How does our management of waste effect the environment?
~Rationale~
Environmental sustainability is a crucial part of “studies of society and the environment” as students need to learn the importance of
maintaining the environment, and how their actions are detrimental in creating a sustainable future.
According to the World wildlife Fund’s (WWF) living planet report (2006) “since the 1980s our ecological footprint (a measure of how
much renewable natural resources is being used up by humans) has exceeded the Earths Bio capacity. This means that people are turning
resources into waste faster than nature can turn wast back into resources.” (Reference).
This WWF principle explains the importance of sustainability and assists students in understanding the importance of sustainable
development. For the purpose of this inquiry unit of work, we decided to focus on waste management as it is an important component of
sustainability and gives students opportunities to explore how their actions can help create a sustainable future.
Later childhood (Year 4) is an ideal level to focus on this inquiry unit as students have prior knowledge on waste management according to
20.EC.6 students have shared responsibility for the quality of their immediate environments and for resource conservation (e.g. dispose of
litter, reuse and recycle some materials, and switch off unused lights). Every Chance to Learn also explicitly states in ELA 20 that students
must act for an environmentally sustainable future.
1.
This inquiry unit meets these standards of ECTL as students investigate the concept surrounding sustainability, as students inquire into how
their own management of waste effects the environment. Students do this by exploring four key questions 1) What is waste?, 2) What is
recycling?, 3) What happens to our waste? and 4) What ways can we reduce our waste?. By exploring these key questions students become
active and informed citizens, which according to the Melbourne declaration (reference) is the educational goal of young Australians.
2.
~Class
MONDAY
TUESDAY
weekly timetable~
WEDNESDAY
THURSDAY
FRIDAY
9.25- 9.30 Admin
9.25-9.30 Admin
9.25-9.30 Admin
9.25-11.20
9.25-9.30 Admin
9.30-10.00
Guided/silent
reading/Comprehension SRA
9.30-10.00
Guided/silent
reading/Comprehension
9.30-10.00
Guided/silent
reading/Comprehension
Library and Computers
9.30-10.00
Guided/silent
reading/Comprehension
10.00-10.20
Spelling
10:00-10:20
Spelling
10:00-10:20
Spelling
(computers and library are
booked for our class at this time
every week)
10.20.10.50
Editing
Journal writing
10.20-10.40
Writing
10.20-10.45
Writing
10.20-10.45
Writing
10:50-11:20
Handwriting
10:40-11:10
English Activities
Grammar, Cloze,
Comprehension, Theme work
activities
10:45-11:20
English Activities
Grammar, Cloze,
Comprehension, Theme work
activities work activities
10.50-11:20
Assembly
Duty
8.55 Cola
11.40- 12.55
Math’s Groups
Year 4
Duty
11.20 Oval
12.20- 12.55
Math’s Groups
Year 4
11.40-12.55
Math’s Groups
Year 4
Inquiry Unit
Duty
12.55Canteen
11.20 Canteen
11.40- 12.25
Math’s Groups
Year 4
12.25-12.55
Fitness
10:00-10:20
Spelling
Duty
11.40-12.25
Math’s Groups
Year 4
12.25-12.55
Fitness
Lunch
2.00- 2.30
PE- Fitness
2.30-3.30
Inquiry Unit
2.00-3.00
Inquiry Unit
2.00- 3.30
Sport
Athletics
3.00-3.30
PD/H/PE
3.
2.00- 2.45
Drama
2.00- 3.00
Visual Arts/ computers
2.45- 3.30
Music Groups
3.00-3.30
PD/H/PE
Class: Year 4
Term: 2
Guiding Question: How does our management of waste effect the environment?
Weeks: 8
Knowledge

Students investigate the importance of waste management and how their actions contribute to sustainability of resources and local
environments.

Students will understand that protecting the environment requires people to work together as citizens and organisations to effect
positive change.
Skills



Students will need to use a range of skills to think and learn, including questioning, ICT, simple logic, imagination and creative and
lateral thinking.
A main component of this unit is self-reflection; students will learn to reflect on their learning and what they already know about
waste management.
Through the enquiry process students will explore and investigate waste management and gain information from others as well as
themselves using a range of tools and strategies.
Values
 Students will have to make considered decisions when working as a group and in pairs.
 Students must act with integrity in regard for others being honest, trustworthy, considerate and respectful.
 Students will have to take responsibility for their actions and understand the consequences of different decisions.
