Waste Matters In the Pacific

Teacher's Notes

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Introduction

This case study forms part of an education resource called Waste Matters in the Pacific. It consists of five case studies and classroom activities which examine waste and related issues in communities and countries of the Pacific region. These include Nauru, Samoa, Papua New Guinea, the Cook Islands and Australia.

The aims of this resource are to:

1. introduce students to waste issues in small communities in the Pacific Region
2. provide knowledge and understanding of traditional and modern waste management practices in other cultures and communities
3. encourage students to reflect on their own values, attitudes and behaviours towards waste
4. provide opportunities for students to formulate socially and environmentally responsible actions

Content and Curriculum Statement

The material in the resource is designed for use by Australian upper primary schools and lower secondary students and is linked directly to levels four and five of the National Curriculum Profile, Studies of Society and Environment.

The classroom activities included in this guide can contribute to the achievement in the content strands of:

Place and Space
Culture
Resources
Natural and Social Systems
Investigation, Communication and Participation

Students will increase their knowledge and understanding of aspects of these strands, develop their skills in investigation, communication and participation, and clarify values and attitudes towards waste.

The classroom activities support the resource and will allow students to:

1. explore and examine the issues contained in the case studies
2. establish links to similar issues in their own communities

The activities also provide links to the following Key Learning Areas:
The Arts, English, Science, Technology

Using the Resource

For best results, this resource should be used as a unit of work involving the whole class. Individual classroom timetable structure and school curriculum policy will determine the allocation of time given to cover the unit of work. However we estimate an overall time frame of six weeks, using four hours per week. As Waste Matters in the Pacific is designed to be incorporated into other key learning areas, it could form a thematic, cross-curricula project which occupies a major part of the school day for a period of time determined by the teacher.

It is possible that the class be divided into five groups i.e. one per case study. Subgroups will form as specialised tasks occur during the classroom activities. Other groups will form as the activities direct students into studies of their own community.

Students should work at the computer in pairs or groups of three, or the teacher may choose to download the information they need. Depending on available computer resources, the groups may work simultaneously or independently. Taking into account individual students' and group needs, teachers should stipulate a time frame for the initial reading and viewing of the materials.

1. Teacher Preparation

Teachers should read the introductory text, preview the case studies and be familiar with the classroom activities before undertaking the unit of work.

2. Classroom Preparation

To begin the unit of work teachers will need to select and use one of the suggested introductory activities. Students should also be encouraged to collect other relevant reference materials to add to the case studies.

3. Case Studies

These are contained in the file, "Case Study". To reduce waste, print out only the number of copies required. Some students may have developed the competency to work directly from the screen and this should be encouraged, where resources are available. In such instances, it is recommended that students take regular breaks to avoid eye strain.

4. Conducting the classroom activities.

Teachers should plan and prepare the activities ahead of time so that students and groups may work independently as they complete the case studies. In some cases students should be encouraged to play an active role in the planning and preparation of activities.

5. Teaching Strategies.

The following processes are used in some of the activities:

1. Brainstorming

   This technique allows students to consider their ideas, no matter how unusual they may seem. It is a very simple and effective technique which can produce creative solutions to a problem.

   Brainstorming stimulates the flow of ideas and helps to focus on a topic. It is democratic and builds trust, confidence and creative thinking. The topic is clearly stated and students are invited to give their responses. The ideas are listed quickly and without discussion.

   The rules of brainstorming are:

   1. all ideas accepted and written down
   2. no side comments about other people's ideas
   3. students are free to offer any ideas
   4. it's OK to add to someone else's idea

   Ideas may be ranked, compared and discussed once the session has slowed down.

2. Cause and Effect Wheel

   A cause and effect wheel can help students infer how events or changes in one area lead to developments in another. The technique can also show the effects of past events on the present or what the effects might be of present actions on the future. It gives students an opportunity to see the relationships between cause and effect, action and reaction.

   Students begin the process by making a circle on a large sheet of paper and writing in the issue to be explored. They proceed by making further circles which they connect to the main idea or/and to each other. Students may also consider relationships between ideas not directly connected, or to reflect on what might happen if the links were reversed.

3. Role Play

   The process of role play allows students to explore ideas and feelings from a number of perspectives.

   The topic must be clearly defined and students given sufficient time to prepare including:

   1. analysing the roles
   2. mapping the scene and action
   3. choosing roles - preferably that challenge
   4. preparing costumes and props to add to the sense of drama
   5. briefing the audience about their participation

   Once the role play is finished, students need to be debriefed and deroled and given time to discuss and reflect on the experience.

4. "What If"

   This activity encourages students to think about events in unusual ways through such questions as:

   1. What if all waste had to stay in our own "backyard"?
   2. What if there were no plastic bags?
   3. What if all packaging had to be biodegradable or recyclable?
   4. What if all manufacturers had to accept responsibility for product waste?

Our Pacific Neighbours is a joint venture between Clean Up the World and AusAID as a result of research undertaken in each of the communities. Without the ongoing support and cooperation of the communites represented, this resource would not have been made possible. Special thanks needs to go to the following organisations, government departments and individuals:

Cook Islands
Ministry of Works, Environment and Physical Planning; Ms. Tania Temata
Taporoporoanga Ipukarea Society; Mrs Esther Katu, Mr Wayne King
The Can Crushers; Father Glover

Western Samoa
Department of Lands Survey and Environment; The Honorable Tuala Tale Tangaloa, Mr. Laavasa Malua and Mr. Tepa Suesi
O le Siosiomaga Society; Mr. Koroseta Too, Mrs. Maria Kerslake
SPREP; Mr. Andrew Munro
Moataa Village; Reverend Samuelu Ruapena
Dr. Steve Brown and the people of Saanapu

Nauru
Department of Island Development and Industry; Mr. Felix Kun, Mr. Pene Agadio
Nauru Phosphate Corporation; Mr. Rene Harris
The Australian High Commission; Mr and Mrs T Sinkavits, Ms Liz Frazier
Mrs. Rhonda Kinsela and Pamela Scriven

Wewak, Papua New Guinea.
East Sepik Council of Women; Ms Julie Morgan
East Sepik Local Environment Foundation; Mr Gabriel Molok
Local government workers and members of the community;
Mr and Mrs Vincent Salle and extended family, Mr Garry Ague, Mr Valentine Kambori, Mathew Ulli
Mongniol Community School; Mr James Manup, headmaster and students.

Manly
Manly Council and the Manly Environment Centre.

* Further information and resources can be obtained from the
Professional Development Providers.

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