Closing the Paper Loop – Stage 2 Science and Technology
CLOSING THE PAPER LOOP
Sustainability Action Process – WRAPP teaching and learning unit - Stage 2
This unit will allow Stage 2 students to investigate paper production, use and re-use. Through the Sustainability Action Process students will consider
ways for their class and schools to mange paper in a more sustainable way.
Science:
Products and Services
PS S2.5 Creates and evaluates products and services considering aesthetic and functional factors.
INV S2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.
Sustainability
Action
Process
Sustainability action
process: Scaffolded
questions
Suggested teaching and learning activities
Making the
case for
change
Exploring the paper loop
Introduction
What do we use paper for?
Imagine life without paper! Use a class Spider Chart to list the uses of
paper at school, eg, worksheets, books, posters, paper towels, tissues, toilet
paper, lunch wrap, lunch bags, packaging, etc.
Understandings
(It is recommended that sustainable paper use practices be modelled in the unit, eg, using
computers for recording information, using the back of one-sided paper, using exercise books
instead of worksheets.)
Ask the students to identify what they think are the biggest uses of paper
by their class and label the top 3 on the Spider Chart.
What do we know about
paper?
KWLH Chart
What is paper and how is it
made?
What is paper made from?
Give the students a piece of scrap paper and ask them to investigate it –
write on it with pen, felt pen, fold it, fly it, scrunch it, tear it. The students
complete individual KWLH charts about paper (what I Know, what I Want to
know, What I Learned, How did I learn it) – completing the What I Know,
and What I Want to know columns. (KWLH Chart attached.)
Give the students a variety of pieces of papers, eg, copy paper, newspaper,
paper towel, and ask them to tear a piece from each. Students use hand
lenses or magnifying glasses to closely examine the torn edges. The
© State of New South Wales through the NSW Department of Education and Training, 2010
- Paper is made from plant
fibres.
- Paper is made from trees,
The trees provide the plant
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Closing the Paper Loop – Stage 2 Science and Technology
students should be able to see the fibres. Macro photos of the torn edges
could be taken and projected onto IWP/screen for a closer look. Small
digital microscopes that plug into a computer may be suitable for this.
fibres.
(Collect the pieces of torn paper so they can be used when making recycled
paper later in the unit.)
Explain that these fibres are found in plants and that paper is made from
trees.
How is paper made?
Show the students a video of how paper is made.
Resources:
How Paper is Made (CoolStuffBeingMade .com)
http://www.youtube.com/watch?v=u8dWrdJH17A&feature=related
- The paper making
process: Trees cut
down→trees de-barked and
chipped→wood chips
pulped→pulp processed
into paper with water and
chemicals in a paper mill.
Glatfelter Paper Mill tour
http://www.glatfelter.com/learning/tour_pop_up.aspx
Display a diagram of how paper is made. On the computer, using a
program such as Inspiration, or on the top half of a double page in their
exercise book, students create a flowchart of paper making showing the
process from raw materials to finished product:
Trees cut down→trees de-barked and chipped→wood chips pulped→pulp
processed into paper with water and chemicals in a paper mill.
Product road maps may be
used as a way of
introducing flowcharts.
http://www.curriculumsuppo
rt.education.nsw.gov.au/en
v_ed/teaching/focus/prm.ht
m
(This diagram will be added to later in the unit.)
Papermaking diagrams:
Keeping Items Cycled – Papermaking: pp281-283
http://www.calrecycle.ca.gov/Education/curriculum/ctl/46Module/Unit1/Lesso
n3.pdf
Paper Making Process http://www.wipapercouncil.org/process.htm
From the video and diagram, the students should have a clear
understanding that paper is made from trees that are cut down, chipped and
pulped. The pulping process could be demonstrated by processing carrots
in a food processor.
© State of New South Wales through the NSW Department of Education and Training, 2010
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Closing the Paper Loop – Stage 2 Science and Technology
Why are trees important?
So that the students understand the importance of trees for biodiversity,
take them to an area of the school playground that has trees or tall shrubs.
Conduct a mini biodiversity investigation of these plants.
Ask the students to look for evidence of animals on the bark such as eggs,
cocoons, webs, bugs. Magnifiers are useful for this if available.
Conduct a leaf shake by shaking some branches over an old sheet to
collect invertebrates hiding on the leaves.
- Trees support a variety of