ELA 1: Uses a range of strategies to
think and learn
ELA 2: Understands and applies the
inquiry process
X
ELA 10: Writes effectively
/
X
ELA 11: Critically interprets and
creates texts
/
ELA 3: Makes considered decisions
X
ELA 4: Acts with integrity and regard
/
ELA 12: Takes action to promote
health and well-being
ELA 13: Is physically skilled and
4.
ELA 19: Understands and applies
scientific knowledge
ELA 20: Acts for an environmentally
sustainable future
ELA 21: Understands about Australia
and Australians
ELA 22: Understands and values what
/
X
for others
active
/
it means to be a citizen within a
democracy
ELA 23: Understands world events
and issues
ELA 5: Contributes to group
effectiveness
X
ELA 14: Manages self and
relationships
ELA 6: Uses Information and
Communication Technologies
effectively
ELA 7: Creates, presents and
appreciations artistic works
X
ELA 15: Communicates with
intercultural understanding
ELA 24: Makes informed choices
about money and finance
/
ELA 16: Understands and applies
number
ELA 25: Designs, makes and appraises
using technology
ELA 8: Speaks with purpose and effect
/
ELA 17: Chooses and uses measures
ELA: 9 Reads effectively
/
ELA 18: Recognises and represents
patterns and relationships
/
/
X = covered in depth.
/ = covered partially.
Band of Development
Markers of progress for host ELAs
ELA 1: Student uses a range of strategies to think and learn
In this unit students will need to think through tasks and problems as a whole and use structured thinking and processes to consider
issues and problems from more than one perspective. Students will need to ask questions, search for answers, and think about their own
ideas and those of others. Students will be using the tools of inquiry to sequence their ideas. These will include sorting out, finding out,
going further and making conclusions.
1.LC.1 Experiment with some structured thinking tools or processes to explore issues and problems and consider different perspectives.
1.LC.2 ask questions and search for answers.
1.LC.5 Use imagination, creative and lateral thinking, create visual representations to assist their thinking and suggest alternative
possible solutions to problems.
1.LC.6 Reflect on their learning, identify what helps them to learn, and seek help when they need it.
1.LC.7 Practice and rehearse their learning.
5.
ELA 2: The student understands and applies the inquiry process.
In this unit students will explore the inquiry progress. They will ask questions which will help define and plan their inquiry. They will
collect information from a range of sources and will judge the relevance and value of different kinds of information for their inquiry
purpose. Students will make conclusions, take action and reflect on their learning.
2.LC.2 Understand the various stages of planning and conducting a straightforward inquiry.
2.LC.10 conduct searches for information and use a range of sources (information texts).
2.LC.13 discuss and compare results with their questions and predictions, and draw conclusions.
2.LC.14 explain the inquiry approach taken and communicate their findings or conclusions, generalising about them using specific
instances they have observed, data they have analysed or information they have assembled.
2.LC.16 reflect on their inquiry experience, identify what went well and difficulties encountered, and suggest improvements to the
investigation.
ELA 3: The student makes considered decisions
The students will be able to gather information and make decisions, and be able to deal with the advantages and disadvantages of this.
They will need to make decisions while being able to consider the effects these have on themselves and others.
3. LC.3 list advantages, disadvantages and risks of various options, using the inquiry process to gather information about them.
3. LC.7 identifies possible consequences of different decisions.
3. LC.4 explore how personal wants, feelings and impulsiveness can impact on decision-making
3. LC.5 develop and apply a small number of criteria for judging the quality of a decision
ELA 4: The student acts with integrity and regard for others.
This ELA will be covered partially throughout the unit of work but will not be the main focus of the inquiry unit. Throughout the inquiry
process students will learn to define right and wrong actions in terms of their own emerging moral code. They will identify real-life
situations where someone is being treated unfairly or unkindly and when they encounter such situations they will try to rectify them.
4.LC.3 consider what being honest, trustworthy, considerate and respectful means in terms of their own behaviour and actions.
4.LC.5 consider moral dilemmas within relevant scenarios and evaluate the merits of possible choices and actions within those
dilemmas.
4.LC.8 find alternatives to practices they consider unfair or unjust.
6.
ELA 5 The student contributes to group effectiveness
In this unit students will be asked to work in a group in a variety of ways, they will have to understand and take on a range of roles in
each group. Students will have to contribute relevant ideas and opinions and also listen carefully to and consider the thoughts of other
members of the group. They will need to support other group members by giving feedback and offering assistance.
5. LC.1 identifies why people cooperate in groups and consider values that communities share to help them live and work together.
5. LC.2 participates in a range of groups to complete specified tasks within a given timeframe.
5. LC.3 takes on a range of roles within a group (e.g. recorder, timekeeper, and leader) and participates in group decisions and tasks.
