Collins International Primary Global Perspectives TG 6

Unit 1 Lesson 1 • Pack it in!

Skill focus: Research Topic focus: Looking after planet Earth

Learning objectives Learning focus

Main SKILL

Research: 56Rs.02 Information skills

Identify sources and locate relevant information and answers to questions within them.

Subsidiary SKILL(s)

Collaboration: 56Cl.01 Working together

Work positively with team members, contributing useful ideas and helping to solve problems to improve teamwork or to achieve a shared outcome.

Communication: 56 Cm.02 Listening and responding

Listen to ideas and information about an issue and ask questions relevant to the issue.

RESOURCES

STARTER

Links to: Art & Design, English

• Students locate information from a source to respond to questions.

• Students comment on the source of information, with reference to author and purpose.

• Students contribute ideas to improve the efficiency and efficacy of the task.

• Students communicate clearly and positively.

• Students listen and respond effectively to collect information for research.

• Student’s Book pages 1–3

• Examples of packaging (optional)

• Different materials for wrapping (foil, paper, cellophane, cardboard, cloth, etc.) and items to wrap (rice, fruit, bread, etc.)

• Worksheet 1.1

Activities Assessment / observation Introduction

• Look at the picture on the opening page with the class. Ask: What can you see? Accept all viable suggestions. Students use think pair share to answer the questions on the page.

• Read the In this unit you will… points aloud to the class.

Activity 1

• Look at ways in which different products are packaged. Use the picture in the Student’s Book and/or bring in packaging (boxes, jars, bubble wrap, polystyrene, etc.) to show students. Discuss the reasons why these materials are used for packaging. Ask: Why do we package items? Encourage students to reflect on the function of packaging, for example, protection, to improve its appearance, hygiene.

Activity 2

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• Divide the class into groups of two or three. Give each group a different packaging material and a solid food item to pack into it, such as fruit, rice or bread. Students use their packaging to wrap the item as well as they can.

• Students assess their material’s usefulness for packaging the food item they have been given, using the star chart questions in the Student’s Book. If time is limited, reduce the number of criteria they should assess.

Support and extend

• Are students heads up, listening, ready to learn?

• Are partners speaking equally and on topic?

• Are individuals listening and sharing their ideas?

• Are they building on each other’s ideas?

• Do students work well in their groups and support each other?

• Do all group members contribute useful ideas?

• Are they all participating?

Support: Students could talk about what materials are used in the examples in the picture or packaging you have brought in yourself, for example, cardboard for pizza boxes or plastic for coffee cup lids. Extend: Ask students to make a list of the best packaging material for different items (mobile phone, drinking glass, metal bowl, meat, etc.) and explain their reasons.

Activity 3

• Students report back on their material as a class, giving feedback on its suitability to package the item they have been given. Prompt students to compare their star ratings with each other: Which material was the most flexible? Which is the top scorer in protection?

• Take the opportunity to share current knowledge about packaging. Ask: How do you think we packaged things in the past?

Activity 4

• a Read the text about early packaging to the class. Ask: What kind of information is this? Elicit responses that refer to its historical content, for example: It includes dates. It talks about events in the past

• b Answer the questions about the text in a class discussion

• c Divide the class into four groups. Hand out one of the texts from Worksheet 1.1 to each group and ask them to read the information about packaging at different periods in history. They should identify the main points of the text using the 5Ws – Who, When, Where, What and Why (as modelled in Activity 4b).

• d Put students into new groups of four, where each member has read a different text. Each student in the group takes a turn as the ‘expert’, sharing the key points from their text. Encourage students to use their notes from Activity 4c rather than referring back to the text itself. The non experts in the group record the new information.

Activity 5

• a Put students back in their original groups and ask them to work together to discuss all the information and to copy and complete the timeline, filling in the events for the blank dates.

• b Share the finished timelines from each group and discuss them as a class. Ask: Is your timeline complete? Are there any surprises?

• Are individuals listening and sharing their ideas?

• Can they question and discuss to improve their understanding?

• Are they actively listening?

• Can students locate information to answer questions?

• Are they able to comment on the information source?

• Can they present both verbal and written ideas clearly?

• How effectively do team members communicate with each other?

• Do students understand the information they have retrieved?

• How well did they communicate in their groups?

• Did they complete the task successfully?

Support and extend Support: Put students into larger groups so they can complete the task as ‘expert pairs’. They can refer to the original document when explaining to others, if necessary. Extend: Ask students to try transferring and retrieving information from memory in expert groups to develop their active listening skills.

Activities Assessment / observation

Talking point

• In groups, students reflect on how well they completed the task to collect and share information to make a timeline. Discuss: how well they communicated and shared information; how they used notes and whether their timeline was complete.

• Students should identify how they helped or did not help other groups to gather information – did they provide information to help other groups? How did this affect their success in the task?

Before you go

• Students should use their knowledge of research to comment on research methods and the reliability of sources. They may discuss how historians know what people used in the past because they find evidence in the ground – a primary source that is probably reliable. Some historians use secondary research and check facts with other sources. More confident students may note that it can be difficult to know what happened in the past or how certain objects were used, which can affect the reliability of sources.

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Reflection prompts:

• Did you work well in your team?

• What did you do to help your team today?

• What helped you succeed?

• What would you do differently next time?

Support and extend Support: For the Before you go, ask students questions to guide the discussion, for example: How do historians know barrels were used for carrying liquid? Is an object a primary or secondary source? Extend: Give more confident students the Reflection prompt questions and ask them to lead the Talking point discussion to identify how successful they were in the task themselves.

Teacher reflection

How well did students collaborate to share information? What structures were helpful? What could be done to improve this skill? Were students able to reflect thoughtfully on their success in the task? Do they need more questions to support this?

Worksheet 1.1 Packaging history

Cut out the texts and give one text to each group.

Industrial Revolution (1760–1840) Text 1

The Industrial Revolution made new products available, but packaging was expensive. It was used mostly to store or transport luxury goods. New ways to package were invented at this time. In 1805, a French man found a way to boil and keep food safe for longer in containers. It is the same way we use today. In 1810, an Englishman started using tin cans instead of bottles to keep food safe for longer. The first cardboard box was created in 1817. Although cardboard had been invented years earlier in China, this was the first time it was made into boxes and used to transport things like silks from Japan to Europe.

Late 1800s to 1950s Text 2

The first paper bag was invented in 1844. They did not look like bags we see today. They were like big envelopes. The Kellogg brothers, known for their cornflakes, began using cardboard boxes to sell their cereal in 1906. To begin with, the cereal was loose inside the box, but later plastic bags were used to contain and protect the cereal inside. A Swiss scientist invented cellophane in 1908. He wanted to make a cloth that was water resistant. To start with, it was made of wood cellulose . It was popular because it was also transparent. It became the material of choice in the 1950s.

Modern packaging Text 3

Bubble wrap was invented in 1957, although it was not made for packaging at first. Its inventors were trying to make a cool wallpaper, but no one liked it. Then they tried to sell it to insulate greenhouses, but that did not work either. In 1960, it finally found its use. It was used to protect computers and other fragile things. In 1959, pop tabs were invented. The inventor wanted to make drink that could open without the need for a separate opener. Plastic bottles arrived in 1973. They were a good way to transport drinks and cheaper than glass bottles.

