A literacy activity addressing key elements of the National Literacy Strategy (NLS) while encouraging
children to reflect on the implications of banning plastic bags to protect the environment
Relevant elements of the Year 6 NLS
Teaching Programme
NLS reference: Term 2: Non-Fiction
Reading comprehension:
15 to recognise how arguments are constructed to be effective, through,
e.g.:
·The expression, sequence and linking of points
·The provision of persuasive examples, illustrations and evidence
·Pre-empting or answering potential objections
·Appealing to the known views and feelings of the audience
Writing composition
18 to construct effective arguments:
·developing a point logically and effectively
·supporting and illustrating points persuasively
·anticipating possible objections
·harnessing the known views, interests and feelings of the audience
Global citizenship aims of the polythene
bag ban activity
ü To encourage children to think critically and use available evidence
to present a reasoned case
ü To help children detect bias, opinion and assess different viewpoints
ü To help children understand the relationship between people and
the environment
ü To promote a sense of responsibility for the environment and the
use of resources
ü To begin to recognise the consequences on others of choices made
ü To equip children with the knowledge and understanding to
empower them to take positive actions which ensure greater social
justice and protect the environment
These aims are based on the Oxfam Curriculum for Global Citizenship, available
from Oxfam Education, 274 Banbury Road, Oxford, OX2 7DZ
Suggested lesson structure
Whole class reading comprehension
The focus of this activity is on critically evaluating a piece of non-fiction journalistic
writing for the construction of arguments, persuasive examples and how different
points of view and potential objections are handled by the writer. All of this is set
within the context of a global environmental problem.
The text can be used to consider the following questions. (Suggested answers are in
italics)
1. The writer begins by stating that the ban on polythene bags is to save the city of
Dhaka from ‘imminent environmental disaster’. What persuasive examples does he
use as evidence for this?
‘…millions of polythene bags disposed of every day…clogging Dhaka’s drainage
system…’ ‘Every day nearly ten million polythene bags are disposed of by Dhaka
residents’ ‘…an overcrowded city which is already suffering from high levels of air
pollution and other kinds of environmental hazards’.
The writer, although not using any direct quotes, uses different groups to present
the arguments: the Government Environment Minister, Environmental groups, Dhaka
residents.
2. Is the article balanced or is it biased in favour of a particular viewpoint ?
Whether the article leans in favour of ‘environmental groups’ and the government
ban is questionable. However, the article puts several points of view from different
groups: the government, environmental groups, and residents. It reports the
government’s view - that plastic bags are a danger because they clog up the
drainage; the worries of environmental groups – worried that government will not
enforce the ban; the views of residents – who find the polythene bags useful and
cheap and suggests that 18,000 workers who make polythene bags will have to lose
their jobs.
3. Who might object to the ban? At which points in the article does the writer preempt
possible questions or objections?
He answers possible objections from residents about what they will use instead (‘…
promoting jute bags as an alternative to polythene and people have responded
positively’) and concerns from people about job losses (‘[the government] had to
think of alternative employment for nearly 18,000 workers…’)
Additional contextual questions:
Why are polythene bags a problem?
Polythene is a form of plastic and it is non-biodegradable: it won’t rot.
Why are polythene bags such a big problem for the city of Dhaka?
Dhaka is prone to severe flooding and when polythene bags block drains water will
be prevented from running away so making flooding worse.
Group or independent writing task
The writing activity identified below can be completed within or outside the Literacy
Hour framework. See also Bags of plastic facts on back page
$"$ Writing task $"$
The article by Moazzem Hossain mentions a ‘massive publicity campaign’ to persuade the public not to use
polythene bags.
Imagine you are to launch a campaign to try to prevent people in the UK using polythene bags:
· Discuss and decide what arguments you would use to try to persuade people not to use polythene bags.
· What would you suggest people use instead?
· Who do you think would object? What arguments would they use? How would you argue against these
objections?
Having thought about these questions and worked out some solutions to them, design a leaflet to try and
Flexibility: The text and suggested activities given here for Year 6 could equally be
relevant to Year 5, Term 3 Non-fiction. Reading comprehension involves
examining writing which informs and persuades and writing comprehension involves
constructing an argument to persuade others of a point of view.
The great poly-bag ban
The following article was written by Moazzem Hossain, a BBC journalist working in Dhaka, the
capital city of Bangladesh
The Bangladesh Government has begun
enforcing a complete ban on the sale and
use of polythene bags in the capital Dhaka.
Environment Minister Shahajahan Siraj says
the decision has been taken to save the city
from an imminent environmental disaster.
Environmental groups say millions of
polythene bags disposed of every day are
clogging Dhaka's drainage system and posing
a serious environmental hazard.
Polythene shopping bags were introduced into
Bangladesh nearly two decades ago, quickly
replacing jute bags traditionally in use in
every household of Bangladesh.
A recent study says that in Dhaka an average
household uses about four polythene bags a
day.
Every day nearly ten million polythene bags
are disposed of by Dhaka residents.
These disposed polythene bags have posed a
new environmental threat for an overcrowded
city which is already suffering from high levels
of air pollution and other kinds of
environmental hazards.
The Environment Ministry has launched a
massive publicity campaign to persuade the
public not to use polythene bags.
Environment Minister Shahajahan Siraj
says the campaign has been successful in
raising the awareness of the public about
the hazards of the bags. Mr Siraj says they
are promoting jute bags as an alternative to
polythene and people have responded
positively.