5. LC.4 divides the workload effectively in a group by following guidelines for roles.
5. LC.6 respect and build on other learners’ ideas and opinions as well as their own, and provide and accept positive and encouraging
feedback in group situations
5. LC.7 communicates ideas and opinions effectively in a group situation.
5. LC.8 use basic criteria to reflect on the effectiveness of teams and groups in which they participate.
5.LC.10 implement some strategies for resolving conflicts.
ELA 6: The students use Information and Communication Technologies effectively.
Students select and use ICT for different learning and creative purposes. They communicate and collaborate using ICT with identified
audiences to share ideas, responses, understanding and information. They use the basic capabilities of a range of ICT devises, manage
personal ICT resources and work effectively with files and content in digital environments. They demonstrate safe, ethical and
responsible behaviour when using ICT.
6.LC.1 select appropriate ICT to use in conducting inquiries and reflect on their effectiveness (e.g. plan and conduct structured searches
for information from different sources, record and organise data and information, present findings).
6.LC.2 recognise ICT as a creative tool for recording their planning, thinking and learning.
6.LC.3 use ICT to explore and respond to problems and tasks, express ideas, represent thinking or generate imaginative learning
solutions.
6.LC.5 use ICT to communicate with a range of identified audiences (e.g. to share ideas, responses, understanding and information)
6.LC.6 use ICT to collaborate for learning purposes.
ELA 20: The student acts for an environmentally sustainable future.
In this unit of work students will have a direct focus on this ELA. According to The Melbourne Declaration on Educational, the goal for
young Australians is to become active and informed citizens (reference). This ELA helps students become active and informed citizens
7.
as they learn how to act for an environmentally sustainable future. By the end of the later childhood band of development students will
investigate and describe the impact of human activity on familiar environments and identify what they can do to care for their local
environment. They will understand the finite nature of some local and global resources and describe some ways to conserve them.
20.LC.3 some effects of human action on natural environments (e.g. land clearing, air and water pollution).
20.LC.4 how Earth’s renewable and non-renewable resources, including energy sources, are used and the need to conserve nonrenewable resources.
20.LC.6 how protecting the environment requires that people work together as citizens and consumers and participate in appropriate
actions as environmental stewards or in other civic action to effect positive change.
20.LC.7 observe and gather data about local environments and changes over time due to human or natural events (e.g. school and
grounds, nearby park or creek)
20.LC.8 take responsibility for caring for a local environment (e.g. part of school grounds, class garden, local park).
20.LC.9 investigate how their actions contribute to sustainability of resources and local environments (e.g. investigate issues relating to
packaging and plastic bags, develop reuse and recycling systems in their classroom and school.
20.LC.10 explore probable and preferred futures in relation to environmental issues familiar to them and discuss actions needed to make
preferred futures happen.
ELA 21 The student understands about Australia and Australians
By the end of this unit students will know that there are dynamic relationships between
People and places in Australia. Students will begin to make the link that peoples actions have a direct effect on the environment in
Australia in relation to geography and sustainability. They access and interpret information from a range of sources.
21. LC.1 a range of natural environments and features in Australia, how these have shaped Australia’s settlement and development and
how people have shaped these environments.
8.
ELAs Assessed
(Matt) Assessment for Learning:
The assessment for learning will be conducted during the last week of term one so that students prior knowledge
can be assessed before undertaking the unit of work.
Multiple Intelligences test
Students will complete a multiple intelligence test were they will number from 1 to 7 the different learning
styles, ranking how they think they learn best. This will engage the students thought process so that they begin to
see that they learn in different ways and begin to identify their strengths and weaknesses. This will relate
throughout the unit at different checkpoints and relate directly with the final assessment piece.
Mind map on Video/ song Reduce, reuse, recycle by Jack Johnson
http://www.youtube.com/watch?v=loeHhmUh-nE
Students will view the song/video as a class and be given a chance to think pair and share with the person next to
them before then sharing their ideas with the teacher. Ideas will then be added to a mind map on the IWB. This
task will engage the learners in the topic as well as starting to allow the students to begin enquiring about their
own knowledge and questions that they would like to ask.
KWL chart
The students will complete a KWL chart in their groups which they will be working in for the first time. (See
group justification and structure attachment). Students will need to reflect on their own and groups knowledge
and place it into three categories. What they know what they want to know and then as a checkpoint at the end of
each week the group will add what they have learnt. This may simply be a point or two from each group.
NOTE: See attachment group justification and structure (Appendix)
9.
