Recycling: Tweak it or forget it

Year 6/7/8 Science Unit plan Unit Overview : Week 3

Lesson 1: Dying of Thirst Objective: Students will represent prior knowledge and current understandings of advantages and disadvantages of different soft drink container packaging. Students will develop questions for further inquiry. Activities Orientation (10 min) Students Resources Dying of Thirst Activity sheet Shop scenario written on the board. Lesson adapted from http://www.americanchemistry.com/ho ps2/activities/day_1.asp ENGAGE 50min

Assessment Science Journal Entries: Diagnostic assessment observations from class participation and Dying of Thirst worksheet, gauging students prior knowledge

Are given a scenario they must decide which soft drink bottle is the best choice for them when they are dying
of thirst and need to buy a drink from the local shop. Are shown three types of soft drink containers 1 x glass, 1 x aluminium and 1 x plastic each student is given time to look and touch the containers Are prepared for group work etiquette, and responsibilities Enhancing (25min) Students As individuals record on Dying of Thirst activity sheet the advantages and disadvantages of choosing each type of soft drink container. Form groups and discuss individual ideas regarding each soft drink container Make a group decision about which soft drink container is the best choice. Why? Synthesizing (15min) Students

Dying of Thirst Activity sheet

Science Journal

As a class discuss (using group spokesperson) each groups decision regarding the best soft drink container

Homework Students bring something plastic from

As individuals record extra advantages and disadvantages as discussed with class, develop questions that need further investigation.

 Discuss the advantages and disadvantages of each type of soft drink container from the shop keepers perspective
extension work group Stick worksheet into Science Journal

home for next lesson

Student Considerations Extend Further comparison between the consumer and shopkeeper. Support All students are encouraged to participate by teachers or allocated support staff or students. Students are reminded that different perspectives have value and must be respected. Absentees If possible students must attend a science session (in lunch break) to update them about first lesson.

Lesson 2: My World of Plastic

Objective: By the end of the lesson students represent current understandings of things they know to be made of plastic. Students also consider and develop questions regarding the composition of plastic. Key Learning Activities Resources Household Items made of plastic

ENGAGE

50min

Assessment Science Journal Entries: Diagnostic assessment observations from class participation and My World of Plastic group posters gauging students prior knowledge

Orientation (5 min) Students

Will have their item made of plastic from home

Form groups with other students who have a plastic item that is similar or the same as their own. Enhancing (25min) Students Discuss as a class the similarities and differences between the items of plastic. Why are they different? What are they used for? What is made of plastic in the classroom? What other things are made of plastic in our world? Look for any words and/or symbols on the plastic items. Encourage students to think about what they already know, and need or want to know about the plastic items and the

Note paper KWL chart

symbols Develop questions for further investigation

Synthesizing (20min) Students Are introduced to a basic explanation of some plastic identification codes via The Daily Green Website on the smart board Form even groups with students whose plastics items differ from each other. In groups fill in individual KWL chart to encourage further inquiry and production of My World of Plastic poster.

Homework- Due lesson 4 Week 2

Construct My world of Plastic poster using pictures of things identified as being made from plastic - include symbols identified on each item and answer to one or two inquiry questions.

The Daily Green http://www.thedailygreen.com/green-homes/latest/recyclingsymbols-plastics-460321

Why do we need so much plastic? http://www.tvo.org/iqm/plastic/plastichome.html

Student Considerations Extend Support Absentees

Students will be provided with a KWL chart to extend their inquiry and facilitate higher order thinking. Lesson 3: Why are so many things made of plastic?

Extra items of plastic brought in to accommodate who missed last lesson. Those absent from this lesson will be given a summary during break, also visit website Why do we need so much plastic? Objective: By the end of the lesson students investigate the history of plastic, uses of plastic and the EXPLORE 50min http://www.tvo.org/iqm/plastic/plastichome.html composition of plastic and explore the significance of symbols on plastic.

