Class: - Hayley Grant's Portfolio



How does our management of waste effect the environment?

~Rationale~

Environmental sustainability is a crucial part of “studies of society and the environment” as students need to learn the importance of maintaining the environment, and how their actions are detrimental in creating a sustainable future.

According to the World wildlife Fund’s (WWF) living planet report (2006) “since the 1980s our ecological footprint (a measure of how much renewable natural resources is being used up by humans) has exceeded the Earths Bio capacity. This means that people are turning resources into waste faster than nature can turn wast back into resources.” (Reference).

This WWF principle explains the importance of sustainability and assists students in understanding the importance of sustainable development. For the purpose of this inquiry unit of work, we decided to focus on waste management as it is an important component of sustainability and gives students opportunities to explore how their actions can help create a sustainable future.

Later childhood (Year 4) is an ideal level to focus on this inquiry unit as students have prior knowledge on waste management according to 20.EC.6 students have shared responsibility for the quality of their immediate environments and for resource conservation (e.g. dispose of litter, reuse and recycle some materials, and switch off unused lights). Every Chance to Learn also explicitly states in ELA 20 that students must act for an environmentally sustainable future.

This inquiry unit meets these standards of ECTL as students investigate the concept surrounding sustainability, as students inquire into how their own management of waste effects the environment. Students do this by exploring four key questions 1) What is waste?, 2) What is recycling?, 3) What happens to our waste? and 4) What ways can we reduce our waste?. By exploring these key questions students become active and informed citizens, which according to the Melbourne declaration (reference) is the educational goal of young Australians.

~Class weekly timetable~

|MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |

| | | | | |

|9.25- 9.30 Admin |9.25-9.30 Admin |9.25-9.30 Admin |9.25-11.20 |9.25-9.30 Admin |

| | | | | |

|9.30-10.00 |9.30-10.00 |9.30-10.00 |Library and Computers |9.30-10.00 |

|Guided/silent reading/Comprehension SRA |Guided/silent reading/Comprehension |Guided/silent reading/Comprehension | |Guided/silent reading/Comprehension |

| | | |Inquiry Unit | |

|10.00-10.20 |10:00-10:20 |10:00-10:20 | |10:00-10:20 |

|Spelling |Spelling |Spelling |(computers and library are booked for our |Spelling |

| | | |class at this time every week) | |

|10.20.10.50 |10.20-10.40 |10.20-10.45 | |10.20-10.45 |

|Editing |Writing |Writing | |Writing |

|Journal writing | | | | |

| | | | | |

|10:50-11:20 |10:40-11:10 |10:45-11:20 | |10.50-11:20 |

|Handwriting |English Activities |English Activities | |Assembly |

| |Grammar, Cloze, Comprehension, Theme work|Grammar, Cloze, Comprehension, Theme work| | |

| |activities |activities work activities | | |

| Duty Duty Duty Duty |

|8.55 Cola 11.20 Oval 12.55Canteen 11.20 Canteen |

|11.40- 12.55 | |11.40-12.55 |11.40- 12.25 |11.40-12.25 |

|Math’s Groups |12.20- 12.55 |Math’s Groups |Math’s Groups |Math’s Groups |

|Year 4 |Math’s Groups |Year 4 |Year 4 |Year 4 |

| |Year 4 | |12.25-12.55 |12.25-12.55 |

| | | |Fitness |Fitness |

| |

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|Lunch |

|2.00- 2.30 |2.00-3.00 |2.00- 3.30 |2.00- 2.45 |2.00- 3.00 |

|PE- Fitness |Inquiry Unit |Sport |Drama |Visual Arts/ computers |

|2.30-3.30 | |Athletics | | |

|Inquiry Unit |3.00-3.30 | |2.45- 3.30 |3.00-3.30 |

| |PD/H/PE | |Music Groups |PD/H/PE |

|Class: Year 4 |Term: 2 |Weeks: 8 |

|Guiding Question: How does our management of waste effect the environment? |

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|Knowledge |

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|Students investigate the importance of waste management and how their actions contribute to sustainability of resources and local environments. |

|Students will understand that protecting the environment requires people to work together as citizens and organisations to effect positive change. |

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|Skills |

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|Students will need to use a range of skills to think and learn, including questioning, ICT, simple logic, imagination and creative and lateral thinking. |

|A main component of this unit is self-reflection; students will learn to reflect on their learning and what they already know about waste management. |

|Through the enquiry process students will explore and investigate waste management and gain information from others as well as themselves using a range of tools and strategies. |

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|Values |

|Students will have to make considered decisions when working as a group and in pairs. |

|Students must act with integrity in regard for others being honest, trustworthy, considerate and respectful. |

|Students will have to take responsibility for their actions and understand the consequences of different decisions. |

|ELA 1: Uses a range of strategies to think and learn |X |ELA 10: Writes effectively |/ |ELA 19: Understands and applies scientific knowledge |/ |

|ELA 2: Understands and applies the inquiry process |X |ELA 11: Critically interprets and creates texts |/ |ELA 20: Acts for an environmentally sustainable future |X |

|ELA 3: Makes considered decisions |X |ELA 12: Takes action to promote health and well-being | |ELA 21: Understands about Australia and Australians | |

|ELA 4: Acts with integrity and regard for others |/ |ELA 13: Is physically skilled and active | |ELA 22: Understands and values what it means to be a | |