(Hayley) Assessment of Learning - Rich Tasks
Assessment of Learning: Developing an action plan for the school
In pairs, students will develop an action plan to reduce waste in the school. The following scaffold (see
appendix*) will be used to help students develop their action plan. Once students have completed the scaffold
they must then start developing their action plan further. This is a lengthy process and will require careful
planning thorough research. Students must then choose one of the following ways to present their action plan to
the class. The multiple intelligence table below will help students decide what would be the best way for them to
present their action plan.
Type of learner
Presentation
Visual
Create a poster
PowerPoint presentation
Kinaesthetic
Diagram (with labels)
Drama performance
Linguistic
Podcast
Video
Rich Tasks
Further information on these rich assessment tasks are in the template under “Assessment checkpoints”.
 Graffiti board.
 Individual projects/contracts
 Brainstorm
 Rocket writing
 The question game
 Multiple Intelligence work stations.
 Advertising campaign
10.
- 20.LC.8
- 20.LC.9
- 20.LC.10
- 20.LC.6
- 6.LC.1
- 5.LC.6
- 3.LC.8
Note: For the purpose of this assignment, Kath Murdoch’s book Classroom Connections: Strategies for
integrated learning was used throughout all of our activities in this unit of work.
Reference: Murdoch, K. (1998). Classroom connections: Strategies for integrated learning. Victoria: Eleanor.
Curtain Publishing.
Assessment
checkpoints
Outcomes
Learning Experiences
Resources
ELA Assessment
What is waste? (Hayley)
Lesson one
Assessment
checkpoint: This
activity will also
be used as an
informal
assessment tool,
so students must
write their name
on anything they
want to put on
the wall, and it is
important to
inform students
that they must
contribute at
least three times
to the wall.
By the end of
this lesson
students will be
able to identify
what waste is
and how it can
be divided into
different
categories.
Graffiti Wall (tuning in)
Introduce students to the graffiti wall. A graffiti wall will
be used throughout the unit of work go gain an
understanding of what the students have learnt
throughout the unit. A large space at the back of the
classroom will be set up for students to write or draw
any ideas, or facts that have learnt throughout the unit.
-Designated space
at the back of the
classroom
- wall pins.
-ELA 20
-5.LC.2
- 5.LC. 6
-5.LC.7
-2.LC.1
- 2.LC.2
- 30 x topic wheel
- ELA 2
- ELA 20
This activity can also be run during other tasks.
Student’s responses will range over time as they enquire
further. Evolving from putting waste in the correct bins
to eventually coming up with ways they can reduce or
reuse their waste (Murdoch, 1998).
Topic wheel
Give students a topic wheel *appendix. Ask students to
fill out the topic wheel about the topic “waste”. As a
11.
class talk about students answers.
Bundling (tuning in)
Divide students into groups of 3-4. Put up the questions
“What is waste?” on the whiteboard. Give each group of
students some sticky notes; ask students to write down
on each sticky note something that they believe is waste.
Then as a class go through each groups’ sticky notes
placing them on the board. Finally, categorise this
information into areas on the whiteboard as the
following groups;
1.
aluminium - cans, foil etc
2.
steel - cans, screws, nails
3.
plastics- bags, containers ect
4.
glass - jars, bottles
5.
compost- fruit and veg scrapes.
6.
Green waste- weeds, trees ect.
Let students think of their own waste categories as well.
After this information is sorted. Stick onto cardboard and
place around the room.
12.
-Cardboard
-Sticky notes
-Pencils
-Whiteboard
-Glue
- ELA 2
- 5.LC.2
- 5.LC.7
- ELA 20
Lesson two
By the end of
this lesson
students
understand the
different types of
waste that goes
into a bin.
Structured Observation (finding out)
As a class they search through a bin and observe the
different types of waste that goes into a bin. The bin
must be prepared by the teacher (meeting health and
safety issues) and all students must wear gloves. Divide
the waste into categorises that have been listed in the
bundling group activity.
Collage (finding out)
Students create a collage using magazines, and
newspapers to illustrating what waste is.
- A prepared bin
full of waste.
- gloves
- labels
- ELA 20
- 5.LC.2
- 5.LC.6
- ELA 4
- ELA 2
-Scissors
-glue
- 30 sheets A4
paper
- Magazines and
newspapers.
- ELA 20
- ELA 2
Lesson three
Students
investigate waste
and its effect on
the environment.