Extra household items of plastic will be brought into class by the teacher to accommodate those who did not bring an item. Unit Overview : Week 4

Key Learning Activities Orientation (5 min) Teacher asks students if they know why so many things are made of plastic and if they know what plastic is made of. Enhancing (20min) Note paper Internet Students break into small groups Using activity sheet questions as a guide investigate historical aspects of plastic. Record findings on activity sheet

Resources

Assessment Science Journal Entries: Formative assessment Historical timeline of plastic written feedback given from teacher

Why are so many things made of plastic? http://www.tvo.org/iqm/plastic/plastichome.html

Library resources

Why are so many things made of Plastic activity sheet

Synthesizing (25min) Students Science Journal Why are so many things made of plastic activity sheet Poster cardboard for time line The Daily Green http://www.thedailygreen.com/green-homes/latest/recyclingsymbols-plastics-460321

In groups construct a timeline in poster form about plastic and record on

individual activity sheets Each group presents timeline to the class Stick activity sheet into Science Journal

Student Considerations Extend Support Absentees

Time to work on My World of Plastic poster due next lesson.

Support and ESL staff will be available for students who require extra supervision, explanation or attention.

Timeline completed next day in break

Lesson 4: Making plastic part 1

Objective: At the end of this lesson students will make biodegradable plastic. Students will also start to write a scientific procedure including a hypothesis.

EXPLORE

50min

Key Learning Activities Orientation (5 min)

Resources Lab session Instructions

Assessment Science Journal Entries:

Teacher gives students explicit verbal and written instructions about the Making Plastic experiment

 Safety instructions and considerations are also made clear Enhancing (30min) Students break into small groups

Make plastic and mould it into a regular plastic spoon

Making Plastic http://www.need.org/ne edpdf/IntNaturalPlastic .pdf

Formative assessment Making Plastic - Start written procedure including hypothesis Written comments given for student reflection

Bury both spoons side by side in a designated area in school grounds spoons are clearly marked. Spoons are left for at least 4 days Materials: 2 x glass jars 120ml whole milk Tsp of vinegar Pot and stove Plastic spoon Plot of soil

Synthesizing (15min) Students As a class discuss what might happen to each spoon and why? Begin to write up procedure Making Plastic Experiment - including hypothesis. Student Considerations Extend Support

Science Journal Homework due today My world of plastic poster

Absentees

Students who have finished procedure may help other students to complete the procedure before the end of the lesson. All students given time to finish My World of Plastic poster if time permits.

Support and ESL staff will be available for students who require extra supervision, explanation or attention. Other students may also help.

An explanation of the experiment will be given to students who are absent. These students will write a procedure with a hypothesis based on their understanding of the experiment. They will join a group for part 2 of the experiment.

Unit Overview : Week 5

Lesson 5: Making Plastic part 2 Objective: By the end of the lesson students discover that some plastics are biodegradable and others are not. They consider the reasons for this finding. EXPLORE 50min

Key Learning Activities Orientation (10 min) Students in their groups from last lesson

Resources

Assessment Science Journal Entries Formative assessment Making Plastic finish written procedure including results and conclusion based on findings from lessons 3 &4 Written comments given for student reflection

Dig up spoons buried in previous lesson

Enhancing (30min) Students Discuss in groups the difference found between the two spoons after they have been buried. Why is there a difference? Why didnt the regular plastic spoon break down like the other Discuss as a class the findings of each group Record the difference found in the results section in the Making Plastic Experiment Synthesizing (10min) Students

Plastic Forever activity sheet

Science Journal

As a class discuss if their hypothesis was correct

Student Considerations Extend Support Absentees

Students may place their spoons back in the ground to observe the biodegradability of plastic over a longer period of time.

Support and ESL staff will be available for students who require extra supervision, explanation or attention. Other students may also help.

An explanation of the findings of the experiment will be given to students who are absent. These students will write a procedure with a hypothesis and results based on their understanding of the experiment.

Lesson 6 A World of Plastic

Objective: By the end of this lesson students will gain a greater understanding of the implications of plastic waste in our environment. Students will also develop critical literacy skills through deeper analysis of aspects of the clips presented.

