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Lesson 6 – Puppet show: reducing and re-using man-made resources
Rationale:
The use of drama in this science experience engages children in active scientific literacy learning
(McGregor, 2012). This ‘multisensory experience’ caters to diverse children (eg. ESL, dyslexia) as it
is open-ended and encourages children to express their ideas and understanding creatively (Ofsted,
2005 as cited in McGregor, 2012).
Outcomes:
Earth and Space
Outcome ST1-9ES - student identifies ways that people use science in their daily lives to care for the
environment and the Earth’s resources
 Explore ways in which people use science knowledge and skills in their daily lives to care for
the environment and use resources sustainably
Products
ST2-16P describes how products are designed and produced, and the ways people use them
 Explore ways that products may be designed and made to conserve resources, eg
recyclable materials and reusable containers
K-6 Syllabus:
Built environments BE S1.1
Other KLAs:
English TS1.3, WS1.9, WS1.10
Creative Arts VAS1.2, DRAS1.1, DRAS1.3, DRAS1.4
HSIE ENS1.6
Key Scientific Knowledge:
Definitions:
Reduce: Reduce means to minimize the consumption and hence production of items (Regents of the
University of Colorado, 2005). This means to purchase fewer products and to purchase products with minimal
packaging and items that are long lasting in order to minimize waste (Go Green La Grange, n.d)
Re-use: Re-use means to use an item again, create new ways of using an item, repair it, donate or sell it
instead of throwing it away. It is better to re-use than to recycle because it doesn’t have to go through the
process of recycling for it to be used again (Regents of the University of Colorado, 2005).
Why reduce and re-use?
-Each item bought from a store requires energy and natural resources to produce. There is also a loss in our
natural resources when there is more demand for products. Many natural resources are limited and reducing
and re-using items will help conserve our environment and resources (Southern Downs Regional Council,
n.d).
-In the production process, waste is created. (Go Green La Grange, n.d) This waste adds to pollution because
of the need to transport and dispose of it. Disposing wastes adds to landfill which produces methane and
leachates that pollute our soil, air and water (Naturemill, 2012).
-The cost for landfill sites are expensive so less need for landfill space will mean less costs and damage to the
environment (Southern Downs Regional Council).Reducing and re-using items will mean we don’t have to
worry about disposing or recycling.
Materials:
-Puppet made out of recycled/re-used materials [appendix 6.1]
-Teacher role-play scenarios with appropriate materials (plastic bag, nylon bag, large packet of chips,
individual small packets of chips, recyclable logo on item and one without
-Student’s group role-play scenarios [appendix 6.2]
-Teacher role-play scenario [appendix 6.3]
-Dress up box (dress up materials)
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Time
Description
-Write new vocabulary on the whiteboard/IWB: Reduce, re-use
(reminder from last lesson)
Introduction
10 minutes
-Teacher introduces puppet (made out of recycled/re-used materials) to
class [appendix 6.1]
-Puppet explains new vocabulary words: reduce and re-use
-Invite children to share their experiences of reducing/re-using.
-Do short role-play scenarios on responsible ways of reducing and reusing man-made resources [appendix 6.3]
Body
25-30min
(materials to be collected before lesson – encourage students to bring in
items that can be recycled and/or re-used prior to the lesson)
-Divide children into groups of 3 (approximately 7 groups) and hand
out scenarios to each group [appendix 6.2].
-Students will make puppets out of the re-usable materials and present a
short group role-play on given scenarios: students make puppets using
items that can be recycled/re-used then discuss in groups on how they
will present their role-play/given scenarios using their puppets and
materials from drama box.
-Provide consistent feedback to students whilst they are preparing for
their role-play. According to Martin (2011), this strategy will help
students with and without a disability to enhance their science learning
experience (Martin).
-Write instructions on the whiteboard/smartboard after explaining
instructions (Martin, 2011).
-Support students as needed (eg. giving examples)
-Students present their group role-plays to the class using puppets and
materials.
Conclusion
20 minutes
-Encourage students to discuss/reasons for their responsible choices in
reducing use of materials
-Encourage students to give positive feedback and constructive
criticism. According to McGregor (2012), performing and discussing
ideas has the ability to cater to diverse learners because it does not
require good writing or reading skills (McGregor).
Simplification:
-Provide more examples of what character may
say in the role play
-Discussing reasoning for resolution
-Re-reading role play scenarios and explaining to
make sure child understands scenario
Extension:
-Child/ren can come up with own setting,
problem and resolution (upon discussion with
teacher)
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References
Go Green La Grange. (n.d). Reducing waste. Retrieved on 29/10/13 from
http://www.gogreenlagrange.org/html/reduce_waste.html
Griffin, J. (2012). Exploring ad scaffolding learning interactions between teachers, students and
museum educators. In E. Davidsson and A. Jakobsson (Eds). Understanding interactions at
science centers and museum sense publishers, pp.115-128. DOI: 10.1007/978-94-6091-725-7_8
Martin, D., J. (2011). Science education for students with learning differences. In Martin, D., J.,
Elementary science methods: a constructivist approach (6th ed., pp.245-268). Retrieved on
29/10/13 from
http://ilearn.mq.edu.au/pluginfile.php/2156986/mod_resource/content/1/Martin_2011.pdf
McGregor, D. (2012). Dramatising Science Learning: Findings from a pilot study to re-invigorate
elementary science pedagogy for five- to seven-year olds, International Journal of Science
Education, 34(8), 1145-1165. DOI: 10.1080/09500693.2012.660751
NatureMill. (2012). The story of composting. Retrievedon 29/10/13 from
http://www.naturemill.net/earth.html
Regents of the University of Colorado. (2005). Lesson: 3RC (Reduce, Reuse, Recycle and Compost).
Retrieved 29/10/13 from
http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_enviro
n/cub_environ_lesson05.xml
Southern Downs Regional Council. (n.d). Waste minimization: why and how? Retrieved on 29/10/13
from
http://www.southerndowns.qld.gov.au/page/Council_Services/Waste_Management/Waste
_Minimisation_Why_and_How_