Geography inquiry unit: The effect of plastic bags on the environment and creating a more sustainable future.

| Stage 3 | Geography, Creative Arts, English, Science, Technology, Science and Technology K-6

Summary

Duration

Factors that Shape Places

Students investigate how people change the natural environment in Australia and
other places around the world. They also explore how the environment influences
the human characteristics of places. Students examine ways people influence

5 weeks
Detail: Approximately 3 hours a week

the characteristics of places, including the management of spaces.

After this unit students will explore the impact bushfires have on Australian
people, places and environments and propose ways people can reduce the
impact of bushfires in the future.

Unit overview
This is a guided integrated inquiry unit, where students explore the effect of plastic bag consumption on the environment. The core focus of this inquiry is geography,
however students will have opportunities to demonstrate their understandings of elements of other curriculum areas during the various learning experiences. This unit
has been designed to run in conjunction with this website, which provides instructions, activities and online resources for students. The activities can be readily
altered to benefit students or to cater to less access to IT resources in a school.

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Outcomes

Assessment overview

Geography K-10

Throughout this inquiry based unit of work, assessment is vital to ensure

teachers are aware of students prior knowledge and skills, their
progression through inquiry based learning and is also used to examine
the students final understanding of the topic after the unit of work is
complete.

GE3-2 explains interactions and connections between people, places and

environments

GE3-3 compares and contrasts influences on the management of places and

environments

GE3-4 acquires, processes and communicates geographical information using

geographical tools for inquiry

Science K-10 (Inc. Science and Technology K-6)

ST3-2VA demonstrates a willingness to engage responsibly with local, national and

global issues relevant to their lives, and to shaping sustainable futures

ST3-3VA develops informed attitudes about the current and future use and influence of

In our unit of work, we have encouraged assessment to be formative and

relevant in order to enable learning in a safe environment, and to focus
primarily on fostering inquiry based learning, instead of strict and
structured lesson plans.
The forms of assessment we have used in inquiry based learning (and are
colour coded throughout the unit of work to clearly show where
assessment can be used) are:

Assessment for learning students prior knowledge, skills and

understandings.

Assessment as learning students monitor their own progress, ask

questions and practice skills. Assessment of learning includes
self-assessment (students re reading their own work and the use of
KWL charts), and teacher feedback.

Assessment of learning evidence the teacher can collect or use

to assess student achievement against learning outcomes.

Formative assessment Observations, class/group/partner

discussions, students sharing their ideas and information,
portfolios, interviews, filming activities (interviews and role
plays), presentations, learning contracts, brainstorms, recording
information in a variety of ways, using recording devices, role
plays and mind maps.

Peer assessment using verbal feedback and PMI charts.

science and technology based on reason

Creative Arts K-6

CA-DRAS3.3 devises, acts and rehearses drama for performance to an audience

English K-10

EN3-1A communicates effectively for a variety of audiences and purposes using

increasingly challenging topics, ideas, issues and language forms and features

EN3-2A composes, edits and presents well-structured and coherent texts

EN3-7C thinks imaginatively, creatively, interpretively and critically about information

and ideas and identifies connections between texts when responding to and
composing texts

ICT has been widely and diversely used in our unit of work including:
computers, laptops, digital recording devices (i.e. video cameras),

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EN3-9E recognises, reflects on and assesses their strengths as a learner

interactive whiteboard, videos and IPad.

***NOTE*** In the assessment section under each inquiry based
lesson/activity, when the term portfolio is used, we are referring to each
students inquiry based learning portfolio that they have which will
include parts of their activities (i.e. a written interview script) for the
purpose of assessment and for parents to view

Content

Teaching, learning and assessment

Stage 3 - Factors that Shape Places

These learning experiences are organised according to Kath Murdochs (2010) phases of inquiry. Time for
discussion and reflection, should also be factored into each experience. All the explanations of the activities

KEY INQUIRY QUESTIONS

How do people influence places and the

management of spaces within them?

for the students, and the required resources, can be found on the corresponding tabs on the website.

Some example of focus questions for students

1] How many plastic supermarket bags do Australians use each year?
2] Where do most of the bags end up?

Humans shape places

3] Why are plastic bags harmful to the environment?