life (biodiversity). They
also absorb carbon dioxide
and give us oxygen.
Resource:
Minibeast mission leaf shake video (Macquarie ICT) http://www.youtube.com/watch?v=u315VvOEm5U&NR=1
Also look for evidence of vertebrates (birds, mammals, reptiles,
amphibians) using the trees, eg, birds’ nests, possum scratches.
Students record their findings as photos or sketches.
Students should share their findings with the class. Also discuss other
reasons trees are important.
What types of forests are used for paper making?
Explain that some papers are made from trees grown in plantation forests,
others from re-growth and some from old growth forests. Explain that high
quality papers are made from fibres from hardwood trees e.g. Eucalyptus
and other papers may come from softwood trees.
- The timber (wood) for
paper making comes from
plantation forests and
native forests. Native
forests can be old growth
forests or re-growth forests.
- Plantation forests are
usually softwood pine
forests. These grow fast
and so are a renewable
resource.
Explain the differences in terms of renewable vs non-renewable resources.
Create a class or group If….Then or Consequences Chart on the use of
each type of forest in papermaking.
Students use Google to identify major paper mills in Australia. Ask the
students to try to find out where their raw materials come from. (Often not
specified on the paper mill websites - ask the students why not.)
- Re-growth forests have
been planted after a native
forest has been logged and
cleared. They are planted
hardwood forests such as
gum trees and take much
longer to grow than
softwood. They are a
renewable resource.
Torn tissue forest artwork
- Old growth forests are
original forests that have
been growing for hundreds
of years. These are a non-
To reflect on the importance of forests, students create an artwork of a
forest using torn tissue paper in a technique similar to that used by picture
© State of New South Wales through the NSW Department of Education and Training, 2010
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Closing the Paper Loop – Stage 2 Science and Technology
Can paper be made a more
sustainable way?
renewable resource.
book illustrator, Patricia Mullens. Show the students the illustrations in her
picture book, V is for Vanishing. (If unavailable, other titles include Crocodile
Beat, Hattie and the Fox, Dinosaur Encore.) Encourage the students to draw
on their biodiversity investigation and include animals in the forest.
Can paper be made more sustainably?
What are the different types
of recycled paper?
Use the findings from the mini biodiversity survey, and the findings from the
research into Australian paper mills, as a lead-in to asking the students if
paper could be made in ways that don’t have as much impact on trees and
the environment.
Introduce the concept of recycled paper and show the students packets of
recycled paper (or photos of packets).
Read the labels and explain the differences between pre-consumer and
post-consumer waste.
- Paper can be made from
other plant fibres such as
wheat straw and sugar
cane.
- Recycled paper is made
from scrap or used paper or
a blend of new and used
fibres.
- Used fibres come from
pre-consumer and/or postconsumer waste.
- Pre-consumer waste is
the off-cuts or unused
paper from big printing
presses that print books,
magazines, etc.
- Post-consumer waste is
made from paper that has
been used by a consumer
then put in recycling bins.
Assessing the current
situation through a class
or school paper use and
waste audit
What type of paper is used
at school?
How much paper is used in
our school and classroom?
Tracking school paper purchasing
Ask the office staff what types of paper are purchased for the school, how
much paper is purchased and the cost for a year. If possible, a group of
students should do this. Include white and coloured copy paper, art paper,
cardboard and craft papers. Recording sheet http://www.sustainableschools.nsw.edu.au/Default.aspx?tabid=186
Tracking classroom paper use
Over a week record the number of sheets of paper used in the classroom.
Students should keep a personal ongoing tally of all the sheets they use
© State of New South Wales through the NSW Department of Education and Training, 2010
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Closing the Paper Loop – Stage 2 Science and Technology
What do we do with paper
when we have finished
using it?
How is paper disposed of at
school?
Is paper reused or recycled
at school?
during the week, including copy paper, art and craft paper and newspaper.
Only include ‘disposable’ paper, not books.
Students also track what happens to paper used in the classroom. Each
student keeps a tally of the number of sheets they put into the re-use tray,
recycling crates (if they exist) and garbage bin. The students could create