EXPLORE

50min

Key Learning Activities Orientation (10 min) Students You Tube Clips

Resources

Assessment Science Journal Entries

Garbage Island http://www.youtube.com/watch?v=LtMivNezes Plastic bottle island http://www.youtube.com/watch? v=NOqEyZfgh00&feature=related

Watch two clips about plastic Garbage Island & Plastic Bottle Island

Formative assessment critical literacy, A World of Plastic activity sheet -gauging students prior knowledge and ability

Enhancing (25min) Students

to use critical literacy Written comments given for student reflection

Discuss as a class first thoughts about both clips Break into small groups Discuss/record on worksheet the possible implications of plastic on the environment possible
advantages and disadvantages

A World of Plastic activity sheet

Synthesizing (15min) Students Discuss/record on worksheet Who made these clips and why? What information was not included in the clips? Stick worksheet into Science Journal Student Considerations Extend Critical literacy skills are encouraged during this lesson. Support All students are encouraged to participate in discussions by teachers, allocated support staff or students. Students are reminded that all perspectives have value. Absentees Students who are absent will be given the opportunity to view both clips and complete activity sheet at a convenient time. .

Unit Overview : Week 6

Lesson 7: Recycling Heroes Objective/s: Have the recycling heroes out to talk with the students EXPLORE 50min

Activities Recycling Heroes talk with students. Students to ask constructive questions. Science Journal

Resources

Assessment

Lesson 8: What is plastic? An Introduction to polymers and plastic.

Objective/s: Students discover the chemical makeup of plastics and make a simple polymer using borax and white glue. At the end of the lesson students should be able to discuss the difference between various types of plastics and explain the meaning behind the resin identification code.

EXPLAIN

50 min

Key Learning Activities Orientation ( 5 min)

Resources

Assessment Observational notes: taken in relation to how students engaged with the experiment Could they follow basic procedural steps? Adhere to safety requirements? Predict and hypothesize? Science Journal entries: Formative assessment

Class discussion (drawing upon prior knowledge) of what plastics are made from Making a polymer science activity sheet.

Enhancing (25min) - Workshop outline:

Discuss in detail what the resin codes mean. Briefly describe the properties of each type of resin and plastic. Introduce the science experiment / activity and briefly describe the processes of science that the students will focus on: Students will make a simple prediction or hypothesis in their science journal. Students undertake Making a polymer experiment. Instructions and safety considerations attached.

Synthesizing (20 min) Students Are asked to reflect on the experiment by answering the following questions. The answers to which Can be recorded in their science journal to facilitate the formative assessment process. How did using more / less borax change the characteristics of your plastic? What applications could your plastic be used for? Justify your answer. Students individual answers can then be facilitated in a class discussion.

Laboratory materials: Borax, white glue, water, paper cups, plastic spoons.

Science Journal Students in their reflections should demonstrate a basic understanding of the scientific processes being carried out in the

experiment. Student Considerations

Unit Overview : Week 7

Lesson 9: Forever Plastic Living Responsibly with Plastic Objective/s: At the end of the lesson students will be able to engage with and pose different solutions to the question How do we live more responsibly with plastic. ELABORATE 50min

Key Learning Activities Orientation (5 min) Introduce students to this weeks theme - Living Responsibly with Plastic Remind students about clips viewed in Week 6. Class discussion about how students and their families dispose of / reuse plastic items in their Households.

Resources

Assessment Science Journal Entries

Diagnostic assessment -

Enhancing (40min)

Watch documentary Forever Plastic (running time 40mins)

(Documentary covers a short history of the uses of plastic and a brief outline of the science involved. However, the documentary primarily focuses on recycling and new and innovative ways individuals and industries are reducing their plastic footprint.)

Forever Plastic Documentary. http://www.cbc.ca/docu mentaries/doczone/200 9/foreverplastic/

Students complete a KWL chart. This can be used to gauge how much / what content students engaged with during the documentary.

Synthesizing (5min) Discuss documentary as a class Set homework. Complete an adapted KWL chart based on Recycling and the information learnt in todays documentary. Student Considerations Extend Support Ensure all students understand and are engaged in the discussions. Lesson 10: Excursion to Recycling Plant

Science journal Homework KWL chart

Absentees Give students copy of documentary to watch at home or in their lunch break ELABORATE

Objective: At the end of the excursion students will be able to demonstrate a developing understanding of recyclable and non-recyclable plastics and the recycling process.