Despite the campaign, a large number of
Dhaka residents were seen on Tuesday
using polythene bags which they say are
user friendly and cheaper.
Environmental groups say that, without
tougher environmental legislation, it will be
very difficult for the government to attain
any success in its fight against polythene.
Mr Siraj said the government would
propose a bill in the next session of the
parliament to ban the production of
polythene bags.
He warned the measure could take some
time as they had to think of alternative
employment for nearly 18,000 workers now
employed in the industry.
Further resources
The following titles offer opportunities for further activities on issues
of waste and recycling for KS2.
Protecting our environment: a practical guide to waste
minimisation. A resource pack for Key Stage 1 & 2 produced by
the Tower Hamlets Waste Education Project. Features a host of facts
and figures on waste as well as pupil activities and curriculum links.
Available from HEC (contact details on back page) Price: £14.95
inclusive of post and packaging.
The Dustbin Pack. A resource for Key Stage 2 produced by Waste
Watch. Contains teachers notes, children's fact sheets and activities
on waste and its impacts and the potential for reduction through
reuse and recycling. Available free to schools (contact details on
back page)
Feedback on these activity ideas would be much appreciated. Comments can be
sent to HEC or your local DEC or made via the Global Footprints website.
Useful websites on waste and recycling
Waste Watch: www.wastewatch.org.uk Click on schools and kids, then
‘Fun for kids’ option for games, activities, quizzes, facts and figures on
waste.
Recycle-more: www.recycle-more.co.uk/b2s/intro.html A schools
section of the site for both teachers and pupils who want to learn more about
how to tackle waste. Includes activities, games and information on waste and
recycling.
Environment Agency: www.environment-agency.gov.uk/kids
contains information, environmental games, and animations for children on
waste and other environmental issues.
Bags of plastic facts
Plastic, plastic everywhere:
On land…
¨ Twelve billion plastic bags are handed out to shoppers in Britain every year,
that’s about 400 bags per adult each year
¨ Most plastic bags end up buried in a landfill site where they will never rot
And at sea…
¨ Turtles often die because they swallow plastic bags that end up floating in the
sea
¨ Seabirds are often found with plastic fragments in their stomachs and plastic
molecules in their muscles.
¨ In California sea lions often end up in with plastic wrapped around their necks
Getting tough in Bombay, India…
¨ Plastic bags have been banned for similar reasons to Dhaka. They litter the
streets and block the drains, causing floods when the heavy rains fall
¨ Traders at vegetable markets now hand out recycled paper bags instead. This
is a good way of using old paper and the bags are biodegradable (they will
rot)
¨ Shops found giving out plastic bags or factories found making them can be
closed down for a month as a punishment
Further ideas, contacts and information
Further information about waste
The following organisations will be able to provide
further information on waste and reycling
Oxfam 274 Banbury Road, Oxford OX2 7DZ Tel:01865 313600
Produce a range of global citizenship education packs. Education
catalogue contains extensive range of resources across the
curriculum. To order phone 01202 712933. Also have a website
dedicated to teachers and children which contains information and
activities: www.oxfam.org.uk/coolplanet
Friends of the Earth 26-28 Underwood Street, London N1 7JQ
Tel: 020 7490 1555 www.foe.co.uk
Produce information sheets and other resources suitable for
young people on all environmental issues including waste and
recycling.
Waste Watch Europa House, Ground Floor, 13 - 17 Ironmonger
Row, London EC1V 3QG Tel: 0870 243 0136
www.wastewatch.org.uk
A national charity with cross-sector support which aims to educate,
inform and raise awareness on waste reduction, reuse and
recycling.
Eco schools Tidy Britain Group, The Pier, Wigan, WN3 4EX
www.eco-schools.org.uk
A Europe wide project designed to encourage whole-school action
for the environment. Operate an award scheme for schools who
adopt an action plan to make environmental improvements in the
school community
Development Education Centres (DECs)
This resource has been produced by the Humanities Education
Centre, a DEC in Tower Hamlets, with contributions from other
DECs. Your local DEC will be able to provide a range of exciting
resource ideas for the teaching of Global Citizenship. To find your
nearest DEC contact:
Development Education Association,
29-31 Cowper Street, London, EC2A 4AP
% 020 7490 8108 e-mail devedeassoc@gn.apc.org
Your local DEC :
School Waste Reduction Action Plan
Here are some ideas that might be included in an
action plan to reduce waste in school:
¨Set up a recycling scheme for paper in the school
¨Ensure both sides of all paper is used before
paper is recycled
¨Use scrap paper for rough work and casual notes
¨Reuse envelopes
¨Have separate bins in the playground and in classrooms for different
types of rubbish
¨ Decant or make up drinks from large bottles and
put them into smaller reusable bottles rather than
buying individual cartons/cans/bottles
¨ Avoid heavily packaged food for packed lunches;
use a lunch box which can be reused again and again
rather than tin foil or plastic
¨ Reuse plastic pots, trays and other packaging for storage of
classroom equipment, in artwork or for growing
plants in
¨Make sure that a collection/recycling method
exists in school for the collection of glass and
aluminium cans or encouraging children to take
cans home for recycling
¨Ensure that reusing and recycling of old/
outgrown clothes is encouraged, e.g. second hand collections available
to children, collection of old clothes for charity shops
¨Encourage children to save old toys for charity or for school fetes or
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