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Packaging in the future Text 4

People are now looking for packaging solutions that are kind to the environment. Scientists are looking at using a mushroom alternative to Styrofoam. They are happy with the experiments. The material is lightweight, easy to mould and produce. It is hoped it will replace Styrofoam soon. Sugarcane plastic is also new. It is being used to replace plastic for packaging drinks. It is not biodegradable, but it is 100% recyclable. People are also trying not to use so much packaging. They try to reuse their containers and bring their own long life bags when they go shopping.

Unit 1 Lesson 2 • What is it made of?

Skill focus: Research Topic focus: Looking after planet Earth Links to: Art & Design, English

Learning objectives Learning focus

Main SKILL

Research: 56Rs.02 Information skills

Identify sources and locate relevant information and answers to questions within them.

Subsidiary SKILL(s)

Communication: 56Cm.01 Communicating information

Present information clearly with an appropriate structure and with some reference to sources where appropriate.

RESOURCES

STARTER

• Students locate information from a source to respond to questions.

• Students comment on the source of information, with reference to author and purpose.

• Students use information to create fact files

• Students reformat information from responses and present it as a fact file.

• Student’s Book pages 4 and 5

• Clothing (sports kit, clothes from lost property, etc.)

• Worksheet 1.2

• Internet access or reference books for research (optional)

Activities Assessment / observation

Activity 1

• Look at the pictures of the clothes labels. Invite students to comment on the information shown, such as the percentage of different materials, the types of fabric, washing instructions. Encourage students to share what they know about natural and synthetic materials.

Activity 2

• a Ask: Do you know what your clothes are made of? If items of clothing are available (sports kit, lost property, etc.) students could check the labels. If not, ask them to look at accessible labels on their own clothing (shoes, jumpers, coats, etc.). Discuss any patterns they notice. Ask questions to get them thinking, such as: Are jumpers all made of similar materials? Why?

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b Use the information students have collected to create a tally chart to discover the most common material used. Discuss the results. If students wear a school uniform, ask how this might influence the results and prompt them to explain how the results might be different in a tally chart of materials used in their home clothes.

Support and extend

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• Are individuals listening and sharing their ideas?

• Are they building on each other’s ideas?

• Are all students participating?

• Are they using previous learning to build their skills and understanding?

• Can they find patterns in data?

Support: Use prompt questions to guide students’ response for Activity 2, for example: What is this made of? What are the percentages of cotton? Wool?

Extend: After Activity 2, students work in pairs to discuss how the information they have gathered can depend on different factors.

Activities Assessment / observation

Activity 3

• Students discuss what they know about fabrics. Display some questions on the board for support, for example: What fabrics are human made? Which fabrics are natural? Where do natural materials come from? Which type of material is best for the environment? Do you have a favourite fabric? Does the feel of a material matter to you? Pairs compare information with another pair.

• Are students listening and sharing their ideas?

• Do they use questions to improve their understanding?

• Are they actively listening?

• Can they share and compare opinions?

MAIN continued

Activity 4

• a Ask for a volunteer to read the text about wool. Ask the questions in the Student’s Book, taking verbal responses and asking students to clarify where they found the information in the text. This is an opportunity to model verbal responses using Point Evidence Explain, for example: What is it? It is a natural material (point). I know this because it says: ‘It is from animals’ (evidence) This tells me that it can be found in nature. (explain)

• b Put students into small groups and give each group one of the texts about a fabric from Worksheet 1.2. When they have all read their text, ask: What is the purpose of this information? Who might have written this information text? In their groups, students respond to the same questions as in part a) and check their understanding of the main points.

Activity 5

• a Look together at the fact file about wool and discuss how the information is organised and presented. Use the questions to discuss the layout and information in the fact file. Ask: What makes it easy to read? Do you think the information is clear? How does it compare to the information you just read? Students should reflect on its use of bullet points, short texts and images.

• b Students create a fact file on their given material, using the information in the text to identify key information. They should agree a plan and work together to organise this information appropriately

• c Ask: How could you improve this information? What else would you like to know? Invite students to reflect on how they could use research to develop their fact files. Remind them how they can use questions to identify key words for research, for example: Where is most of the cotton we use for our clothes grown? If possible, demonstrate or allow students to experiment by typing these words into a search engine. Ask: What type of information do you get? How can you check if it is reliable or useful?

Support and extend

PLENARY

• Can students locate information to answer questions?

• Are they able to comment on the information source?

• How effectively do they communicate between team members?

• Can students use appropriate structures to organise their information?

• Do they know how to use search engines to develop their research?

• Can they identify useful sources of information?

Support: Students who require support for Activities 4b and 5b should use the text about cotton, which is simpler than the others and includes bold words to help students identify key facts.

Extend: For Activity 4c, ask students to do this further research on the same material and to develop their fact file, adding information and pictures.

Activities Assessment / observation

Talking point

• Students reflect on their fact files, asking for feedback from peers if time permits and give themselves a star rating. Encourage students to justify their responses using questions in Activity 5a, for example: We used headings and titles to make the information clearer. Our pictures helped the reader understand.

Before you go

• Students review their fact files and find a piece of new information they learned from their research. They can discuss what they found interesting about it in pairs or in their groups.

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Reflection prompts:

• How did you present your information?

• Do you think this worked well?

• Do you know what you need to do to improve?

Support and extend Support: For the Talking point discussion, use questions to encourage thoughtful reflection, for example: Have you used pictures? Do headings signpost the information? Are your facts short and clear? Do you think the information is easy to understand?

Extend: For the Talking point, ask students to compare their fact file to the example to identify its strengths and weaknesses, for example: We used drawings to make our information clear. The example used photographs. Both help explain the text, but we put labels on our drawing, so this makes it even clearer.

Teacher reflection

Have students made progress from the previous lesson in finding and retrieving the main facts from a text? What help do I need to give students who still find this difficult? Are questions helpful to guide thoughtful responses? What else could I put in place to encourage deeper reflection and feedback?

Worksheet 1.2 All about materials

Cut out the texts and give each group one text. Give the text on cotton to students who need language support.

Cotton Group 1

Cotton grows on the cotton plant. It can be made into thread and woven into cloth. Cotton grows wild in tropical parts of the world. It has been used to make cloth for 1000s of years. Parts of cotton cloth have been found in Mexico from 5000 BC. The cotton we use today is mostly grown in cotton farms. Cotton needs a lot of water to grow. This can cause problems for the countries that grow it. China is the country that makes the most. United States is the biggest exporter. It sends the most cotton to other countries. Cotton feels nice. It is cool to wear and easy to move around in. It is one of the most used natural fibres today.

Silk Group 2

Silk is a natural fibre. It can be woven to make fabric. It comes from the cocoons of insects. The most common silk comes from the mulberry silkworm that are kept in farms. The process of making silk is called sericulture. To produce 1 kg of silk, 104 kg of mulberry leaves must be eaten by 3000 silkworms. This means silk is an expensive and luxury material. Silk is special because it is shiny, fine and soft. Silk was first developed in China. The oldest example to be found is from 3650 BCE. The Roman Empire traded in silk where it was also a sign of luxury. Although popular in Europe, they did not know the secrets of making silk until 550 CE. Silk has a long history in India too. It is the second largest producer after China.