personal graphs of their results. Combine and graph the student tallies to
show a class result. (Personal Paper Use Tracking Sheet attached.)
Waste paper ‘audit’
Conduct a waste paper audit one afternoon during the week of the grade or
the school to provide a ‘snapshot’ of how paper is disposed of at school.
This should be done the day before paper-recycling crates are emptied and
before class waste bins are emptied.
To conduct the ‘audit’, allocate teams of students to the various classrooms
and offices. Students look in the waste bins and estimate how much paper
is in there as a percentage of the total contents. (The contents of bins do not
need to be tipped out as an estimation will suffice.)
Students should also record if there are paper re-use trays for one-sided
paper and should record if there are paper recycling bins or crates and their
location.
Students should look into the paper recycling bins and record if there is
any paper that could be used on both sides and any contamination, eg,
coloured paper or cardboard in the white paper bin, the presence of plastics
or other rubbish.
The audit is best conducted with little notice so that the students get a
genuine picture (snapshot) of paper disposal at the school. (Sample Waste
Paper Audit Recording sheet attached.)
The teams of students share their findings with the class.
Compile the results on a class table. (Sample Waste Paper Audit Combined
Results Table attached.)
Investigating concepts
and ideas relating to
paper and its sustainable
Where does the school rubbish go?
Ask the students where the rubbish in the school waste bins goes. Explain
that it goes to landfill and show them photos of a landfill site. Explain that
© State of New South Wales through the NSW Department of Education and Training, 2010
- The rubbish that goes in
the waste bin goes to
landfill.
- Landfill sites are filling fast
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Closing the Paper Loop – Stage 2 Science and Technology
use and disposal
Where does our rubbish
go?
our landfill sites are filling fast and that we are running out of room to bury
our rubbish.
and we are running out of
room to bury our rubbish.
Resource: Google Images.
On the board or IWB, create a class flowchart showing classroom rubbish
to landfill, ie, class bin→school dump bin→garbage truck→waste transfer
station→landfill site.
- We should all reduce what
goes into the garbage bin.
- Recycling paper and other
materials helps reduce
what is sent to landfill.
Reinforce that anything that ends up in landfill is at the end of its life and
can’t be used again.
How is recycled paper made?
Where does our paper for
recycling go?
How is recycled paper
made?
Recall how paper is made and the concept of recycled paper. Pass around
some recycled paper products, eg, egg cartons, cardboard boxes, copy
paper, for the students to examine. Discuss and list why recycled paper is
suitable for some purposes.
Show the students a video of how recycled paper is made in a paper mill.
Resources:
How Stuff Works: Paper Pulp
http://www.youtube.com/watch?v=rZl7KAESsaA&feature=fvw
Paper Making (ThePaperMillStore)
http://www.youtube.com/watch?v=7SdJtYkAzTw
Georgia Recycling: Paper
http://www.youtube.com/watch?v=DRoZucf811A&feature=related
- Recycled paper-making
process: recycled paper is
pulped→pulp is processed
into paper with water and
chemicals in a paper mill.
- Less water and energy is
used for making recycled
paper.
Recycled papermaking
To better understand the recycled papermaking process, the students make
recycled paper in class. Use the scraps of paper collected in the ‘What is
paper?’ activity and other scrap paper. Keep colours separate.
Handmade paper instructions:
http://www.csiro.au/helix/sciencemail/activities/hand-madepaper.html
Following the activity, the students could write a procedure of how they
made recycled paper.
Paper fact-finding
© State of New South Wales through the NSW Department of Education and Training, 2010
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Closing the Paper Loop – Stage 2 Science and Technology
Students compile a class data base of facts about paper making and
recycled paper.
Resources:
Ollies World – recycle : Paper
http://www.olliesworld.com/planet/aus/info/info/rc_pa03.htm
Sorting the Pulp Facts from the Pulp Fiction – virgin paper vs recycled
http://www.thegreenpages.com.au/index.asp?page_id=1602
Recycled content paper vs virgin content paper investigation
Guide the students in conducting a scientific investigation to compare
100% recycled content copy paper and copy paper with no recycled content
(virgin content). Students will investigate the question, ‘Is there a difference
in print quality between 100% recycled content and non-recycled (virgin)
content copy paper?’
Discuss ways to test the question, for instance:

