iPrimary Computing Year 6 Term: 5 Weeks: 21–25 Duration: 5 weeks: 10 lessons

Unit 5: Health and safety & environmental impact of technology

About this topic:

This unit is about the positive and negative aspects of using computer technology. Students gain a deeper understanding of features of different devices and when to
use certain devices to meet the needs of specific projects. Students learn how to stay safe when using technology, including general health and safety guidelines
and online use, and produce a short video to highlight an aspect of health and safety. They research how waste from technology can be an environmental risk and
how this risk can be reduced. Students work to create information materials to persuade people to be more environmentally-friendly technology users.

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Looking at the main features What injuries can you sustain Planning an information film Shooting and editing a Looking at the environmental
of computing devices from using devices? about computer safety short film on the safe use of issues with recycling devices
computing devices
(Students at the computer)
(Students at the computer)

Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10

Looking at issues of recycling Looking at ways to reduce e- Designing and making a Creating an engaging and Completing a leaflet on e-
devices waste leaflet about reducing e- informative leaflet about waste and presenting it to
waste reducing e-waste receive feedback
(Students at the computer)
(Students at the computer) (Students at the computer) (Students at the computer)

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Year 6, Unit 5: Health and safety & environmental impact of technology, Lesson 1

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Looking at the Key features of computing devices laptop, tablet, smartphone, CO6.1A Understand the key features of different devices including
main features of were looked at in Key Stage 1 desktop, touchscreen, tablet, smartphone, laptop and desktop devices
computing devices headphone jack,
electronic/fixed keyboard,
Wi-Fi

Teaching Summary

Students refresh and extend their knowledge of a range of devices, looking at their key features.
 Show images of key devices, including laptop, tablet, smartphone, desktop pc, on the whiteboard. Ask students if they can identify/name them correctly.
This could be delivered as short quiz. Students could write down the name and use of each device.
 Bring the class together and check/bounce the quiz answers around to ensure they can identify the devices.
 As a class, label certain features of the devices (for example, touchscreen, headphone jack, electronic/fixed keyboard, Wi-Fi symbol on screen, mouse on
desktop, etc.). Point out the feature and ask students to name it.

Main Activity

Core: Hand out Lesson 1, Worksheet 1 and ask students to research the different aspects of each device listed on the worksheet.
Note: You can either provide Internet access to the WWW for students to complete this task or provide a variety of age-appropriate printed materials.
www.howstuffworks.com is a good starting point for web-based research.
Students might record information such as (for a smartphone):
● Portable: Yes.
● Key features: Can also make mobile calls, long-lasting battery (if not connected to 3G), touchscreen enabled, headphone jack and external speaker (but
sound can be poor/limited).
● How it is operated: Touchscreen to launch apps, enter information; electronic virtual keyboard allows text and numbers to be entered; device usually left
in standby mode to receive calls; needs a SIM card to operate over phone network and a network account (at cost); usually Wi-Fi enabled to connect to
public and private networks; many models are voice controllable.
● Main uses/users: Widespread use across all ages and interests.
● One advantage and one disadvantage in using the device: Advantage: highly portable; Disadvantage: battery life limited when in use with 3G/Wi-Fi.

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Support: Less confident students might need you to go through the smartphone information with them as a model of what to look for.

Extend: More confident students can also look at device mass, the range of apps/software available, speed, etc.

Plenary

In the plenary, students share information they have gathered and listen to each other, adding any additional content to their worksheets as relevant. Prompt with
questions such as: Which device is best for (various purposes)? Explain your reasons? Do you agree with …? Explain that students will explore the best device
for different tasks and purposes later in the unit.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Optional computer with Internet access Images of laptop, tablet, smartphone, desktop devices, etc, to show students
through whiteboard
Recommended software:
Year 6, Unit 5, Lesson 1, Worksheet 1
Web browser (if using computers to access WWW)
Printed materials to use for device research or Internet access for students to
do their own research

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Year 6, Unit 5: Health and safety & environmental impact of technology, Lesson 2

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

What injuries can Students will know the main strain, RSI, neck, injury, CN6.2F Understand the health and safety issues that arise from
you sustain from features of devices from Lesson 1 health and safety individuals’ use of ICT and know how they can be minimised
using devices?