Linen Group 3

Linen is a material made from fibres of the flax plant. It is mainly used to make cloth. It was used at least 6000 years ago in Egypt and Mesopotamia. This makes it one of the oldest plant fibres used by humans. It was the most important material in Europe for a long time. Linen was used, for example, to wrap Egyptian mummies. Linen has been replaced mostly by cotton and human made fibres in recent times. This is because they are cheaper fabrics. Linen is harder to grow than cotton and this can make it expensive. It needs perfect weather and so it does not grow everywhere. It is mostly grown in Eastern Europe and China. Harvesting the flax also takes time and the weaving process can be slow. It is a very sustainable and ecological material. It is 100% biodegradable; it produces no waste, and it is good for sensitive skin.

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Polyester Group 4

Polyester is a word used to describe any fabric that is made using polyester yarn or fibre. Most polyester is human made and is an oil based plastic. This type of polyester is not sustainable, and its tiny fibres can pollute water when i t is washed. S ome polyester is natural. Natural polyester comes from plant fibres and is biodegradable. Polyester fibres can be mixed with natural fibres like cotton. Cotton polyester makes a strong fabric that does not shrink. Human made polyester is also lightweight and can be easily dyed. However, it is less fire resistant and breathable than natural fabrics. Polyester was invented in Britain in 1928. Polyester was first used for clothing in the USA in 1951. It was advertised as a miracle fabric because it did not need to be ironed.

Unit 1 Lesson 3 • Why did you choose that?

Skill focus: Analysis Topic focus: Looking after planet Earth Links to: English, Science

Learning objectives

Main SKILL

Analysis: 56A.01 Identifying perspectives

Identify some key points from different perspectives on the same issue within a source

Subsidiary SKILL(s)

Evaluation: 56E.02 Evaluating perspectives and arguments

Discuss own opinion about another’s perspective, identifying points you agree or disagree with.

Reflection: 56Rf.03 Personal perspectives

Discuss ways that personal ideas may have been influenced by new information or the ideas of others

RESOURCES

STARTER

Activities

Activity 1

Learning focus

• Students find and comment on different opinions in a source.

• Students write a short text to summarise the key points in the source.

• Students compare personal opinions with those held by people in countries around the world.

• Students use knowledge of materials to justify responses.

• Students share opinions about personal perspectives.

• Students explain how new information has influenced ideas about material choices for clothes.

• Student’s Book pages 6 and 7

• Worksheet 1.3

• Read the two speech bubbles as a class. Ask students to use these examples to help them comment on things that affect their decision when buying clothes. The first child chooses clothes because of the way they look and the other chooses according to how comfortable he feels wearing them.

Activity 2

• Students work in pairs to write definitions of human made and natural materials. Review learning from Lesson 2 and allow them to use their fact files to do this.

• Share and discuss definitions as a class and compare the two types of material.

Assessment / observation

• Can students comment on the opinions of others?

• Are they able to express opinions?

• How confidently do they justify their responses?

• Can students work positively together to complete a task?

• How clearly can they communicate their ideas?

Support and extend Support: For Activity 1, use prompt questions to ask about likes and dislikes: What do you like about your clothes? What do you not like buying? Do you like cotton clothes? Why? Why not? Do you look at the brands of clothes?

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Extend: For Activity 1, ask students to discuss why people have different perspectives and give reasons for these differences.

Activities Assessment / observation

Activity 3

• Read the text aloud to the class or ask for volunteers to read it while other students follow it on the page. They use the information to discuss the advantages and disadvantages of each type of fabric.

Activity 4

• a As a class, read the infographic that shows the results of a survey about environmental concerns over textile production (part of a larger survey investigating how this affected buying choices). Guide a discussion to explore what the infographic shows and how the researchers might have collected this information.

• Can students scan information to identify key points?

• Can they identify the advantages and disadvantages of fabric choices?

• Can students comment on the author and purpose of a source?

• Can students identify different perspectives?

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•

MAIN

b Hand out Worksheet 1.3 and ask students to work independently to answer the questions in part 1, finding information and analysing the opinions in the infographic.

c Discuss the purpose of this information and the reasons for the research. Students then complete the sentences on the worksheet to help them structure their responses and comment on the information in the infographic. Remind students how data can be changed numerically to become a percentage, for example, ! "# × 100 = 20% or 1 in 5 or a fifth.

Activity 5

• a Take a class survey in response to the same question in the infographic survey: What concerns you most about how textile fibres are made? Students copy and complete the tally chart as you do the hands up survey.

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PLENARY

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b Compare the results with the information in Activity 4. Ask: Do we have the same proportion of people worried about plastic in the oceans as the infographic (etc.)? What are we most concerned about? Is it the same as the survey?

c Ask students to reflect on how their own opinions compare with the majority in the class and the infographic. Encourage students to identify any information or discussions that have influenced their point of view. Students complete their responses on the worksheet.

Support and extend

Talking point

• Can they explain the different perspectives that they identify?

• Can they find simple patterns in numerical data?

• Can students evaluate different perspectives?

• Are they able to compare their opinions with others?

• Can they identify points they agree or disagree on?

• Do they use research to justify their opinions?

Support: In Activities 4 and 5, students can work in pairs to complete the worksheet tasks.

Extend: For Activity 4, ask fast finishers to present the opinions using a variety of different formats and phrases (the majority, 90%, 9 out of 10 people, etc.).

• Encourage students to reflect on their discussions at the start of the lesson. If they have changed their opinion, students should explain what new information influenced their change, for example: I didn’t know that fibres of synthetic clothes can end up in the ocean. This worries me and I will try to buy clothes with natural fibres.

Before you go

• In groups, ask students to discuss the power that countries have to change the rules and laws to help the environment. Students could suggest rules that they might or have made to make a positive change. Remind students to use prior knowledge about packaging and reflect on how that industry is changing.

Support and extend

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Reflection prompts:

• Did you read anything in this lesson that changed your opinions on the topic? If so, what was it?

• Why has this changed your thinking?

Support: Use additional questions to guide reflections in the Talking point, for example: What did you think at the start of the lesson? What do you think now? Has your opinion changed? What influenced your opinion? What fact did you discover that changed your opinion?

Extend: In the Talking point, ask students to develop their responses using what they have learned. They could refer to extended knowledge such as the COP26 conferences or Sustainable Development Goals 12 if they are familiar with them.

Teacher reflection

Are students able to reflect thoughtfully on changes in opinions? Do they need more practise providing evidence to justify their responses? What opportunities could I include to improve this skill? How confident are they reporting on information? Do they need starter sentence prompts or support with structuring their reports?

Activities Assessment / observation

Worksheet 1.3 Material concerns

1 Use the infographic in the Student’s Book to answer these questions.

a Which countries’ consumers are most worried about synthetic fibres in the ocean?

b What are Mexican consumers most concerned about?

c What concerns the greatest number of countries’ consumers?

d In how many countries were consumers asked their opinions?

2 Complete these three sentences to report on the information shown in the infographic.

Most of the countries surveyed were concerned about

1 in 5 countries were worried about

Ten per cent thought that

3 Write your own opinions.

a What concerns you most about textiles?

b How does your opinion compare with the survey?

c How has your opinion changed so far during this lesson and why?

Unit 1

Lesson 4 • What’s in your wardrobe?

Skill focus: Analysis Topic focus: Looking after planet Earth Links to: English, Science

Learning objectives Learning focus

Main SKILL

Analysis: 56A.01 Identifying perspectives

Identify some key points from different perspectives on the same issue within a source

Subsidiary SKILL(s)

Evaluation: 56E.02 Evaluating perspectives and arguments

Discuss own opinion about another’s perspective, identifying points you agree or disagree with

Reflection: 56Rf.03 Personal perspectives

Discuss ways that personal ideas may have been influenced by new information or the ideas of others.

