Geography



GEOGRAPHY OVERVIEW_YEAR 4, TERM ?Unit 1(20 Hours)Unit Title: Refuse Redeemers – How can we make our school environment more sustainable?(or Gruesome Garbage)Achievement StandardBy the end of Year 4, students describe and compare the characteristics of places in different locations at the national scale. They identify and describe the interconnections between people and the environment.? They describe the location of selected countries in relative terms and identify simple patterns in the distribution of features of places. Students recognise the importance of the environment and identify different views on how to respond to a geographical challenge.?Students develop geographical questions to investigate and collect and record information and data from different sources to answer these questions. They represent data and the location of places and their characteristics in simple graphic forms, including large-scale maps that use the cartographic conventions of scale, legend, title and north point. They describe the location of places and their features using simple grid references, compass direction and distance. Students interpret data to identify spatial distributions and simple patterns and draw conclusions. They present findings using geographical terminology in a range of texts. They propose individual action in response to a local geographical challenge and identify the expected effects of their proposed action.Geographical ConceptsContent DescriptionsAssessment (A) FORMCHECKBOX Place FORMCHECKBOX Space FORMCHECKBOX Environment FORMCHECKBOX Interconnection FORMCHECKBOX Sustainability FORMCHECKBOX Scale FORMCHECKBOX ChangeKnowledge and UnderstandingThe custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023) ? The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024) ? The sustainable management of waste from production and consumption (ACHGK025)Inquiry and SkillsObserving, questioning and planningDevelop geographical questions to investigate (ACHGS026)Collecting, recording, evaluating and representingCollect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS027) Represent data by constructing tables and graphs (ACHGS028) Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS029) Interpreting, analysing and concludingInterpret geographical data to identify distributions and patterns and draw conclusions (ACHGS030) CommunicatingPresent findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and?visual, and use geographical terminology (ACHGS031) Reflecting and respondingReflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS032)Assessment as Learning:“My Place” – Engage Phase, Activity 2KWHL chart – Engage Phase, Activity 3Assessment for Learning:Table listing items that can and can’t be recycled – Explain PhaseJigsaw activity feedback (Tellagami) – Explain Phase, Activity 11Venn diagram for waste management – Explain Phase, Activity 14Contribution to class Wiki – Evaluate Phase, Activity 19Assessment of Learning:Waste management investigation (individual)Small group presentation of proposal for action (group)Learning Framework FORMCHECKBOX Community Contributor FORMCHECKBOX Leader and Collaborator FORMCHECKBOX Active Investigator FORMCHECKBOX Effective Communicator FORMCHECKBOX Designer and Creator FORMCHECKBOX Quality ProducerCross Curricula Priorities FORMCHECKBOX Catholic Ethos FORMCHECKBOX Aboriginal and Torres Strait Islander Histories and Cultures FORMCHECKBOX Social Emotional Learning FORMCHECKBOX Asia and Australia’s Engagement with Asia FORMCHECKBOX Inclusive Education FORMCHECKBOX Sustainability EducationGeneral Capabilities FORMCHECKBOX Literacy FORMCHECKBOX Critical and Creative Thinking FORMCHECKBOX Numeracy FORMCHECKBOX Ethical Understanding FORMCHECKBOX Information and Communication Technology FORMCHECKBOX Personal and Social CompetenceLinks to other LA’sEnglish, Maths, History, ScienceLearning and Teaching StrategiesWeek12345678910 Cross Curricular PrioritiesAboriginal and Torres Strait Islander Histories and Cultures, Sustainability EducationGeneral CapabilitiesEthical Understanding, Information and Communication TechnologyEngage ?Explore ?Explain ?Elaborate ?EvaluateENGAGEResourcesWhat is a ‘Traditional Owner’?Students will understand the concept of traditional ownership for Aboriginal and Torres Strait Islanders by using their school as an analogy for country and themselves as Traditional Owners of their country. They will also develop an appreciation of the values and responsibilities of living in a school community.