Teaching Summary

Students begin learning about health and safety issues associated with the use of laptops, desktops and mobile devices. They label a body outline with the
potential injuries caused by device(s) and their corresponding location on the body.
 Start today’s lesson by asking students how many hours approximately they used a device in the past week. Ask: What did they use it for? Where did they
use it? Students answer these questions using think-pair-share, first thinking individually and making notes, then discussing their answers with a partner.
Bring the class back together and share insights to get an overview of technology use by students, where and at what time of day they are used.
 Encourage the class to anticipate any potential problems to their health following this review of usage. Ask: What sorts of potential health issues can you
identify? Why might these occur?

Main Activity
Core: Share some images and articles about health issues with smartphones (you can edit or gather text from the weblinks below – or from similar sources
suitable for their classroom – and pass them round the class). An effective way to share this information is to put the class into groups and create one (or two,
depending on the size of the class) handout of information per group (so if each of the articles listed below are used, split the class into six groups). Each group
can read for a few minutes, make notes on rough paper and then swap articles so that the whole class has access to each article.
 Neck and smartphones http://tiny.cc/7b104y
 Neck and laptop/netbook http://tiny.cc/wg104y and http://tiny.cc/1i104y
 Eye strain http://tiny.cc/il104y
 Sleep patterns http://tiny.cc/wp104y
 Back pain http://tiny.cc/ou104y
 RSI http://tiny.cc/cz104y

The notes groups make should be on the issue caused, how it is caused and what people can do to resolve the health issue. For example, people suffer from
neck pain caused by holding their heads and necks in one position for prolonged periods of time while using smartphones. It Is suggested that people use their
smartphones for less than two hours a day and do stretching exercises.

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Prior to the group information-gathering task, ensure that all students are familiar with the terms and their meanings (eye strain, sleep patterns, RSI, etc.).
After groups read through the edited text and make their notes, they should then annotate the outline of a person in Lesson 2, Worksheet 1. These annotations
should include the name of the part of the body affected, the device(s) that cause the health issue and what the problems is, e.g. neck, use of smartphones
causes neck strain as users tend to look down to use them, how the issue could be resolved. They could include simple tips to resolve or improve the problem.

Support: If the figure on Lesson 2, Worksheet 1 is too small, teachers/students can draw an outline on poster paper to annotate. The teacher could allocate one
group of less confident students and work with this group.
Extend: Some students can write tips on how to prevent these health issues from happening at all.

Plenary

Ask groups to present their work, choosing one body part to comment on. Prompt with questions such as: What was the most common health issue? Which is the
easiest to prevent? Which is the most difficult to prevent? Which might they/a relative/friend be at risk of, and why?

Additional Activity

Early finishers could look up medical names for the injuries/conditions caused. They might look up the numbers of people possibly affected, or if there is any
pattern between ages, countries or similar (students will need access to the WWW to do this).

Digital Resources

Hardware: Additional resources:

None Handouts based on edited text and images from web links above or similar,
suitable online content
Recommended software:
Year 6, Unit 5, Lesson 2, Worksheet 1
None
Pens for annotating Worksheet 1 or poster paper

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Year 6, Unit 5: Health and safety & environmental impact of technology, Lesson 3

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Planning an Students know how to film and strain, symptom CN6.2F Understand the health and safety issues that arise from individuals’
information film about edit video (covered in Unit 4) use of ICT and know how they can be minimised
computer safety
CO6.1B Be able to select appropriate digital devices for a given task or
project
IT6.1A Select, use and combine appropriate software applications (word
processing, database, spreadsheet, presentation [multimedia] software,
graphics program and desktop publisher) to design and create a range of
content that accomplishes given goals, including collecting, analysing,
evaluating and presenting data and information