Surveying office staff and teachers on their copy paper preferences.
(Sample survey questions attached.)

Conducting a print quality test.
Print quality test:
The suggested method for the students to conduct a print quality test is to
divide the students into teams of three. Each team will test print quality on 5
sheets of recycled paper and 5 sheets of non-recycled (virgin) paper, with
each group using the same page of text, but each team allocated to a
different laser printer.
As a class, discuss how to conduct a fair test and identify the variables.
Each team will:

Change the type of paper (recycled vs non-recycled) - this is the
independent variable

Observe the printed text/image – this is the dependent variable

Keep the printed text/image the same - this is a controlled variable.
Before the test, ensure that:

The recycled and non-recycled paper is the same weight, eg 80gsm.
© State of New South Wales through the NSW Department of Education and Training, 2010
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Closing the Paper Loop – Stage 2 Science and Technology

All teams use exactly the same papers (from one packet of recycled
paper and one packet of non-recycled paper).

All teams use exactly the same page of text to print (perhaps a
school note, homework sheet or worksheet - so that the paper isn’t
wasted).

Print only in black and white as colour adds another variable.

There is an agreed class definition of good print quality, eg,
sharpness of text and lines, amount of ‘bleed’ so that there is
consistency in scoring.

All students examine print quality under the same amount of light,
eg, directly under a fluorescent light.

