At the supermarket

Lamia Büsra Yesil 02/02/2022

The main goal is to nurture global citizens who have a deep and nuanced understanding of the world in which they live, and who are
willing to take action for a better world. People who are creative, empathetic, collaborative, and who love solving problems. Today, we
are all increasingly aware of the environmental impact of waste, much of it unnecessary, and are striving to shop more sustainably.
Hence we re-invent the packaging-free shopping to reduce the litter. In this scenario, students create an iconic supermarket for a zero-
waste compromise by assuming some roles and promote the zero waste movement.

LEARNING OBJECTIVES

Students are able to differentiate what the litter is.

Students are able to learn directly from peers living in other countries.

Students discuss ways to reduce the litter to save the planet.

Students understand the importance of reducing, reusing, and recycling

Teachers are able to share best practices, concerns through the platform.

C'S OF EDUCATION

COLLABORATION COMMUNICATION CRITICAL THINKING CREATIVITY

AGE GROUP SCENARIO LANGUAGE TOTAL DURATION

From 8 to 10 English 2 hours 55 minutes

SUBJECTS

CROSS CURRICULAR DRAMA - EXPRESSION DRAMA - GEOGRAPHY INFORMATICS / ICT LANGUAGES

10 What is the Litter

MINUTES
INVESTIGATE & RESEARCH

C'S OF EDUCATION

COLLABORATION COMMUNICATION CRITICAL THINKING CREATIVITY

TOOLS
Poll or brainstorm tool/Menti

SPACE FORMAT POSITION OF LEARNERS ROLE OF TEACHER

Public Together Teacher at the side

DESCRIPTION

Students brainstorm on open ended questions about the topic. Students explore the question: “What is litter?” They identify areas on
the school grounds or nearby areas where litter is a problem and offer ways to solve the problem.
 20 Short Answer Polling
MINUTES
INTERACT & INSTRUCT

C'S OF EDUCATION

COLLABORATION COMMUNICATION CRITICAL THINKING

TOOLS
Polling tool/Padlet/Tricider

SPACE FORMAT POSITION OF LEARNERS ROLE OF TEACHER

Public Together Teacher-led

DESCRIPTION

In this activity, class teacher provides a bag of clean litter to use as a stimulus for the lesson discussion. Some examples of rubbish
could be crisp bags, cans, sweet wrappers, plastic bottles, pizza boxes, banana skins, apple cores, plastic rings for holding cans, leaflets
and newspapers. In place of litter the teacher could use a
selection of images of litter from the presentation or images shown on the
whiteboard. Sample questions that can be asked to the class: “Where do you think I collected this litter?” “Can you suggest other types
of litter you have seen around that I have not shown you?”. Students write their answers by using a collaborative web tool and their
answers are displayed on the board and can be discussed with the class. The whole class classify litter into items that can be reused,
those that can be recycled, and those that should be placed in a trash can.

30
Mind mapping
MINUTES
CREATE

C'S OF EDUCATION

COLLABORATION COMMUNICATION CRITICAL THINKING CREATIVITY

TOOLS

Mind mapping tool

SPACE FORMAT POSITION OF LEARNERS ROLE OF TEACHER

Private, limited distraction Small groups Teacher at the side

DESCRIPTION
At first, students as small groups choose some items that they want to shop from the supermarket by taking into account the possible
variations of buying it without any waste. Students analyse and visualise the relations between concepts by creating this mind map. For
instance if one suggests a toothpaste, then the other group member suggest to buy a one without a package so that they can help the
planet by reducing the waste. Students write a script for their groups assuming the roles as shop assistant and customer.

45 Sharing with a real audience

MINUTES
PRESENT & SHARE

C'S OF EDUCATION
 COLLABORATION COMMUNICATION CREATIVITY

TOOLS
Presentation or/and web-conferencing tool

SPACE FORMAT POSITION OF LEARNERS ROLE OF TEACHER

Public Small groups Teacher at the side

DESCRIPTION

Student groups performs their role-play to the other students and the teacher as well. For instance, one says "I don't have any plastic
straws left. I'll buy some." The another team member in the role of cashier answers "Why don't you buy a metallic one? You 'll have it
for life! Plastic straws cannot be recycled."Besides, another group member as a TV Reporter, records the whole dramatization process
and this recording is uploaded to the class blog or school website. (The real performance can also be broadcasted for a real audience.)
While groups are performing their shows, the other small groups uses a peer-review rubric for an assessment.

15
KWL chart
MINUTES
ASSESSMENT & FEEDBACK

C'S OF EDUCATION

CRITICAL THINKING

TOOLS

In order to make a self evaluation, students use three columns (Know, What, Learn) on paper or on digital canvas or shared document.

SPACE FORMAT POSITION OF LEARNERS ROLE OF TEACHER

Private, limited distraction Alone Independent learning

DESCRIPTION
The students reflect on a topic provided by the teacher: 1. What do you KNOW about the topic? 2. WHAT have you learned? 3. What
would you still LIKE to learn more? Students use K-W-L Chart, which tracks what a student knows (K), wants to know (W), and has
learned (L) about a topic. The chart is used before, during, and after the activity to have an evaluation of the overall process.

40
Meet Me Online
MINUTES
EXCHANGE & DISCUSS

C'S OF EDUCATION

COLLABORATION COMMUNICATION

TOOLS

Online video conferencing tool/Zoom/Microsoft Teams

SPACE FORMAT POSITION OF LEARNERS ROLE OF TEACHER

Fully virtual Together Teacher at the side
 DESCRIPTION
Students in class make an online collaboration with another country to discuss and play together. During an online meeting with
another class, both teachers and students exchange information about what kind of things they can do to reduce the litter.

15
Quiz
MINUTES
ASSESSMENT & FEEDBACK

C'S OF EDUCATION

COMMUNICATION CRITICAL THINKING

TOOLS

Online quiz platform and a quiz prepared by the teacher in advance.

SPACE FORMAT POSITION OF LEARNERS ROLE OF TEACHER

Fully virtual Alone Independent learning

DESCRIPTION
A short, ungraded online quiz to check for understanding (True/False, multiple choice, matching, etc.). Students can discuss their
answers in pairs before answering. Both students and the teacher receive immediate feedback. Depending on the type of quiz (with
questions displayed on the main screen or on students' devices only), the teacher can provide general feedback for the whole class
group or students can work independently on the feedback provided on their screens.

The Scenario Tool has been created within the Novigado project, which is funded with support from the European Commission's Erasmus+ Programme. The
Scenario Tool and any of its content reflects the views only of the author(s), and the EC cannot be held responsible for any use which may be made of the
information contained therein.