Science Unit Plan - Reduce, Reuse, Recycle - Level 3
Topic: Reduce, Reuse, Recycle
Strand: Material World
Curriculum Level: 3
Achievement Objective:
Material World
L3 AO2: investigate and describe how the physical properties of
materials are related to their use.
L3 AO4: research the use and purpose of technology in the
disposal, or recycling of some common materials.
The Nature of Science and its
relationship to Technology:
List of resources and references:
Story: ‘So What’s the Problem With Waste?’ (included in kit).
Poem: ‘Working on Recycling’ (included in kit).
Items of recycling and waste.
Paper making kit.
Beat the Rubbish Blues DVD (available from Environment
South).
Information about recycling for research.
L3 AO3: investigate the impact of some
well-known technological innovations or
scientific discovery on people and/or the
local environment.
Duration: 4 learning experiences
Planet Earth and Beyond
L3 AO4: justify their personal involvement in a school- or classinitiated local environmental project.
Science Concepts
Developments in science and technology have lead us to
Some properties of materials
If we sort rubbish into groups of similar materials
Recycling is a process.
behave differently and create more waste.
make them durable and reusable.
we are more likely to be able to reuse or recycle it.
Developing Scientific Skills and Attitudes
Focusing and Planning:
Information Gathering:
Processing and Interpreting:
Reporting:
Attitudes:
Ask questions of themselves,
Use information sources purposefully, Use organised data and scientific
Present what they did and
Positive regard for the
their group, and resource people asking coherent, directed questions
ideas to suggest an answer to
what they found out in
environment.
about how household products
of people and media sources when
their selected questions when
their investigations when
Reflection on Science in society.
are recycled.
investigating how household products investigating how household
they write a newspaper
Critical-mindedness.
are recycled.
products are recycled.
article.
Flexibility.
Diagnostic Assessment:
Te Reo Māori me ōna Tikanga
Brainstorm: Recycling
reduce = whakaiti ake
reuse = whakamahi anō
recycle = whakahou
waste = para
wash = horoi
squash = kōpenu
properties of materials = matū
Summative Assessment:
Skill: Reporting
Knowledge LO: Investigate how household products are recycled.
Task: Research how household products are recycled.
Task: Students will write a newspaper article describing their class involvement in using
the 3R’s.
Criteria:
1. Student can describe what recycling is.
Criteria:
2. Student can describe some of the processes involved in recycling.
1. Student can write a report that includes some general information about the 3R’s.
3. Student can describe all of the processes involved in recycling an object.
2. Student can write a report that includes some general information about how they have
used the 3R’s in their class.
3. Student can write a detailed report that includes specific information about their
involvement in using each of 3R’s in their class.
Learning
Outcomes:
The students
will …
1. Research
how
developments
in technology
and science
have changed
the nature of
waste products.
2. Describe the
physical
properties of an
object that
make it
reusable.
3. Investigate
how household
products are
recycled.
4. Describe
class
involvement in
a waste
minimisation
project.
Formative
Assessment
I will be looking
for …
Learning Sequence … 1
Introduction: Read ‘So What’s The Problem
With Waste?”
Activity: History of the Earth (do as a class
with teacher guidance).
Activity: Once Upon a Time.
Discussion Points and Questions for
Investigation: How did people dispose of
their waste in the past? How is waste
disposed of now? What science and
technology developments have created this
change? (Mass production, electricity,
developments in plastics, rapid growth of IT
and communications, developments in food
technology etc). What does this mean for our
future?
Students to research some developments in
science and technology and state how this
has effected the amount and type of waste
we have. Ideas could be presented in table
form (Then, What Changed?, Now, Waste
Problem).
2
Introduction: I Have, Who Has game.
Activity: Durable/Disposable.
Test and record in a table the
properties of the durable and
disposable products and compare the
two groups.
Discussion Points: How are disposable
and durable products different? Which
properties make these items reusable?