‘Country’ is not just the physical features but includes objects, resources, knowledge, stories and sense of belonging. Traditional owners have a connection to land and sea (fish, hunt, gather). Concept of connections to place and how the place is still important to them even if they are not there all the time.Activity 1 – What is a ‘Traditional Owner’?Discuss the concept of traditional ownership and the rights and responsibilities of Traditional Owners. Traditional Owners have a connection with their country – they identify with it and use its resources. Be aware that the word ‘owner’ has a different meaning in a western context.Ask the students what rights and responsibilities they might have for using and looking after their school country. Consider how everybody uses it and has responsibility for looking after it for the future.Making local links (personal interaction) – engage local Aboriginal and Torres Strait Islander peoples (or Indigenous Liaison Officer), to speak with students about how the reefs, islands and mainland have been used for hunting, fishing and collecting and how respect for country means having a minimal impact on the environment in which they live, so as to leave a legacy for future generations.Activity 2 – My PlaceStudents will:Think about a special place that they have a strong connection with e.g. holiday place, former house, grandparent’s houseRepresent the place by drawing a picture of their special place, including drawing or labelling things that make it special.Discuss how the place is still special even if they are not there all the timeWrite about the future in one sentence – “What would they like the place to be like in five years’ time?”Activity 3 – Litter PatrolStand in front of the class, without saying a word, with a bag of dry litter and dump it on thefloor, then wade through it with your feet. Alternative could be to fill rubbish bin to overflowing with litter items and place it in the usual spot.Questions to the students:1. "How would you like it if our playground was filled with garbage like this?"2. Introduce the term "litter.3. Ask the students to give some examples of litter. Record them on the board.4. Divide the children into three groups. Give each group an outside area to search for and collect litter according to the map of the school grounds that is displayed. This may include eating area, playground, and sports field.5. Assign an area of the school grounds to each group. (Send one adult volunteer with each group out to collect the litter).6. Have the students present to the class what kinds of litter they found that we have created and where is it accumulated across the school? Record each item under the correct category on the board (plastic, paper, metal cans, bottles, food scraps, Styrofoam, other).7. Record the weight, volume and number of items of litter collected.(Keep data to refer back to during Explore stage, activity 4)8. After each group has presented their litter, discuss as a class the following questions orally:Do you think we can we reuse any of these materials?What area around the outside of the school had the most litter on the ground?Do you think there are rules against littering? What do you think they are?How can we reduce the amount of litter at school?Record the responses to these questions on a concept map, KWHL chart (What I know, Want to learn, How I will learn, Learning). Display this concept map for students to refer to during the unit.9. Pose the ‘big question’ and explain how we are going to be on "Litter Patrol" by investigating how we can do something to make our school community more sustainable.Whole class view satellite map of school grounds. Use map tools to identify areas of the school where waste management is a problem or could be investigated. This may lead to an eating area/undercover area.Reef Beat Sea Country Connections Poster 1, 2 & 5(Great Barrier Reef Marine Park Authority)Reef Beat Activity Book – Sea Country Connections, page 1 (Great Barrier Reef Marine Park Authority)Guest speakerbag of dry litterbags for collecting litterdisposable glovesmap of school groundsKWHL chart Geographical LanguageAssessment OpportunitiesCommunity, “Country”, resources, connections, responsibility, respect, impact, environment, legacy, future generations, garbage, litter, waste management, investigation.Activity 2 – My PlaceReflectionWeek12345678910 Cross Curricular PrioritiesSustainability Education, Social Emotional LearningGeneral CapabilitiesLiteracy, Numeracy, Information and Communication TechnologyEngage ?Explore ?Explain ?Elaborate ?EvaluateEXPLOREResourcesActivity 4 – Design survey sheetDesign a survey sheet to collect data about the waste produced in/by the school through observation and interviews.This may include in the classroom (scrap paper and general rubbish); eating areas (food wrappers, leftover food) and playground/sports field. For an undercover eating area this may be divided into