Students:

4] What are some alternatives to plastic shopping bags?

investigate how people influence places, for

example: (ACHGK029)

identification of ways people influence places

and contribute to sustainability e.g. roads

5] What do you think are some advantages of plastic bags?

6] What is the current government policy?
7] Which state or territory is doing the most to minimize plastic bags?
8] What is my area going to do?

and services, building development

9] What has been the response to this?

applications, local sustainability initiatives

10] Do you think plastic bags should be banned? Explain your answer.
11] What can our school do to contribute

examination of a local planning issue; the

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different views about it and a possible action

TUNING IN: FINDING OUT:

in response to it

Brainstorming

Stage 3 - Content for Stage 3

THE FOLLOWING GEOGRAPHICAL

CONCEPTS ARE TO BE INTEGRATED
THROUGHOUT STAGE 3:
Environment: the significance of the

environment in human life, and the important

interrelationships between humans and the

Step 1:
As a whole class students are asked to imagine, discuss and brainstorm how life might be different if there
were no plastic bags? They will then respond to the survey questions on the website. This task is used to;
ascertain prior knowledge, engage students in the topic and to build interest.
Step 2:
The teacher will then ask the groups to imagine how are use of plastic bags effects the world. Students will
then share their understandings with the class and add any new information coming out of the discussion, to
the mind map on the website.
(Formative Assessment Observations of discussion, & Assessment As Learning])

environment e.g. how the environment

influences people and places; how people

FINDING OUT:

influence the environment; the effect of natural

Collaborative group work using internet links.

disasters on the environment.

Students are divided into groups of five. Each member of the group will use a digital device to view the online

Interconnection: no object of geographical

links in the finding out section of the website. Students are encouraged to take notes as they research.

study can be viewed in isolation e.g. how

After gathering the information, the groups will be given time to collaborate by sharing their findings and

environments influence where people live;

recording these on a word document. When completed the teacher will then ask the students to also add their

ways people influence the characteristics of

questions they still have.

their environments; diversity of cultures and

peoples around the world.
Sustainability: the capacity of the environment

This task will enable students to engage in developing their research/information and collaborative skills,
whilst providing new information to answer previous student questions and to provide the stimuli to progress
their inquiry. (Formative Assessment Observations and Portfolios, Self-Assessment & Assessment of
Learning).

to continue to support our lives and the lives of

other living creatures into the future e.g. extent
of environmental change; environmental
management practices; sustainability initiatives.

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 Change: explaining geographical phenomena

SORTING OUT:

by investigating how they have developed over

Step 1: Creating an online graphic organizer

time e.g. changes to environmental and human

Students synthesise their prior research, from their word document, on the effects of plastic bag, by creating
an online mind-map. Students will collaborate to reflect, organise, analyse and synthesise their research on
their inquiry into the effects of plastic bags. This graphic organiser software will provide for a variety of
responses and structures for student synthesis. The mind-maps will then be presented on the interactive
whiteboard to the class for sharing and discussion. This will enable the teacher to assess the students on
their; information processing skills, organising skills, their group work skills, and their synthesizing skills.

characteristics of places.

THE FOLLOWING GEOGRAPHICAL

INQUIRY SKILLS ARE TO BE
INTEGRATED THROUGHOUT STAGE 3:
Acquiring geographical information
develop geographical questions to investigate

and plan an inquiry (ACHGS033, ACHGS040)

collect and record relevant geographical data

and information, using ethical protocols, from

primary data and secondary information

Step 2: Self-Assessment
Upon the completion of the timeline, students will be given time to assess, reflect and evaluate how their
inquiry is progressing, by conducting self-assessment and peer assessment. This is completed using the
google form on the website.
(Formative Assessment- Observation and Portfolios, Assessment As Learning- including Self-Assessment &
Assessment Of Learning, Peer Assessment).