Individual projects/ contracts
Students choose a certain waste type (ie plastics, metal,
- Computers for the
paper) and research information about that waste type on class.
the internet and complete a “mini project”. Students have - 30 contract sheets
a choice on what they can do for this section (appendix)
Note: In this lesson students begin their research on
waste; therefore students only need to answer the first
two questions in the contract.
13.
- 20.LC.4
-20.LC.3
- 6.LC.2
- 6.LC.6
- ELA 20
- 3.LC.8
-ELA 2
Lesson four
Students
investigate the
importance of
sorting waste.
Students
understand the
terms
degradable,
biodegradable ,
and nondegradable
Think, pair and share (tuning in)
Put the question on the whiteboard “do you think it
would be beneficial to sort waste out into different
categorises rather than putting it altogether?” . Give
students a minute to think to themselves about the
question, then 2 minutes to share their thoughts with a
partner, finally discuss with the class.
Ask an expert (finding out)
An expert from ACT “NoWaste” talks to students about
waste and the different types of waste. This expert
introduces students to the terms “degradable, biodegradable, and non-degradable”.
- interactive
whiteboard
- 1.LC.2
- 1.LC.4
- 1.LC.5
-ELA 2
- ELA 4
-5.LC.1
-ELA 20
- interactive
whiteboard
- Expert from ACT
“NoWaste”.
- ELA 4
-ELA 2
- whiteboard
- paper
-pens
- ELA 2
- 1.LC.7
- ELA 20
- 30xPMI chart
- 20.LC.6
- 3.LC.3
- ELA 2
Lesson five
In this lesson
students learn
“waste” terms
and use problem
solving to solve
environmental
issues.
Question me an answer (making conclusions)
Students individually must come up with questions for
the following answers
1. Plastic
2. Degradable
3. Waste
4. Non-degradable
Students then ask their questions to other students in the
class.
PMI chart (making conclusions)
Give students the statement “organising our waste into
degradable and non degradable helps reduce it.”
Students use the PMI diagram (appendix*) to help solve
this statement.
14.
Sharing, discussions, and reflection
This activity will
be used as an
assessment
checkpoint again
to understand
what students
have learnt, what
they need help
with, and how
best to do this.
Anecdotal notes
will be used for
this checkpoint.
Concentric Circle ( sharing, discussion, reflection)
Organise two circles of chairs (in equal numbers) facing
each other- an outer and inner circle. Students sit on the
chairs and are given the topic “waste” students must
discuss with their partner for a minute what they have
learned about waste. After a minute the outer circle
move a chair to the right.
Lesson six
Students explore
types of waste
and it properties.
Individual projects/ contracts (Going further)
Students choose a certain waste type (i.e. plastics, metal,
paper) and research information about that waste type on
the internet and complete a “mini project”. Students have
a choice on what they can do for this section. See
appendix*
Note: In this lesson students finish their project. Some
students may present their project to the class during this
period.
15.
-30xchairs
- ELA 2
- 1.LC.1
- 1.LC.6
-3.LC.3
- 5.LC.6
- ELA 20
- computers for
each student
-library
- interactive
whiteboard
- 1. LC.2
- 1.LC.3
- 1. LC. 7
-2. LC.12
- 2.LC.14
- 6.LC.1
- 6.LC.3
- ELA 20
Assessment
checkpoints
Outcomes
Learning Experiences
Resources
ELA
Assessment
What is recycling? (Matt)
Lesson seven
Assessment
checkpoint.
This activity
will be an
informal
assessment
tool. The
teacher will
use their own
observations
to determine
students’
knowledge
on recycling.
Brainstorming (tuning in)
Before the whole class is asked to contribute, ask
students to talk to the person next to them about their
ideas on recycling, each student will then spend a few
minutes jotting down their own ideas and then bring
those back to the whole group. Instead of ‘hands up’
the teacher will ask specific students to read out an
idea (Murdoch, 1998).
- 4. LC.3
Lesson Eight
Video (finding out)
Students watch two videos from planet ark about
recycling. Students then watch the video about
recycling in Canberra from NoWaste.
Plant Art video weblink
http://recyclingweek.planetark.org/recyclinginfo/video.cfm
NoWaste video weblink:
http://www.tams.act.gov.au/live/Recycling_and_Waste
16.
-http://recyclingweek.
planetark.org/recyclinginfo/video.cfm
http://www.tams.act.gov.au
/live/Recycling_and_Waste
-http://recyclingweek
.planetark.org/recyclinginfo/video.cfm
- 2. LC.2
- 2. LC.10
Role play (sorting out)
- no resource required
- ELA 2
- ELA 20
In groups students create a 2 minute role play relating
to people’s attitudes towards recycling. For example
students may choose to role play a situation where
someone is littering and how they could encourage that
person to recycle.