Teaching Summary

Students research and present a short information film over two lessons (3 & 4) on using a desktop, laptop and/or smartphone in a healthy way.
 Arrange with a student to sit very poorly at their workstation at the start of the lesson and point out their position to the rest of the class. Then tell the
student to correct their sitting position and encourage the class to look to see how they sit. (You may already provide guidance on correctly sitting at
workstations/devices. This lesson is about desktops, but it also applies largely to notebooks/laptops.)
 This short video summarises the correct sitting position at a desktop: https://www.youtube.com/watch?v=MDsF1fSlvc0
 In groups, students will make a short information film about one of the following:
o correctly sitting at a desktop
o correctly sitting at a laptop
o how to use a smartphone correctly.
Note: Groups could be created by ability to ensure that some groups are supported and others are able to extend their filming skills. To ensure that a variety of
potential health issues or injuries are covered across the class, the teacher may want to allocate topics to each group.
 With students, and perhaps using the student from the start of the lesson as an example, run over the key points shown in the video clip link given above:
○ comfortable keying position
○ knees angled around 90 degrees
○ top of monitor level with eyes
○ back supported
○ screen about an arm’s length away

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 ○ use in comfortable distance.

 Teachers might find reading the background information at http://tiny.cc/qf304y useful. This could be summarised for students.

Main Activity
Core: Teachers should remind student about planning the video, which should be up to one minute long. Groups can plan their videos using Lesson 3, Worksheet
1 (the storyboard template students used in Unit 4). Remind students that they need to start by deciding on their chosen topic, conduct any further research, plan
a structure for presenting the key information, decide how they would like to present this information in video format, begin writing the script, etc.
Groups plan their videos, writing scripts/creating plans. If groups finish planning their videos, they should start to film the contents. Make it clear students only
have this and Lesson 4 to film, edit and show their videos.
Support: Teachers might provide a brief outline script for less confident groups who might find this part difficult. This might be for smartphone use (include locally
appropriate issues).
Extend: More confident students might be grouped together and use an enhanced range of filming and editing facilities. Alternatively, they could do a ‘single shot’
film in which where there is no break in the acting or scene, and it is filmed in one shot.

Plenary

Ask a range of students to each name a way to stay safe at a desktop, laptop or smartphone, bouncing answers around the class to others to explain what might
help prevent certain injuries (e.g. screen at right height = less neck strain).

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Computer to download and edit films Year 6, Unit 5, Lesson 3, Worksheet 1
Cameras Pens and paper to plan
Recommended software:
Video editing suite

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Year 6, Unit 5: Health and safety & environmental impact of technology, Lesson 4

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Shooting and editing Students know how to plan, shoot script, shoot, edit, strain, CN6.2F Understand the health and safety issues that arise from
a short film on the and edit a film RSI individuals’ use of ICT and know how they can be minimised
safe use of
CO6.1B Be able to select appropriate digital devices for a given task or
computing devices
project
IT6.1A Select, use and combine appropriate software applications (word
processing, database, spreadsheet, presentation [multimedia] software,
graphics program and desktop publisher) to design and create a range
of content that accomplishes given goals, including collecting, analysing,
evaluating and presenting data and information

Teaching Summary

Groups shoot and edit the videos that they planned in Lesson 3.
 Briefly recall elements of video and editing shooting from Unit 4. The following reminders could be displayed on the board and discussed:
Filming:
o Think about framing action.
o Think about close-ups, wide shots and pan shots.
o Think about what people might say or any text displayed on the screen.
o Think about what, if any, props you might need.

Editing:
o cropping, splicing and splitting video
o adding transitions
o zoom and video effects
o adding narration and/or music.

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Main Activity

Core: Groups complete the video filming and editing work they started in Lesson 3. In this lesson they are likely to need to complete filming and editing, prior to
showing the film to the class. Remind students that their videos need to focus on the main learning objective of health and safety issues that arise when using ICT
equipment.
Support: You or another class adult could work with less confident groups during the filing and editing process.
Extend: More confident students use an enhanced range of filing and editing facilities. Alternatively, they could do a ‘single shot’ film – one where there is no
break in the acting or scene but is filmed in one shot.

