Elasticband______________________________________________________

Chewinggum_____________________________________________________

Chippacket ______________________________________________________

Piping systems in residential areas

(From Ribbons of Blue – In and Out of the Classroom)

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Litter hazardsStudents identify litter hazards and their impact on our health and safety

Curriculum Links

SocietyandEnvironment PlaceandSpace Peopleandplaces;CareofplacesNaturalandSocialSystems Naturalsystems;PoliticalandlegalsystemsActiveCitizenship Socialjustice;Ecologicalsustainability

Health&PE KnowledgeandUnderstandings

Promotingwell-being

Interpersonalskills Workingwithothers

OutcomesStudents will understand that• People’sactivitieshaveanimpactonourpersonalhealthandsafety• Humanactivitiesinfluencethehealthandsafetyofwildlifeandournaturalenvironment• Decisionsmadenowaboutcaringfortheenvironment(sustainability)willaffectpeople’swellbeinginthefuture

Background informationSeealsoeffects of litterin‘Whatislitter?’backgroundinformation.

Sometypesoflitterareparticularlyharmfultopeopleandtheenvironment.Examplesinclude:

• Plasticshoppingbags–bloworwashintowaterwayseasilyandlooklikejellyfish,whichturtlesandothermarinelifetryandeat.

• Glass–threateningtohumansandanimalsthroughinjury.• Paper–blownbythewindeasily,canclogdrainsandwaterways,becomesafirehazard.• Cigarettebutts–firehazard,canchokesmallanimals.• Foodscraps–abreedinggroundforbacteria,attractpestssuchasratsandmice.

Focus questions• Howcanlitterimpactpersonalsafety?• Inwhatwayscanalitteredareabeahealthhazard?• Whatcouldbedonetopreventpeoplelitteringandcausingthesepotentialhazards?

Preparation• Readandmakecopiesofthelitterscenarios• Decidehowyouaregoingtogroupyourstudents

Tip: Recycle paper

that is blank on one

side – just make sure it

isn’t your pay slip!

5. Numbertheseboxes1to5toshowwhathappenedtotheemptydrinkbottle.

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Litter hazardsScenario 1Youareridingyourbikehomefromschool.Youdon’tseeabrokenbottlethatsomeonehasthrownonthesideoftheroadandyoucycleoverit.Yourbikewobblesandyoucan’tcontrolit.Youskidandfallbadlyonyourleftside.Yourshoulderandarmreallyhurtandyourkneeisbleeding.

Scenario 2Youareplayingfootyafterschoolandtheballiskickedintoaditchbehindtheoval.Whenyougotocollectityouseethatpeoplehavebeenthrowingtheirleft-overfoodandpacketsintotheditch.Itsmellsterribleandyounoticeahugeratcomeoutfromunderanemptyjuicebottle.

Scenario 3Whilewalkingbackfromtheshopsoneweekendyoupassanemptyblockwherepeoplehavedumpedcardboardboxes,tyres,anoldsofaandbundlesofnewspaper.Agroupofteenagerscomespastandoneofthemflicksalitcigarettebuttintothepile.

Scenario 4Yourfamilygoesonholidaytothebeach.Youandyoursistergoforawalktolookforshells.Younoticesomethingflappingaboutinthedistanceandasyougetcloseryouseeitisapelicanwithaplasticbagtangledrounditsbeak.

Scenario 5Yourmumisdrivingyouandyourfriendstothecinema.Thecarinfrontistowingatrailerwithtools,bucketsandbitsandpieces.Alooseragblowsoffandlandsonthewindscreenofyourcarblockingyourmum’sviewcompletely.

Scenario 6Thenext-doorneighbourshavehadabigcleanupovertheweekendandrakedalltheleavesfromtheirgarden.They’vemadeapileonthesideoftheroadwiththegrassclippingsfrommowingthelawn.Itisrightnexttothedrain.Thenextdayitpourswithrainandwhenyoucomehomefromschoolyourroadisfullofwater.

Activity1. Asaclass,revisesomeoftheeffectsoflitterasdiscussedintheactivity‘Whatislitter?’

2. Addtoyourlitterlistanyotheritemsthestudentscanthinkofthatcanbedangeroustopeopleoranimals.

3. Dividetheclassintosmallgroups.

4. Giveeachgrouponescenariotodiscuss.Theymusteachaddressthefollowing:

- Whatistheitemoflitter?

- Whatisthemethodoflittering?

- Howisitapotentialhazard?

- Whatconsequencesmightstoppeoplefromthiskindoflittering?

Allowplentyoftimeforthemtobrainstorm,discussandformulateconsequencesforfuturepreventionoftheproblem.

5. Onememberofthegroupshouldbeappointedasarecorderandoneaspresenter.Encouragealltocontributetheirideas.

6. Eachgrouppresentstheirscenariosandfindingstotheclass.Reflectontheeffectthatlitteringhasonthempersonallyandonthecommunity.Discusstheeffectivenessoftheconsequences.