RESOURCES

STARTER

Activities

Activity 1

• Students find and comment on different opinions in a source.

• Students identify key points – both fact and opinion – in a source.

• Students compare personal opinions about recycling textiles.

• Students justify responses with examples from primary and secondary research.

• Students share opinions about personal perspectives on recycling textiles.

• Students explain how new information has influenced ideas about recycling textiles.

• Student’s Book pages 8 and 9

• Worksheet 1.4

• Look at the pictures and read the speech bubble. Prompt students to comment on why people might have too many clothes in their wardrobe. Encourage students to share ideas about why the boy is in this situation and what he could do to resolve it, helping others or the environment in the process.

Activity 2

• Draw students’ attention to the scale in the Student’s Book. Read the question and encourage students to compare the clothes they have in their wardrobe. Record their responses in a table on the board.

• After the vote, ask students if the question asks for a fact or an opinion. Note that this is a subjective question. The response does not depend on how many clothes students have, but rather their opinion on whether it is the ‘right’ amount.

Assessment / observation

• Can students express their own perspective?

• Can they comment on another’s perspective?

• Are they taking turns?

• Can students express an opinion?

• Do they know how to conduct a survey?

• Do they understand the results?

• Can they comment on different perspectives?

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Support and extend Support: Use prompt questions to help students analyse and share opinions for Activity 1, for example: Do you think most people think they have too many clothes? How does your opinion compare with most people? Why do you think that?

Extend: As an extension to Activity 2, students could collect data about the clothes they have at home to compare with peers and investigate a local issue (e.g. identify and count clothes that are too small). They could compare results with peers and create bar charts for comparison.

Activities Assessment / observation

Activity 3

• a In pairs, students look at the infographic and discuss the different ways that textiles can be recycled. Encourage them to develop responses by sharing experiences they have had of recycling clothes, such as giving them to younger family members, cutting them up to repurpose as dusters or other items.

• b As a class, discuss each of the ideas in the infographic, then take a class hands up survey to decide which ones they would like to try.

• Can students share and compare opinions?

• Are they able to share opinions and explain how they are different to others?

• Can they comment on opinions shown in surveys?

Complete a tally chart on the board to show the responses. Discuss the results. Ask: Which is the most popular way children in our class would like to recycle clothes? Prompt students to reflect on whether their opinions might be the same or different in other schools. Discuss factors in the environment that could influence a perspective, for example, access to recycling centres, proximity to family members, knowledge, skills.

Activity 4

• a Look at the poster about recycling clothes. Ask: What is the source of this information? What is the issue? Use the questions to check students’ understanding of the purpose and author of the information.

• b Students answer questions about opinions, identifying key points to show the author’s point of view and how facts are used to support this opinion. Elicit responses that show an understanding of persuasive language. Students look at the data presented and identify the main facts being used to support the arguments. Prompt students to look at how the word ‘nearly’ is used to present facts. Ask: Is this a fact? Is it reliable? Students should consider information (research) they have learned and apply it to this. Ask: Why are facts shared like this?

• c Read the short text that gives more information about the company. Ask: How does this influence your opinion about their perspective? Elicit responses that demonstrate that this opinion might be biased, for example, the company makes money from recycling textiles ‘our collection and resale service stop this’ This could indicate a biased point of view as it makes money from an environmental issue.

Activity 5

• a Use the question to get students to comment on the information and to say whether they share the opinion stated there. Encourage students to use evidence from the text to support their opinions, for example: I think clothes should be recycled as this will reduce landfill.

• b Discuss why fashion brands might not have the same point of view as Rescuetex. Students should reflect on how these brands make their money and how they make less money if people buy fewer clothes. Ask students what information or ideas could help the fashion industry become more sustainable. Discuss the pressure of having the latest fashion and how this might dissuade people from wearing recycled or repurposed clothes.

• Are students able to identify the purpose and author of a source?

• Are they able to explain what could influence a point of view?

• Do they understand how data is used to support a perspective?

• Can they say why they agree or disagree with a point of view?

• Can they identify reliable sources?

• Can students comment on a point of view?

• Can they explain their personal perspectives?

Support and extend Support: Use questions to guide responses for Activity 5, for example: How does ‘We can do better!’ show the opinion of the author? Who are ‘we’? How is this persuading you?

Extend: Students present the class opinion survey in a bar chart to compare results for Activity 3, then use the information to write analytical statements (e.g. The bar graph shows that… It is clear that… ).

Activities Assessment / observation

Talking point

• Students reflect on their responses at the start of the lesson and explain whether their opinions have changed. They should justify any changes in their opinions, referring to evidence from a text or conversations they have had with peers. They write sentences to explain any changes of perspective.

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Before you go

• Students choose one of the recycling initiatives discussed over the past few lessons to explain changes they might make to reduce their impact on the environment.

Reflection prompts:

• Why do you think people have different perspectives on this issue?

• What was your own perspective at the start of the lesson?

• What is your perspective now?

Support and extend Support: Students choose one of the ideas presented in Activity 3 in response to the Before you go task. Extend: Extend the Before you go task by asking students to explain how they will take this action and the consequence it could have on others (locally and globally).

Teacher reflection

Are there enough opportunities to record and map changes of opinion? What methods of recording ideas could facilitate this? Have I given students appropriate structures to comment and justify different perspectives?

Unit 1 Lesson 5 • World textiles

Skill focus: Evaluation Topic focus: Looking after planet Earth

Learning objectives Learning focus

Main SKILL

Evaluation: 56E.01 Evaluating sources

Discuss a source, considering the author or purpose, and use this to comment on its strengths and limitations.

Subsidiary SKILL(s)

Research: 56Rs.01 Constructing research questions

Begin to construct research questions with support.

RESOURCES

STARTER

Activities

Activity 1

MAIN

• Students use a flowchart to evaluate sources.

• Students identify strengths and limitations of a source for a given research question.

• Students write sentences to explain the strengths and limitations of a source.

• Students use research questions to evaluate a source.

• Students comment on the suitability of a source for a given research question.

• Student’s Book pages 10 and 11

• Worksheet 1.5

• Paper and coloured pencil and pens to draw cartoon stories

• Local crafts made from recycled textiles (clothes, patchwork, cushions, bags etc.) (optional)

• Look at the photograph of a textile recycling centre together. As a class, discuss what students think this place is. Ask: What do you think is in the bundles? Where do you think they are going? How have they been sorted? Prompt students to think about different ways textiles could be organised – by colour, material, condition, etc.

Activity 2

• As a class look at the two cartoon characters, the junk man and Tex the T-shirt. Ask: What happens to your clothes?

• Put students in pairs and ask them to come up with a story they can draw as a short cartoon to show what happens to their clothes when they have finished with them. Challenge pairs to think of different ‘happy endings’ for their cartoon story, for example, a new owner, a big machine turns them into something completely different, a child makes them into something beautiful.

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Assessment / observation

• Are students listening and building on each other’s ideas?

• Can they explain a process?

• Are they communicating clearly?

• Can students use an appropriate structure to communicate their ideas?

• Are they able to communicate what they have learned to engage an audience?

Support and extend Support: Give students a storyline for them to illustrate, for example: The T shirt is too small for the child so it will be given to a younger cousin who loves it. They go on lots of adventures together. Extend: Ask students to include information from prior learning and refer to this when they share their cartoon, explaining how it could be used in an awareness campaign (e.g. We decided Tex would be upcycled into a bag. This idea came from reading the poster made by Rescuetex ).

