|
TEACHER Diane Smith,
Christina Ward
YEAR
1 |
LEVEL
1 |
DURATION
2 weeks |
|
Strand Achievement Objectives to be Assessed
|
Learning Outcomes
|
|
|
Resources and Economic Activities
Different types of work people do
|
Describe two jobs in the recycling process.
|
English
Transactional Writing
|
Write instructions and recount events in authentic contexts, related to recycling.
|
|
Supporting Achievement Objectives
|
Learning Outcomes
|
Resources and Economic Activities
Different resources that people use
|
Explain how different resources are recycled.
|
Social Organisation
Different roles people fulfil within groups
|
Explain the roles of different people in the recycling process.
|
English
Interpersonal Listening
|
Listen and respond to others - whole class, small groups, visiting
speakers and groups from other classes.
|
|
Processes
|
Learning Outcomes
|
|
Inquiry
|
Carry out an inquiry into resources that can be recycled.
|
|
Social Decision Making
|
Make decisions about possible social action on recycling.
|
English
Processing Information
|
View and use verbal/visual texts to gain and present information.
|
|
Requirements
|
| Settings: | New Zealand |
| Perspectives: | Current Issues; The Future; |
| Essential Learning About New Zealand Society (ELANZS): |
- Changing patterns of resource and land use.
- The nature and organisation of paid and unpaid work.
- Current events and issues within New Zealand.
|
|
Assessment
|
Assessment Activity 1
Write a brief fact file that describes two jobs in the recycling process.
Assessment Schedule
|
TEACHING AND LEARNING ACTIVITIES
Select and adapt these learning activities to best meet the needs of your
students, and to fit the time available:
- Classify
Bring a selection of resources (jars, bottles, plastics, bags, paper
products, cans, organic matter) and ask students to classify them.
- Discuss
Students write about their initial understandings of the subject:
- What are resources?
- What happens to the resources we use when we no longer need them?
- What do these words mean - reduce, reuse and recycle?
- What are some words we use for rubbish?
Litter waste, refuse, trash, garbage, etc.
There are two aims to this exercise - to establish the students' prior
knowledge and to reinforce principles of writing - ie beginning and end of
the writing piece, punctuation.
- Word bank
Start building a word bank in your classroom.
- Shared Reading
Students have photocopies of text and highlighters and follow as
teacher reads, discussing and clarifying sections at a time. This provides
background information and key words.
Texts to be used:
- Filling the Bin Journal Pt 1 No 3 1987
- Sarah Scrap by Wendy Lewis. Evans Brothers Ltd. 1990
Brainstorm, then write individual
simple reports based on the word
bank being built up. Teacher modeling, write a simple dialogue for
dramatisation.
- Inquiry through Email, Faxes and Letters
Email, fax or write a letter requesting information or a visit to
find out how different resources can be recycled.
Email, fax or write a letter requesting information or a visit to
find out about two or three jobs in the recycling process.
Teacher models a letter prior to the student's
writing. Write one letter as a class. In groups students write to each
of the following organisations:
Focus: Format of letter.
Spelling, proof reading, punctuation, getting a message across.
- Visit: a recycling centre
Find out where your nearest recycling centre is,
either through the local council or under Recycling in the
Yellow Pages.
Conduct an inquiry into:
- how different resources are recycled
- the jobs people do in the recycling process.
Possible jobs could include: waste collection, sorting and processing,
promoting and educating people about recycling.
Before the visit, prepare questions to ask for both inquiries, and discuss
ways of recording the information - for example - on video, tape recorder
or notes.
After the visit, discuss your findings, and make generalisations based on
them.
- Assessment Activity 1
Write a brief fact file that describes two jobs in the recycling process.
Use self-assessment sheet:
visual interpretation of own writing (above).
Assessment Schedule
- Write instructions
Write instructions for creating a recycling centre in your own classroom.
- Children to complete own individual instruction sheet.
- Class recycles for a fortnight within the classroom.