Extension ideas

Some useful websiteswww.kabc.wa.gov.au–KeepAustraliaBeautifulWAhasinformationonlitterandlittering

Society and Environment• Findoutwhatyourlocalcouncilisdoingtoaddress

theseproblems.• Cleananaturetrailatyourschool–takeacloselook

andseeifanyanimalsaretrappedinlitteryoucollectordisturbedbythelitter.

The Arts• Studentscreateaplayonbeingalitterbugandthe

environmentalproblemsitcauses.Performtheplayataschoolassembly.

• Studentsproduceashortplayontheproblemsoflitterfromananimal’sperspective.

Science• Researchthetypeofbacteriathatlitteredfoodcan

breed.Doesthetypeoffoodchangethetypeofbacteria?Whatarethemainhealthissueswithfoodscrapsattractingratsandmice?

Health and PE• Designandproduceaposterhighlightinghowsome

ofthemaintypesoflittermightbeadangertoyourhealth.

English• Studentswritetheirownscenariostoswapwitha

partnerandidentifypointsabove.• Studentswritea‘bigbook’onlitteranditsimpacts.

Olderstudentscanthenpeer-tutoryoungerstudentsbysharingtheirstories.

• Takephotographsofdangerouslitteraroundtheschoolandhome.Writecaptionsandlabelsforeachphotoanddisplayinyourclassoraroundtheschool.

• Usingyourlistoflitteritemsthatcanbedangeroustopeopleoranimals,cutpicturesofthesefromamagazineornewspaperanddesignaposterwarningpeopleofthedangers.

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Focus questions• Whydopeoplelitter?• Dopeopleconsiderlittertobeaproblem?

Preparation• Writethetermsforlittering(foulshooting,etc)ontheboardoronindividualslipsofpaper• Photocopythelittersurveyforeachstudent• Seekthesupportofotherclasses,teachers,staffforconductingawholeschoolsurvey

Activity1. Havesomefunwiththedefinitionsofdifferenttypesoflittering.Insmallgroups,askthestudentstocomeup

withtheirowndefinitionsbeforegivingthemtheactualanswers.

2. Conductthelittersurveywithinyourclassfirst,eachchildaskingoneother,thenthewiderschoolcommunity.Trytotargetthreeotherpeopleforeachchildtosurveyinthewholeschool,includingstudents,teachersandotherstaff.

3. Compiletheresultsasaclassandworkoutthereasonswhypeoplelitter.Dotheycomparewiththereasonsabove?

4. Discusstheresults:

- Whatwasthemainreasonpeoplegaveforlittering?

- Whatwasthemostcommonitemlittered?

- Didmostpeopleadmittolitteringatsomepoint?

- Didpeoplerealiseitwasabadthingtolitter?Couldanyonetellyouwhy?

Extension ideas

Some useful websiteswww.walga.asn.au–WALocalGovernment–linkstocouncilwebsiteswww.zerowastewa.com.au–WasteManagementBoardwww.biec.com.au–BeverageIndustryEnvironmentCouncilhassomeinterestinginformationonwhypeoplelitter

Tip: If students can

read it, photocopy two

surveys per page and

double-side it!

Society and Environment• Studentsconductthelittersurveyathomewiththeir

familyandsharetheirresultswiththeclass.• Findouthowmuchyourlocalcouncilspendson

cleaninguplittereachyear,includinghowmanypeopletheyemploy.

English• WriteanacrosticpoemusingthewordLITTERto

encouragepeopletokeeptheschoolclean.• Holdadebateonthesubjectoflitter.Atopiccould

be‘Litteringisagoodthingbecausecouncilsandgovernmentsemploypeopletocleanitup’.

• Actasreportersandwriteanewspaperarticlebasedonyourfindingsoftheattitudetowardslitterwithintheschool.

Science• Researchthetypesofbacteriathatlitteredfood

canbreed.Doesthetypeoffoodchangethetypeofbacteria?Whatarethemainhealthissueswithfoodscrapsattractingratsandmice?

Litter surveyStudents conduct a litter survey to find out the reasons why people litter

Curriculum LinksSocietyandEnvironment Investigation,Communication

andParticipationConducting;Processingandtranslating;Applyingandcommunicating

PlaceandSpace Peopleandplaces;CareofplacesActiveCitizenship Socialjustice;Ecologicalsustainability

HealthandPE Interpersonalskills Workingwithothers

OutcomesStudents will understand that• Processesaffectthenaturalandbuiltfeaturesofplaces• People’sactivitieshaveplannedandunplannedimpactsonthenaturalenvironment• People’sopinionsdifferandconsiderationforprivacymustbeshowninaninvestigation

Background informationWho litters?Whileitisacommonlyheldbeliefthatcertaingroupsinthecommunity,particularlyyoungerpeople,areresponsibleforthemajorityoflittering,researchactuallyindicatesthatwomenandmenofallagesandsocialbackgroundslitter.

