Our Environment Competition First
Level Learning Journey
Theme: Litter
Curriculum area: Social Studies/Sciences
Introduction
In this learning journey, learners will consider different types of litter in their local area and the effect that has on their environment. Learners will also research the dangers
caused by litter in their local area and the wider world.
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Prior learning
Learners can:
 identify litter in their local area
 identify the problems associated with
litter
 use and explain the terms – recycle,
bio-degradable, waste
 explain basic problems caused by litter
 understand that some rubbish
degrades more quickly than other
rubbish
 Through topical news stories, use their
knowledge of writing and presentation
styles to begin to analyse stories in the
media
For further support with planning see the
National Assessment Resource flowchart:
http://bit.ly/1qMfYYW
Experiences and outcomes
I can consider ways of looking after my school or community and can encourage others to care for their
environment. SOC 1-08a
I have contributed to discussions of current scientific news items to help develop my awareness of
science. SCN 1-20a
By exploring the ways in which we use and need rules, I can consider the meaning of rights and
responsibilities and discuss those relevant to me. SOC 1-17a
Possible interdisciplinary opportunities
Technologies
I can access, retrieve and use information from electronic sources to support, enrich or extend learning
in different contexts. TCH 1-03b
I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and
information in creative and engaging ways. TCH 1-04b
Numeracy & mathematics
I have explored a variety of ways in which data is presented and can ask and answer questions about
the information it contains. MNU 1-20a
I have used a range of ways to collect information and can sort it in a logical, organised and imaginative
way using my own and others’ criteria. MNU 1-20b
Using technology and other methods, I can display data simply, clearly and accurately by creating
tables, charts and diagrams, using simple labelling and scale. MTH 1-21a
Our Environment Competition First
Level Learning Journey
Stimulus
Establish prior knowledge about litter and the
problems associated with it through question
and answer session, use of Keep Scotland
Beautiful website and/or news articles. Learners
explore the reasons litter is dangerous and the
different types of problems caused not just in
Scotland but across the world
Suggested key learning
Learning intentions and success criteria should be
established through dialogue with learners.
C
Skills
Through research activities and practical investigations
learners will develop skills in:
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inquiry and investigation- for example- by investigating
which areas have more litter than others, using higher
order questioning skills to think about why this is,
investigating which materials are ‘biodegradable’,
selecting equipment and other resources
observation and making predictions – observing over
time, predicting the impact of their project
analytical thinking – using the evidence to support their
thinking, drawing conclusions based on their data.
interpretation and evaluation – considering what
worked well and what could be improved next time.
Was the correct type of data recorded?
draw valid conclusion – through comparing and
e/contrasting results, using evidence to justify their
conclusions
presenting and justifying opinions – using a variety of
methods to present findings, using the evidence to back
up their opinions.
planning and organising – observe, collect, measure
and record evidence, taking account of safety and
controlling risk and hazards
application of skills in new context – see Taking
learning further section.
For more information on skills visit:
BTC 4(http://bit.ly/1pmccK9)and the Sciences Principles and
Practice paper(http://bit.ly/VT6pi1)
Learners will know that:
 Vegetables, plants and fruit etc. can
be put in a compost heap
 Bacteria, worms and other living
things will break them down
 Plastic takes up to 1000 years to
degrade.
 Animals can be trapped or injured by
litter.
 Feral pigeons cause damage to
buildings and spread diseases. Rats
also carry a number of diseases. Both
are attracted by litter and waste food
thrown away
 Some litter is dangerous and you
should never touch and call an adult
if you find it (broken glass, sharps
etc.)
 A lot of litter is caused by rubbish in
bins blowing away and not people
littering on purpose!
 It is everyone’s responsibility to look
after their local environment.
Relevant topical science issues should
be identified and used as appropriate.
Suggested learning activities
 Walk in local area to observe the difference in areas and
any issues or problems children can see observation and
making predictions
 Photograph areas with high amount of litter- record on
map inquiry and investigation
 Create a survey, tally chart and graph. Repeat at the end of
the project and discuss impacts and reasons. observation and
making predictions; analytical thinking; interpretation and evaluation;
draw valid conclusion; planning and organising
 Sort litter (or images of) into biodegradable and nonbiodegradable.
 Research the effect of litter in the wider world (on marine
life etc.) http://www.nurdlehunt.org.uk/inquiry and
investigation
 Debating (http://bit.ly/1C6ttLK) activities - Consider our
responsibilities as a community to wildlife and the wider
world – use the UNCRC to focus discussions.
(http://bit.ly/1p0DsJz) observation and making predictions;
analytical thinking; draw valid conclusion
 Work in groups to mind map ways of encouraging the
community to reduce the amount of litter (including
rubbish blowing out of bins). draw valid conclusion; planning and
organising
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Produce a leaflet using persuasive language to give to
parents and the wider community about the dangers of
litter. presenting and justifying opinions
 In groups produce a Powerpoint to persuade the Head
Teacher to buy different bins for different types of rubbish
and increase recycling/reduce litter. presenting and justifying
opinions
 Write a news report explaining our project, including how
we researched, what changes we have made and the
impact it has had. analytical thinking; interpretation and
evaluation; presenting and justifying opinions
Our Environment Competition First
Level Learning Journey
Reflecting on learning
Dialogue with learners will establish how the design principles have been
addressed:
Breadth –What other curricular areas were covered during this
topic? Can you relate learning to real life and /or school
learning?
Personalisation and choice–Were you given the opportunity to
choose your own methods of investigation or recording?
Evidence of learning
Possible methods of assessment are listed below. Select as appropriate or devise your own.
Say: Debate the role of our community in reducing litter.
Justify conclusions and opinions with evidence. (http://bit.ly/1C6ttLK)
Write: a news report for a newspaper, ‘tv’ news or radio bulletin, explaining the project, the
reasons for it and the impact.
http://www.journey toexcellence.org.uk/v ideos/netherleescience.asp
Depth –Were you given the opportunity to show what you have
learned and explain your learning to others? Have you led
learning in any way?
Coherence–Can you discuss some of the knowledge,
understanding and skills you have developed? How have you
used these? Can you relate them to real life or other areas of
learning?
Make: a leaflet to persuade people to recycle and use the correct bins for waste- using eyecatching graphics and interesting features of language.
Do: collect information as evidence of a litter problem in our community, collate the information
in a suitable table and display in a graph. Discuss the information in groups and decide what it
tells us. When repeated at the end discuss if the graph shows us any impacts of our work
For more information see the Assessing progress and achievement resource
at:http://www.educationscotland.gov.uk/sciences
Progression–Have you used the knowledge, understanding and
skills you already had of the subject and have you built on
these?
Relevance–Can you identify an everyday context where you
would use your knowledge, understanding and skills?
Challenge & enjoyment–Did you enjoy the learning? Why/why
not? Were you given enough challenges throughout your
learning to put your knowledge, understanding and skills to use
in different ways? Can you suggest how to make the learning
more challenging and/or enjoyable e.g. how to take learning
further?
Taking learning further
Find ways to deepen and extend learning through dialogue with learners.
Suggestions to challenge learners:
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Use the Eco-Schools Scotland website to think about litter: http://bit.ly/1ygrxkt
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Research Scottish wildlife and the damage caused by litterhttp://bit.ly/1pc8fFo
See the Sciences concept development paper for more guidance: http://bit.ly/1dVhCFR