Plenary

Each group can show their film (these can be shown either to the whole class – if time – or in small groups). Summarise the main points of the class’s films and
agree with students five key ways to reduce or avoid health issues when using technology.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Computer to download and edit films Year 6, Unit 5, Lesson 3, Worksheet 1 (completed)
Cameras Scripts from Lesson 3
Recommended software:
Video editing suite

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Year 6, Unit 5: Health and safety & environmental impact of technology, Lesson 5

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Looking at the Students will know what recycling is recycle, e-waste, gold, CN6.2E Understand the environmental impact of technology (energy use,
environmental and why it is vital lead, water, resources) on society
issues with ruthenium, copper,
recycling devices plastic, iron/steel

Teaching Summary

Students look in detail at the amount of waste, the types of waste and why there is a waste/resources issue in the making and disposing of electronic devices.
 With students, ask: Why are devices constantly being disposed of and (hopefully) recycled? Allow students time to think, then choose students to suggest
a reason. If required, provide hints with advertisements or images of:
○ the latest/fastest/cleverest device (people like to upgrade)
○ broken devices (some devices cannot be repaired)
○ old devices (show old-fashioned mobile phones).
 Summarise with students why there is a lot of technological waste:
o People like to have the latest device to keep up appearances.
o Some devices will not work with, for example, the latest computer game applications, so you have to upgrade.
o Electrical devices are susceptible to breaking if dropped or knocked, and generally stop working permanently if submerged in water.
o Devices get worn out, for example, buttons stop working, disk drives wear out and the costs to repair can sometimes be more than a new device.

 With students, show the inside of an actual desktop PC (an image would do, but it would not have the same impact as seeing the materials ‘live’ – see
https://www.shutterstock.com/search/inside+computer and choose a selection of images to show).
 Explain the different materials used in making the desktop PC (point these out inside the desktop PC or using the images). Ask students if they know any
of the metals or materials inside the computer:
○ ruthenium: hard drives
○ gold: contacts and connectors
○ lead: soldered joints on circuit boards

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 ○ copper: circuit boards and connecting cables
○ plastic: covering wires, knobs, buttons, casings
○ iron/steel: casings and screws, hard disks.
 End this discussion by explaining that a final ‘material’ is used – the energy used in making the device. It is estimated that the energy used to mine the
materials, prepare them and make a smartphone is about 70 times the amount of electricity used to charge it for a year.

Main Activity

Core: Teachers should read and summarise this article, making it suitable for the level of students in the class (or locate a similar version about energy and
material used in manufacturing phones use) – http://tiny.cc/f3504y.
Hand out the summarised article and ask students to read through the text and underline all of the materials used in making smartphones. Ask students: Why do
we need to know about the materials inside a computer when it comes to the end of its life? (Some of the materials listed are rare, they might run out one day,
others are hazardous because they can cause health problems with humans and need to be handled carefully and not just dumped.)

Once they have completed the reading, ask students to create an illustrated mind map (in mixed-ability groups) on flip chart paper about recycling e-waste.
They should include notes on:
● Why is there an e-waste problem? (See above.)
● What materials are used in making a computer that need to be recycled? (See above.)
● Why should materials be recycled? (See article.)
● What is hazardous about recycling computers and devices? (See article.)
● What are the environmental impacts? (Water use, smoke when /if burnt to reveal components.)

Support: Teachers can draw ‘legs’ onto mind maps with titles to help students focus on certain areas.
Extend: Students could suggest their own ways to make smartphones have a longer useful life (e.g. giving to a relative who does not have one).

Plenary

Students present their mind maps in their groups, explaining their main points and ideas. Teachers can ask different groups to report back on one of their legs.
Display mind maps on classroom wall.

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Additional Activity

Encourage any early finishers to introduce some statistics to their mind maps (e.g. how many smartphones are dumped each year, how many new televisions are
sold every day, etc). They may need access to the WWW or an unedited version of the resources summarised for general class use.