Why do people litter?Thereareanumberofreasonswhypeoplelitter.Ifwecanunderstandthesewecanhelpstopthelitterproblem.Commonexplanationsgivenbylitterersinclude:• Laziness. Morethanhalfofalllitteringoccurswithineightmetresofabin.• Lack of easy access to disposal facilities.Oftenthereisnobinnearbyanditisinconvenienttoholdontothe

rubbishortheavailablebinisoverflowing.• Apathy.Manypeoplesharethemindsetthat‘someoneelsewillcleanitup’or‘I’mgivingsomeoneajob’.• Deliberate action. Oftenlitterisnotcarelesslyleftbehindbutdeliberatelyhiddeninchosenlocations,e.g.by

‘wedgers’or‘undertakers’(seebelow)• Misunderstanding of litter type. Organicwasteanddogpooislesslikelytobeconsideredlitter.• Habit, forgetfulness or peer pressure.

How do people litter?CommunityChange,specialistsinlitteringbehaviourresearch,haveidentifiedandcharacterisedanumberofwaysthatpeopletendtodisposeoflitter.Theseinclude:• foul shooting–throwinglitterintoabinbutmissing• flagrant flinging–litterisflungordroppedwithoutconcern• clean sweeping–litterissweptfromtablesorchairs• wedging –litterisstuffedintocrevicesandcracks• grinding–grindingcigarettebuttsintotheground• undertaking–buryinglitter• inching–litterisleftandthepersonslowlyinchesawayfromit• dual depositing–mostrubbishisdisposedofappropriatelybutsomeisleftbehind

Inadditiontothesedetailedtechniquesoflittering,othertechniquesinclude:casualmethods,suchasthrowinglitterfromavehicleorfailingtopickupdogexcrement;inadvertentlittering,forexamplefly-offfromthetransportationofuncoveredloads,flyingplasticbagsandtheplacementofhouseholdwasteonthecouncilvergeinnon-collectionperiods;ordeliberatelittering,suchasbillposting,illegaldumpingandthevandalismofbinsandotherproperty.

(KABC Litter Prevention Strategy for WA 2006-9. For full details see www.kabc.wa.gov.au)

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Litterbugs beware!Students run an anti-litter campaign within the whole school

Curriculum LinksSocietyandEnvironment PlaceandSpace Peopleandplaces;Careofplaces

NaturalandSocialSystems Naturalsystems;PoliticalandlegalsystemsActiveCitizenship Democraticprocess;Socialjustice;

Ecologicalsustainability

Science ScienceinDailyLife ApplyingandintegratingsciencewithinourlivesActingResponsibly Impacts,ethics&decision-makingScienceinSociety Thenatureandpeopleofscience

Health&PE KnowledgeandUnderstandings Promotingwell-beingInterpersonalSkills Relationshipskills;Workingwithothers

OutcomesStudents will understand that• People’sactivitieshaveplannedandunplannedimpactsonthenaturalenvironment• Humanactivitiesinfluencethehealthandsafetyofwildlifeandournaturalenvironment• Decisionsmadenowaboutcaringfortheenvironment(sustainability)willaffectpeople’swellbeinginthefuture

Background informationThisactivityconsolidatesalltheinformationofthepreviousactivitiescompletedbythestudents.Itwillneedtobecompletedoverseverallessonsandaperiodoftimewithinthewholeschool.

Focus questions• Howcanwepreventpeoplefromlittering?

Preparation• Makesureyouseekpermissiontoconductyourcampaignthroughoutthe

schoolandinformallthenecessaryparties.• Havematerialsavailabletostudentsforartwork,suchaslargesheetsof

paper,paints,colouringimplements,glueetc.

Activity1. Revisewhatthestudentshavelearntaboutlitterduringthecourseoftheseactivities:

- Whatislitter?(reviewyourlistoflitteritemsandseeifyoucanaddanymore)- Whataretheeffectsoflitter?- Whatarethelawsaboutlittering?- Howandwhydopeoplelitter?- Whatcanbedonetopreventpeoplefromlittering?

2. Askthestudentstodevelopananti-littercampaignforyourschool.Chooseakeymessage,phraseorslogantouseforyourcampaign.

3. Dependingonthelevelofthestudents,workoutactivitiesandstrategieswhichcouldincludeanyofthefollowing:- drawings- postersorpowerpointpresentationswhichhighlighttheeffectsoflitter- artwork,suchaspaintingschoolwheeliebinswithcorrectlitterdisposalmessages- muralorvisualdisplayonanti-litteringplacedinaprominentpositionintheschool,e.g.library- advertising- letters- logoorslogan- radiojingleor“rap”songwhichcouldbeperformedatanassembly- dramaskitsdemonstratinglitteringbehaviourorlitterhazards- schoollittercharacterormascotwhocouldpromoteanti-littermessagesatlunchtimes,giveoutawardsat

