Teaching Sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: We did what?

30 minutes

Find Out: What was our impact?

10 minutes

Take Action: Celebrate our work

5 minutes

Reflection

Tune In: We did what?

Preparation

Before this lesson, collect any data you have available from the CDS Vic fundraising efforts. This might include:

The amount of money raised
The number of containers deposited
The number of each type of container (cans, glass, pet bottles etc.)
The number of containers collected by each person/class/year level

Step 1

Congratulate everyone on the hard work they put into preparing and running their fundraiser. Ask some students to share their favourite part of the event.

Step 2

What happens now? Let’s look at the impact our fundraising efforts had. Firstly, what will happen to the containers we donated?

[How We Make at Visy]

All those containers we collected are now becoming new resources. That’s great! Let’s look at how much of an impact we have had.

Find Out: What was our impact?

Step 1

Share the raw data from the fundraising efforts with your students. Display these numbers where the students can see them.

No matter how many or few containers they collected, remind them that they have helped keep these resources in the circular economy and kept their resources from being wasted. Even one container donated has social, environmental and economic impacts.

Step 2

Let’s practice converting these numbers to demonstrate the impact of our fundraising. This could include conversions between cents and dollars and grams and kilograms.

Ask your students: How could we convert these numbers to show the impact our fundraising efforts had? Some suggestions include:

How much money did we raise? - Multiplying the number of containers by 10 cents and converting from cents to dollars.
What resources did we rescue? - Weighing a container and multiplying that weight by the number of that type of container to see how many kilograms of resources were recovered.
How did we help our organisation? - Looking at the total money raised and dividing it by the cost of a piece of equipment for the organisation you fundraised for (e.g. $200 raised, divided by $20 per soccer jersey is 10 new jerseys for that team).

Step 3

How could we represent this data visually? Ask students to think of visual representation models they know. Record a list of student ideas. They might include:

bar graph
column graph
pie chart
tally marks
pictograph
picture graph
fundraising thermometer

Step 4

Discuss with students the different data they have available and which visual representation they already know about would be best suited to represent this in a meaningful way.

What is a meaningful data display? Students need to be able to draw information from the display. If, for example, the data you have is how much money was raised (say $1000.00) your display could be a fundraising thermometer with the miles stones (Jersey $10, Soccer Ball $20, Portable goal $200 etc.) marked along the way. A pie chart wouldn’t be a meaningful way to display this data!

Learning support:

Choose one set of data and one method for students to create their visual representation. Walk through the process step-by-step as a whole class, and then let the students make their own graphs while working in small groups for peer support.

Learning extension:

Display the data and the list of possible visual representations to the class. Allow them to choose which data set they want to represent and which model they want to use.

Step 5

Conduct a Turn and Talk activity with your students. Have them turn to a peer next to them, show their graph and interpret the data.

Take Action: Celebrate our work

Step 1

Now we have some wonderful statistics and visual representations, let’s share our work with our community! Students will create a poster explaining their project, displaying their data and interpreting the results. Here are two examples covering different levels of complexity.

Each poster contains three elements:

an explanation of the project
a visual representation of data
an interpretation of that data.

If you would like to use this as a formative assessment opportunity, you can provide students with the assessment rubric.

Step 2

Let’s plan! Now we have our format and our data, let’s put them together. Give students some time to sketch, discuss or write down their ideas for their poster. Older students can use the student worksheet to support their planning. Younger students might work together as a whole class to decide what will go on their poster.

Step 3

Once our posters are complete, let’s put them up where they can share our hard work with our community.

Reflection

Ask students to conduct a GBB (Good, Bad, Better) on their fundraising project.

What went really well with the fundraiser?

What didn’t work very well?

What would you do next time to make it better?

Students using the student worksheet can do this as part of their planning process to help facilitate their interpretation of their data.

Measuring Our Impact

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Summary

Lesson guides and printables

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