Digital Resources

Hardware: Additional resources:

None Summarised version of newspaper/web page article on recycling smartphones
as suggested in main text
Recommended software:
Flip chart or poster paper and pens/markers
None

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Year 6, Unit 5: Health and safety & environmental impact of technology, Lesson 6

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Looking at issues with Students will know the recycling, e-waste, CN6.2E Understand the environmental impact of technology (energy use,
recycling materials that go into making a pollution, environment, resources) on society
devices/materials and smartphone/device from health
the life cycle of a Lesson 5.
smartphone.

Teaching Summary

In this lesson, students find out why recycling tends to take place in developing countries, as well as the benefits and drawbacks of recycling. They construct a
comic strip to explain what happens to a mobile phone in its lifetime.
 Students should watch a video about the effects of recycling toxic materials. The following two examples, http://tiny.cc/ut604y and
http://tinyurl.com/yyadlpqh show the health effects, pollution and poor pay and working conditions of people working in Africa, but any similar, suitable
video will do here to get across the ideas that recycling computers and devices can have very bad side effects.
 Discuss the issues raised in the video with students, prompting them with questions such as: What are the health risks (who to and how)? How can the
situation be made better? Are there any positive messages? If so, what are they? How much/little do the people in the videos earn? What would that buy
where you live?

Main Activity

Core: Hand out Lesson 6, Worksheet 1 and explain that today’s task is to write and illustrate a comic strip about the lifecycle of a mobile phone. This lifecycle
should include:
 finding the materials in the earth
 mining them
 turning them into useful parts to use in the phone
 constructing the phone
 packaging the phone to sell
 selling the phone
 using the phone (on average, a smartphone is replaced every 11 months), re-used for a further four years or so before it stops working properly and is
disposed of (recycled)
 sending the phone away to be stripped down
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  useful metals and materials recovered to be reused (often in very poor working conditions).

See http://tinyurl.com/jnzndbg for more information and statistics on the materials used in smartphones. The contents of this article could be edited as support
material for students in creating their comic strips.
Make it clear to students that they should plan the rough content of their comic strip frames before starting.
Support: Teachers can adjust the number of cells on Lesson 6, Worksheet 1 depending on students’ ability. There is no set number of cells to use; students
could use as many or few cells as they need to get their message across. Some students could work in mixed ability pairs.

Extend: More confident students complete all the comic book cells on Lesson 6, Worksheet 1, adding detail and information/statistics to the life cycle.

Plenary

Display comic strips (display these on classroom walls and/or windows for students to circulate the room and view) and allow students to review each other's
work. With the class, Ask: How can we try to prevent people from disposing of phones, devices and computers that still work well beyond the period when most
people change them? (Companies could offer cheap/easy upgrades to existing computers to extend life, make them last longer, do not release new models so
often.) Is recycling a good thing if we cannot recycle safely? What ways of prompting safe and responsible recycling could we try at school and home?

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

None Year ,6 Unit 5, Lesson 6, Worksheet 1
Recommended software: Pens and pencils to plan and create comic strips
None Summarised contents of an article about the materials used in smartphones

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Year 6, Unit 5: Health and safety & environmental impact of technology, Lesson 7

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Looking at ways to Students should know about the reuse, recycle, repurpose CN6.2E Understand the environmental impact of technology (energy
reduce e-waste impacts of e-waste on people and use, resources) on society.
the environment from Lesson 6

Teaching Summary

Students research a variety of ways to reduce the impact of electronic devices (with a focus on mobiles/smartphones). They summarise the way each method
works and how each can make a significant impact.
 Ask students to recall what the effects of e-waste are (from Lesson 6).
 Explain the main task in today’s lesson is to research how to reduce the amount of waste that is dumped or recycled in ways that can negatively affect
people’s health. Hand out Lesson 7, Worksheet 1 and clarify the titles listed. Go through some of the following points as examples. Explain that the aim of
the lesson is to better understand how technology can negatively impact on the environment.
Note: The websites listed on Lesson 7, Worksheet 1 are not aimed at Year 6 students so you might prefer to extract key text from each page and edit it for
student use, print out enough copies so that each pair has one to use at a time, then hand out the sheets. You can give one pair a handout of information, allow a
few minutes to read and summarise the information, then pass the sheet to another group.