Activities Assessment / observation

Activity 3

• a As a class, look at the images of different products made from recycled textiles. Discuss how textiles have been repurposed into new items and where the material comes from. Ask: What do you think about these items? Do you like them? Why do you think people have done this? What happens in this country?

•

b Put students in pairs to discuss the question. If necessary, ask questions to help them: How are people’s decisions affected by money, availability of recycling centres and a desire to help the planet? Prompt students to share ideas about things that could affect people’s choices. Ask: How could you find out? What evidence have you seen of recycling around you?

• Can students talk about a cause and a consequence?

• Are they able to identify positive actions in a local context?

• Do they understand different perspectives and their reasons?

• Are they listening and respecting each other’s opinions?

• Are they confidently sharing their opinions?

Links to: English, Science, Art & Design

Activity 4

•

MAIN

a Read the research question together and identify what the researcher wants to find out. Ask: What key words can you identify from this question? Look at how the research question has been used to broaden the topic, for example, recycled – reused, textiles – fabric. Ask: How does this help the researcher in their research?

• b Ask for volunteers to read the article. Look carefully at the source to understand the main information about the text. Use the questions to check understanding before students attempt the questions. Prompt students to identify who wrote it and consider its purpose. Students can also reflect on how the information is presented and who would be interested in it, for example, it is from a children’s science journal and gives some scientific information about textiles which could help in a science project.

Activity 5

• a Hand out Worksheet 1.5 and go through the flowchart for evaluating sources. Read each question on the flowchart and complete a verbal evaluation of the source. Discuss the responses to each question to check understanding and allow students to practise using the flowchart. Ask: How could you justify your response for this question? Remind students that it is important to know the research question to know the strengths and weaknesses of the information.

•

b Following the discussions, students complete a written evaluation of the source. They should write in each box on the flowchart to provide short answers to each of the questions. If time permits, they could write a short conclusion to summarise the responses they made. (This would help with Activity 5c.)

• Do students understand the purpose of a research question?

• Can they comment on how a research question is constructed?

• Can they identify the author and purpose of a source?

•

c Students share their opinions about the strengths and limitations of the source. Ask: Is it reliable? Will it be useful to answer the research question?

• Can students use a flowchart to identify the strengths and weaknesses of a source?

• Can they communicate their ideas clearly in writing?

• Are they able to evaluate a source?

• Can they share opinions about a source?

Support and extend Support: Students respond verbally to the questions on the flowchart, stating ‘yes’ or ‘no’.

Extend: Ask students to use evidence from the text to support their evaluation of the source in Activity 5, for example: When I skim the text, I understand it. It is easy to understand because I know all the words used. The sentences are not too long and the pictures help me understand the details.

Activities Assessment / observation

Talking point

• Students discuss how useful they found the flowchart to evaluate the source. They should talk about any difficulties they had and highlight things they found helpful. They can use their responses in Activity 5 to explain and justify their responses.

Before you go

• Students share their knowledge and experiences of local crafts that use upcycling. Look together at items brought in (optional) or photographs to talk about what happens locally.

Support and extend

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Reflection prompts:

• How easy did you find it to use the flowchart?

• Was there anything you found difficult? If so, what was it?

Support: Pair up students in the Talking point to discuss their reflections before coming together as a class to comment on their evaluating sources skills.

Extend: Students should use examples from their written responses in Activity 4 to explain how they evaluated the source.

Teacher reflection

Are students working through flowchart questions methodically? Are they able to work independently to evaluate the source using the flowchart? Who needs more support and what support do I need to provide? Which aspects of evaluating the sources do they find most difficult? How can I accommodate this?

Worksheet 1.5 Evaluating textiles

Use the flowchart to evaluate the source. Read each question, follow the arrows and decide how useful the information is. Write your reasons in the boxes below at each step.

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Unit 1 Lesson 6 • How can we recycle clothes?

Skill focus: Evaluation Topic focus: Looking after planet Earth Links to: English, Science, Art & Design

Learning objectives Learning focus

Main SKILL

Evaluation: 56E.01 Evaluating sources

Discuss a source, considering the author or purpose, and use this to comment on its strengths and limitations.

Subsidiary SKILL(s)

Research: 56Rs.01 Constructing research questions

Begin to construct research questions with support.

Reflection: 56Rf.04 Personal learning

Identify skills learned or improved during an activity.

RESOURCES

MAIN

• Students evaluate a source using a flowchart.

• Students identify strengths and limitations of a source for a given research question.

• Students write sentences to explain the strengths and limitations of a source.

• Students use a research question to evaluate a source.

• Students write research questions to research solutions for textile recycling.

• Students comment on the suitability of a source for a given research question.

• Students comment on skills learned or improved in evaluating sources.

• Student’s Book pages 12 and 13

• Old clothes (including jeans) with a variety of accessories (zips, buttons, labels, metal, etc.) (optional)

• Flameproof container, tweezers, matches (for teacher use)

• Worksheet 1.6

• Worksheet 1.5

Activities Assessment / observation

Activity 1

• As a class, look at the picture of a pair of jeans. Ask students to identify the materials used in them, considering the accessories as shown in the labels.

Activity 2

• In pairs, students discuss problems they think could be connected to recycling clothes. Show them some old clothes (see Resources) and ask what would be needed for them to be recycled and how they could be used or repurposed. Ask: What are the problems and how could can they be solved? Are metal zips recycled in the same way as cotton? What do you think the button is made of?

• Come together as a class and, if appropriate, ask students to share their ideas. Then demonstrate using the burn test on some different fabrics in jeans to show how synthetic fibres melt or curl away. Hold a clump with tweezers in a flameproof container. Move a flame slowly towards fibres to see the result.

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• Are students listening and building on each other’s ideas?

• Can they explain a process?

• Are they communicating clearly?

• Can students identify problems and suggest solutions?

• Do they understand the cause of an issue?

• Can they identify the consequence?

Support and extend Support: Use prompt questions to guide students’ reflections: What do you know about how plastic is recycled? What about metal? Are they recycled in the same way? How does this affect how they are sorted? Extend: Give students an old piece of clothing that is no longer used (or any waste item that is made of mixed materials, such as packaging). They time themselves cutting and sorting it into different piles. Students feedback on difficulties they have and suggest how this could affect the recycling industry.

Activities Assessment / observation

Activity 3

• In pairs, students read a short text about problems of recycling and use the information to discuss answers to the questions.

• Come together as a class to discuss the importance of finding solutions to the global problem. Note that issues like this usually lead to research to investigate how to solve them.

• Can students talk about a cause and a consequence?

• Are they listening and respecting each other’s opinions?

• Do they understand that problems are the starting point of research?

MAIN continued

Activity 4

• Read the activity instruction and the Top tips as a class. Then put students into pairs to discuss and decide on a research question that could be used to guide research to solve the problem of sorting textiles for recycling. Explain that problems are usually the starting point for research.

• Compare responses and identify good/appropriate questions. Go back through the top tips to check. Agree a class research question for Activity 5, for example: What sorting methods could help improve the quality of textile recycling? What sorting methods could help speed up textile recycling? What sorting methods could reduce textile recycling waste?