Redesign a disposable product as a
durable and reusable product. Outline
the materials used, the properties the
material will have and how this will
make it reusable.
Activity: Paper Making
Activity: Mass Production at Work.
Compare the recycled paper and the
original paper. What properties have
changed? What properties have
remained the same? Students could
suggest fair tests to determine how
properties have changed (eg hardness,
flexibility, texture, colour, strength).
Discussion Points: What are the 3R’s? How
can we use them to help minimise waste?
Students create measures for reusing
in their classroom/school.
Activity: Other Ways To Handle Waste.
Class to create methods for reducing waste in
their classroom/school.
Some developments in science and
technology have changed our behaviours
leading us to create more waste.
Our focus needs to shift from managing
landfills to minimising waste by using the
3R’s.
3
Introduction: Poem: Working
On Recycling.
4
Introduction: The 3R’s At
School.
Create a class definition of
recycling. How is it different
from reusing?
Discussion Points: How are
the 3R’s being used in our
community? How can we
find out? What kind of
questions do we need to
ask? What do we need to
know for our class/school
reducing, reusing and
recycling practices?
Activity: Follow Our Cans
Activity: What Can I Recycle?
Research how household
products are recycled and how
the properties of materials are
related to recycling codes.
Discussion Points and
Questions for Investigation:
How are the properties of
materials related to the
recycling codes? What are
composite materials and how
are they recycled? Why can’t
some things be recycled in
your area? If we didn’t
recycle, what would happen to
these objects? How can we
use recycling in our class and
school? How can we tell
others about it?
Students to create measures
for recycling in their
classroom/school.
Properties of objects make them
reusable.
Reusable objects are better for our
environment as they make less waste.
Properties of an object may change but
they can still be very useful.
Recycling codes are based on
properties of materials.
Recycling is a process.
Activity: Community
Survey.
Discussion Points: Do we
need to do anything?
What? How can we tell
others about what we are
doing? Why is it important
others participate in using
the 3R’s? What is zero
waste? Can we achieve
zero waste?
Activity: Minimise Waste
Display.
Assessment Activity:
Students will write a
newspaper article
describing their class
involvement in using the
3R’s.
The whole community
should be involved in using
the 3R’s.
Zero waste is where we
should be aiming to reach.
Social Studies Unit Plan - Reduce, Reuse, Recycle - Level 3
Topic:
Reduce,
Reuse, Recycle
Level: 3
Duration:
4 learning experiences
Aim: Social Studies education aims to enable students to participate in a changing society as
informed, confident, and responsible citizens.
This unit meets this aim by: teaching the students about their role in looking after the
environment by participating in reducing waste, reusing resources and recycling products.
Settings:
Perspectives:
Essential Learning About New Zealand:
New Zealand
Current Issues
The physical environment of New Zealand and how people
Global
Future
interact with the landscape.
Changing patterns of resource and land use.
Strand:
Resources and Economic Activity
Concepts:
Resources
Sustainability
Cooperation
Consumption
Achievement Objectives:
The students will demonstrate
knowledge and understanding of:
Learning Intentions:
Children will demonstrate knowledge when they:
Give examples of different types of resources that
are managed by people.
Describe ways people attempt to conserve
resources by using the 3R’s.
Explain the consequences of depleting resources.
Resources and Economic Activities
L3 LO1: how and why people
manage resources.
Process Achievement Objective:
Social Decision Making: make
choices about possible action and
justify this choice.
Learning Intentions:
Make decisions on possible action for minimising
waste.
Explain how their actions will contribute to
minimising waste.
Assessment Activity: Have each student select one item of waste and
suggest how the item can still be valuable and how it could be used in another
way.
Criteria: Describe ways people attempt to conserve resources by using the
3R’s.
1. Student can identify the item.
2. Student can state one way the item can be used in another way.
3. Student can identity the item as a resource and state at least one way it
can be used in another way.