o Sell your old devices: someone can extend its life further.
o Donate old devices: some people cannot afford new devices and this would extend the useful life of the device.
o Always recycle old devices, never dump them: encourage council recycling centres to advertise recycling of devices or offer free collection.
o Protect devices from damage: make them last longer as broken devices may only be recycled, not repaired.
o Reuse devices: smartphones can be used as music players/sat navs, etc.), so extend the lifetime by repurposing devices.
o Use cloud storage rather than storage devices: this avoids waste when devices break, but also has negative aspects as cloud storage
involves energy use (emissions).
o Be more energy efficient: reduce emissions (some computers or devices can turn off automtically or when not used for a period of time).
o Fix broken devices: mend, don’t dump them.
o Rent DVDs or stream films rather than buying them: save plastic waste and manufacturing waste emissions.

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Main Activity

Core: Pairs research each area (working in mixed-ability pairs) and complete Lesson 7, Worksheet 1.
Support: Less confident pairs might work through three or four of the methods on Lesson 7, Worksheet 1 only, completing any they do not get to during the class
feedback.
Extend: More confident pairs can add their own ideas for encouraging others at school or home to follow these methods of reducing e-waste.

At the end of the lesson, ask pairs to feedback on one of the headings, working around the room until each heading has been covered by several pairs.

Plenary

Ask the class what their top five tips to reduce waste might be and why. For example: donating an old phone as someone might benefit from the device if they
cannot afford one and the phone is not dumped. The teacher could create a class mind map to display in the class. Students can also make their own notes to
share with others at school and at home.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Computer with Internet access (optional) Year 6, Unit 5, Lesson 7, Worksheet 1
Recommended software: Internet access for research
Web browser (if computer used)

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Year 6, Unit 5: Health and safety & environmental impact of technology, Lesson 8

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Designing and Students should understand the leaflet, e-waste, CO6.1B Be able to select appropriate digital devices for a given task or
making a leaflet effects of e-waste and ways to environment, health, project
about reducing e- reduce it (from previous Unit 5 devices, recycle, reuse,
CO6.1D Be able to select appropriate software or online service that
waste lessons) authority
meets the specified needs of a project
CN6.2E Understand the environmental impact of technology (energy
use, resources) on society
CN6.2F Understand the health and safety issues that arise from
individuals’ use of ICT and know how they can be minimised
IT6.1A Select, use and combine appropriate software applications (word
processing, database, spreadsheet, presentation [multimedia] software,
graphics program and desktop publisher) to design and create a range
of content that accomplishes given goals, including collecting, analysing,
evaluating and presenting data and information

Teaching Summary

Students start to plan, design and create a leaflet about reducing waste from electronic devices. They choose the applications to use in making the leaflet and
design the layout on paper before starting work. The leaflet is aimed at adults but should also be of interest to younger people.
 As a class, ask: What are your top tips for reducing e-waste? (This recaps the plenary from Lesson 7 and reinforces students’ knowledge of e-waste and
how it can be reduced.)
 Explain the task for the next three lessons: students will plan, design and create a leaflet for a local authority/council/agency to hand out to residents
about the harm that dumping and recycling can cause (if recycling is not done carefully), and how to reduce the amount of e-waste that is dumped.
Students will be using what they learned in previous lessons to help inform their leaflets. The leaflet should be aimed at the adults described above but
also be of interest to younger people. Therefore, students need to choose carefully the text and images used to reflect their audience.
 Begin by holding a discussion on ideas for content, such as:
○ Reducing e-waste is important to the environment and people’s health.
○ Disposing of electronic devices is generally not covered by laws. You can simply throw an old phone in the bin and no one would know.
○ People may not be aware that there are many great ways to recycle/reuse a phone rather than dumping it.
○ Councils and local authorities may already recycle devices, but are people aware of that?
○ In some countries, manufacturers are responsible for recycling what they make when the device comes to the end of its life.