assembliesorappearonpostersaroundtheschoolencouraginggoodpractice

Tip: Encourage staff to

enrol as Litter Reporters

on the Keep Australia

Beautiful website

www.kabc.wa.gov.au

Litter survey

1. Areyou: Male Female

2. Whatisyourage? 4–7 8–10 11–13 14–17 18–25 26–35 36–45 46–55 56–65 66–75

3. Whichofthesethingswouldyoucalllitter?(tick one or more boxes)

lunchwrappers foodscraps

cigarettebutts fallenleavesortwigs

drinkbottlesandcans dogpoo

anoldcarinapaddock noneofthese

4. Doyoudroplitter?

often sometimes never

5. Ifyouansweredsometimesoroften,whatarethereasonswhyyoulitter?(tick one or more boxes)

couldn’tfindabin couldn’tbebotheredtofindabin

itwasanaccident otherpeoplewillthinkI’mcool

didn’tthinkitwaslitter(e.g.food) someoneelsewillpickitup

6. Ifyouanswerednever,whatareyourreasonsfornotlittering?(tick one or more boxes)

afraidofgettingcaught youknowitiswrong

itmakesamessandlooksbad animalscanbehurtorkilledbylitter

Itcouldbewashedintooceans itharmstheenvironment

7. Doyouthinkyourschoolgroundsare:

heavilylittered slightlylittered notlittered

8. Whoisresponsiblefortheamountoflitterinyourschool?

studentsonyardduty cleanerswhoarepaid

allstudents teachers

principal other ______________________________

9. Doyouthinkitisbadtolitter?

Yes No

Why? _______________________________________________________________________

_____________________________________________________________________________

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The Litterbug SongTune: “Mademoiselle from Armentieres”

Litterbugscomeinev’rysize,ev’rysize.They’rereallymonstersindisguise, Indisguise!Sometimestallandsometimesteeny, Fatorthinorinbetweeny.Itcouldbemeanditcouldbeyou.

Litterbugsleaveamessy track,Whenevertheyhaveapicnic snack,Bananaskinsandsandwichscraps,Orangepeel,papersandbottlecaps.Itcouldbemeanditcouldbeyou.

Litterbugswhohavecolds and wheezes,Useatissuefor their sneezes,Rollitintoagermyball,Anddropitanywhereatall.Itcouldbemeanditcouldbeyou.

ToLitterbugsourlakes and streams,Areonlygarbagedumps it seems,Forcartons,lunchwrapsandalas!RustycansandbrokenglassItcouldbemeanditcouldbeyou.

InvitetheLitterbugsto call,Andthenpolitelyask them all,Ifthey’rereadytorepent,Andcleanuptheenvironment.Itcouldbemeanditcouldbeyou.

AndiftheLitterbugssay no,(Itisn’tverylikely though)JustonethingremainstodoThrowtheminthedustbintoo.Itcouldbemeanditcouldbeyou.

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4. Insocietytherearefinesforpeoplewholitter,whatkindofsanctionsandrewardscouldyoudevelopintheschoolforlittering?Herearesomeexamples:- Litter‘fines’–studentscaughtlitteringcanbereportedandasuitable‘fine’/sanctionissued.Tip: do not

make picking up litter a sanction, rather encourage and reward it.- GreenCards–dutyteachersissuetostudentsseentobedoingtherightthingwithlitterandplaceintoabox

foraweeklyprizedraw.- WasteFreeWednesdays–competitionsfortheclassproducingtheleastrubbish;thecanteencanbeinvolved

byusingplasticcontainersinsteadofstyrofoamboxesandadishwasherforreusingcontainersandcupsfordrinks.

- AdoptaSpot–eachclassadoptsadifferentareaoftheschoolandcommitstokeepingitcleanandlitter-free.Thisencouragesstudentstotakeprideandownership.A“CleanClass”awardcouldbegivenoutatassembliesfortheclasswhokeepstheirarealitter-freeforthewholeweek.

Extension ideas

Some useful websiteswww.preschooleducation.com/searth.shtml–greatlittersongsbasedontunesweallwww.enviroperformances.com.au–CaptainCleanUphassomegoodlittersongsonhisCDwww.litter.vic.gov.au–VictorianLitterActionAlliancehasgoodcampaigninformationwww.environment.nsw.gov.au–EPANSWhasslogans,stickers,posters,etcfromtheircampaignwww.encams.org–KeepBritainTidycampaignwithslogansandposters

Society and Environment• Researchexistingschoolpoliciesonlitterandwaste.• Conductwholeschoollitterauditsonaregularbasis

tomeasureanychangesinlittering.• Researchslogansusedaroundtheworldtopromote

theanti-litteringmessage.• Holdalitter-freesportsday,orotherschoolevent,

andpromotethisinitiativetothelocalcommunity.• Afteraperiodoftimeconductthelittersurveyagain

andnoteanychangesinpeople’sattitudes.• Adoptalocalareatokeepclean.Talktothecouncil

aboutasuitablesiteclosetotheschool.Erectasignstatingthatyourclassandschoolareworkingtowardsrestoringthatarea.