| | | | |citizen within a democracy | |

|ELA 5: Contributes to group effectiveness |X |ELA 14: Manages self and relationships |/ |ELA 23: Understands world events and issues |/ |

|ELA 6: Uses Information and Communication Technologies |X |ELA 15: Communicates with intercultural understanding | |ELA 24: Makes informed choices about money and finance | |

|effectively | | | | | |

|ELA 7: Creates, presents and appreciations artistic works |/ |ELA 16: Understands and applies number | |ELA 25: Designs, makes and appraises using technology |/ |

|ELA 8: Speaks with purpose and effect |/ |ELA 17: Chooses and uses measures | | | |

|ELA: 9 Reads effectively |/ |ELA 18: Recognises and represents patterns and | | | |

| | |relationships | | | |

X = covered in depth.

/ = covered partially.

|Band of Development |

|Markers of progress for host ELAs |

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|ELA 1: Student uses a range of strategies to think and learn |

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|In this unit students will need to think through tasks and problems as a whole and use structured thinking and processes to consider issues and problems from more than one perspective. Students will need |

|to ask questions, search for answers, and think about their own ideas and those of others. Students will be using the tools of inquiry to sequence their ideas. These will include sorting out, finding out, |

|going further and making conclusions. |

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|1.LC.1 Experiment with some structured thinking tools or processes to explore issues and problems and consider different perspectives. |

|1.LC.2 ask questions and search for answers. |

|1.LC.5 Use imagination, creative and lateral thinking, create visual representations to assist their thinking and suggest alternative possible solutions to problems. |

|1.LC.6 Reflect on their learning, identify what helps them to learn, and seek help when they need it. |

|1.LC.7 Practice and rehearse their learning. |

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|ELA 2: The student understands and applies the inquiry process. |

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|In this unit students will explore the inquiry progress. They will ask questions which will help define and plan their inquiry. They will collect information from a range of sources and will judge the |

|relevance and value of different kinds of information for their inquiry purpose. Students will make conclusions, take action and reflect on their learning. |

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|2.LC.2 Understand the various stages of planning and conducting a straightforward inquiry. |

|2.LC.10 conduct searches for information and use a range of sources (information texts). |

|2.LC.13 discuss and compare results with their questions and predictions, and draw conclusions. |

|2.LC.14 explain the inquiry approach taken and communicate their findings or conclusions, generalising about them using specific instances they have observed, data they have analysed or information they |

|have assembled. |

|2.LC.16 reflect on their inquiry experience, identify what went well and difficulties encountered, and suggest improvements to the investigation. |

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|ELA 3: The student makes considered decisions |

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|The students will be able to gather information and make decisions, and be able to deal with the advantages and disadvantages of this. They will need to make decisions while being able to consider the |

|effects these have on themselves and others. |

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|3. LC.3 list advantages, disadvantages and risks of various options, using the inquiry process to gather information about them. |

|3. LC.7 identifies possible consequences of different decisions. |

|3. LC.4 explore how personal wants, feelings and impulsiveness can impact on decision-making |

|3. LC.5 develop and apply a small number of criteria for judging the quality of a decision |

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|ELA 4: The student acts with integrity and regard for others. |

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|This ELA will be covered partially throughout the unit of work but will not be the main focus of the inquiry unit. Throughout the inquiry process students will learn to define right and wrong actions in |

|terms of their own emerging moral code. They will identify real-life situations where someone is being treated unfairly or unkindly and when they encounter such situations they will try to rectify them. |

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|4.LC.3 consider what being honest, trustworthy, considerate and respectful means in terms of their own behaviour and actions. |

|4.LC.5 consider moral dilemmas within relevant scenarios and evaluate the merits of possible choices and actions within those dilemmas. |

|4.LC.8 find alternatives to practices they consider unfair or unjust. |

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|ELA 5 The student contributes to group effectiveness |

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|In this unit students will be asked to work in a group in a variety of ways, they will have to understand and take on a range of roles in each group. Students will have to contribute relevant ideas and |

|opinions and also listen carefully to and consider the thoughts of other members of the group. They will need to support other group members by giving feedback and offering assistance. |

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|5. LC.1 identifies why people cooperate in groups and consider values that communities share to help them live and work together. |

|5. LC.2 participates in a range of groups to complete specified tasks within a given timeframe. |

|5. LC.3 takes on a range of roles within a group (e.g. recorder, timekeeper, and leader) and participates in group decisions and tasks. |

|5. LC.4 divides the workload effectively in a group by following guidelines for roles. |

|5. LC.6 respect and build on other learners’ ideas and opinions as well as their own, and provide and accept positive and encouraging |

|feedback in group situations |

|5. LC.7 communicates ideas and opinions effectively in a group situation. |

|5. LC.8 use basic criteria to reflect on the effectiveness of teams and groups in which they participate. |

|5.LC.10 implement some strategies for resolving conflicts. |

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|ELA 6: The students use Information and Communication Technologies effectively. |