Activity 5

•

•

a Hand out Worksheet 1.6 and read the article as a class. Ask: What solution did they find in this town in Italy? Why is it good?

b Discuss how reliable this source of information is and how students could check. Students identify that it is from a science journal and consider the target audience. Prompt them to review things they should consider when looking at the source, for example, could there be bias? Will it be factual?

• Can students suggest an appropriate research question?

• Do they know how to check the quality of a research question with support?

• Are they able to identify the author and purpose of a source?

• Are they able to comment on the reliability of a source?

• Can students communicate their ideas clearly in writing?

• Are they able to evaluate a source?

•

c Hand out Worksheet 1.5 so students can evaluate the source using the flowchart and agreed research question

• d As a class, students discuss the strengths and weaknesses of the source. Ask: Do you think this information is reliable? Do you think it would be helpful to the research? How could it be used? Students should be encouraged to consider how they would or could verify the information. They should also check the date of the information to see whether it is current.

• Can they share opinions about a source?

Support and extend Support: Put students in groups of mixed interests and confidence levels for Activity 5. Extend: For Activity 5, ask students to write an evaluation of the source independently. They can use the questions from the flowchart, but structure their evaluation as a paragraph instead of step by step responses to questions in the flowchart.

Activities

Talking point

• Students should reflect on what skills they have developed in evaluating sources. They should use the questions on the worksheet to assess their confidence in different areas when evaluating sources and identify areas where they need to improve.

Before you go

• Students should reflect on any problem – not necessarily the one they have been discussing in this lesson. Prompt them to think about how these sources raise awareness, whether they are reliable sources and the problems/consequences of these sources of information.

Assessment / observation

Reflection prompts:

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• What new things did you learn today?

• What skills have you improved?

• What could you do to improve your evaluation skills even more?

Support and extend Support: Ask students to talk about something they have seen on TV and whether they trust the information to help students identify how they evaluate sources around them. Ask: How do you know if the people you see in social media are really experts or not just trying to sell you something? How can you tell if is an advert or real information?

Extend: Ask students to explain how media is used to persuade, comment on bias and suggest ways in which audiences can check the reliability of their sources.

Teacher reflection

How much do students know already about identifying reliable information? Do they still need more practice using the flowchart and if so, how can I integrate this into future lessons? Are some students starting to reflect independently when evaluating a source? How can I help them improve their evaluation and reflection skills?

Worksheet

Prato: Italy’s textile town

Prato: Italy’s textile town

Amazing things are happening in Prato, Italy. This little town is a world leader in textile recycling and provides 3% of European textiles.

People in Prato have been recycling wool since the mid-1800s. The business of recycling started because the people in Prato were poor. They found it hard to clothe themselves and started to recycle clothes to make new fabric. Now they are very successful and almost everyone living in Prato is involved in the recycling textile industry.

Their fabric is made from woollen rags that come from all over the world. The rags are carefully sorted into colours. The fibre they make is called mechanical wool. Although it is not quite as fine as original wool, it can be used to make woollen clothes. It makes good quality and cheap cloth. The coloured sorting process means the mechanical wool does not need to be dyed so this makes it good for the environment too. Many big clothing brands come to this Italian city to buy sustainable fabric.

About the author: VanessaCastiglioneisScienceWeekly’schiefeditor. Shewritesaboutsustainableandgreenliving.

Unit 1 Lesson 7 • Break it down!

Skill focus: Collaboration Topic focus: Looking after planet Earth Links to: Science

Learning objectives Learning focus

Main SKILL

Collaboration: 56Cl.01 Working together

Work positively with team members, contributing useful ideas and helping to solve problems to improve teamwork or achieve a shared outcome.

Subsidiary SKILL(s)

Communication: 56Cm.01

Communicating information

Present information clearly with an appropriate structure and with some reference to sources where appropriate.

Analysis: 56A.04 Solving problems

Suggest and justify an action to make a positive difference to a local issue.

RESOURCES

STARTER

Activities

Activity 1

• Students share ideas to plan and make/draw an upcycled fashion garment.

• Students work together to find and use previous research to support design choices.

• Students present ideas clearly using an appropriate structure.

• Students use facts and research to support ideas.

• Students communicate ideas clearly to engage an audience.

• Students explain and justify sustainable fashion choices to influence the clothing habits of peers.

• Student’s Book pages 14 and 15

• Worksheet 1.7

• Old clothes magazines, scissors and glue for collage (optional)

• As a class, look at the picture of some plastic that has been buried in the ground. Ask: Does the plastic still look like it did when it was made? Has it decomposed? Why? Why not? Check that students understand what ‘decomposed’ means, using the context of the picture if necessary.

Activity 2

• a In pairs, students look at the infographic and write a list, ordering materials to show their decomposition rates, from fastest to slowest.

• b Discuss students’ lists as a class. Ask them to compare the decomposition of different materials to show understanding of the information, for example: A silk shirt decomposes in less than three years, but a polyester dress could take more than 200 years. Natural material decomposes quicker than human made fibres.

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Assessment / observation

• Are students listening and building on each other’s ideas?

• Are they communicating clearly?

• Can they use context to understand unfamiliar words?

• Can students organise information to help them understand a problem?

• Do they understand the cause of an issue?

• Can they identify the consequence?

Support and extend Support: Give students a prompt sheet with a list of all natural and human made fibres (all fibres are natural except polyester and nylon). Ask: What do you notice about their rate of decomposition or their order in the list? Note that viscose is made of natural materials (wood pulp), but chemicals are used in its manufacture, so it does not fit into either category.

Extend: Ask students to research new materials (e.g. merino wool) and to make a prediction about whether they are human made or natural and then use a search engine to check decomposition rates.

Activities Assessment / observation

Activity 3

• a Read the online article about fast fashion and its environmental/human impact to the class or ask for a volunteer to read it. Students then work in pairs to write brief answers to the questions to check their understanding.

• b In pairs, students use the information in the text to explain the term ‘fast fashion’ and its impact to each other. Encourage students to communicate this information concisely and coherently using their own words rather than reading directly from the text, for example: Fast fashion is when designers change styles quickly. It encourages people to wear new clothes and throw away old ones. This is bad for the environment.

• Can students talk about a cause and a consequence?

• Are they listening and respecting each other’s opinions?

• Do they understand that problems are the starting point of research?

MAIN

Activity 4

• Put students into groups of three or four and explain that they are going to work together to design an item of upcycled clothing. Give students some old magazines or real items of clothing. Ask: What could you do to upcycle these clothes? Look together at the example shown in the Student’s Book. Invite the students to comment on how parts of the clothes have been repurposed to make a new garment.

• Hand out Worksheet 1.7. Give students an opportunity to discuss their ideas in a group and then answer questions about their garment. Students will need to identify what they plan to make, who it is for, why they think it will be popular and why it is environmentally friendly. Remind students that they will be presenting their designs to each other so they should consider any research they have read that could support their ideas, for example, using only one material – cotton – to make it more recyclable in the future.

• Once students have discussed and written their responses to the questions, they should complete their design. They can do this as a drawing or as a collage from cut outs from the magazines. The drawings should include details of materials and any other information to support their design decisions in their presentations. Remind students that is a team task so they should consider how each member of the team can contribute to its success and use the skills of team members thoughtfully.

Activity 5

• a In their groups, students look at the checklist for presenting their information and self assess their success in the task. Encourage them to explain how they make their judgements, using assessment statements, for example: The information is well organised – our design takes half the space. It has labels that give extra information. Our text is below the picture. We used headers and wrote it in the style of a fashion magazine.

