UDL Unit Planning for : Waste and Our World
Learner Profiles:
Student Names
1-16
17-19
20
21
22-24
Accommodations:
Profile
Mixed ability students
gifted students
physically challenged (cerebral palsy)
English as additional language
Attention Deficit Hyperactivity
Disorder (ADHD)
Support Tools and Strategies
Visuals (diagrams, websites, videos), one-on-one support, pencil grips,
assigned seating, word walls, chunking tasks, redirection, aid to help with
fine motor skills. They will be working individually as well as collaborating
in groups. There will be hands on activities. Presentations applying oral,
written and spoken skills. Accommodations will be individual and
applicable for the student at that time.
Essential Questions:
Student recognition that human activity can lead to the production of wastes, and that there are alternatives for the responsible use and disposal of
materials. What garbage is around our world? What are the types of waste locally that students would encounter? How do we dispose of waste? What
implications of our actions (not recycling, leaving the lights on, etc) have on our planet? What things do you do to ‘save the planet? What things can you
do to ‘save the planet’? What things can be recycled or composted instead of being put in the garbage can? Where does the garbage go after the garbage
truck picks it up?
Desired Outcomes:
Students will be able to identify and classify wastes that result from human activity. They will also be able to describe alternative methods of disposal, and
identify possible advantages and disadvantages of these. Compare alternative packaging for products. Identify methods of waste disposal in Calgary.
Realize that there are different kinds of wastes some of which can be toxic. Identify ways to reduce the amount of waste that is thrown into the landfill.
Identify actions that the students can do themselves or with their family to recycle, reuse and dispose of wastes. They will be able to develop and
implement plans to reduce waste and monitor their habits over a period of time. They will be able to appreciate the variety and abundance of natural
resources in Alberta and where they are located. They will be able to appreciate how land sustains communities and quality of life along with
demonstrating care and concern for the environment through their choices and actions.
Pre-Assessment
Brainstorm vocabulary associated with
waste, categories of waste and
determine whether or not the students
reuse and recycle whenever possible.
See what waste is in and around their
school environment.
Vocabulary:
Waste, biodegradable,composting,
corrosive, dangerous, poisonous,
explosive,decomposer, recyclable,
Ongoing Assessment
Brainstorm as a group activity (mid unit)
“what have we learned so far”?
Post-Assessment: List summative tasks and evaluation strategies
Students will be able to identify the four main classes of waste.
They will also be able to draw landfill diagrams with corresponding
definitions of layers of material. They will be able to express ways in
which they can reduce their carbon footprint and ‘save the planet’.
They will complete a waste in the world unit test at the end of the
unit.
Multi-Sensory Resources: List books, multi-media, field experiences
and staff resources
Youtube videos on recycling and reusing. Field trip to the Shepard
Landfill. Smartboard to visualize brainstorming ideas. Inside
Education coming into the classroom to talk about Natural and
reusable, toxic, landfill, leacheate,
methane gas pipe, collection chamber,
environmentally friendly
Renewable Resources. The students will be bringing in recyclable
items for the duration of the unit so at the end they are able to
construct a structure of some kind with the materials they have
brought in. http://greencalgary.org http://cityofcalgary.ca
http://blueplanet.org http://educationalberta.ca
http://atcoenergysense.com www.letsdoscience.com
Book: Science Made Easy Grades 3-4 pp.98-99
Management:
Safety:
Things may present themselves along
the way so being flexible and being able
to adapt or change a lesson or extend
time for a lesson if the students are
struggling.
Be aware of things that are in and around school on our first lesson
outside. Parent permission letters will go out a couple of weeks
before the field trip to the Shepard Landfill.
Learning Activities:
Specific Learner Outcomes
Learning Activities
Identify and classify wastes that result from human activity
Lesson 1
Describe alternative methods of disposal, and identify possible advantages
and disadvantages of each
Identify methods of waste disposal currently used within the local community
In the beginning in and around the school
Vocabulary Brainstorm
See what waste is in and around our school
Dump out garbage in the classroom and categorize
Ask them to bring in recyclables for later activity (surprise)
Activity at end of unit
Build whatever you like with the materials present
Identify kinds of wastes that may be toxic to people and the environment
Lesson 2
Identify alternative material and processes that may decrease the amount of
waste
Categories of waste
Four types of waste
Hazardous, trash, recyclable, biodegradable
Where do we find them?
What are they?
How to we dispose of them?
Why do we need to be aware of these?
Distinguish between wastes that are readily biodegradable and those that
aren’t
Identify ways in which materials can be reused or recycled
Identify action that individuals and groups can take to minimize the
production of wastes, to recycle or reuse wastes and the ensure the safe
handling of these
Lesson 3
Develop and implement a plan to reduce wastes and monitor what happens
over a period of time
Categories of waste journal entry pictures
Science journal diagram
Did we find any different wastes?
Did you do anything different waste wise this week?
Lesson 4
What have you done this week to ‘save the planet’?
Brainstorm as a large group
What are some other things we could have done?
Lesson 5
Chart ‘what have you done this week’ activity
Over 1 week to see what others are doing
Chart results for 1 week and share with large group
Lesson 6
Renewable and Non-renewable Resources
What are resources?
What are renewable resources?
Brainstorm as a large group
Lesson 7
Natural and Renewable Resources
Review renewable resources
What are non-renewable resources?
Lesson 8
Inside Education Presentation
One afternoon
Review resources
Lesson 9
Natural and Renewable Resources journal entry
Pop up journal entry activity
Lesson 10
Radio Advertisement
Listen to two types of radio ads
Lesson 11
Radio Advertisement
Research and get working
Lesson 12
Radio Advertisement
Continue on their radio announcement
Lesson 13
Radio Advertisement Presentation
To the class
Lesson 14
Trip to the Shepard Landfill
5 hour trip
Lesson 15
Diagram of the landfill layers
To cement what they have learned
Diagrams and writing
Lesson 16
Blank page exercise
Tell me everything you know about waste
Lesson 17
Unit Test
Bring everything together
Lesson 18
Build on your own or within groups
Take all the materials we’ve been collecting
Build with whomever you like
Build whatever you like
Lesson 19
Extra time needed
Any time along the unit plan that’s needed
Reflections:
Identify issues that arose? Do I need to give them more time? Do I need to give them less time? What happens if a student is away, how can we make up
lessons? What would I do differently next time? What worked great and why? How can I streamline the activities?
Adapted from Falconridge School’s planning model by AISI team:
Kim Lasher, Karen Martin, Shawn Palmer, Caren Pedron & Bobbie Schmidt.