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  Students should make notes on this discussion to use when creating their leaflets.
 Inform students that they can create the leaflet in any way they prefer, choosing from a variety of applications to use. They have three lessons (Lessons
8–10) to plan, create and complete their leaflets and show their work, receiving feedback from peers. Students can work in mixed-ability pairs or
individually (teacher to decide).
 Today’s lesson will focus on planning the layout of their leaflets. Lesson 9 will focus on researching and gathering information, images, etc. Lesson 10 will
focus on completing their leaflets and peer reviewing them for feedback. Make it clear that students will work at different paces and should aim to manage
their own work across the three lessons.
 At this stage, various options for making the leaflet should be demonstrated, as students should consider what software they will use while planning the
layout of their leaflets:
○ Presentation software (like PowerPoint or Google Docs). See https://www.youtube.com/watch?v=C1X_mNweo0o
○ Desk top publishing software. See https://smallbusiness.chron.com/make-leaflet-microsoft-publisher-53189.html
○ Word processor (MS Word or Google Docs). See https://classroom.synonym.com/make-brochures-openoffice-20066.html

 In addition, students may need access to an image-processing package to prepare and reformat images to use.

Main Activity

Core: Students should plan out their leaflet on paper, including sketching out image placement, text boxes and titles, but they do not need to create or include the
actual text or images.
It might be useful for you to have some leaflets available for students to assess and then list some success criteria, for example:
 How does ‘white space’ (areas of the leaflet that do not contain anything) help with the design?
 How are fonts used (headings, body text)? How are font effects/colours used?
 How are images used (cartoons/real images, etc)? Is text aligned above and below images or ‘wrapped’? (Show examples of this.)
 How is the target audience attracted (writing style, types of images, amount of text)?
 What does a ‘good’ leaflet look like? How long is it? How does it draw the reader’s attention and alert them to the key facts?
 What is the image to text ratio?
These criteria will help students focus their leaflet planning and encourage them to create engaging leaflets (rather than simply listing a lot of facts). They can also
be the basis for an agreed class list on leaflet layout to refer to when peer assessing work in Lesson 10.

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Students should only start using software when they have their plans ‘approved’ by you.

Support: Less confident students might create simple single or double-sided leaflets (i.e. do not use any folding techniques).
Extend: More confident students can plan out the leaflet using software. For example, using the software to add image placement and text boxes.

Plenary

At the end of the lesson, ask each student or pair to feedback to other pairs what they have achieved in the lesson. Summarise pair achievements by asking for
some examples of what was shared. Students can also set their own targets for what to achieve in the following lesson.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Computer with Internet access Paper and pens for planning the layout of their leaflets
Recommended software: Sample leaflets for students to use to analyse layout
As required by students.
Web browsers

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Year 6, Unit 5: Health and safety & environmental impact of technology, Lesson 9

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Creating an engaging Skills developed in previous crop, text wrap, text CO6.1B Be able to select appropriate digital devices for a given task or
and informative leaflet lesson alignment, crop, insert, project
about reducing e- image
CO6.1D Be able to select appropriate software or online service that meets
waste.
the specified needs of a project
CN6.2E Understand the environmental impact of technology (energy use,
resources) on society
CN6.2F Understand the health and safety issues that arise from individuals’
use of ICT and know how they can be minimised
IT6.1A Select, use and combine appropriate software applications (word
processing, database, spreadsheet, presentation [multimedia] software,
graphics program and desktop publisher) to design and create a range of
content that accomplishes given goals, including collecting, analysing,
evaluating and presenting data and information

Teaching Summary

Students continue to develop their leaflets, checking progress against self-set targets as well as project requirements provided by you (these could be: show
knowledge of the dangers of dumping e-waste, produce a leaflet suitable for adults and younger people, use appropriate software to produce your leaflet, etc.).
Students support each other by ‘skill swapping’.