• b Groups present their upcycled design to the class. Other groups give feedback using the checklist questions. Encourage all groups to make one suggestion for improvement.

• Are all students contributing?

• Are they able to identify appropriate research to support their ideas?

• Do they know how to plan an idea?

• Can they choose an appropriate structure to communicate their ideas?

• Do they know how to use pictures and texts to communicate their ideas to others clearly?

• Can students communicate their ideas clearly in writing?

• Do they know what they need to do to improve?

• Can they reflect on their own work and the work of others?

• Can they provide constructive feedback?

Support and extend Support: Students needing additional support complete their design before answering questions. This design can be used as a prompt for the questions. Extend: Ask students to research new information to support their design choices using books or online resources. This information could be to do with sustainable fashion or new fashion trends.

Activities Assessment / observation

Talking point

• Each team should look at the feedback they have been given for their presentation. Work as a class to create a list of areas to improve. Identify skills that need to be practised.

Before you go

• In group discussion, students give their own opinions about fast fashion and suggest solutions. Ask: Would you give this advice to consumers or the fashion houses? What would have the most impact?

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Reflection prompts:

• What team skills did you use today?

• What was your contribution to the task?

• What do you need to do to improve?

Support and extend Support: Use prompt questions to encourage reflection in the Before you go task, for example: Do you think we need to change the way we dress all the time? How can we change our look without hurting the planet and/or buying new clothes?

Extend: For the Before you go task, students could explain the different roles consumers and retailers play, for example: If no one buys something, the retailers might stop making things or Retailers are very persuasive, so they influence our choices.

Teacher reflection

How many students needed additional support today? Did the students work well in their groups? How fairly did they distribute the tasks and how can this be improved? Did they need help finding research to support their ideas? What practice is needed?

Design an upcycled

What will you make?

Upcycled fashion

make some marketing decisions.

the items you have chosen to use and their material.

Who will wear your garment?

people like it?

What makes your clothing

friendly?

What have you learned from research that supports your design decisions?

your

you used your chosen garments.

Unit 1 Lesson 8 • The cost of cotton

Learning objectives Learning focus

Main SKILL

Collaboration: 56Cl.01 Working together

Work positively with team members, contributing useful ideas and helping to solve problems to improve teamwork or achieve a shared outcome.

Subsidiary SKILL(s)

Communication: 56Cm.01 Communicating information

Present information clearly with an appropriate structure and with some reference to sources where appropriate.

Analysis: 56A.03 Making connections

Talk about simple causes of a local issue and consequences on others.

RESOURCES

Activity 1

• Students share ideas about the causes and consequences of cotton farming.

• Students work together to make an issue tree.

• Students present ideas clearly using an appropriate structure.

• Students use facts and research to support ideas.

• Students communicate ideas clearly to engage an audience.

• Students talk about how water is used to make cotton and the impact on the environment.

• Student’s Book pages 16 and 17

• Worksheet 1.8

• Internet access (optional)

• Look at the infographic together. Ask: How much water is needed to make a T shirt and a pair of jeans? Are you surprised? Why is so much water needed?

• Encourage students to talk about the different ways in which water would be needed to grow the raw materials and make the T shirt. They should consider what they have learned about cotton being a ‘sustainable’ fibre.

Activity 2

• Look at the diagram. Ask: How much water is used in each part of the process?

• Students use the information in the diagram to answer the questions. Compare responses to the discussions in Activity 1.

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• Are students listening and building on each other’s ideas?

• Are they communicating clearly?

• Can they make links with prior learning?

• Do they express opinions?

• Can students organise information to help them understand a problem?

• Do they understand the cause of an issue?

• Can they identify the consequence?

Support and extend Support: Use prompt questions to encourage comparison. Ask: How much water is used to make a T-shirt and a pair of jeans? What part of the jeans uses the most water? What do you notice?

Extend: At the end of Activity 2, students reflect and explain what makes cotton sustainable/unsustainable.

Activities

Activity 3

• a Look at the satellite images together. They show how the area of the Aral Sea has changed because water has been used faster than it can be replaced. Ask: How has the landscape changed? What do you think happened? How does it affect you? Note that this particular situation has happened over 60 years due to overuse of water from cotton farming.

• b As a class, read the text ‘What went wrong?’, about the effects on local people of producing cotton. Discuss the cause and consequences of producing cotton. Ask: How does this issue affect you? Encourage students to think about local issues caused by climate change –summers getting hotter, storms, etc. Use prior learning and local context to encourage a meaningful discussion.

Assessment / observation

• Can students talk about a cause and a consequence?

• Are they listening and respecting each other’s opinions?

• Do they understand that problems are the starting point of research?

Skill focus: Collaboration Topic focus: Looking after planet Earth

Links to: English

Activities Assessment / observation

MAIN continued

Activity 4

•

PLENARY

•

a Students are going to work in groups to research the issue of cotton. Hand out Worksheet 1.8. Students cut up and divide up the texts and allocate team members to find key information in their given texts, which they should then feed back on to the group.

b Teams sort the ideas about the issue of cotton production from their research into cause and effect. They should copy and complete the table in the Student’s Book.

Activity 5

• a Look together at the example of an ‘issue tree’ in the Student’s Book. Make sure students understand how this can be used to organise ideas. Groups then use their information from Activity 4 to copy and complete the issue tree. Remind students to work together and ensure that each member contributes. They can decide in their groups how to organise the work, for example, one person draws the tree, one person writes the effects and another the causes or each team member takes it in turns to add a cause and an effect to a tree they have drawn together.

•

b Students present their issue tree to the class to share information about the issue. Allow other groups to ask questions and give verbal feedback at the end of each presentation, commenting on likes and dislikes, for example: Your team wrote words in boxes, so it was easy to read.

Support and extend

• Are all students contributing?

• Can they sort information into causes and effects?

• Are they able to find and copy information?

• Can they organise their work so that they can communicate it effectively later?

• Can students communicate their ideas clearly in writing?

• Can they reflect on their own work?

• Can they reflect on the work of others?

• Can they provide constructive feedback?

Activities

Talking point

Support: For Activity 4a, allow students to work in pairs to highlight the relevant information in the text on the worksheet.

Extend: Ask students to research additional information on the internet for their issue tree in Activity 5. This information should be an extension of the research material provided on the topic of cotton or farming natural fibres. This research should be carefully guide so that it remains within the issue outlined in the task.

• Write the following points on the board. Each team member should comment on their contribution to the task, explaining what they did to research, record and communicate the issues. They should use the list to help them

• Did you listen, support and respect people in your group?

• Did you offer ideas and skills to the team?

• Did you make rules so that everyone knew what to do?

• Did you communicate clearly with each other?

• Teams should reflect on whether there were any problems in their group and how these were or could have been resolved.

Before you go

• Students use what they remember from the research in this lesson to have a brief discussion about the issue and potential solutions.

Assessment / observation

Reflection prompts:

• Did you have any problems working in your groups? How did you resolve them?

• How are your teamwork skills improving?

• What do you need to work on?

Support and extend Support: For the Before you go discussion, allow students to refer to the information in the infographics from this lesson to help them.

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Extend: Ask students to explain the perspectives of different people involved in cotton production –farmers, workers, environmentalists, fashion brands, etc. – to show the complexity of the issue

Teacher reflection

Were students able to locate key words? Do I need to give them more practice or guidelines for this? Were the teams balanced and working well together? How can I set up group activities in the future to avoid the issues that arose in this lesson? Are teams encouraging contributions from everyone? What else can I do to encourage good team dynamics?