individual class zones.Discuss with the students the different options for measuring quantities of waste (number of pieces – using a tally chart, weight and/or volume or number of pieces). Students may decide to measure all three, but should realise/discover that a lot of empty food wrappers may not generate much weight.It may be an idea to refer back to the rubbish from Engage Phase - Activity 3. (What was the weight, volume and number of items?) Activity 5 – Collecting dataStudents spend a week (after eating times), collecting data about the amount and types of rubbish produced from nominated area e.g. undercover eating area.Record data in tables to show the specific area, amount of rubbish thrown away in a week and the types of rubbish (plastic, paper, cardboard, cans, food scraps).Activity 6 – Mapping distribution of wasteMap the distribution and types of waste on a satellite map of school grounds. Use map tools to identify the specific zones of the nominated area in the school where waste management is a problem.Survey sheetData recorded from ‘Engage’ stage, activity 3Disposable gloves,Tally chart,Weighing scales,Container such as a bin or bag to measure volume of rubbish produced.Geographical LanguageAssessment OpportunitiesSurvey, data, waste, observation, tally chart, weight, volume, specific area/zone, mapping, distribution, satellite map, map tools, waste management.ReflectionWeek12345678910 Cross Curricular PrioritiesSustainability Education, Social Emotional LearningGeneral CapabilitiesLiteracy, Numeracy, Information & Communication Technology, Ethical UnderstandingEngage ?Explore ?Explain ?Elaborate ?EvaluateEXPLAINResourcesActivity 7 – What are the issues?Draw conclusions about the issues involved, location of problem and possible ways of handling the waste e.g. reduce, reuse, and recycle.Activity 8 – The difference between biodegradable and non-biodegradable wasteLooking at the types of waste we create at school, at home and in the community, classify the waste into kinds that break down naturally and the kinds that do not.Investigate and discuss the difference between biodegradable (organic) and non-biodegradable (inorganic) waste and why this is important. Students write their own definitions.Group the examples of waste into biodegradable and non-pare the different amounts that are produced.Questions to the students:How does the amount and type of waste people produce differ? Why might this be so?What other waste might be created in producing the materials and from the services you use each day?What happens to the waste? Activity 9 – 3RCIntroduce students to the concept of 3RC – reduce, reuse, recycle and compost. Use ‘recycling near you’ link to find information on what items can be recycled in your area by typing in postcode, or searching a particular item.‘Ollie recycles’ has waste sorting game in clubhouse section but requires Shockwave plugin.Reduce: Reducing the need for more products to be made results in less natural resources being taken from the earth; less pollution from production and less land used for landfill.Reuse: Giving old or previously used materials a new life.Recycle: To take a used object or material and use it to make something post: Old fruit and vegetable peelings that are left to rot and then dug into the garden to feed the soil.Watch video clip “How cell phone recycling works” at How stuff works website.Activity 10 – Jigsaw activity (research)Students work together in groups, each team focusing on one particular material (paper, plastic, metal cans, glass, food and garden waste). Provide a range of suitable resources (books, pamphlets, and internet) for students to gather information about how that material is produced, how it is used, how it can be recycled and how we can reuse and reduce its use. ‘Ollie saves the planet’ contains lots of information about recycling these topics for kids (requires Shockwave plugin).PaperProduction: Paper comes from natural materials. It is made from coniferous trees such as fir, spruce and pine. Huge logs are taken to a paper mill. They are chopped into small wood chips and mixed with chemicals and water. This soggy mixture is known as wood pulp. The pulp is poured into a paper-making machine and spread onto a moving belt. The water drains away leaving the damp fibres. These are dried and flattened to make a long sheet of paper, by squeezing through rollers and drying in warm ovens.Uses: One of the world’s most useful materials used to make all sorts of things (money, writing paper, envelopes, books, newspapers, magazines, cardboard, food packaging, calendars, bags, lanterns, tissues, toilet paper, disposable nappies, paper plates and cupsWays to, reduce, reuse and recycle:Throwing paper away