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Starter task: Watch the video about Boyan Slat, a teenager who is taking his responsibility for the environment very seriously. Hopefully it will motivate you to play your own part
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Lessons 12 & 13: Undertaking your project to participate in society |
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Over the course of the next few lessons, you will be involved in the 'action' side of the project. Putting into place all the things you have been planning this term. This lesson page is a guide, rather than a taught lesson, to allow you to review your work and evidence with the assistance of your class teacher.
Please address each section of this page to ensure you have undertaken and gathered sufficient evidence for your project as well and planning the actual action side of things as well. |
Objective 1: Planning for the conference
By now you should be fully prepared for the conference, as planned in lesson 10. Hopefully the questions you have been allocated as a class have also been returned to you.
As a class please ensure you have undertaken the following: > Allocated a member of the class to ask each of your allocated questions. This will need to be addressed to the correct person and spoken into the microphone. The speaker must introduce themselves and identify who the question is targeted at before asking. |
As an individual please ensure you have undertaken the following:
> You have a copy of all the questions you came up with (lesson 10 Q&A worksheet) stuck in your exercise book > You know when and where the conference is taking place > You pay attention during the conference as you will need to refer to the discussions in later write ups |
Objective 2: Planning for litter pick
For the litter pick itself, your teacher will tell you which lesson you have been allocated. Please ensure you have outdoor clothing on that day and be prepared for all weather. You will have at least half an hour to collect litter in a section of the school your teacher designates.
Litter picking teams
Your teacher will place you into teams consisting of three people minimum. You must all take it in turns sharing the three job roles: 1. Litter picker - Operating the grabber to pick up litter and place it in the black bin bag 2. Bin bag carrier - Carrying the black bin bag and assisting the picker 3. Spotter - At least one person per team must scout the designated area for litter and direct the pickers to make most efficient use of time |
While picking be respectful to the other students who are in lessons and ensure at no point do you touch the litter with your hands, that is why we have the grabbers!
Objective 3: Collecting evidence and keeping records of work
As you are aware, you final grade for this unit will be based in part, on the evidence you submit for your project. It is therefore important to check you have not missed any areas where points will be awarded.
Every student must have completed and filed (in your red folder) a copy of the following documents, items in red are unlikely to have been completed at this stage of the project:
> Resource 1 (Choosing a title)
> Resource 2 (What 'action' will I take
> Resource 3 (Using advocacy and representation
> Resource 4 (Who am I planning to approach?
> Resource 5 (Talking to people in positions of power or influence
> Resource 6 (What issue - what activity?)
> Resource 7 (How can I find information?)
> Resource 8 (Who does what - and how and when?)
> Resource 9 (What evidence will I collect?)
> Resource 10 (Reflecting on my actions)
> Write-up 1 (Enquiry into the Citizenship issue)
> Write-up 2 (Application of skills of advocacy and representation)
> Write-up 3 (Participation in action to address the citizenship issue)
> Write-up 4 (Assessment of the impact of your own action)
> One newspaper article (or similar) on a local issue relating to your action
> One newspaper article (or similar) on a national issue relating to your action
> Evidence of contact with at least two people in positions of power or influence
> Two further pieces of evidence you have collected based on the homework you set yourself
> You are welcome to include further evidence that you believe will contribute to this project
> Resource 1 (Choosing a title)
> Resource 2 (What 'action' will I take
> Resource 3 (Using advocacy and representation
> Resource 4 (Who am I planning to approach?
> Resource 5 (Talking to people in positions of power or influence
> Resource 6 (What issue - what activity?)
> Resource 7 (How can I find information?)
> Resource 8 (Who does what - and how and when?)
> Resource 9 (What evidence will I collect?)
> Resource 10 (Reflecting on my actions)
> Write-up 1 (Enquiry into the Citizenship issue)
> Write-up 2 (Application of skills of advocacy and representation)
> Write-up 3 (Participation in action to address the citizenship issue)
> Write-up 4 (Assessment of the impact of your own action)
> One newspaper article (or similar) on a local issue relating to your action
> One newspaper article (or similar) on a national issue relating to your action
> Evidence of contact with at least two people in positions of power or influence
> Two further pieces of evidence you have collected based on the homework you set yourself
> You are welcome to include further evidence that you believe will contribute to this project