• Getthelocalnewspaperinvolvedtohelpwholecommunityawareness–studentswritearticlesorgetaphotographerinforalitteractivityintheschool.

• BecomeaWasteWiseSchoolandseehowinsignificantaproblemlitterbecomesasstudentsenjoydoingtherightthingwiththeirwaste–contactwastewise@dec.wa.gov.au

The Arts• Drawapictureofwhatyouwouldlikeyourschoolto

looklikebeforeandafterthecampaign.• ArtistinResidence–arrangeforahands-on

workshopwithanartistfromtheVisualArtsFoundationWAusingamediumofyourchoicesuchaspainting,murals,fabrics,recycledmaterials,3D,puppetsandmore.Contact93834878oremailvisualarts@iinet.net.au.

• StudentsentertheNationalEnvironmentalArtcompetition–seewww.planetkids.biz

Technology and Enterprise• Takephotosoflitterintheschoolbeforeandafter

yourcampaign.

English• Designaflyerorpostcardencouragingpeoplenotto

litterandsendtofamilyandfriends.

True or False

Droppingchewinggumisn’treallylittering.

Youcanbefined$200forthrowingatissueoutthecarwindow.

Youdon’thavetoputyourrubbishinthebinwhenyougotothefootballorcricketorothersportingeventbecausepeoplearepaidtopickitupthere.

Litteryoudropinthestreetcouldaffectanimalsatthebeach.

Peoplearelesslikelytolitterinacleanareathaninonewhichisdirty.

Leavingapplecoresandotherfoodscrapsonthegroundforanimalstoeatisn’tlittering.

Itdoesn’tmatterifthebinissofullthatthelidwon’tclosewhenyouputitoutforcollection.

Allrubbishislitter.

What would you do in this situation?

Youhavehelpedyourdadtosweepupleavesaroundthehouseandonthefootpath.Whatshouldyoudowiththemaftersweeping?

Hosethemdownthedrain. Hosethemontonextdoor’sproperty.

Puttheminthecompost. Spreadthemonthegarden.

Yougototheparkforapicnicwithyourfamily.Whenyouarereadytoleaveyouhaveabagofrubbishbuttheparkbinisfull.Whatdoyoudowithit?

Leaveitbesidethebin. Takeitwithyoutothenextbin.

Leaveitnexttoagateorfence. Takeithomeandputitinthebinthere.

Youhavejustfinishedyourlunchatschoolandhavesomefoilfromyoursandwichleft.Yourfriendshavealreadygonetoplayandthebinisbackneartheclassroom.Whatshouldyoudo?

Putthefoilinacrackinthewallyou’re Putthefoilinyourlunchboxandtakehometo sittingonandhopeno-onenotices. useagaintomorrow.

Walkbackandputthefoilinthebin. Leavethefoilwhereyouweresittingbecause thecleanerswillpickituplater.

Youhavehadanice-creamatthebeachandneedtodisposeofthepopstickbutit’salongwalkuptothebin.Whatshouldyoudowithit?

Putitinyourbagandtakeittothe Buryitinthesandbecauseitwilleventually binwhenyougohome. decompose.

Throwitintheseabecausethe Takeithomeandputitinthebinthere. waterwillhelpittodecompose.

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Litter quiz

Tick one or more of the following answers:

Elementswhichcauselittertospreadfromonepointtoanotherare

dirt wind water traffic

Littermeans

rubbishthatisinabin containedwaste

rubbishoutsidethebin anywastethatisnotwhereit’smeanttobe

Problemslittercancauseinclude

roadaccidentsfromunsecuredloads hayfeverforchildrenatschool

firesfromlitcigarettebutts threattomarineanimalsandwildlife

Controllinglittermeans

motoristsusinglittercontainers imposingheavierpenalties

pedestriansthrowinglitterontheground allindividualsdisposingofwasteappropriatelynotingardens

Place the letter that matches each answer in the space provided.

A litter E environment I educationB habit F littering J hazardC disposal G rubbish K ecologyD waste H receptacle L litterbug

Acontainerusedforthecollectionoflitter.

Theactorprocessofgettingridofunwantedmaterials.

Thestudyoftheenvironment.

Unusableorunwantedmaterial.

Thesurroundingsorconditionsinwhichaperson,animalorplantlivesoroperates.

Thetendencytorepeatcertainbehaviourwithoutthinkingaboutit.

Rubbishorwasteleftinanopenorpublicplace.

Unimportantorvaluelessmaterial.

Apersonwhocarelesslydropsrubbishonafootpath,inapark,alongthehighway,etc.

Theactofcarelesslydiscardingwaste.

Theactoftraining,developingorcultivatingknowledge.

Adangerorrisk.