Lesson nine
Graffiti board (tuning in)
Students will be asked to add different ways that they
recycle on the graffiti board using pictures, words or
symbols.
Internet research (finding out)
Students will be asked in small groups to research the
term “recycling”, they will need to find information so
that they can begin to form their own ideas, discuss the
topic as a group and find questions that they wish to
find the answer to. Groups will be given a list of
websites that they can use to avoid time wasting on
“fruitless internet hunting” (Murdoch, 1998) these
websites will be prepared and bookmarked such as
www.recyclezone.com . Students will be given a
number of options to present their findings. They may
present their findings orally, make a poster or use ICT
such as Kidspiration.
17.
- 6. LC.1
- 6. LC.3
Lesson ten
Groups Quiz off (tuning in/ice breaker)
- Groups will be given 5mins to come up with a
number of questions about recycling for the other
groups to answer, once students have quickly prepared
their questions they will then have a quiz off with the
other groups. No scores are recorded; group will
simply have a chance to share their answers and
thoughts.
Diagram/chart (sorting out)
Students draw and label a diagram to demonstrate the
recycling process that occurs in their classroom and
school. Students will have gained information from
previous tasks such as brainstorming, internet
research and an expert speaker. They will now be
able to sort out this information and complete a
diagram to show what happens to their waste in their
class and school.
- 5. LC.1
- 5. LC.2
- 5. LC.7
- 2.LC.14
- 5. LC.4
- 20. LC.9
Lesson eleven
Two truths and a Tale (tuning in/ice breaker)
Each person must make three statements about
themselves, one of which isn't true. (I have two
brothers, I was born in Australia, I have a motorcycle).
The group must guess, or vote on, which statement is
the tale. Students will then be prepared to share in a
more structured way for the next task.
Bloom’s Box (making conclusions)
The teacher makes a large dice and on each face of the
dice writes a question. For example:
18.
- 1. LC.2
- 2.LC.13






Knowledge- What is one thing you have
learned about recycling?
Comprehension- How does our school recycle
in one way?
Application- what are some other ways you or
your family recycle at home?
Analysis- What are some things that stop
people from recycling?
Synthesis- How as a citizen can you recycle?
Evaluation- Why do you think recycling and
following the value reduce, reuse and recycle is
important?
- 5. LC.6
Dice is then rolled by individuals and students must
respond to a question that lays face up (questions will
be open ended to allow a range of responses).
Lesson twelve
Word association (tuning in)
As a whole class the group will create one large circle,
the teacher will start with a word related to the topic
such as “reduce”. The next person in the circle must
then say the first thing that comes to mind (preferably
to do with the unit”) this will continue until the ideas
cease or students disengage. This task will prepare
students to share in the next task and relax nervous
ones.
Carousel Sharing (sharing, discussions and reflection)
Groups will be asked to compile all of their work
together from the past 5 lessons (2 weeks). They will
be able to display their work on tables. One or two
members from each group are required to stay at their
station so they can answer questions or give feedback
19.
- 5. LC.1
- 5. LC.2
- 5. LC.3
- 5. LC.4
- 5. LC.6
while others rotate around the room viewing and
discussing each other’s work. Each student will have a
chance to view others work as well as share what they
have done at their own station.
Time
Outcomes
Learning Experiences
- 5. LC.7
- 5. LC.8
Resources
ELA
Assessment
Assessment
checkpoint.
This
assessment
checkpoint is
designed to
assess how
student
competency
on the unit so
far. The
rocket writing
task helps the
teacher
understand
what
information
the students
have
discovered,
(Hayley)
What happens to our waste?
Lesson thirteen
In this lesson
students will
revise what
waste is inquire
into what
happens to our
waste.
Rocket writing (tuning in)
This is a revision activity. Ask students to write
about the topic “waste”, give students 3 minutes
to write about the topic and 2 minutes to check
their grammar, spelling, punctuation and any
other errors. Select some students to read their
rocket writing to the class.
Paired interview (tuning in)
In pairs students talk to each other about what
they think happens to waste. Give students 2
minutes to talk in their pairs. Students swap
partners and repeat the process several times.
Silent jigsaw (tuning in)
Divide students into groups of five. Give each
group an image which has been cut up like a
jigsaw. Ask students to arrange image in their
20.
- pencils
-workbooks
- ELA 2
-ELA 20
- 1.LC.7
- no resources needed
- ELA 2
- 1.LC.2
- ELA 4
- ELA 20
- Five “waste” pictures
*appendix. These pictures
need to be cut up.
