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.