unnecessarily is a waste of the trees and the energy that were used to produce it.Reduce the amount of paper we use by cutting down on packaging, write on both sides, reuse old envelopes, boxes and bags. Recycle waste paper to be turned into new paper, envelopes, kitchen towels and tissues. Recyclable paper includes white printer paper, newspapers, envelopes, egg cartons and cardboard. Not all paper can be recycled such as fluorescent paper, tissues, wax coated cardboard, and food soiled paper such as pizza boxes.PlasticWatch video clip “Recycling household items” (4min 43 sec)Questions to the students:What things around you are made from plastic?What do you know about the interesting characteristics (properties) of plastics? Are they flexible, waterproof, strong or transparent?Why is plastic so harmful to our environment?Production: Plastic is made from crude oil which is a natural resource. The oil is heated and separated into solids, liquids and gases. The gases are removed and mixed with chemicals that turn them into solid plastics.Uses: plastic bottles for drinks, milk, shampoo, shopping bags, food packaging, lunch bags, rubbish bin linersWays to, reduce, reuse and recycle: Wasting plastic used natural resources, increases pollution and adds to waste.Reduce and reuse plastic by taking your own carry bag when going shopping, refill plastic bottles, pack food in reusable plastic containers or even make a garden hothouse with used plastic drink bottles. Recycle used plastic bottles and bags to make new plastic products. Recyclable plastic products include PET plastic bottles, milk containers, and supermarket shopping bags. Not all plastic can be recycled such as toys, cling wrap, potato chip bags, foam drink cups and hard plastics such as computer cases.Metal/cansProduction: Metal cans are made from aluminium and steel. They are made from crude metals found in the ground. Aluminium is made from bauxite and steel is made from iron ore. The crude metal is taken from the earth at large mine sites. It is washed and smelted in a furnace. The hot metal is rolled into thin sheets that are shaped and cut to make metal cans.Uses: Aluminium cans are used to hold some drinks and canned fish and meat products. Steel cans are used to hold pet food, paint, oil and aerosol products.Ways to, reduce, reuse and recycle: Wasting metal cans uses natural resources, increases pollution and adds to waste. Reduce and reuse metal cans by eating more fresh food and buying less canned food, and buying pet food in large cans instead of small cans. Steel and aluminium cans are able to be recycled. Not all metal cans can be recycled. Cans that are very dirty or rusty are non-recyclable. GlassProduction: Glass is made by heating sand (a natural resource) until it melts and turns transparent. Fine sand is mixed with chemicals to make it melt faster. The mixed sand is fired inside a furnace until it melts. Molten glass is then moulded into glass products.Uses: Glass is used for drink bottles, food jars, drinking glasses, windows. Glass is also used in products that do not look like glass such as fibreglass (for boats and surfboards) and road-marking paint (tiny glass beads which reflect light from car headlights at night).Ways to, reduce, reuse and recycle: Wasting glass uses natural resources, increases pollution and adds to waste.Reuse glass containers again to reduce glass use. Save glass jars as flower vases, make jams and store in used glass jarsClear, green and brown glass jars and bottles can be recycled. Other types of glass which have chemicals in them are non-recyclable such as light bulbs and blue glass.Food and garden waste - Composting/worm farmsQuestions to the students:Do you know what organic waste is and how it helps build a healthy garden?Compost bins and bays make garden compost from what kinds of waste?Visit ABC Gardening Australia website for information fact sheet about setting up a worm farm using a polystyrene box.Watch video clip showing a worm farm being built by Swan Valley Anglican Community School, with Josh Byrne -Splash. (4min 56 sec)Questions to students:What roles do worm farms and chickens have in a garden?What conditions do the worms need?If you are going to keep chickens, what do you need to provide them? What materials can be used to build the chicken pen?Activity 11 – Jigsaw activity (feedback)Students present their research to the rest of the class. This may be verbal, using images or creating a Tellagami using iPadsActivity 12 - Managing waste – When a landfill site is full, what then?Find out about some of the problems and solutions related to managing waste in your local area.Some rubbish can be burned, some can be reused. However there will always be some rubbish left