Assessment Activity: Students will produce flyers/posters/brochures to
publicise how they can help to minimise waste and state how their actions will
contribute to minimising waste within the school.
Criteria: Make decisions on possible action for minimising waste. Explain how
their actions will contribute to minimising waste.
1. Student can suggest an action for minimising waste.
2. Student can act to minimise waste.
3. Student can explain how their action contributes to minimising waste.
Resources:
Story: ‘So What’s the Problem With Waste?’ (included in kit)
Knife and apple
Song: ‘Recycling in My Home’ (included in kit)
Local map
Items of waste
Te Reo Māori me ōna Tikanga
reduce = whakaiti ake
reuse = whakamahi anō
recycle = whakahou
waste = para
resource = rawa
work together/as one = o te mahi ngatahi
Learning Outcomes:
The students will …
Learning Sequence … 1
Introduction: Read first half of ‘So
What’s the Problem With Waste?’
2
Introduction: I Spy.
Activity: From Origins to
3
Introduction: Song: Recycling
In My Home.
4
Introduction: I Have, Who Has?
game.
1. Give examples of
different types of resources
that are managed by
people.
2. Explain the
consequences of depleting
resources.
3. Describe ways people
attempt to conserve
resources by using the
3R’s.
4. Make decisions on
possible action for
minimising waste.
5. Explain how their
actions will contribute to
minimising waste.
Formative Assessment
I will be looking for …
Activity: If the Earth Were an Apple.
Discussion Points: What is a
resource? What is a natural
resource? What is a renewable
resource? What is a non-renewable
resource? Which type of resource is
the better one to use and why?
Where do resources come from?
Activity: Natural Resources
Questionnaire (Split the class into
groups and give each group a
question to answer. Share results).
Recycling (enlarge the
pictures and do as a class).
Discussion Points: Which of
the natural resources are
non-renewable? What will
happen if the non-renewable
resources run out?
Investigate the current issue
of petrol and rising prices as
resources become scarce.
Discussion Points: When we put
waste into a landfill, what happens to
our resources? Can waste be a
resource? How? Is there a better
way to handle waste and help protect
resources? How? Can we create
resources from our waste?
Discussion Points: What is
happening to the price of
petrol? Why? How is it
effecting the general public,
transport, food costs? What
are the alternatives? Are
there other non-renewable
resources in a similar
situation? What can we do?
Read second part of ‘So What’s the
Problem With Waste?’
Activity: Other Ways to
Handle Waste.
Resources are limited.
Resources come from the Earth.
Waste can be a source of resources.
Depleting our natural
resources has consequences
for people as well as the
environment.
We can reduce, reuse and
recycle our resources.
Discussion Points: What are the
3R’s? How do the 3R’s help to
minimise waste?
Discussion Points: How can we
use the 3R’s in our classroom or
school?
Define each ‘R’ and explain how
each ‘R’ can help to conserve
resources.
Split class into three
committees: Reducing, Reusing
and Recycling. Each committee
is to plan and implement
measures for using each of the
3R’s respectively. The
committees will need to meet
with each other to ensure that
they are working together as a
whole. Committee members can
have different roles within the
committees. Each committee
will present their ideas to the
class and school. They will state
how their actions will contribute
to minimising waste within the
school.
Activity: Community Survey
Activity: Where?
What are some resources we get
from waste? Sort through a bag
of waste and identify anything
that can be useful and remove.
Assessment Activity: Have each
student select one item of waste
and suggest how the item can
still be valuable (a resource) and
how it could be used in another
way.
Examine the left over waste and
discuss. Where will this go?
How could we reduce this waste
or use something else in its
place?
Resources can be conserved by
using the 3R’s.
Assessment Activity: Each
committee member should also
produce a flyer/poster/brochure
to help publicise their ideas.
Everyone can act to minimise
waste.
The 3R’s are a good method for
waste minimisation.