- Discuss effectiveness of our recycling. Changes to be made?
- Record as PMI.
- Redo original template in the light of experience.
- Social Decision Making
Identify problems and issues relating to waste disposal in the
school and/or community.
School and community links:
Look at the rubbish produced at the school.
- What happens to it and how is it dealt with?
- What solutions can be developed for these problems/issues?
- What possible actions could be chosen?
- Reflect on the findings.
- Step-By-Step Guide
Use pictures and sentences
to explain how two different resources are recycled in a simple
step-by-step guide format.
- Writing/Reading
Continue to develop your word bank:
- Keywords - biodegradable, compost, landfill,
environment, leachate, toxic waste.
- Basic Words - Phonics/Word families, lists using
relevant words eg: bin, pack, use, make, throw and such basic words
as occur through the unit.
Teacher introduces headings:
- "Many things can be recycled".
- "Many things can be reused by another person."
- "Sensible choices can reduce the amount of waste."
Children discuss each topic in small groups. Illustrate the three ideas
on a chart using children's drawings and magazine cutouts.
- Maths
Sort and group items in different class rubbish bins, ie. types of rubbish.
Graph the office paper bin (types and uses of paper), compare sizes,
shapes and textures (jars, cans, bottles, ice cream sticks, juice cartons).
Publish results on spreadsheet and graph for class display.
Sort items collected from home into their material groups.
Record and graph findings.
- Worm farm
Study of school facility.
- Composting
Children discuss with parents and class visits if
possible. Children in work groups to
brainstorm,
the ideas and facts relevant to
each stage of the process. Record results on a sequential mural - text and
illustration.
- Grow spring bulbs
Grow bulbs in recycled containers.
Through class fund-raising, buy daffodil bulbs and potting mix
from local garden centre. Children write their own letter home using
letter format outlined above, asking for an appropriate
used container that can be used for planting their bulbs. Decorate the
container with acrylic paints and when dry, plant the bulbs. Plant
growth can be measured and recorded as a maths activity if you wish.
- Art activities
Introduce art activities that reuse some of the materials. Rather than
setting teacher imposed parameters for these activities, provide
children with raw materials, perhaps show an example of each of the ideas.
For example:
- Mosaics using egg cartons or cheese boxes as a base container,
with moist sand or plasticine, then coloured
plastic, glass and paper shapes.
- Fabric collage pictures using scrap fabrics.
- Mobiles - newspaper constructions: flowers to hang, boats
to sail and hats to wear (school parade).
- Still life using articles from local "Op shop" eg. gumboot,
bicycle, vase, hat, plastic flowers.
- Box construction rubbish robots.
- Spinning (optical illusion) card with picture of litter on
one side and picture of bin on other side. Attach it to a stick to spin it.
- Graphics
Design a T-shirt or recycling container with an environmental message.
Design a new label for an old can (use computer software to
help develop the design). See
Exploring
Language: Semiotics.
- Papermaking
- Musical Instruments
Construct musical instruments using tin cans (drums), shakers
from cardboard rolls and pebbles.
- Skittles
Make skittles with plastic bottles, using pebbles to stabalise them.
Use rolled up newspapers/magazine pages to construct balls for ten-pin bowling.
- Poster
Make a poster for display in school foyer.
Using visual language features. Teacher models and discusses, encouraging
children to be conversant with vocabulary - spacing, border, font,
lettering, bold, upper and lower case, outline, size, shape, colour.
Use word bubbles in such a way that the
visual and written texts support the recycling message. Use familiar logos
such as MacDonald's and those of other labeled goods. Achieve a 3D
effect necessary to make an impact in the foyer by
collage, using diverse materials such as household items (rice, pasta) and
natural finds (grasses, leaves).
RESOURCES
Print
- The Paper Bag Prince, by Colin Thompson
Electronic
Other
This material has been produced by UNITEC Institute of Technology
under contract to the Ministry of Education.
|