over. Landfill is the name given to rubbish that is buried in huge pits. Waste left lying around can be a risk to health as well as being unsightly. Rats, flies and other creatures that carry disease are attracted to piles of rubbish.Questions to the students:What would you do with a pile of rubbish?What might happen if the waste was not dealt with?Think of the problems in coping with the waste from a big city?What issues or problems involving waste do you know about?What do you know about how people can reduce these problems?View ‘Filled to the brim’ clip created by young reporters from Presbyterian Ladies College in Armidale, NSW (3min 16 sec). This clip was developed as part of the ABC Splash Live “Making the news!” project, which featured local sustainability stories by students from around the country.Activity 13 – Local waste managementUse your local council materials and websites to investigate the following questions. Students may work in groups and share findings as a class.How is waste managed in your community? (household, commercial or school community)Where does the waste go?How much does it cost?How is the waste collected?How often is it collected?Who collects the waste?Who pays for the service?Does the community have a recycling collection?What materials are collected for recycling?Where do the recyclables go?What happens to hazardous waste such as chemicals, medicine, paint tins and oil?What does the community/council do to reduce waste? (campaigns etc)Discuss how these answers might differ if:You lived on an island with rocky soil so the rubbish could not be buriedThe community could not afford to transport the waste to a safe distance from people’s homesIt cost more to transport the recyclable materials than what they could be sold forActivity 14 – Waste management today, compared with pastInvestigate how waste was created and managed in your community in the past.Use library, museums and experts. Interview a selection of older people and interested groups.Construct a timeline that shows dates where an event or change has taken place. For example, the introduction of plastic bags and milk cartons or changes in attitudes and laws that encourage recycling.Create a Venn diagram to compare and contrast the types of waste and its management in the local community today with the waste of the past.‘Ollie recycles’ at au/index.htm from library, pamphlets, internet, DVD‘Ollie saves the planet’ at planet/aus/index.htmPaper by Claire Llewellyn. Franklin Watts (2001)Recycling Paper by Kate Walker. Macmilan (2009) Plastic Bottles and Bags by Kate Walker. Macmilan (2009)Recycling Metal Cans by Kate Walker. Macmilan (2009)Recycling Glass by Kate Walker. Macmilan (2009)Recycling Food and Garden Waste by Kate Walker. Macmilan (2009) clip called ‘Filled to the brim’ council materials and websitesVisit to local landfill site.LibraryLocal sustainability group,Local historical society or Environmental centreGeographical LanguageAssessment OpportunitiesReduce, reuse, recycle, biodegradable (organic), non-biodegradable (inorganic), characteristics (properties), flexible, waterproof, transparent, landfill, hazardous waste, chemicals, transport, recyclable materials, waste management, Venn diagramDraw a table listing things that can and can’t be recycled.Jigsaw activity feedback (Tellagami).Venn diagramReflectionTeacher background information: Sustainable Schools Initiative – Week12345678910Cross Curricular PrioritiesSustainability EducationGeneral CapabilitiesLiteracy, Numeracy, Critical and Creative Thinking, Ethical UnderstandingEngage ?Explore ?Explain ?Elaborate ?EvaluateELABORATEResourcesCommunicate findings. Multimodal, (poster, letter, present findings back to school at assembly or through a display (visual or digital).Activity 15 - “Different views on how resources can be used sustainably”‘A house made out of plastic bottles’ – a story about an Argentinian man (Alfredo Santa Cruz) who devised a system to build a sturdy and waterproof house out of recycled materials, mostly plastic bottles (2001). View video clip (1min 38sec)Activity 16 - Individual Assessment – Waste management investigationStudents collect and record data on the amount and types of waste they dispose of disposal during a week. Answer the questions on the worksheet and construct a graph to show their findings. Complete a PMI (Plus, Minus, Interesting) chart on the principles of the 3RC (reuse, reduce, recycle, compost) and communicate what they have learned about the 3RC during this unit.