Worksheet 1.8 The cost of cotton

Highlight the main issues, causes and consequences of making cotton clothing.

Conventional cotton

Uses 2700 litres of water for 1 T shirt per shirt

Uses chemicals that are bad for the environment

Farmers’ health in danger

Organic cotton

Uses 70 80% watered by rain

No chemicals used

Fair and good working conditions

Pesticides and fertilisers: Farmers use chemicals to help cotton grow and keep insects away. If not used well, these can pollute the water and harm locals

World problem: Did you know that it takes 2700 litres of water to make one cotton T-shirt? This is the same as what one person needs to survive for 900 days!

Poor soil: To grow cotton, farmers need to clear land. This means that fewer different plants grow, and soil gets washed away. This can lead to poor soils and cotton does not grow as well.

Low income smallholder farmers: Over 60% of the world’s cotton is produced by small cotton farms. These cotton farmers are the poorest in the world. The money they get from selling the cotton does not meet their basic needs.

Water quantity and quality: If cotton farms are badly managed, they can use too much water. Different things affect this. These include whether the cotton is rain fed, the methods of watering, and the types of chemicals that are used to help them grow. Currently only 40% of cotton grown is rain fed.

Local water supply: Growing cotton can cause pollution in local water sources if it is not well managed. If the water used to grow cotton comes from ground water, not rainwater, there might not be enough fresh water for the locals and it could also affect the wildlife who need the water too.

Unit 1

Final task: Create an awareness campaign about sustainable fashion

Skill focus: Research Topic focus: Looking after planet Earth Links to: English

Learning objectives Learning focus

Main SKILL

Research: 56Rs.02 Information skills

Identify sources and locate relevant information and answers to questions within them.

Secondary SKILL

Communication: 56Cm.01 Communicating information

Present information and arguments clearly with an appropriate structure and with some reference to sources where appropriate

Reflection: 56Rf.03 Personal perspectives

Discuss the ways that personal ideas may have been influenced by new information or the ideas of others.

RESOURCES

Task summary

• Students find and select information that supports actions to raise awareness of sustainable fashion.

• Students use information to identify suitable actions as part of an awareness campaign.

• Students present information to raise awareness of an issue.

• Students choose and use an appropriate format to present ideas to an audience of primary aged children.

• Students refer to sources in the presentation.

• Students identify sources of information and comment on ideas that have influenced a change of perspective.

• Students share opinions about changes of perspectives.

• Students suggest actions or habits that change as an outcome.

• Student’s Book pages 18 20

• Internet access

• Worksheet: Final task

Students will suggest and present an action to raise awareness about sustainable fashion in their school. They will research awareness campaigns and select an appropriate written format to present their ideas. They should show evidence of having used research to support their ideas. Students will complete a reflection at the end of the unit to explain how their personal perspectives have been influenced by new information or the ideas of others.

Activities

Activity 1

• Read the task outline as a class. Elicit what the outcome will be (an awareness campaign about sustainable fashion)

• Ask: What are the words in bold? Prompt students to reflect on key words. Ask: What do you need to do to be successful in this task? Explain that the words in bold can be used to check that they are staying on task and will achieve a successful outcome. Remind students that they should refer to these ideas regularly as they carry out the task.

Activity 2

• a As a class, briefly recap environmental issues and how people campaign for change. Then put students into their task groups and ask them to list all the issues they have studied in the unit.

• b When they have completed their lists, groups should use the prompt questions in the Student’s Book to help them decide which one to focus on for their awareness campaign.

• c Direct students to the pictures showing different ways of presenting an awareness campaign Remind students they will need to communicate in writing. Groups then choose the form their presentation will take.

Assessment / observation

• Can students identify the outcome and what they need to do to be successful?

• Can students make links with prior learning?

• Are students asking relevant questions about the topic?

• Can they choose an appropriate method to communicate their awareness campaign?

Activity 3

• a Students start planning their research. Ask each team member to identify something they want to know more about. They should write questions together to focus on what they want to research.

• b Teams divide up the research into different areas, using the headings suggested in the Student’s Book.

Activity 4

• Teams look at their questions and identify key words that they can use for their research, to put into in search engines, look up in contents pages/indexes of books, or scan for in information texts.

• Look at the example ideas map and demonstrate how to write the main topic in the centre circle and then the key areas (the problem cause consequences, solutions) around it to develop their responses for each area with relevant facts and information they find during their research.

• Team members then research information individually or in pairs and record it in an agreed format. Encourage students to note down their sources so they can justify information and choices when they present their awareness campaign.

Activity 5

• a Team members share the results of their research within their group. They can record it all on one research map.

• b Students work as a team to prepare their presentation. Encourage them to think about what their infographic should look like and the number of words to use. They can look at examples from previous lessons and refer to success criteria used to assess previous presentations. They should refer back to the task outline to ensure they are successful. Encourage students to look at the Top tips to help them.

Activity 6

• Students present their awareness campaign to the school community.

Support and extend

REFLECTION

• Are team members contributing equally and working positively together?

• Are they dividing tasks fairly?

• Can team members present their ideas and arguments clearly?

• Are students able to use questions to locate information in a source?

• Are students able to identify suitable key words for research?

• Can students locate and select information to answer a question?

• Are students using suitable features to present their information?

• Have they thought about their audience?

• Is the information clear?

• Can students refer to evidence from research to support their actions?

• Are students listening carefully to feedback and taking note of it?

Support: Students could choose upcycling fashion and use the research studied in previous lessons in the unit for their awareness campaign here.

Extend: Make sure students choose an issue or product not studied in the unit and raise awareness about how it can provide solutions to promote sustainable fashion (e.g. bamboo).

Activities Assessment / observation

Reflection

• a Hand out Worksheet: Final task. Ask students to reflect individually on the task and complete the table at the top of the worksheet.

• b Students share their checklists with their team and discuss their assessments. Ask: Do you agree with the other members of your team? What do you need to do to improve?

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c As a group, students discuss individual’s contributions to the team task. Encourage them to speak positively about what they did themselves and how other team members helped, but also to identify ways they could improve next time.

d Using the questions on the worksheet, students complete a final written reflection on their personal perspective.

Before you go

• In pairs, students reflect on what they have learned in this unit

Support and extend Support: Students could work in pairs to complete the checklist and the worksheet questions, discussing ideas and reminding each other of various points of information and contribution.

Extend: Ask students to structure their personal reflection for part d independently, without using the questions on the worksheet.

Teacher reflection

What visible evidence of success or skills development is there at the end of this unit? How have I supported student learning? What did I miss? What will I do differently next time? Why? What worked well? Which students need more help with research and communication skills?

Worksheet: Final task Reflection

How successful were you in the task? Colour a face.

Final task checklist

We explained the issue and action clearly.

The information was informative and persuasive.

The information was well organised and presented.

The campaign was appropriate and interesting for children.

We showed evidence of research.

Reflect on your personal perspective. Explain how your opinions have changed and what has influenced this change over the unit.

1 How confident are you about giving your opinion?

2 How important is the issue of sustainable fashion to you?

3 What did you think about fashion before you started this unit?

4 What research or discussions changed your understanding of this issue?

5 How has your opinion changed?

6 What positive actions will you take following your study of this issue?