GOING FURTHER:

sources, for example, by observing, by

Panel show

interviewing, conducting surveys, or using

Students will discuss and collaborate to write a script for their question and answer panel show. This will then
be performed, edited and recorded.

maps, visual representations, statistical

sources and reports, the media or the internet
(ACHGS034, ACHGS041)
Communicating geographical information
present findings and ideas in a range of

After the completion of each of the groups role play, students will participate in a whole class discussion,
where they will be asked to reflect and respond.
This activity allows students to reflect on and consider the importance of considering different perspectives
when forming opinions. It will also show students the costs and benefits of any change.
(Formative Assessment Portfolios, Assessment As Learning & Assessment Of Learning).

communication forms as appropriate

(ACHGS038, ACHGS045)

reflect on their learning to propose individual

and collective action in response to a

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contemporary geographical challenge and

MAKING CONNECTIONS:

describe the expected effects of their proposal

Presenting to the UN Summit: Using Prezi

on different groups of people (ACHGS039,

In their inquiry teams, students create a presentation, which demonstrates their understanding of: the effects
of plastic bags, and the alternatives to plastic bags. Students will use Prezi to assist their presentations. The
students presentations can be documented through video recording.

ACHGS046)

THE FOLLOWING GEOGRAPHICAL

TOOLS ARE TO BE INTEGRATED
THROUGHOUT STAGE 3:
Visual representations photographs, aerial photographs, illustrations,

flow diagrams, annotated diagrams,

multimedia, web tools

The class will be given time after the presentations to discuss and reflect.
This task will encourage students to take a position on what course of action they believe should be taken
with the worlds use of plastic bags. This will also build on student understanding of creating persuasive texts.
(Formative Assessment Portfolios, Assessment As Learning & Assessment Of Learning).

TAKING ACTION:
Creating a campaign
In the same inquiry teams, students will create a campaign, which encourages; plastic bag awareness, and
changes in our plastic bag consumption. Students are given free choice on their preferred medium to
construct and communicate their campaigns. Some examples may include a: TV advertisement, a letter to the
editor, an artwork, a poster, a dance or a song. This activity will allow students to showcase their
understandings thus far from the inquiry.
Students can find some examples of campaigns, where others have taken action on the website.
When complete, students will explain and present their campaigns to the class, which will be documented.
(Formative Assessment Portfolios, Assessment As Learning & Assessment Of Learning).

Resources

Interactive Whiteboard.

Ideally 1 IPad or laptop per student. Tasks

References
Murdoch, K. (2010). Phases of inquiry. Retrieved from
http://kathmurdoch.com.au/fileadmin/_migrated/content_uploads/phasesofinquiry.pdf

can be modified to suit a lower ratio of

computers to students.

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Evaluation

Future changes

During and after the inquiry based unit of work has been completed, the teacher
will reflect on the lesson by carefully considering and evaluating the
effectiveness of the unit and of student learning by identifying strengths,
weaknesses and possible improvements. It is important to remember that
evaluating these inquiry based lessons need to be done throughout all stages of
Kath Murdochs phases on inquiry, to ensure that the lessons are encouraging
positive learning opportunities and also thoroughly encouraging and reinforcing
inquiry based learning. Some of the following questions may be asked to
evaluate the success of the lesson and success of inquiry based learning:
-

Did the students gain understanding of the key inquiry question, and sub
questions?

Were the students actively responding to their tasks at hand? Were they
interested and engaged?

Did the students work well in small groups? Was every person in the
group contributing and participating?

Did the students lose interest at any point? If so, why and what can be
changed to help initiate interest?

Was the inquiry based unit of work effective in progressing students

understanding with the syllabus outcomes and indicators?

Was the inquiry based unit of work effective in achieving and closely
relating to Kath Murdochs phases/stages of inquiry?

Were the lessons in the inquiry based unit of work effective, interesting,
engaging and did they promote positive inquiry based learning for the
students?

Was the teacher able to fittingly identify the students prior knowledge?

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Then was the teacher able to help extend on this knowledge adequately
through student learning in the inquiry based lessons.
-

Did the lessons keep the students engaged, motivated and interested? If
not, why? What can be changed or improved upon to ensure students
become engaged and interested for the next inquiry based lesson/phase?

Are there any students who do not sufficiently understand the key inquiry
question? What can be done to help this student(s) to gain a better
understanding to then progress with the inquiry phases of inquiry? For
example, does that student(s) need more time to research? Do they need
more teacher assistance to decode meaning? etc.

Did the students demonstrate, apply and extend their learning through
inquiry based learning?

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown
copyright.
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