(See student worksheet attached) task sheet, criteria and student worksheetGeographical LanguageAssessment OpportunitiesData, waste, disposal, construct, PMI, 3RC (reduce, reuse, recycle, compost), communicate, tally marks, categories, landfill, column graph, environmental consequences, contribute, sustainabilityWaste management investigationReflectionWeek12345678910 Cross Curricular PrioritiesSustainability Education, Social Emotional LearningGeneral CapabilitiesLiteracy, Information and Communication Technology, Critical and Creative Thinking, Ethical UnderstandingEngage ?Explore ?Explain ?Elaborate ?EvaluateEVALUATEResourcesStudents understand that it is essential to recycle and reuse in order to sustain the Earth’s resources.We share a responsibility to work together to reduce our impact on the environment and make our world a better place.Sustainable Futures (definition) – is an understanding of the ways in which we can meet our current needs without diminishing the quality of the environment or reducing the capacity of future generations to meet their own needs.Activity 17 – Read and DiscussRead “V-kids in Rubbish!” comic strip book (or another similar story), followed by class discussion about children making a difference to their local environment. ‘Shaq’s Garage & Service’ developed by US EPA has activities/resources as well a waste management game, but includes a lot of text for students to read. Can also access from year-4-geography/Activity 18 – Sustainability futures in actionSuggest how our attitude to waste has changed and what we want to do in the future about our school waste. Just because you throw it away, doesn’t make it disappear. Use a mind map to gather ideas e.g. reusable containers, emailing class or school newsletters instead of printing, recycled paper boxes in classrooms to be collected and disposed of in recycle bins, rubbish free day, compost bins, worm farm, and garden for tuckshop.Activity 19 – Class wikiHave students collectively develop a class wiki, or if computer access is limited, use a large notice board to which all students can contribute ideas and researched information. Brainstorm slogans and research quotes that could be used in the final presentation.Activity 20 – Group presentationsSmall groups prepare presentations to support whole class proposal. Encourage students to use a variety of tools and multi-modal texts such as animations, PowerPoint, précis map, graphs, tables, video and popplets to make their message clear and persuasive.V-kids in Rubbish. Story by Meredith Costain.Rigby, Harcourt Education (2007)recycecity/index.htm Mind mapClass wiki or large notice boardStudent access to technology (PowerPoint, video etc.)Geographical LanguageAssessment OpportunitiesEssential, recycle, reuse, sustain, resources, responsibility, impact, ‘Sustainable Futures’ definition, mind map, wiki, slogans, quotes, proposal, animations, précis map, poppletsGroup presentation showing how students’ attitude to waste has changed and what we want to do in the future about our school waste.ReflectionPlanning for Differently Abled StudentsStudent/sDifferent AbilityAustralian Curriculum Content Descriptions being addressedLearning and Teaching StrategiesAssessment Strategies579815628658900Assessment Task Sheet8721195-603448 Student Name:Year Level: Name of Task: Waste Management Investigation Teacher:Learning Area/s: Geography Date Commenced:Date Due:Type of Task: FORMCHECKBOX Oral FORMCHECKBOX Written FORMCHECKBOX Other FORMCHECKBOX Individual FORMCHECKBOX Pair FORMCHECKBOX Group WorkTask Conditions: FORMCHECKBOX In Class FORMCHECKBOX Homework FORMCHECKBOX OtherOpportunity to Access: FORMCHECKBOX Books FORMCHECKBOX Notes FORMCHECKBOX Library FORMCHECKBOX TechnologyAssessed By: FORMCHECKBOX Self FORMCHECKBOX Peer FORMCHECKBOX TeacherTask DescriptionCollect and record data on the amount and types of waste you dispose of disposal during a week. Answer the questions on the worksheet and construct a graph to show your findings. Complete a PMI (Plus, Minus, Interesting) chart on the principles of the 3RC (reuse, reduce, recycle, compost) and communicate what you have learned about the 3RC during this unit.ProcedureCollect data to show how many pieces of rubbish you throw away in a week by using tally marks and record the types of rubbish in a table.Sort the data into different categories of waste disposal (rubbish bin – landfill, recycled, reused, composted).Construct a column graph to show the number of pieces of rubbish and the method of disposal.Suggest action that you could take to reduce the amount of rubbish you produced.Record your conclusions about recycling, reusing and composting in a PMI chart.Reflect on what you have learned about the importance of 3RC for waste management.Identify the environmental consequences of people not managing waste.Suggest actions that could be taken to contribute to sustainability.Resources: Waste management investigation worksheet, personal