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|Students select and use ICT for different learning and creative purposes. They communicate and collaborate using ICT with identified audiences to share ideas, responses, understanding and information. They|

|use the basic capabilities of a range of ICT devises, manage personal ICT resources and work effectively with files and content in digital environments. They demonstrate safe, ethical and responsible |

|behaviour when using ICT. |

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|6.LC.1 select appropriate ICT to use in conducting inquiries and reflect on their effectiveness (e.g. plan and conduct structured searches for information from different sources, record and organise data |

|and information, present findings). |

|6.LC.2 recognise ICT as a creative tool for recording their planning, thinking and learning. |

|6.LC.3 use ICT to explore and respond to problems and tasks, express ideas, represent thinking or generate imaginative learning solutions. |

|6.LC.5 use ICT to communicate with a range of identified audiences (e.g. to share ideas, responses, understanding and information) |

|6.LC.6 use ICT to collaborate for learning purposes. |

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|ELA 20: The student acts for an environmentally sustainable future. |

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|In this unit of work students will have a direct focus on this ELA. According to The Melbourne Declaration on Educational, the goal for young Australians is to become active and informed citizens |

|(reference). This ELA helps students become active and informed citizens as they learn how to act for an environmentally sustainable future. By the end of the later childhood band of development students |

|will investigate and describe the impact of human activity on familiar environments and identify what they can do to care for their local environment. They will understand the finite nature of some local |

|and global resources and describe some ways to conserve them. |

|20.LC.3 some effects of human action on natural environments (e.g. land clearing, air and water pollution). 20.LC.4 how Earth’s renewable and non-renewable resources, |

|including energy sources, are used and the need to conserve non-renewable resources. |

|20.LC.6 how protecting the environment requires that people work together as citizens and consumers and participate in appropriate actions as environmental stewards or in other civic action to effect |

|positive change. 20.LC.7 observe and gather data about local environments and changes over time due to human or natural events |

|(e.g. school and grounds, nearby park or creek) |

|20.LC.8 take responsibility for caring for a local environment (e.g. part of school grounds, class garden, local park). 20.LC.9 investigate how their actions contribute to |

|sustainability of resources and local environments (e.g. investigate issues relating to packaging and plastic bags, develop reuse and recycling systems in their classroom and school. |

|20.LC.10 explore probable and preferred futures in relation to environmental issues familiar to them and discuss actions needed to make preferred futures happen. |

|ELA 21 The student understands about Australia and Australians |

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|By the end of this unit students will know that there are dynamic relationships between |

|People and places in Australia. Students will begin to make the link that peoples actions have a direct effect on the environment in Australia in relation to geography and sustainability. They access and |

|interpret information from a range of sources. |

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|21. LC.1 a range of natural environments and features in Australia, how these have shaped Australia’s settlement and development and how people have shaped these environments. |

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| |ELAs Assessed |

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|(Matt) Assessment for Learning: | |

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|The assessment for learning will be conducted during the last week of term one so that students prior knowledge can be assessed before undertaking the unit of work. | |

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|Multiple Intelligences test | |

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|Students will complete a multiple intelligence test were they will number from 1 to 7 the different learning styles, ranking how they think they learn best. This | |

|will engage the students thought process so that they begin to see that they learn in different ways and begin to identify their strengths and weaknesses. This will | |

|relate throughout the unit at different checkpoints and relate directly with the final assessment piece. | |

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|Mind map on Video/ song Reduce, reuse, recycle by Jack Johnson | |

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|Students will view the song/video as a class and be given a chance to think pair and share with the person next to them before then sharing their ideas with the | |

|teacher. Ideas will then be added to a mind map on the IWB. This task will engage the learners in the topic as well as starting to allow the students to begin | |

|enquiring about their own knowledge and questions that they would like to ask. | |

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|KWL chart | |

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|The students will complete a KWL chart in their groups which they will be working in for the first time. (See group justification and structure attachment). Students| |

|will need to reflect on their own and groups knowledge and place it into three categories. What they know what they want to know and then as a checkpoint at the end | |

|of each week the group will add what they have learnt. This may simply be a point or two from each group. | |

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|NOTE: See attachment group justification and structure (Appendix) | |

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|(Hayley) Assessment of Learning - Rich Tasks | |

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|Assessment of Learning: Developing an action plan for the school | |

|In pairs, students will develop an action plan to reduce waste in the school. The following scaffold (see appendix*) will be used to help students develop their |- 20.LC.8 |

|action plan. Once students have completed the scaffold they must then start developing their action plan further. This is a lengthy process and will require careful |- 20.LC.9 |

|planning thorough research. Students must then choose one of the following ways to present their action plan to the class. The multiple intelligence table below will|- 20.LC.10 |

|help students decide what would be the best way for them to present their action plan. |- 20.LC.6 |

| |- 6.LC.1 |

|Type of learner |- 5.LC.6 |

| |- 3.LC.8 |

|Presentation | |

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|Visual | |

|Create a poster | |

|PowerPoint presentation | |

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|Kinaesthetic | |

|Diagram (with labels) | |

|Drama performance | |

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|Linguistic | |

|Podcast | |

|Video | |

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|Rich Tasks | |

|Further information on these rich assessment tasks are in the template under “Assessment checkpoints”. | |

|Graffiti board. | |

|Individual projects/contracts | |

|Brainstorm | |

|Rocket writing | |

|The question game | |

|Multiple Intelligence work stations. | |

|Advertising campaign | |

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|Note: For the purpose of this assignment, Kath Murdoch’s book Classroom Connections: Strategies for integrated learning was used throughout all of our activities in | |

|this unit of work. | |

|Reference: Murdoch, K. (1998). Classroom connections: Strategies for integrated learning. Victoria: Eleanor. Curtain Publishing. | |

| |Assessment checkpoints |Outcomes |Learning Experiences |Resources |ELA Assessment |