Lesson 11: Recycling

Objective: By the end of the lesson students will draw on their prior investigations and reflections to negotiate their own research assessment piece that explores plastic and recycling.

ELABORATE

50min

Note: This lesson will be developed and moulded based on student responses from their KWL Charts. It will be students first introduction to negotiated curriculum. The following lesson is based on hypothetical scenarios that may arise from their reflections.

Key Learning Activities Orientation (10min)

Resources Science Journals

Assessment Summative assessment:

Teacher

Class discussion focused around students KWL charts. Discussion will facilitate what students learnt from the documentary

Forever Plastic and the recycling plant excursion and will highlight areas they would like to explore in more depth and detail. Students will be able to negotiate with the teacher a recycling plastic research project. Enhancing (30min) Possible guided research tasks: Students explore and create a poster of the life cycle of a bottle of milk from point of production to recycling. Develop a plastic recycling plan for the classroom / school. Compare the economics behind recycling plastics vs. manufacturing new plastic products. Investigate ways to reduced plastic packaging waste. Investigate the biodegradable properties of different plastics. Create a poster of a house that only contains recycled plastic products. Synthesizing (5min) Students Within a class or small group setting students can share their research ideas and can receive feedback from peers about ways in which they can research / collect data and how they might present their information. Discuss Laboratory Performance Task due in Week 8 Student Considerations Extend Due to the nature o f the assessment extension considerations are built into the project. Students may choose a subject or forum that is suitable to their interests and capabilities. Support Extra time will be given to those students who require it. Support and ESL staff will be available for students who require extra supervision, explanation or attention.

Observational notes and workbook from recycling plant excursion Access to computer labs

Student negotiated assessment that explores recycling plastic. (Due end of week 8)

Absentees Must begin this task at the soonest possible time so that assessment is completed in week 9.

Unit Overview : Week 8

Lesson 12: Continue on with Research task Objectives: to have most of the research task completed EVALUATE 50min

Key Learning Activities

Resources

Assessment

Students to continue on with their research task , due end of this week.
Student negotiated assessment that explores recycling plastic. (Due end of week 8)

Lesson 13:

Objective: CLASSROOM TEST

EVALUATE

50min

Key Learning Activities Introduction (8 minutes) Students: Will be seated in test position (seats arranged prior). Handed a test and reminded of the required materials for the test. Be read the instructions and reminded of the testing conditions

Resources Test Papers A Fantastic Plastic Future? unit test

Assessment Observe test conditions and ensure seating arrangement is appropriate for testing.

 Will have 5 minutes perusal time whereby no materials can be picked up. Students can only read their paper

Students: Pencil Eraser Coloured pencils

Testing (40 min) Students : Will complete their test Conclusion (2 min) Students:

Recycling Plastic Research Project

Will remain seated until all test papers have been collected and they are dismissed Due next week Student Considerations Extend Support Absentees

Extension considerations have been implemented into the overall test to allow students to demonstrate higher order processes. Such considerations include short answer questions and hypothesizing, rationalizing and justifying.

Extra time will be granted to those students who require it. Support and ESL staff will be available for students who require testing in a separate room so that they can think out loud and be read various questions.

Must: Sit the test on their return to school.

APPENDIX ATTACHED

Including: Lesson evaluation form for reflective practice. Lesson Plans Lesson One: Dying of Thirst Lesson Two: My world of Plastic Lesson Three: Why are so many things made of plastic? Lesson Four: Making plastic part 1 Lesson Five: Making plastic part 2 Lesson Six: A World of Plastic Lesson Seven: Recycling Heroes Visit Lesson Eight: What is plastic? An introduction to polymers and plastic Lesson Nine: Forever Plastic Living Responsibly with Plastic Lesson Ten: Materials Recycling Facility excursion Lesson Eleven: Recycling Lesson Twelve: Laboratory performance task Lesson Thirteen : Classroom Test