data on amount and types of waste produced during a weekThe student work demonstrates evidence of:ABCDECollect and record dataCollects, records and analyses data using tally marks, tables and text. Provides a logical and detailed explanation of why more rubbish may have been produced on a particular day.Collects and records data using a variety of presentations including tally marks, tables and text. Provides a detailed explanation of results.Collects and records data using tally marks, tables and text. Provides a simple explanation of results. Requires some teacher guidance to collect and record data. Attempts to provide a simple explanation of results.Requires a high level of teacher guidance to collect and record data. Attempts to provide a simple explanation of resultsRepresent dataSorts data into types of waste disposal, constructing a detailed, labelled column graph.Is able to sort data into types of waste disposal and construct a column graph.Attempted to sort data into types of waste disposal and complete a simple column graph.Requires a high level of teacher guidance to sort data into types of waste disposal and to construct a column graphInterconnectionsSuggests individual action to reduce waste and clearly identifies the expected effects of waste reduction. Makes connection between people’s actions and the environment.Suggests individual action to reduce waste and identifies some expected effects of waste reduction on their local community.Is able to suggest individual action to reduce waste and the expected effects of waste reduction.Attempted to suggest individual action to reduce waste.Requires a high level of teacher guidance to suggest individual action to reduce waste and the expected effects of waste reduction.Interpreting dataEffectively uses a PMI chart to record detailed conclusions about 3RC providing examples. Identifies patterns from research providing a logical analysis, applying data to a variety of situational contexts.Uses a PMI chart to record detailed conclusions about 3RC. Identifies patterns from research providing a logical analysis.Is able to use a PMI chart to record conclusions about 3RC. Is able to identify patterns from research.Attempted to use a PMI chart to record simple conclusions about 3RC.Requires teacher assistance to identify simple patterns from research.Requires a high level of teacher guidance to use a PMI chart to record simple conclusions about 3RC. Requires teacher guidance to identify patterns from researchCommunicate learning & propose actionIdentifies and provides examples of a variety of environmental consequences of people not managing waste Provides a detailed and logical view on the importance of 3RC to reduce the challenge of waste management and specific actions to contribute to sustainability.Identifies a variety of environmental consequences of people not managing waste. Provides a detailed view on the importance of 3RC to reduce the challenge of waste management and actions to contribute to sustainability.Is able to identify some environmental consequences of people not managing waste. Provides a simple view on the importance of 3RC to reduce the challenge of waste management.Attempted to identify some environmental consequences of people not managing waste. Required teacher assistance on the importance of 3RC to reduce the challenge of waste management.Requires a high level of teacher guidance to identify some environmental consequences of people not managing waste. Requires a high level of teacher guidance to provide a simple view on the importance of 3RC to reduce the challenge of waste management.Feedback: ____________________________________________________________________________________________________________Date: Waste management Investigation worksheetHow many pieces of rubbish did I throw away in a week? What type of rubbish did I throw away?What day did I have the most rubbish? Why?How many pieces of my rubbish was:put in the rubbish bin – landfillreusedrecycledcompostedDraw a column graph to show the number of pieces of rubbish and the method of disposalWhat ways could I have reduced my rubbish?What made it difficult for me to recycle or reuse or compost my rubbish?Reducing my rubbish is important because:Recycling / Reusing / CompostingPlus + good positivesMinus - bad negativesInterestingNew things I found outWhat have you learned during our unit on Sustainability? What was your favourite part? What are the environmental consequences of people not managing waste?What specific actions can be taken to contribute to sustainability?What is your view about the importance of recycle, reuse, and reduce to the challenge of waste management? ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download