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|What | | |Lesson one | | |

|is | | | | | |

|waste|Assessment checkpoint: This | |Graffiti Wall (tuning in) | | |

|? |activity will also be used |By the end of this lesson |Introduce students to the graffiti wall. A graffiti wall will be used throughout the|-Designated space at the back |-ELA 20 |

|(Hayl|as an informal assessment |students will be able to |unit of work go gain an understanding of what the students have learnt throughout |of the classroom |-5.LC.2 |

|ey) |tool, so students must write|identify what waste is and |the unit. A large space at the back of the classroom will be set up for students to |- wall pins. |- 5.LC. 6 |

| |their name on anything they |how it can be divided into |write or draw any ideas, or facts that have learnt throughout the unit. | |-5.LC.7 |

| |want to put on the wall, and|different categories. | | |-2.LC.1 |

| |it is important to inform | |This activity can also be run during other tasks. Student’s responses will range | |- 2.LC.2 |

| |students that they must | |over time as they enquire further. Evolving from putting waste in the correct bins | | |

| |contribute at least three | |to eventually coming up with ways they can reduce or reuse their waste (Murdoch, | | |

| |times to the wall. | |1998). | | |

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| | | |Topic wheel | | |

| | | |Give students a topic wheel *appendix. Ask students to fill out the topic wheel | | |

| | | |about the topic “waste”. As a class talk about students answers. | | |

| | | | |- 30 x topic wheel | |

| | | | | |- ELA 2 |

| | | | | |- ELA 20 |

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| | | |Bundling (tuning in) | | |

| | | |Divide students into groups of 3-4. Put up the questions “What is waste?” on the | | |

| | | |whiteboard. Give each group of students some sticky notes; ask students to write | | |

| | | |down on each sticky note something that they believe is waste. | | |

| | | |Then as a class go through each groups’ sticky notes placing them on the board. |-Cardboard | |

| | | |Finally, categorise this information into areas on the whiteboard as the following |-Sticky notes | |

| | | |groups; |-Pencils |- ELA 2 |

| | | |aluminium - cans, foil etc |-Whiteboard |- 5.LC.2 |

| | | |steel - cans, screws, nails |-Glue |- 5.LC.7 |

| | | |plastics- bags, containers ect | |- ELA 20 |

| | | |glass - jars, bottles | | |

| | | |compost- fruit and veg scrapes. | | |

| | | |Green waste- weeds, trees ect. | | |

| | | |Let students think of their own waste categories as well. After this information is | | |

| | | |sorted. Stick onto cardboard and place around the room. | | |

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| | | |Lesson two | | |

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| | |By the end of this lesson |Structured Observation (finding out) | | |

| | |students understand the |As a class they search through a bin and observe the different types of waste that |- A prepared bin full of waste.|- ELA 20 |

| | |different types of waste |goes into a bin. The bin must be prepared by the teacher (meeting health and safety |- gloves |- 5.LC.2 |

| | |that goes into a bin. |issues) and all students must wear gloves. Divide the waste into categorises that |- labels |- 5.LC.6 |

| | | |have been listed in the bundling group activity. | |- ELA 4 |

| | | | | |- ELA 2 |

| | | |Collage (finding out) | | |

| | | |Students create a collage using magazines, and newspapers to illustrating what waste| | |

| | | |is. | | |

| | | | |-Scissors | |

| | | | |-glue |- ELA 20 |

| | | | |- 30 sheets A4 paper |- ELA 2 |

| | | | |- Magazines and newspapers. | |

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| | | |Lesson three | | |

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| | | |Individual projects/ contracts | | |

| | |Students investigate waste |Students choose a certain waste type (ie plastics, metal, paper) and research |- Computers for the class. |- 20.LC.4 |

| | |and its effect on the |information about that waste type on the internet and complete a “mini project”. |- 30 contract sheets |-20.LC.3 |

| | |environment. |Students have a choice on what they can do for this section (appendix) Note: In this| |- 6.LC.2 |

| | | |lesson students begin their research on waste; therefore students only need to | |- 6.LC.6 |

| | | |answer the first two questions in the contract. | |- ELA 20 |

| | | | | |- 3.LC.8 |

| | | | | |-ELA 2 |

| | | |Lesson four | | |

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| | |Students investigate the |Think, pair and share (tuning in) | | |

| | |importance of sorting |Put the question on the whiteboard “do you think it would be beneficial to sort |- interactive whiteboard |- 1.LC.2 |

| | |waste. |waste out into different categorises rather than putting it altogether?” . Give | |- 1.LC.4 |

| | | |students a minute to think to themselves about the question, then 2 minutes to share| |- 1.LC.5 |

| | | |their thoughts with a partner, finally discuss with the class. | |-ELA 2 |

| | | | | |- ELA 4 |

| | | | | |-5.LC.1 |

| | |Students understand the | | |-ELA 20 |

| | |terms degradable, |Ask an expert (finding out) |- interactive whiteboard | |

| | |biodegradable , and |An expert from ACT “NoWaste” talks to students about waste and the different types |- Expert from ACT “NoWaste”. |- ELA 4 |

| | |non-degradable |of waste. This expert introduces students to the terms “degradable, bio-degradable, | |-ELA 2 |