If printers are located in common areas, advise the rest of the school
of the test time so that printers aren’t used by others at that time.
Before conducting the test, ask the students to record their predictions of
the results.
As a class, develop a hypothesis, eg, ‘That there is little (less than 10%) or
no difference in print quality between recycled and non-recycled content
copy paper’.
Materials and equipment per team:
5 sheets of 100% recycled content copy paper, 5 sheets non-recycled
content copy paper, pencil, magnifying glass or hand lens, computer,
allocated printer, recording sheet or science journal.
Method for each team:
1. In pencil, write a small ‘R’ on the back of each sheet of recycled
paper and an ‘N’ on the back of each sheet of non-recycled paper.
2. Shuffle the non-recycled and recycled sheets of paper then number
the front of each sheet in their shuffled order.
3. Place the 10 sheets into the printer tray.
4. Using the computer, print the same page of text onto the 10 pages.
5. Examine the print quality on each sheet of paper using the naked
eye and a magnifier and give it a score out of 5 (Sample Printing
Test Recording Sheet attached).
© State of New South Wales through the NSW Department of Education and Training, 2010
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Closing the Paper Loop – Stage 2 Science and Technology
6. List what type of paper each numbered sheet is.
7. Add the scores for each type of paper.
As a class, combine the scores for each type of paper then discuss the
results.
Stating the case for what
needs to change in the
school and why
Applying understandings
Closing the Paper Loop
Show the students a recycling symbol, pointing out that it is a closed loop.
Refer to the students’ earlier flowcharts or diagrams of how paper was made
and ask them how the loop could be closed.
Model a flowchart that includes the consumer and what happens to paper
when it has been used, ie, re-used and recycled, showing a closed loop.
Resources:
What is the life cycle of paper?
http://www.cfd.rmit.edu.au/programs/sustainable_products_and_packaging/
what_is_the_life_cycle_of_paper_educational_poster_series
The Paper Life Cycle http://www.redcar-cleveland.gov.uk/pdf/paperposter.pdf
The students add to their original papermaking flowchart so that it becomes
a closed loop. They should add themselves, at school, as the consumer,
reusing paper at school, putting paper into recycling bins then the used
paper going to the paper-manufacturing mill.
- In a closed paper loop,
paper is recycled and
remade into paper and
other paper products. A
closed paper loop reduces
the amount of trees, water ,
chemicals and energy used
and reduces what is sent to
landfill.
- Choosing to buy recycled
paper, reusing one-sided
paper and sending paper
for recycling, helps protect
the environment.
Do we need change?
Do we need to make
changes for more
sustainable paper use and
disposal?
Defining the
scope for
action
Exploring options for
making a change that will
improve school paper
purchase, use and
disposal
Refer to the ‘audits’ of class and school paper use and disposal and the
students’ flowcharts showing the closed paper loop. Reflecting on their
findings and understandings, ask the students if there could be changes in
the way they use and dispose of paper in their classroom and in the way
the school purchases, uses and disposes of paper. You can repeat your
audit again to see if the changes you suggested have continued.
How can we use less paper and close the paper loop?
As a class, brainstorm ways in which the class could close the paper
loop, eg, introduce a paper re-use tray, locate a paper recycling crate
beside the teacher’s desk, label the recycling bins.
Also brainstorm ways that the school could help close the paper loop, eg,
© State of New South Wales through the NSW Department of Education and Training, 2010
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Closing the Paper Loop – Stage 2 Science and Technology
How can our class help
close the paper loop?
How can our school help
close the paper loop?
Can paper be used in a
more sustainable way in our
school?
purchase copy paper with a higher recycled content, introduce a paper
recycling scheme, introduce paper re-use trays in the photocopy room, etc.
Also brainstorm ways in which less paper could be used, eg, newsletter
online, using exercise books instead of worksheets, class Wiki space or blog
for communication, etc.
Resources:
Tips for reducing paper use - video (Paperless Alliance)
http://www.paperlessalliance.com.au/en/Did%20you%20know/Paper%20Fa
cts.aspx#/en/Did%20you%20know/Videos.aspx
WRAPP facts – office paper http://www.environment.nsw.gov.au/resources/wrapp/01115officepaper.pdf
How can we use no paper?
The class may be able to describe some things we do differently to before
that use no paper.
You may be able to research: email, eBooks, electronic newspapers, digital
photographs, electronic bills, and describe the paper saving and other
benefits as a result.
Identifying available
resources and constraints
How can we make it happen?
Allocate brainstormed ideas to groups of students. Each group discusses
how the idea could be implemented at school and any problems or issues
that might affect it.
Potential solutions to the issues should also be included. Groups could
record their discussion on a Futures Line, listing their ideas under the
headings: ‘What We’d Like to Happen’ and ‘What Could Happen’.
Groups share their results with the class.
Developing the statement
(brief) describing an
agreed direction for
action
What changes do we want
in the physical environment
What do we want to happen?
Create a class statement on what the students would like to see happen in
paper purchase, use and disposal at the school. This could be written as an
aim, eg, “To improve school re-use and recycling systems so that all paper
is used on both sides and so no classroom or office paper goes to landfill.”
and/or
© State of New South Wales through the NSW Department of Education and Training, 2010
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Closing the Paper Loop – Stage 2 Science and Technology
or production processes?
How can we influence the
behaviour of others?
Developing the
proposal for
action
Generating and selecting
ideas for action
Researching what others
have done in similar
situations
Exploring, creating and
recording ideas
Evaluating and selecting
ideas and describing the
intended change
“ To change the school paper purchasing policy so that all white copy paper
purchased is made from no less than 85% recycled content and new
content is from Australian plantation forests.”
Action project
Divide the class into project teams to research ways to implement the
desired changes. For example, one group might research the best copy
papers to purchase (within school purchasing guidelines), another might
research school recycling schemes, and others may contact neighbouring
schools on what they do.
Resources:
Know Your Paper: a guide to purchasing recycled content office paper Fact Sheet
http://www.environment.nsw.gov.au/resources/sustainbus/0992OfficePaper
Facts.pdf
Know Your Paper - Booklet Part 1
http://www.environment.nsw.gov.au/resources/sustainbus/0991OfficerPaper
Part1.pdf
Know Your Paper - Booklet Part 2
http://www.environment.nsw.gov.au/resources/sustainbus/0991OfficePaper
Part2.pdf
SCRAP http://www.scrapltd.com.au/
VISY Recycling for Schools
http://www.visy.com.au/recycling/index.php?id=31
Recycling Near You http://recyclingnearyou.com.au/
The student teams report their findings and recommendations to the class.
As a class, decide on an agreed list of actions.
Preparing and
communicating the
proposal
Close the Paper Loop – presentation
In their project teams, students create a dynamic visual representation
of the paper loop which highlights the role the school plays in the loop and
© State of New South Wales through the NSW Department of Education and Training, 2010
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Closing the Paper Loop – Stage 2 Science and Technology
Clarifying the audience,
purpose and structure of a
proposal
Preparing a proposal and
action plan including criteria
for measuring success
Presenting and advocating
a proposal and action plan
the recommended actions of the project team. Students script an
explanation to accompany their visual representation.
Slowmation animation is an ideal tool for this presentation. The emphasis
is on explaining the concepts, rather than the technology. Cut newspaper for
the images and key words is very effective and helps reinforce the paper reuse message.
Slowmation website: http://www.slowmation.com.au/
Slowmation example: Closing the Paper Loop http://www.youtube.com/watch?v=I7oh-7BZUZE
Other presentation modes:

A large collage-style poster could be created which could be filmed
with a person pointing to and explaining key elements (similar to a
weather report).

An IWB animated explanation could be created using photographs,
sketches, text and narration which is recorded using the Smart
Board Recorder tool.

A dramatised paper loop with each team member acting out stages
in the paper loop incorporating costumes, props and narration or
dialogue.
In each case, a storyboard and narration needs to be created by each
team of students.
Resource: Slowmation Sequencing Sheet http://emlab02.uow.edu.au/slowmation/PROD/resources/Sequencing.pdf
Each team’s presentation should be targeted to their particular audience,
eg, office staff, infants classes, primary classes, executive staff.
This task is a good assessment opportunity as the presentation will
demonstrate the students’ understandings and application of their
understandings.
Product Road Map – Paper
Product Road Maps are used by industry to analyse, communicate and
improve the sustainability of parts of their production cycle. As a visual
communication tool they can be used to record and describe your work.
© State of New South Wales through the NSW Department of Education and Training, 2010
Product Road Maps
Four product road maps –
paper, clothing, potato and
building are at:
http://www.curriculumsuppo
Page 12 of 20
Closing the Paper Loop – Stage 2 Science and Technology
Create a product road map for paper.
You may need to source or take your own images for different parts of the
production, manufacturing, use and recycling.
Write a description of the step or process.
Describe management or production considerations to increase the
sustainability of paper.
Investigate the sequences of in the Product Road Maps
Download the Interactive White Board learning materials.
rt.education.nsw.gov.au/en
v_ed/teaching/focus/prm.ht
m
Download Interactive White
Board learning materials for
Stage 2
http://www.curriculumsuppo
rt.education.nsw.gov.au/en
v_ed/teaching/focus/purcha
se.htm
Student Activity:
Implementing the
proposal
Taking action
Receive the Principal’s
support for implementing
the proposal

