Duration
15 mins
Student/ Teacher activities
The teacher commences the lesson explaining to the
class that they are going to be doing some research at
home to get some statistics on the areas of study that
the class has been working on for the past few lessons,
These areas being:
 Pollution
 Recycling
 Saving water
The teacher explains that their assessment task for the
week is for the students to monitor pollution, recycling
and saving water within their own home environment.
The teacher recap’s on all the ways that this can be
done:
 Taking short showers
 Separating rubbish from recyclables
 Turning the water off when brushing teeth
 Avoiding washing food scraps down sink
 Avoid littering etc.
The teacher explains to the class that they are going to
be keeping a journal each day of the good things that
they do for the environment and the negative things
within their home environment. The students need to
rate the positive actions out of 10. The scale is
deciding whether they felt that responding to the
environment in a positive way each day was hard or
difficult. The students need to outline clearly what
effects both caring has on the environment and treating
the environment poorly has. E.g:
 Saving water as opposed to wasting water.
 Polluting our environment as opposed to
caring for the environment.
 Finally recycling products where possible as
opposed to not recycling.
The teacher explains to the class that although the
intial part of the investigation is done individually,
after one week, they will be split up into pairs where
they are both required to make a poster outlining their
results from their journal whilst including additional
information of the things that can be done to address
the areas of pollution, saving water and recycling. The
students are given a handout outlining all the criteria
spoken about.
60 mins
The teacher explains that for the remainder of the
lesson the students will need to choose a partner. They
Resources
 Poster paper
 Writing paper
 Pens
 Computers
will begin gathering information as a draft for their
project. Although there are specific questions that the
class needs to cover, i.e.
 The affect saving water has on the
environment as opposed to wasting water.
 The affect polluting our environment as
opposed to caring for the environment.
 The affect recycling products where possible
as opposed to not recycling has on the
environment.
The students can also gather other information that
they see relevant to the study, therefore the students
are in control of finding and creating their poster
within their pair.
Learning Focus: Students work individually and in pairs to increase their knowledge of pollution,
recycling and saving water.
Learning Objective: Students monitor the individual influence they have on the environment in their
own home. They are able to gather thoughts and feelings on the ease/difficulty of acting towards
our environment in an environmentally friendly way. The begin developing their own ideas on being
environmentally friendly whilst learning of ideas from others.