Learning outcomes (differentiated)MUST Practice public speaking, develop confidenceSHOULD Have a well-planned and coherent approach to their speech, using gesture, body language and voice to convey meaningCOULD Become an ‘expert’ in the field and lobby local businesses

STARTERIntroduce the concept of a linear and circular economy by working through the accompanying PowerPoint. Individually, in pairs or as small groups invite the students to sequence the images for the plastic bottle linear economy (as per the instructions). Encourage reasoning and discussion – how sure are they that each item is positioned correctly? Why? What is the problem with a linear economy?

ACTIVITY1- Product lifecycles Next, ask the students to think of an everyday item from the classroom that is made, at least in part, from plastic. Working in small groups, ask the students to draw a possible lifecycle map of that product considering each of the six stages on their linear economy sheet. If time allows, research online will enable a greater depth of understanding, especially with regard to the complexity of the materials used and the manufacturing process for their item. However, if this is not possible they should be able to complete the mission to an effective degree. Encourage them to consider carefully the end point – the end of its life – what is MOST likely to happen to it? What is the likelihood of it being recycled now that you understand how it was made?

ACTIVITY 2 – Circular economiesFollowing instructions on the PowerPoint, students can now make their circular economy (once again this can be completed as a pair or a small group). What

KEYWORDSCIRCULAR

LINEARECONOMY

SUSTAINABLESINGLE-USE

LOBBYMANUFACTURING

WASTEDEPOSIT RETURN

SCHEME (DRS)

Lesson plan: Talking Rubbish

LEARNING OBJECTIVE: To identify and understand elements of public speaking, with a specific focus on organising content. in a coherent manner.

RESOURCES REQUIREDTalking Rubbish PowerPoint

Printed images for circular and linear economy exercise (enough per pair or small group)

Printed linear accordion outline

Printed segmented circles (enough per pair or small group)

Printed circle with window (enough per pair or small group)

Public Speaking – Simple Steps for Success

ScissorsLarge sheets of paper (1 per group) and pens

Glue Ipads or similar to record speeches

ADULT SUPPORTPupils experiencing difficulty with fine motor skills will need support cutting outGuidance on suitable websites for Activity 1 (if completed)

USEFUL LINKSExplore how plastic bottles are made with this resource from FunKidsA short film explaining circular economies from Ellen McArthurStory of Plastic mini documentary

DURATION120mins

SUBJECT FOCUSEnglish

AGE GROUPKey Stage 2

differences between this and the linear economy are immediately apparent? Can they speculate what impact this type of economy would have on the environment on a long-term basis? Check that they have understood that plastic can be used to make plastic and that this is preferable to starting with natural resources each time virgin plastic is manufactured.Both resources created by the students will provide the basis for their public speaking challenge in Activity 3.

ACTIVITY 3 – Public speakingIn this section, students are challenged to make a short speech. They will film their speech and share on social media to lobby businesses and organisations (such as local councils) to think more in terms of a circular economy and move away from single use, building in systems such as the Deposit Return Scheme to capture plastic. If using social media in this way is not possible at your school, perhaps you could invite local business owners in to hear their speeches. First, establish success criteria for public speaking. If students have previous experience then success criteria can be written as a class, otherwise refer to the supporting resource (Public Speaking – Simple Steps to Success). It may also help to watch a range of inspirational speeches such as these delivered by children as part of The Speakout Challenge. Following the PowerPoint, students plan, write and record their speeches using both the linear and circular economy resources as a point of reference. They could opt to direct their speech to a specific company or tackle it from a more broad perspective. Finally, share on social media tagging the appropriate companies, and don’t forget to include us @sascampaigns.

PLENARYEncourage students to reflect carefully on how, now they understand the environmental impact of linear economies, they could make different personal choices on a daily basis.

FOLLOW UP ACTIVITIESExplore the other plastic focused lessons created by Surfers Against Sewage. This lesson particularly lends itself to our ‘The Great Plastic Debate’ lesson.

Now you’re feeling fired up, participate in Surfers Against Sewage’s ‘Plastic Free Schools’ programme.

Delve deeper into the world of circular economies by teaching one of Ellen McArthur’s lessons .

Roll up your sleeves and get started building the principles of a circular economy into an aspect of school lifee.g. Grow your own vegetables to sell at a tuck shop/school fair

Use the proceeds to buy next year’s seedsAny waste/peelings can go into your compost or wormeryUse the compost to feed next year’s plants

CURRICULUM LINKSEnglish: years 5 and 6

Spoken language Speak audibly and fluently with an increasing command of Standard English Participate in discussions, presentations, performances, role play/improvisations and debates

Gain, maintain and monitor the interest of the listener(s)

Writing CompositionPlan their writing by:

Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own writing

Perform their own compositions, using appropriate intonation, volume, andmovement, so that meaning is clear.

In years 5 and 6, pupils’ confidence, enjoyment and mastery of language should be extended through public speaking, performance and debate.

Science: years 5 and 6Properties and changes of materialsExplain that some changes result in the formation of new materials, and that this kind of change is not usually reversible

PSHE

Sustainable Development Goal 14: Life below water