This learning experience plan has been developed for the 'Working With Waste' unit. It has been drawn from the very beginning of a larger unit plan.

1. Implementation Date Time Frame Year Level Curriculum Area/s PBL Phase/s
Lesson 1 60 Minutes Four Geography Explore the Issue
&
What Do We Know?
Identified Curriculum
The Australian Curriculum: Geography Version 7.1 (Years F-10)
Geographical Knowledge and Understanding:
The sustainable management of waste from production and consumption (ACHGK025)
 Exploring different ways of managing wastes sustainably, and how these may include the principles of reduce, reuse, recycle and replace.
Phase Learning Sequence, Strategies and Methods Digital Resources SAMR Integration Checks For Learning
Introduction
1. Students watch the Voki of their principal
introducing the ‘waste’ problem that exists
within their school.
2. The teacher reads to the students the task
outline that is on the home page of the
classroom website.
3. As a class, students watch this YouTube video:
http://www.youtube.com/watch?v=eJraC8ylSTE
4. The teacher encourages a whole class discussion
about the problem and guides it using
questioning. For example:
 What is waste?
 Can you name something that we as a class
may waste?
 Why is it bad for our environment that we
create too much waste?
 Does anyone know somewhere in our
community that recycles waste?
Voki – Is used to
introduce the
overarching problem
to students and the
task that they have
been given.
Digital Video –
Teacher uses to
introduce and provide
context for the
overarching issue.
Augmentation – The Voki
allows for the task to be
introduced in an interesting
manner and substitutes for
a simple task sheet.
Augmentation – The digital
video introduces the topic
to students in an engaging
manner. This substitutes for
the teacher just simply
explaining it to students.
Informal Questioning &
Discussion – The teacher
initiates a classroom
discussion to gain insight
about student
understanding, in regards to
‘waste management’. The
teacher uses informal
questioning to scaffold this
discussion.

2.  Can you identify a way we could minimize
the amount of waste we create?
Body
5. The teacher separates students into small groups
of three or four.
6. The teacher introduces the class website to the
students. The teacher explains that each group
will have their own blog page on that website to
communicate and document their projects.
7. Using Popplet the groups brainstorm what they
already know about ‘waste’ and ‘waste
management’.
8. The teacher encourages groups to embed this
Popplet into their blog to create their first blog
post.
Popplet – Students
use to brainstorm
what they already
know about the topic.
Class Website &
Group Blogs
(Weebly) – Students
use this to
communicate and
document the
processes they go
through when
creating their problem
based projects.
Modification – The process
of brainstorming is
significantly enhanced.
Students can work from
different computers and still
collaboratively contribute
ideas.
Redefinition – A classroom
website/ blog allows for the
simple classroom tasks of
documentation and
communication to be
dramatically redefined.
Students can now work
from different computers
and contribute ideas by
creating posts and
embedding various digital
applications.
Work Sample: Popplet
(Diagnostic Assessment) –
The teacher refers to the
Popplets posted on the
students’ blogs to gain
understanding about what
students already know
about ‘waste management’.
Conclusion
9. Groups create a KWL chart to reflect on what
they know and what they want to know about
‘waste management’.
10. The teacher encourages groups to embed this
KWL chart into their blog.
KWL Creator –
Students use an
online KWL creator to
reflect on their
learning journey so far
and their learning into
the future.
Modification – Students can
create digital KWL charts
and share them with others
in an online environment.
These KWL charts can be
readily modified and
students can come back to
Work Sample: KWL chart
(Diagnostic Assessment) -
The teacher refers to the
KWL charts posted on the
students’ blogs to gain
understanding about what
students already know

3. them and make changes. about ‘waste management’.
The teacher also uses these
KWL charts to gain
knowledge about how to
scaffold future learning
experiences.