| | | |and non-degradable”. | | |

| | | |Lesson five | | |

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| | |In this lesson students |Question me an answer (making conclusions) | | |

| | |learn “waste” terms and use|Students individually must come up with questions for the following answers |- whiteboard |- ELA 2 |

| | |problem solving to solve |Plastic |- paper |- 1.LC.7 |

| | |environmental issues. |Degradable |-pens |- ELA 20 |

| | | |Waste | | |

| | | |Non-degradable | | |

| | | |Students then ask their questions to other students in the class. | | |

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| | | |PMI chart (making conclusions) | | |

| | | |Give students the statement “organising our waste into degradable and non degradable| | |

| | | |helps reduce it.” | | |

| | | |Students use the PMI diagram (appendix*) to help solve this statement. |- 30xPMI chart |- 20.LC.6 |

| | | | | |- 3.LC.3 |

| | | | | |- ELA 2 |

| | | |Sharing, discussions, and reflection | | |

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| | | |Concentric Circle ( sharing, discussion, reflection) | | |

| | | |Organise two circles of chairs (in equal numbers) facing each other- an outer and | | |

| | | |inner circle. Students sit on the chairs and are given the topic “waste” students | | |

| | | |must discuss with their partner for a minute what they have learned about waste. | | |

| | | |After a minute the outer circle move a chair to the right. |-30xchairs |- ELA 2 |

| | | | | |- 1.LC.1 |

| | | | | |- 1.LC.6 |

| | | | | |-3.LC.3 |

| | | | | |- 5.LC.6 |

| | | | | |- ELA 20 |

| |This activity will be used | |Lesson six | | |

| |as an assessment checkpoint | | | | |

| |again to understand what | |Individual projects/ contracts (Going further) | | |

| |students have learnt, what |Students explore types of |Students choose a certain waste type (i.e. plastics, metal, paper) and research |- computers for each student |- 1. LC.2 |

| |they need help with, and how|waste and it properties. |information about that waste type on the internet and complete a “mini project”. |-library |- 1.LC.3 |

| |best to do this. Anecdotal | |Students have a choice on what they can do for this section. See appendix* |- interactive whiteboard |- 1. LC. 7 |

| |notes will be used for this | |Note: In this lesson students finish their project. Some students may present their | |-2. LC.12 |

| |checkpoint. | |project to the class during this period. | |- 2.LC.14 |

| | | | | |- 6.LC.1 |

| | | | | |- 6.LC.3 |

| | | | | |- ELA 20 |

| |Assessment |Outcomes |Learning Experiences |Resources |ELA Assessment |

| |checkpoints | | | | |

|What is| | |Lesson seven | | |

|recycli| | | | | |

|ng? | | |Brainstorming (tuning in) | | |

|(Matt) |Assessment checkpoint.| |Before the whole class is asked to contribute, ask students to talk to the person| |- 4. LC.3 |

| |This activity will be | |next to them about their ideas on recycling, each student will then spend a few | | |

| |an informal assessment| |minutes jotting down their own ideas and then bring those back to the whole | | |

| |tool. The teacher will| |group. Instead of ‘hands up’ the teacher will ask specific students to read out | | |

| |use their own | |an idea (Murdoch, 1998). | | |

| |observations to | | | | |

| |determine students’ | | | | |

| |knowledge on | | | | |

| |recycling. | | | | |

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| | | |Lesson Eight | | |

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| | | |Video (finding out) |-. | |

| | | |Students watch two videos from planet ark about recycling. Students then watch |recycling- |- 2. LC.2 |

| | | |the video about recycling in Canberra from NoWaste. |info/video.cfm |- 2. LC.10 |

| | | |Plant Art video weblink | | |

| | | |info/video.cfm | | |

| | | |NoWaste video weblink: |/live/Recycling_and_Waste | |

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| | | | |- | |

| | | | |.recycling-info/video.cfm | |

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| | | |Role play (sorting out) | | |

| | | | |- no resource required | |

| | | |In groups students create a 2 minute role play relating to people’s attitudes | |- ELA 2 |

| | | |towards recycling. For example students may choose to role play a situation where| |- ELA 20 |

| | | |someone is littering and how they could encourage that person to recycle. | | |

| | | | | | |

| | | | | | |

| | | |Lesson nine | | |

| | | | | | |

| | | |Graffiti board (tuning in) | | |

| | | |Students will be asked to add different ways that they recycle on the graffiti | | |

| | | |board using pictures, words or symbols. | | |

| | | | | | |

| | | |Internet research (finding out) | | |

| | | |Students will be asked in small groups to research the term “recycling”, they | | |

| | | |will need to find information so that they can begin to form their own ideas, | | |

| | | |discuss the topic as a group and find questions that they wish to find the answer| | |

| | | |to. Groups will be given a list of websites that they can use to avoid time | | |

| | | |wasting on “fruitless internet hunting” (Murdoch, 1998) these websites will be | | |

| | | |prepared and bookmarked such as . Students will be given a | |- 6. LC.1 |

| | | |number of options to present their findings. They may present their findings | |- 6. LC.3 |

| | | |orally, make a poster or use ICT such as Kidspiration. | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | |Lesson ten | | |

| | | | | | |

| | | | | |- 5. LC.1 |

| | | |Groups Quiz off (tuning in/ice breaker) | |- 5. LC.2 |

| | | |- Groups will be given 5mins to come up with a number of questions about | |- 5. LC.7 |