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Litterbugs

G N W N U P O L L U T I O N V H S B I XP N F A L I T T E R O I L R T P K W U GT Q I W T Z L B Y Y B E Q L R J F F H UN G H T S E U P L T V H A N W N H A A CE R O R O R R L E I E E I M A Q M M Y LM P X T B O Z W S L H I B P D U C P G HN U G L Y D H N A A C C A L P A M N B SO N P S R F E S B Y X Y W X Q U C W X KR D L M B P J I L M S O C Q M Y H E Y GI I I B X B T E S U E R I E D E S N D QV T V E I V X L R V O J Q J R D I I X GN I A Y A N X U T M O F D S I C B F Y QE D Z L Z X S T B Z T J I I X A B Z U BE A D R R T J H R A M C R G X R U S T PL I T I F F A R G E L S T Y I E R B Q JS O V G D C X C O E D Y Y Z F L P M W OQ X T U M X K B A G F U S P Q E E O U SK T T X Q A N N K D S T C Y H S I G R VT Y P C V Y U A F A I F O E L S Z Y S DA J O O O P J S Y J Q M F R M W M V F D

BIN

CARELESS

CLEAN-UP

DIRTY

DROP

ENVIRONMENT

EXPENSIVE

FINE

FOULSHOOTING

GRAFFITI

HABIT

HEALTH

LAZY

LITTER

POLLUTION

REDUCE

REUSE

RECYCLE

RUBBISH

UGLY

WATERWAYS

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10 questions gamePreparation

• Photocopyandcutoutthelittertemplatecards(alternativelymakeyourownusingoldmagazines).• Placethecardsinaboxorbag.

How to play

• Astudentdrawsacardoutandkeepsithiddenfromtheclass.• Theclassthentakesturnsataskingyes/noquestionstodiscoverthetypeoflitteronthecard.Forexample,

“Isitmadefrompaper?”,“Doyoudrinkoutofit?”,etc.• Iftheansweris“yes”thenthestudentwhoaskedthequestionhasanotherturn.Iftheansweris“no”another

studentasksaquestionandsoon.• Ifastudentidentifiestheitemtheygetapointhoweverif10questionsareaskedthestudentwhochosethe

cardgetsapoint.

The greater the number of cards available the more challenging the game becomes so students can add to the templates provided by creating their own cards.

Drinkcan Ice-creamwrapper Brokenglass Juicecarton

Plasticbags Chippacket Chocolatewrapper

Metalcan

Newspapers Cardboardbox Oldshoe Batteries

Milkcarton Usedtyre Plasticbottle Tissue

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Where Does the POO Go…When You Flush?byCarenTraffordPublisher:Etram,2007ISBN13:9780958187800Age:7-14Partofaseriesofbooks,‘EnvironmentalEducation–SeriousFun’,thisbookaddresseswhathappensafteryouflushthetoilet.Thenarrativenon-fictionapproachtracesthehistoryofsewagefromthefirstprehistoricdino-dumptotoday’smegasewagenetworksservicingourcities.Entertainingandinformative!

Why Should I Recycle? byJenGreenPublisher:Barron’sEducationalSeries,2005ISBN13:9780764131554Age:4–8Whatifeverybodythrewawayoldbottlesandnewspapers,litteringtheworldwithglassandplasticandtincansthatshouldberecycledandmadeintonewproducts?Mr.Jonesisateacherwhosetsagoodexampleforkidsbyseparatinghistrashforrecycling.Whenhetakesthemonaclasstriptoarecyclingplanttheylearnthevalueofrecycling.

Jackson Jones and the Curse of the Outlaw RosebyMaryQuattlebaum Publisher:RandomHouse,2006 ISBN13:9780385903653Age:7–11ChildrenwillenjoytheadventuresofJacksonJones,acitykidwhoconnectswiththenaturalworldthroughhisplotinthecommunitygarden.

Nobody Particular: One Woman’s Fight to Save the Bays byMollyBangPublisher:ChelseaGreen,2005ISBN13:9781931498944Age:9–12WhencommercialshrimperandmotherDianeWilsonfindsoutthatherlocalbaysarebeingpolluted,shesuccessfullypersuadesahugecorporationtoadoptenvironmentalsafeguards.Broughttolifeinstrikingillustrations.Printedon30percentpost-consumerrecycled,oldgrowthforest-freepaper.

Home byJeannieBakerPublisher:Greenwillow,2004ISBN13:9780066239354Age:4–8InthiswordlessvisualstoryofJeannieBaker’sexquisitecollages,overthecourseoftimeasachildgrowstoayoungadult,theviewfromherwindowalsochangesaspeoplegraduallyreclaimtheirneighbourhood.Fromableakurbansettingfilledwithgraffiti,billboards,decrepitbuildingsandfences,theviewevolvesintoabeautiful,livingcitylandscapefilledwithpeople,localnativeplantsandanimals.

The Big Book for the PlanetbyAnnDurell,JeanCraigheadGeorgeandKatherinePaterson.Publisher:DuttonChildren’sBooks,1993 ISBN13:9781879371613Age:7-12Notedchildren’sauthorsdemonstrateenvironmentalproblems,suchasoverpopulation,tamperingwithnature,litter,pollutionandwastedisposal.Poems,storiesandarticleswrittenandillustratedbyauthorsandartistswhothinktheEarthneedsmorecleanwater,lessgarbageandpollution.Alsoavailableinaudiocassette.