 Start the lesson with students/pairs briefly reviewing their work from Lesson 8. Ask: What did you complete? What do you plan to do next? Is there
anything you need to know before you can start? (You can write these on the board as necessary.)
 Answer any questions students may have, then set them to work. The teacher should review work with pairs on a one-to-one basis throughout the lesson,
spending time with each pair to check their initial thoughts are being acted on. Encourage students to use a variety of formatting skills to create engaging
leaflets.
 You will need to be ready to answer a range of questions on a range of applications, but you should also arrange for peers to support each other. This
could be done by writing some of the skills required on the board and asking students to ‘sign up’ to help others with that skill. Ensure there are some that
everyone can support each other with (a mix of abilities). For example, more confident students can help with cropping an image, inserting text boxes,
using wrap, etc. Other students can offer help with copy/paste/edit, etc.

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Main Activity

Core: In this lesson, the focus will be researching and gathering images, text to use/edit/select, and incorporating these materials into their leaflets, using their
chosen software and layout. Students use the lesson to work on their projects.
Support: Teachers can select locally appropriate websites for students to use and avoid general surfing to locate resources.
Extend: Encourage more confident students to use a wider range of skills including higher level formatting techniques such as text wrap and alignment.

Plenary

In the plenary, remind students of what they need to complete in their final lesson. Students self-review progress against this reminder and set personal targets for
Lesson 10 when they will complete the project. Remind students that part of Lesson 10 will consist of peer reviewing the leaflets.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Computer with Internet access None
Recommended software:
As required by students
Web browsers

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Year 6, Unit 5: Health and safety & environmental impact of technology, Lesson 10

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Completing a leaflet Skills from lessons 8 and 9, peer peer review, leaflet CO6.1B Be able to select appropriate digital devices for a given task or
on e-waste and reviewing project
presenting it to
CO6.1D Be able to select appropriate software or online service that meets
receive feedback
the specified needs of a project
CN6.2E Understand the environmental impact of technology (energy use,
resources) on society
CN6.2F Understand the health and safety issues that arise from individuals’
use of ICT and know how they can be minimised
IT6.1A Select, use and combine appropriate software applications (word
processing, database, spreadsheet, presentation [multimedia] software,
graphics program and desktop publisher) to design and create a range of
content that accomplishes given goals, including collecting, analysing,
evaluating and presenting data and information

Teaching Summary

Students complete their leaflet and take part in a peer review of other leaflets. They explain how they have met the aims of the leaflet and the agreed success
criteria from Lesson 8 (these could be: show knowledge of the dangers of dumping e-waste, produce a leaflet suitable for adults and younger people, use
appropriate software to produce your leaflet, etc.). There is a final review of the unit objectives.
 At the start of the lesson, provide students with a timeframe written on the board by which they should complete, review and edit their leaflets (you will
need to set aside sufficient time in the lesson to complete and review work).

Main Activity

Core: Students or pairs review their own work from previous lessons and set to work on final tasks to complete the leaflet.
On completion, students/pairs should print out the final leaflet (if possible, otherwise they can be displayed on screen) and allow peers to read and provide
feedback. Peers could give their feedback as two stars and a wish. (It might be useful to model the type of constructive, specific feedback you are looking for
here.) Students can adapt their leaflets based on their feedback if there is time. If not, they can select their own targets for their next leaflet project.
It would be helpful if students were asked to show their leaflet and explain how they have met the key aims of:

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 ● audience
● information required
● the agreed success criteria from Lesson 8.

Support: You might work one to one to support those needing assistance.
Extend: Encourage more confident students to continue to provide higher end support to others, as in Lessons 8 and 9.

Leaflets can be displayed for future classes to view, or students can take them home and discuss the very important issues raised with parents/carers.
Alternatively, the leaflets can be the basis of a future school assembly to encourage the whole school to reduce their e-waste.

Plenary

In the final plenary of this unit, ask students to think about two new areas of learning they feel they have worked well at and one area they might need to develop
in the future (teacher can display the lesson titles to remind them).

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Computer with Internet access None
Recommended software:
As required by students
Web browsers

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