| | | |recycling for the other groups to answer, once students have quickly prepared | | |

| | | |their questions they will then have a quiz off with the other groups. No scores | | |

| | | |are recorded; group will simply have a chance to share their answers and | | |

| | | |thoughts. | | |

| | | | | | |

| | | |Diagram/chart (sorting out) | | |

| | | |Students draw and label a diagram to demonstrate the recycling process that | |- 2.LC.14 |

| | | |occurs in their classroom and school. Students will have gained information from | |- 5. LC.4 |

| | | |previous tasks such as brainstorming, internet research and an expert speaker. | |- 20. LC.9 |

| | | |They will now be able to sort out this information and complete a diagram to show| | |

| | | |what happens to their waste in their class and school. | | |

| | | |Lesson eleven | | |

| | | | | | |

| | | |Two truths and a Tale (tuning in/ice breaker) | | |

| | | |Each person must make three statements about themselves, one of which isn't true.| | |

| | | |(I have two brothers, I was born in Australia, I have a motorcycle). The group | | |

| | | |must guess, or vote on, which statement is the tale. Students will then be | | |

| | | |prepared to share in a more structured way for the next task. | | |

| | | | | | |

| | | |Bloom’s Box (making conclusions) | | |

| | | |The teacher makes a large dice and on each face of the dice writes a question. | | |

| | | |For example: | | |

| | | | | | |

| | | |Knowledge- What is one thing you have learned about recycling? | |- 1. LC.2 |

| | | |Comprehension- How does our school recycle in one way? | |- 2.LC.13 |

| | | |Application- what are some other ways you or your family recycle at home? | |- 5. LC.6 |

| | | |Analysis- What are some things that stop people from recycling? | | |

| | | |Synthesis- How as a citizen can you recycle? | | |

| | | |Evaluation- Why do you think recycling and following the value reduce, reuse and | | |

| | | |recycle is important? | | |

| | | | | | |

| | | |Dice is then rolled by individuals and students must respond to a question that | | |

| | | |lays face up (questions will be open ended to allow a range of responses). | | |

| | | |Lesson twelve | | |

| | | | | | |

| | | |Word association (tuning in) | | |

| | | |As a whole class the group will create one large circle, the teacher will start | | |

| | | |with a word related to the topic such as “reduce”. The next person in the circle | | |

| | | |must then say the first thing that comes to mind (preferably to do with the | | |

| | | |unit”) this will continue until the ideas cease or students disengage. This task | | |

| | | |will prepare students to share in the next task and relax nervous ones. | | |

| | | | | | |

| | | |Carousel Sharing (sharing, discussions and reflection) | | |

| | | |Groups will be asked to compile all of their work together from the past 5 | | |

| | | |lessons (2 weeks). They will be able to display their work on tables. One or two | | |

| | | |members from each group are required to stay at their station so they can answer | | |

| | | |questions or give feedback while others rotate around the room viewing and | |- 5. LC.1 |

| | | |discussing each other’s work. Each student will have a chance to view others work| |- 5. LC.2 |

| | | |as well as share what they have done at their own station. | |- 5. LC.3 |

| | | | | |- 5. LC.4 |

| | | | | |- 5. LC.6 |

| | | | | |- 5. LC.7 |

| | | | | |- 5. LC.8 |

| |Time |Outcomes |Learning Experiences |Resources |ELA Assessment |

| | | |Lesson thirteen | | |

|What |Assessment checkpoint. | | | | |

|happens|This assessment | |Rocket writing (tuning in) | | |

|to our |checkpoint is designed |In this lesson students |This is a revision activity. Ask students to write about the topic |- pencils |- ELA 2 |

|waste? |to assess how student |will revise what waste is|“waste”, give students 3 minutes to write about the topic and 2 minutes |-workbooks |-ELA 20 |

|(Hayley|competency on the unit |inquire into what happens|to check their grammar, spelling, punctuation and any other errors. | |- 1.LC.7 |

|) |so far. The rocket |to our waste. |Select some students to read their rocket writing to the class. | | |

| |writing task helps the | | | | |

| |teacher understand what| |Paired interview (tuning in) | | |

| |information the | |In pairs students talk to each other about what they think happens to | | |

| |students have | |waste. Give students 2 minutes to talk in their pairs. Students swap | | |

| |discovered, and what | |partners and repeat the process several times. |- no resources needed |- ELA 2 |

| |information needs to be| | | |- 1.LC.2 |

| |reinforced. | | | |- ELA 4 |

| | | |Silent jigsaw (tuning in) | |- ELA 20 |

| | | |Divide students into groups of five. Give each group an image which has | | |

| | | |been cut up like a jigsaw. Ask students to arrange image in their groups | | |

| | | |correctly without speaking. | | |

| | | | |- Five “waste” pictures *appendix. These |- 5.LC.2 |

| | | |Mind Map (tuning in) |pictures need to be cut up. |- 5.LC.5 |

| | | |Using the images as stimulation, asks students what they think happens to| |- ELA 4 |