Non-fiction

Rubbish and Recycling byStephanieTurnbull Publisher:UsborneBeginners,2007ISBN13:9780746074817Age:4-8Anon-fictionbookfordevelopingreaders.Italsoprovidesanintroductiontothesubjectforolderreaders.

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Recommended reading

FictionThe Day the Trash Came Out to PlaybyDavidM.BeadlePublisher:Ezra’sEarthPublishing,2004ISBN13:9780972785501Age:4-8WhenyoungRobinthrowsacandywrapperonthestreetofhisbeautifultown,heunintentionallystartsaneventoflandfillproportions.It’snotlongbeforethetownbecomesoverrunbymischievous,high-spiritedlitter.CanRobinfixthesituationbeforeeverythingisburiedunderapileofunruly,stinkingtrash?

Just a Dream.byChrisVanAllsburgPublisher:HoughtonMifflinCo,1990ISBN13:9780395533086Age:7-10Asurrealisticmasterpieceabouttheenvironment!YoungWaltercouldn’tcarelessaboutlitterorrecyclinguntilaterrifyingnightmareaboutthefuture–withlandfillsbuyingneighbourhoods–terrifieshimintotakingcareoftheearth.

Dinosaurs and All That Rubbish byMichaelForeman Publisher:PuffinBooks,1993ISBN13:9780140552607Age:3–8Oneday,whenmanhadsetoutforadistantstar,thedinosaurscamebacktolifeandtidiedupthebarrenwasteshehadleftbehindhim.Manwasonlyallowedbackwhenheagreedthattheearthshouldbesharedandenjoyedbyeveryone.Alovelystoryabouttheeffectsofrubbishontheenvironment.Alsoavailableasamusicalplay.

Dinosaurs to the Rescue! byLaurieKrasnyBrownandMarcBrownPublisher:Little,BrownYoungReaders,1994ISBN13:9780316113977Age:4–8Colourful,cartoon-likedinosaurcharactersintroduceyoungchildrentobasicenvironmentalproblemsandoffereverydaysuggestionstohelpsavetheirplanetbyreducing,reusingandrecycling.Thebookpresentschildrenwithadvicetoconservenaturalresources,tofindusesforoldhouseholditems,torecyclegarbage,tocomposthouseholdwasteandtobecomeinvolvedinneighbourhoodprojects.Printedonrecycledpaper.

Lester and Clyde byJamesReecePublisher:Scholastic,1994ISBN13:9780590210317Age:4-10Thisseriesofbooksinnarrativerhymehavestrongmessagesabouthumanuseoftheenvironment.Thetwofrogslearnaboutpollutionandwaterqualityintheiradventuresandtoappreciatetheclean,naturalenvironmentoftheirpondhabitat.Severaltitlesincludea‘reduce,reuse,recycle’messageplusgeneralconservationmessagesforkids.

World Wide Waste…It’s not a Load of Rubbish byCarenTrafford Publisher:Etram,2007ISBN13:9780958187824Age:7-14Partofaseriesofbooks,‘EnvironmentalEducation–SeriousFun’,thisbookisintheformofaninterviewwithDumpi,averychattycrumpledpaperbag,andhismateswhoareonamissiontostopaPoo-Looterfromdoinghisdailydirtybusiness.Throughfascinatingfacts,humourandfun,readersareencouragedtolookatwasteissuesaroundtheworldanddosomethingaboutthem.

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Fun With Recycling: 50 Great Things for Kids to Make from Junk byMarionElliotPublisher:Southwater,2001ISBN13:9781842154083Age:7-12Anothergreatbookoncraftycreationsfromrecycledmaterials.Childrenwillrevelintheexcitingandcolourfulactivitiesinthisseries.

Ecoart!: Earth-Friendly Art and Craft Experience for 3 to 9 Year-Olds byLaurieCarlsonPublisher:Williamson,1993ISBN13:9780913589687Age:3–9Acomprehensivesourcebookwhichbeginswithart-and-craftsuppliesmadefromnaturalobjectsandmaterials,andendswithrecyclingandcomposting.Itprovidesabroadrangeofprojectsorganisedintorelatedgroupsanddescribedwithstep-by-stepinstructions.

Dream Bedroom: Use Recycled Materials to Make Cool Crafts (Ecocrafts) byRebeccaCraigPublisher:Kingfisher,2007 ISBN13:9780753414521Age:4–14‘EcoCrafts’isaseriesthatshowschildrenhowtorecycleeverydayobjectssuchasnewspapersandCDsintostylish,highlyindividualgiftsanddecorations.DreamBedroomcontains12projectstogiveeverychild’sbedroomaglittering,eco-friendlymakeover.Craftideas,suchasajungle-scenedesktidy,aresupportedbyeye-openingfactsaboutsafeguardingtheenvironment.