- 5.LC.2
- 5.LC.5
- ELA 4
and what
information
needs to be
reinforced.
groups correctly without speaking.
Mind Map (tuning in)
Using the images as stimulation, asks students
what they think happens to waste after it is
thrown in the bin. As a class create a mind map
illustrating students’ ideas of where waste goes.
-interactive whiteboard
- five pictures
- 20.LC.6
- ELA 4
- 3.LC.3
- ELA 2
-1.LC.4
- Interactive whiteboard
- internet
- 1.LC.2
- 1.LC.3
- 2.LC.2
- 2.LC.10
- 5.LC.6
- 6.LC.1
- classroom bins
- 20.LC.7
- 2.LC.10
- ELA 2
Lesson fourteen
By the end of
this lesson
students will
understand
where waste
goes at school.
Letter writing (finding out)
As a class, students’ write a letter to the ACT
Government asking them for more information
about where our waste goes after we put it in the
bin. This is done on the interactive whiteboard.
Incursion
Students investigate where there waste at school
goes. Firstly, students examine the bins in the
classroom (recycling, waste, compost) and where
this waste is taken when the bin is full.
21.
Lesson fifteen
Students will
understand
where waste
goes once, how
it is divided and
what it is used
for and the
importance of
waste
management.
Students can
also identify the
different types
of waste.
Excursion (finding out)
Take students to the Materials Recovery Facility
and Resource Management Centre at Hume
(Canberra). This excursion will take half a day.
The NoWaste Educational team will give
students the MRF, RMC, green waste and
building demolition presentation for 90 minutes.
Information on this tour is found at this site
http://www.tams.act.gov.au/live/recyclingwaste/education_team/tours.
22.
-Permission notes from all
students.
- Resource Management
centre at Hume
- NoWaste Educational team.
- http://www.tams
.act.gov.au/live/recyclingwaste/education_team/tours.
- School bus
- ELA 2
- 20.LC.7
- 20.LC.9
- 20.LC.6
Lesson sixteen
Assessment
Checkpoint.
Use
observations
and
questioning to
assess student
learning on
waste
management.
During this
activity the
teacher will
observe each
group and its
participants.
The question game (tuning in)
This activity is a revision of what students have
learnt from the excursion and throughout the unit
thus far. Sort students into 6 groups. Give each
group a number and write one of the following
questions on a 6 pieces of paper.
1. What happens to our green waste after we put
it in the bin?
Students will
understand
where waste
goes, how it is
divided and
what it is used
for and the
importance of
waste
2. What are common mistakes people make
management.
with their waste?
Students can
also identify the 3. What happens to recyclable waste?
different types
4. Why is waste management important?
of waste.
- 6 pieces of paper
- questions on paper
- pencils/pens for students to
write with.
- ELA 2
- 20.LC.7
- 20.LC.9
- 20.LC.6
- 5.LC.2
- 5.LC.7
- 5.LC.6
-30x picture story worksheet
- - ELA 2
5. What kind of materials go into landfill?
6. Why does waste need to be re-sorted at the
management centre?
In their groups, students answer the question on
the top of the sheet then fold the paper over so
the response is hidden. Next, students pass the
paper to another group and answer the next
question. Repeat until all questions have been
answered by all groups. Finally, each group
presents the information on their original paper
to the class.
Picture story (sorting out)
Students create a procedure using pictures and
23.
captions of where waste goes based around
information from the excursion. Using the sheet
provided (see appendix*)
-pens and pencils for students
to write with.
- 20.LC.7
- 20.LC.9
- 20.LC.6
-laptops
- pencil, markers, glue,
scissors
- interactive whiteboard
- 7 stations (tables) around
the classroom.
-craft materials
- 20.LC.7
- 20.LC.9
- 6.LC.1
- 5.LC.2
- 5.LC.4
- 5.LC.6
- 2.LC.15
- 2.LC.13
- 2.LC.10
Lesson seventeen and eighteen
Assessment
checkpoint.
This activity
is designed to
understand
what students
have learnt
about waste
management.
This is an
accurate
assessment
strategy as it
caters to
multiple
intelligences,
therefore
differentiating
student
learning.
By the end of
these two
lesson students
communicate
what waste is,
what recycling
is, and where
waste goes.
Multiple intelligence work stations (going
further)
Seven stations to be followed (shown below).
Students get into their allocated groups and
spend 20 minutes at each station.
1. Verbal- creates a list of questions you would
like to ask our expert speaker if you had a
chance to.