| | | |waste after it is thrown in the bin. As a class create a mind map | | |

| | | |illustrating students’ ideas of where waste goes. | | |

| | | | |-interactive whiteboard | |

| | | | |- five pictures |- 20.LC.6 |

| | | | | |- ELA 4 |

| | | | | |- 3.LC.3 |

| | | | | |- ELA 2 |

| | | | | |-1.LC.4 |

| | | | | | |

| | | | | | |

| | | |Lesson fourteen | | |

| | | | | | |

| | |By the end of this lesson|Letter writing (finding out) |- Interactive whiteboard |- 1.LC.2 |

| | |students will understand |As a class, students’ write a letter to the ACT Government asking them |- internet |- 1.LC.3 |

| | |where waste goes at |for more information about where our waste goes after we put it in the | |- 2.LC.2 |

| | |school. |bin. This is done on the interactive whiteboard. | |- 2.LC.10 |

| | | | | |- 5.LC.6 |

| | | |Incursion | |- 6.LC.1 |

| | | |Students investigate where there waste at school goes. Firstly, students | | |

| | | |examine the bins in the classroom (recycling, waste, compost) and where |- classroom bins |- 20.LC.7 |

| | | |this waste is taken when the bin is full. | |- 2.LC.10 |

| | | | | |- ELA 2 |

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| | | | | | |

| | | |Lesson fifteen | | |

| | | | | | |

| | |Students will understand |Excursion (finding out) | | |

| | |where waste goes once, |Take students to the Materials Recovery Facility and Resource Management |-Permission notes from all students. |- ELA 2 |

| | |how it is divided and |Centre at Hume (Canberra). This excursion will take half a day. The |- Resource Management centre at Hume |- 20.LC.7 |

| | |what it is used for and |NoWaste Educational team will give students the MRF, RMC, green waste and|- NoWaste Educational team. |- 20.LC.9 |

| | |the importance of waste |building demolition presentation for 90 minutes. Information on this tour|- |- 20.LC.6 |

| | |management. Students can |is found at this site |..au/live/recycling-waste/education_tea| |

| | |also identify the |. |m/tours. | |

| | |different types of waste.| |- School bus | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | |Lesson sixteen | | |

| | | | | | |

| |Assessment Checkpoint. | |The question game (tuning in) |- 6 pieces of paper |- ELA 2 |

| |Use observations and |Students will understand |This activity is a revision of what students have learnt from the |- questions on paper |- 20.LC.7 |

| |questioning to assess |where waste goes, how it |excursion and throughout the unit thus far. Sort students into 6 groups. |- pencils/pens for students to write with. |- 20.LC.9 |

| |student learning on |is divided and what it is|Give each group a number and write one of the following questions on a 6 | |- 20.LC.6 |

| |waste management. |used for and the |pieces of paper. | |- 5.LC.2 |

| |During this activity |importance of waste |What happens to our green waste after we put it in the bin? | |- 5.LC.7 |

| |the teacher will |management. Students can |What are common mistakes people make with their waste? | |- 5.LC.6 |

| |observe each group and |also identify the |What happens to recyclable waste? | | |

| |its participants. |different types of waste.|Why is waste management important? | | |

| | | |What kind of materials go into landfill? | | |

| | | |Why does waste need to be re-sorted at the management centre? | | |

| | | |In their groups, students answer the question on the top of the sheet | | |

| | | |then fold the paper over so the response is hidden. Next, students pass | | |

| | | |the paper to another group and answer the next question. Repeat until all| | |

| | | |questions have been answered by all groups. Finally, each group presents | | |

| | | |the information on their original paper to the class. | | |

| | | | | | |

| | | |Picture story (sorting out) | | |

| | | |Students create a procedure using pictures and captions of where waste | | |

| | | |goes based around information from the excursion. Using the sheet | | |

| | | |provided (see appendix*) | | |

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| | | | | | |

| | | | | | |

| | | | |-30x picture story worksheet | |

| | | | |-pens and pencils for students to write with. |- - ELA 2 |

| | | | | |- 20.LC.7 |

| | | | | |- 20.LC.9 |

| | | | | |- 20.LC.6 |

| | | | Lesson seventeen and eighteen | | |

| | | | | | |

| | | |Multiple intelligence work stations (going further) | | |

| |Assessment checkpoint. |By the end of these two | | | |

| |This activity is |lesson students |Seven stations to be followed (shown below). Students get into their |-laptops |- 20.LC.7 |

| |designed to understand |communicate what waste |allocated groups and spend 20 minutes at each station. |- pencil, markers, glue, scissors |- 20.LC.9 |

| |what students have |is, what recycling is, | |- interactive whiteboard |- 6.LC.1 |

| |learnt about waste |and where waste goes. |Verbal- creates a list of questions you would like to ask our expert |- 7 stations (tables) around the classroom. |- 5.LC.2 |

| |management. This is an | |speaker if you had a chance to. |-craft materials |- 5.LC.4 |

| |accurate assessment | |Visual- design a poster you think would be good to grab someone’s | |- 5.LC.6 |

| |strategy as it caters | |attention in regards to waste management, think about things like | |- 2.LC.15 |

| |to multiple | |symbols, pictures and key words. | |- 2.LC.13 |

| |intelligences, | |Rhythmic- Create a poem that describes what waste management is. | |- 2.LC.10 |

| |therefore | |Logical- Create a graph that shows how many classroom in the school have | | |

| |differentiating student| |different bins for different waste. | | |

| |learning. | |Bodily- design a bin that is useful and beneficial for our classroom to | | |