Acting for Nature bySneedB.CollardIllandActionforNaturePublisher:HeydayBooks,1999ISBN13:9781890771249Age:9–12WrittenbyaUSAenvironmentaleducationorganisationbasedinSanFrancisco,ActingforNatureprovidesengrossingandinspirationalaccountsofyoungpeoplefromelevencountrieswhochosetotakeactiontoimprovetheenvironmentalconditionsintheircommunities.

Come Back, SalmonbyMollyConeandSidneeWainwrightPublisher:SierraClubBooksforChildren,1992ISBN13:9780785758112Age:9–11ThetruestoryofrelentlessdeterminationoftheschoolchildrenatJacksonElementaryinEverett,WashingtontoreclaimthepollutedstreamofPigeonCreek.Litteredwithbottles,cansandevenoldrefrigerators,thechildrenlaunchamajorcommunityefforttocleanitupand,withtheaidofgrants,developasalmonspawningground.Thebookispresentedthroughinterviewsandfull-colourphotographsofthechildrenandteachersworkingattheirproject.

KAB brochures

Littering and Illegal Dumping addressesthefinesassociatedwithlittering.

Reporting Litterers tellshowyoucanhelpreducelitterbybecomingaKeepAustraliaBeautifullitterreporter.

Posters

VariouspostersareavailablebycontactingKeepAustraliaBeautifulon(08)64675169.

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I Can Help Recycle our Rubbish byVivSmithPublisher:FranklinWatts,2001ISBN13:9780749642921Age:5-12Thisbookispartofthe‘ICanHelp’serieswhichlooksatpracticalwayschildrencanprotecttheenvironment.Simpleactivitiesshowwhattheproblemsare,andsuggesthowtheycanmakearealdifferenceinpreservingtheplanet’snaturalresourcesthroughrecycling.Inthisbookchildrenareencouragedtothinkofwaystorecyclethingssothatthereislesswaste.

Garbage and Recycling (Young Discoverers: Environmental Facts and Experiments) byRosieHarlowPublisher:Kingfisher,2002ISBN13:9780753455036Age:4–8Explainingthedifferencebetweenbiodegradableandnon-biodegradablegarbage,thisbookshowshowglass,metal,andwoolcanbeeasilyrecycled.‘HowCanIHelp?’boxesgivesuggestionsfortheyoungenvironmentalistwhowantstorecycleathome.

Recycle!: A Handbook for Kids byGailGibbonsPublisher:Little,BrownYoungReaders,1996ISBN13:9780316309714Age:4-8Theprocessofrecyclingforglass,cans,paper,plasticandpolystyreneisexplainedtochildrenfromstarttofinishalongwithfactsabouttheuseofnaturalresources,thebenefitsofrecyclingandtheeffectsofnon-biodegradableproductssuchaspolystyreneontheenvironment.

Where Does the Garbage Go? ByPaulShowersPublisher:HarperTrophy,1994ISBN13:9780064451147Age:5–9Thisbookusesthelessonsofaclassroomtopresentchildrenwithformermethodsofwastedisposal,theuseofcitydumpsandoceandumping,whicharecontrastedtothecurrentuseoflandfillsandrecyclingprograms.Itexplainshowwasteismanagedinlandfillsandincineratorsandhowrecyclingmethodsconvertnewspapers,aluminium,glassandplasticintonewpaper,newcansandrollsoffoil,newglassbottlesandjars,andnewplasticflowerpotsandbenches.

Compost!: Growing Gardens From Your Garbage byLindaGlaserPublisher:MillbrookPress,1996ISBN13:9780761300304Age:4-8LindaGlaser’syoungnarratoraccompaniesusonacircularjourney-foodtogarbagetocomposttogardentofood-explaininginasimple,livelystylethemagicalprocessofdecomposition.Readerslearnabouttheamazingthingswhichtakeplaceovertimeinthecompostbinwherelayersofgrassclippings,leaves,andkitchenscrapsaretossedandturned.

Astonishing Art with Recycled Rubbish bySusanMatineau Publisher:KoalaBooks,2002ISBN13:978-1902915555Age:4–12Turnjunkintoamazingworksofart.Theprojects,suchasMeggaMosaicswitheggshells,havebeentriedandtested,useeverydaymaterialsandhaveclearstep-by-stepinstructions.

Likeable Recyclables byLindaScwartzPublisher:LearningWorks,1992ISBN13:9780881602104Age:4–8LikeableRecyclablesofferschildrenanendlessarrayoffun-filledwaystotaketrashandturnitintotreasures.Bags,bottles,boxes,cans,cartonsandcupscanbemadeintoavarietyoftoys,gamesandartobjectssuchaskachinadolls,castles,maracas,periscopes,animalfigures,rockets,totempoles,vehicles,walkie-talkiesanddollhouses.

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Links to your curriculum

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Learningaboutlitter

Society and environment

LOTE

English

Health and PE

Science

Mathematics

The Arts

Technology and enterprise

Notes