2. Visual- design a poster you think would be
good to grab someone’s attention in regards
to waste management, think about things like
symbols, pictures and key words.
3. Rhythmic- Create a poem that describes what
waste management is.
4. Logical- Create a graph that shows how
many classroom in the school have different
bins for different waste.
5. Bodily- design a bin that is useful and
beneficial for our classroom to help us
recycle.
6. Interpersonal- share with the group some of
24.
your waste problems you have such as lunch
box decisions, as a group solve these
problems so that we can recycle better.
7. Intrapersonal- reflect on how you feel you
are better at recycling and following the idea
of reduce, reuse and recycle. What are your
values now and how have they changed.
25.
Assessment
checkpoints
Outcomes
Learning Experiences
Resources
ELA
Assessment
What ways can we reduce our waste? (Matt)
Lesson nineteen
Pass the ball (tuning in)
Students will sit in a circle or stand as a group, as they
pass a ball around to each other they must make a
contribution every time they are passed the ball. The
class will start off with the one question what ways can
we reduce our waste? The students can then be given the
option to ask related questions as they pass the ball
around. Students will take turns at being a scribe and
adding ideas to board.
- 1.LC.2
- 1.LC.5
Topic Wheel modification (finding out)
Provide each student or group of students with a blank
“wheel” divided into 4 sections each section asks the
students to think about the topic from a different aspect.
For example: How do we reduce our waste? Wheels will
include titles: Me, my family, community and the
government. Students will share what they know and then
the wheel can be updated as the unit progresses.
Lesson twenty
Film (finding out)
Watching a film on reducing waste and recycling is a way
that students can be shown sounds and images to engage
with the topic and use a tool which they are familiar with
and can relate to. Films such as the videos available on
the Visy website are great for school students. Teachers
can access videos like the Visy ambassadors which show
how people recycle in their own homes.
26.
- 2.LC.10
- 6.LC.5
Lesson twenty one
Letter Writing (going further)
Students will work in groups to write a letter. Half of the
groups will write a letter to their principle trying to find
out what kind of ways the school is already trying to
reduce their waste and also inquiring if there is anything
else the school as a whole can further reduce its waste.
The other half of the students will write a letter to the
ACT Government Territory and Municipal Services:
Recycling & Waste.
Students will try and find out some advice about reducing
their waste, things such as tips, resources and reports.
Before any of the groups begin their letters, the teacher
must scaffold the students through constructing a
successful letter. Keeping the letter concise and to the
point is vital. Students will have to explain to the receiver
the topic of investigation, a little about what they have
learnt so far and what type of information they are
looking for.
Lesson twenty two
CSI Chart (tuning in)
Students will be given a CSI chart hand out, the page will
be split into 3 sections Colour, symbol and image.
Students will have to record their thoughts for each after
being given the phrase “Reduce, Reuse, Recycle”. They
will choose a colour, create a symbol and draw a picture
or image. Class will then quickly walk around and view
each other’s work and then share their thoughts.
Start, stop, and keep (going further)
27.
- 2.LC.2
- 2.LC.10
- 2.LC.13
- 2.LC.14
- 3. LC.4
- 20.LC.7
- 20.LC.9
In their group’s students will be given this worksheet
split into three sections. They will need to discuss and
add their ideas relating to reduce, reuse, recycle.
As individuals, as a school and at home:
- What will they now start doing?
- What will they stop doing? and
- What will they keep doing?
Class will share their ideas and display their work outside
their class as a reminder and visual cue for visitors.
Lesson twenty three and twenty four
Assessment
Checkpoint.
Students
posters will
be assessed.
Advertising campaign (taking action)
Students in their groups will come up with a poster to
display around the school relating to reducing peoples
waste. Students will focus on ways others can reduce
waste at school and at home. Students will begin with:
- Discussion on what successful advertising
campaigns and methods they have seen.
- View an advertising campaign on you tube “never
too young to recycle”
http://www.youtube.com/watch?v=we5KlQvVZf4
- Consider and discuss ways they can convince
others rewards/initiatives etc.
- Discuss further methods such as jingles, rhymes,
pictures, key words.
- Discuss ways of presenting as well as researching
options
- Discuss finally the key issues related to our topic:
What message do we want to get across?
28.
- 1.LC.5
- 2.LC.14
- 3. LC.7
- 5. LC.2
- 5. LC.3
- 5. LC.4
- 5. LC.6
- 5. LC.7
- 6.LC.1
- 6.LC.2
- 20.LC.10
Reference List:
29.