| | | |help us recycle. | | |

| | | |Interpersonal- share with the group some of your waste problems you have | | |

| | | |such as lunch box decisions, as a group solve these problems so that we | | |

| | | |can recycle better. | | |

| | | |Intrapersonal- reflect on how you feel you are better at recycling and | | |

| | | |following the idea of reduce, reuse and recycle. What are your values now| | |

| | | |and how have they changed. | | |

| |Assessment checkpoints |Outcomes |Learning Experiences |Resources |ELA Assessment |

|What | | |Lesson nineteen | | |

|ways | | | | | |

|can we | | |Pass the ball (tuning in) | | |

|reduce | | |Students will sit in a circle or stand as a group, as they pass a ball around to each| | |

|our | | |other they must make a contribution every time they are passed the ball. The class | | |

|waste? | | |will start off with the one question what ways can we reduce our waste? The students | | |

|(Matt) | | |can then be given the option to ask related questions as they pass the ball around. | | |

| | | |Students will take turns at being a scribe and adding ideas to board. | | |

| | | | | | |

| | | |Topic Wheel modification (finding out) | | |

| | | |Provide each student or group of students with a blank “wheel” divided into 4 | |- 1.LC.2 |

| | | |sections each section asks the students to think about the topic from a different | |- 1.LC.5 |

| | | |aspect. | | |

| | | |For example: How do we reduce our waste? Wheels will include titles: Me, my family, | | |

| | | |community and the government. Students will share what they know and then the wheel | | |

| | | |can be updated as the unit progresses. | | |

| | | |Lesson twenty | | |

| | | | | | |

| | | |Film (finding out) | | |

| | | |Watching a film on reducing waste and recycling is a way that students can be shown | |- 2.LC.10 |

| | | |sounds and images to engage with the topic and use a tool which they are familiar | |- 6.LC.5 |

| | | |with and can relate to. Films such as the videos available on the Visy website are | | |

| | | |great for school students. Teachers can access videos like the Visy ambassadors which| | |

| | | |show how people recycle in their own homes. | | |

| | | |Lesson twenty one | | |

| | | | | | |

| | | |Letter Writing (going further) | | |

| | | |Students will work in groups to write a letter. Half of the groups will write a | |- 2.LC.2 |

| | | |letter to their principle trying to find out what kind of ways the school is already | |- 2.LC.10 |

| | | |trying to reduce their waste and also inquiring if there is anything else the school | |- 2.LC.13 |

| | | |as a whole can further reduce its waste. The other half of the students will write a | |- 2.LC.14 |

| | | |letter to the ACT Government Territory and Municipal Services: Recycling & Waste. | |- 3. LC.4 |

| | | | | |- 20.LC.7 |

| | | |Students will try and find out some advice about reducing their waste, things such as| |- 20.LC.9 |

| | | |tips, resources and reports. Before any of the groups begin their letters, the | | |

| | | |teacher must scaffold the students through constructing a successful letter. Keeping | | |

| | | |the letter concise and to the point is vital. Students will have to explain to the | | |

| | | |receiver the topic of investigation, a little about what they have learnt so far and | | |

| | | |what type of information they are looking for. | | |

| | | |Lesson twenty two | | |

| | | | | | |

| | | |CSI Chart (tuning in) | | |

| | | |Students will be given a CSI chart hand out, the page will be split into 3 sections | | |

| | | |Colour, symbol and image. Students will have to record their thoughts for each after | | |

| | | |being given the phrase “Reduce, Reuse, Recycle”. They will choose a colour, create a | | |

| | | |symbol and draw a picture or image. Class will then quickly walk around and view each| | |

| | | |other’s work and then share their thoughts. | | |

| | | | | | |

| | | |Start, stop, and keep (going further) | | |

| | | |In their group’s students will be given this worksheet split into three sections. | | |

| | | |They will need to discuss and add their ideas relating to reduce, reuse, recycle. | | |

| | | | | | |

| | | |As individuals, as a school and at home: | | |

| | | |What will they now start doing? | | |

| | | |What will they stop doing? and | | |

| | | |What will they keep doing? | | |

| | | | | | |

| | | |Class will share their ideas and display their work outside their class as a reminder| | |

| | | |and visual cue for visitors. | | |

| | | |Lesson twenty three and twenty four | | |

| | | | | | |

| | | |Advertising campaign (taking action) | | |

| |Assessment Checkpoint. | |Students in their groups will come up with a poster to display around the school | |- 1.LC.5 |

| |Students posters will | |relating to reducing peoples waste. Students will focus on ways others can reduce | |- 2.LC.14 |

| |be assessed. | |waste at school and at home. Students will begin with: | |- 3. LC.7 |

| | | |Discussion on what successful advertising campaigns and methods they have seen. | |- 5. LC.2 |

| | | |View an advertising campaign on you tube “never too young to recycle” | |- 5. LC.3 |

| | | | | |- 5. LC.4 |

| | | |Consider and discuss ways they can convince others rewards/initiatives etc. | |- 5. LC.6 |

| | | |Discuss further methods such as jingles, rhymes, pictures, key words. | |- 5. LC.7 |

| | | |Discuss ways of presenting as well as researching options | |- 6.LC.1 |

| | | |Discuss finally the key issues related to our topic: What message do we want to get | |- 6.LC.2 |

| | | |across? | |- 20.LC.10 |

| |

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