There are four Product Road Maps to sequence

Put the Product Road Map together

Place the steps in the right order and then match a label to each step
description
Approval and support
Give the Principal the list of actions agreed to by the class and obtain the
Principal’s agreement.
Implement the actions - do what was planned.
Implement the proposal
Evaluating and
reflecting
Evaluating and reflecting
Reflection
Evaluating the sustainability
action
Reflect on and discuss the learning, activities, investigations and
presentations conducted throughout the unit of work.
KWLH chart
Reflecting on the processes
used and our learning
Students complete their KWLH chart about paper (what I Know, what I Want
to know, What I Learned, How did I learn it) – completing the What I
Learned, How did I learn it columns. This can be used as an assessment
strategy.
The Future
Develop a plan for ongoing monitoring of the actions.
© State of New South Wales through the NSW Department of Education and Training, 2010
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Closing the Paper Loop – Stage 2 Science and Technology
Other resources:
Closing the Loop: Exploring Integrated Waste Management and Resource Conservation – teaching resource
http://www.calrecycle.ca.gov/Education/curriculum/CTL/TOC.htm
Keeping Items Cycled – includes diagrams of the paper manufacturing http://www.calrecycle.ca.gov/Education/curriculum/ctl/46Module/Unit1/Lesson3.pdf
Sustainable Schools NSW http://www.sustainableschools.nsw.edu.au/
Waste Reduction and Purchasing Policy – WRAPP http://www.environment.nsw.gov.au/wrapp/
Templates of charts, eg, Consequences Chart, Futures Line http://www.globaleducation.edna.edu.au/globaled/go/pid/143
Tracking Recycled Paper at school - http://www.sustainableschools.nsw.edu.au/Default.aspx?tabid=177
Sample recording sheets follow:

Paper - KWLH Chart

Personal Paper Use Tracking Sheet

Sample Waste Paper Audit Recording Sheet

Sample Waste Paper Audit Combined Results Table

Recycled Content Copy Paper vs Virgin Content Copy Paper

Sample Survey Questions

Recycled Content Copy Paper vs Virgin Content Copy Paper

Printing Quality Test Procedure and Results
© State of New South Wales through the NSW Department of Education and Training, 2010
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Closing the Paper Loop – Stage 2 Science and Technology
PAPER - KWLH CHART
What I know about paper
What I want to know about paper
What I learned
© State of New South Wales through the NSW Department of Education and Training, 2010
How did I learn it?
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Closing the Paper Loop – Stage 2 Science and Technology
PERSONAL PAPER USE TRACKING SHEET
Name ______________________________________ Date__________
Put a tally mark in the column each time you use a new piece of paper
Copy paper
Art and craft
paper
Put a tally mark in the column to show where you put each piece of paper
when you have finished using it
Other paper,
eg, newspaper
Saved it
Re-use tray
Recycling bin
Garbage bin
Monday
Tuesday
Wednesday
Thursday
Friday
TOTALS
Personal total of all sheets of paper used
%
of total used
© State of New South Wales through the NSW Department of Education and Training, 2010
%
of total used
%
of total used
%
of total used
Page 16 of 20
Closing the Paper Loop – Stage 2 Science and Technology
SAMPLE WASTE PAPER AUDIT RECORDING SHEET
Room ___________________
Names of students who conducted audit _______________________________________
NB As paper recycling schemes vary from school to school, please delete questions not relevant to your school. For instance, some schools recycle white copy paper
only, some have paper product recycling, some have co-mingled and some have both white paper and paper product recycling systems.
Yes / No
About how much? %
Location of bin/crate
Is there any paper in the garbage bin/s?
Labelled Yes / No
N/A
Is there a paper re-use tray for one-sided paper?
N/A
Is there a recycling bin for general paper and paper products?
N/A
Is there any one-sided paper in it?
N/A
N/A
Is there any contamination in it, eg, plastic or rubbish?
N/A
N/A
Is there any one-sided paper in it?
N/A
N/A
Is there any contamination in it, eg, cardboard, coloured paper
or rubbish?
N/A
N/A
Is there any white copy paper in it?
N/A
N/A
Is there any contamination in it, eg, cardboard, coloured paper
or rubbish?
N/A
N/A
Is there a recycling bin for just white paper?
N/A
Is there a recycling bin for cardboard, coloured paper and paper
products?
Notes or observations relating to the disposal of paper in this room (eg, good ideas, possible improvements):
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________
Closing the Paper Loop – Stage 2 Science and Technology
SAMPLE WASTE PAPER AUDIT COMBINED RESULTS TABLE
NB As paper recycling schemes vary from school to school, please delete questions not relevant to your school. For instance, some schools recycle white copy paper
only, some have paper product recycling, some have co-mingled and some have both white paper and paper product recycling systems.
NO. OF ROOMS AUDITED
No. of rooms with garbage bins containing paper.
No. of rooms of with paper re-use trays.
No. of rooms with recycling bins for general paper and paper products.
No. of paper product recycling bins with one-sided paper in them.
No. of contaminated paper product recycling bins.
No. of recycling bins for just white paper.
No. of white paper recycling bins with one-sided paper in them.
No. of contaminated white paper recycling bins.
No. of recycling bins for just cardboard, coloured paper and paper products?
No. of cardboard/coloured paper recycling bins with white paper in them.
No. of contaminated cardboard/coloured paper recycling bins.
% of total
Closing the Paper Loop – Stage 2 Science and Technology
RECYCLED CONTENT COPY PAPER VS VIRGIN CONTENT COPY PAPER
SAMPLE SURVEY QUESTIONS
Names of interviewers __________________________
Name of person interviewed ______________________________________
Role at school ___________________________________________________________________
1. Have you used recycled copy paper in the last 2 years? _____________________________
2. If so, what percentage recycled content was it? ____________________________________
3. Do you currently use recycled content copy paper? _________________________________
4. If so, what percentage recycled content is the copy paper you currently use? _____________
If you have used recycled content copy paper:
5. Is there any difference in print quality between recycled content and virgin content copy paper?
____________________________________________________________________
6. Which one do you prefer to use and why?
___________________________________________________________________________________________________________________
If you haven’t used recycled content copy paper:
7. Why not? __________________________________________________________________________________________________________
8. Would you like to use it?
Y / N
(circle) If so, why would you like to use it? ___________________________________________________
9. If not, why don’t you want to use it? ______________________________________________
Anything else you would like to add about recycled copy paper?
________________________________________________________________________________________________________________________
Thank you.
RECYCLED CONTENT COPY PAPER VS VIRGIN CONTENT COPY PAPER - PRINTING QUALITY TEST
Question to investigate: Is there a difference in print quality between 100% recycled content and non-recycled (virgin) content copy paper?’
Closing the Paper Loop – Stage 2 Science and Technology
Predictions: _____________________________________________________________________________________________________________
Hypothesis: ______________________________________________________________________________________________________________
Materials and equipment per team: 5 sheets of 100% recycled content copy paper, 5 sheets non-recycled content copy paper, pencil, magnifying
glass or hand lens, computer, allocated printer, results table, science journal.
Method for each team:
1. In pencil, write a small ‘R’ on the back of each sheet of recycled paper and an ‘N’ on the back of each sheet of non-recycled paper.
2. Shuffle the non-recycled and recycled sheets of paper then number the front of each sheet in their shuffled order.
3. Place the 10 sheets into the printer tray. Using the computer, print the same page of text onto the 10 pages.
4. Examine the print quality on each sheet of paper using the naked eye and a magnifier and give it a score out of 5 (Sample Printing Test
Recording Sheet attached).
5. List what type of paper each numbered sheet is. Add the scores for each type of paper.
Results table: Print quality score 1 = lowest, 5 = highest After the print quality has been judged for each sheet, turn each sheet over to find to which are
recycled and non-recycled. Transfer the score into the correct column and add them to obtain the total score for each paper.
Sheet No.
1
2
3
4
5
6
7
8
9
10
TOTAL SCORE FOR EACH
Paper type
Print quality score
N/A
Recycled Content
Non-recycled
Content
Combine your results with the rest of the class. Analyse them and draw conclusions. Refer to the journal to see how scientists write a
prediction and hypothesis