Teaching Sequence

5 minutes – Part A: Activating Prior Knowledge
15 minutes – Part B: Taking the Initiative with Recycling
30 minutes – Part C: Presenting Data
10 minutes – Reflection

Work through this resource material in the following sequence:

Part A: Activating Prior Knowledge

Step 1.

Read out the learning intentions and success criteria or write them on the board:

Students will...

I will be able to create a column graph using data I collect
I will be able to place recyclables in a suitable bin when disposing of them.

Students can...

I can use tally marks to record data
I can create a column graph and colour in the correct number of squares to show my data
I can name what the five recycling groups are.

Step 2.

Watch the video below as a class:

Landfill facts and statistics – A global problem (https://www.youtube.com/watch?v=18FLfQDInI8)

Invite students to discuss the video, using the following questions as prompts:

Where does our waste go?
What is landfill?
What problems does waste cause for our planet?
Is there anything else we can do, other than sending all used or unwanted items to landfill sites?

Step 3.

Explain that items sent to a recycling centre are used to make new products which means they don’t end up in landfill like other rubbish.

Show the Recycling Guidelines poster, describing the different types of things that can be placed in recycling bins at home and emphasising the ease with which items can be recycled.

Part B: Taking Initiative with Recycling

Step 1.

Watch the video 'Ryan’s Recycling Kid Entrepreneur' as a class.

Ryan's Recycling Kid Entrepreneur (https://www.youtube.com/watch?v=TGx5CJcF044)

Step 2.

Pose the following questions for discussion:

What does Ryan’s business do?
Why do you think Ryan thinks recycling is so important?
Do you think Ryan’s business is good for our world?
Do you think that we recycle well in our classroom?

Step 3.

This step will involve sorting through the class rubbish bin to see how many recyclable items can be recovered. Invite students to sit in a semi-circle with a copy of the Student Worksheet, a pencil and a book or clipboard to lean on. In the space in the circle, place the class rubbish bin and an empty bin to transfer rubbish into as it is checked.

Explain to students that they will be checking to see if the class is recycling well, or if there are items in the rubbish bin that could have been recycled. Have them predict how many recyclable products they will find from each category and record their prediction in the space provided on the worksheet.

Demonstrate how to use tongs to take out one item at a time, and record which category the item is from on the datasheet, then placing it in the empty bin. Ensure students understand that the search is for recyclable items: when non-recyclables are found in the bin, they do not need to be recorded on the datasheet. Allow each student a go at taking out items and determining which category they are from. Continue until all contents of the bin have been checked.

If your class already sort their recycling well, you could audit your recycling bins and tally how many items from each category have been put in them.

Step 4.

Discuss the items found in the rubbish bin, by asking the following questions:

Did we have any items in our rubbish bin that could be recycled?
Could we do anything to make sure that all recyclable items are sent to a recycling centre instead of going to landfill?

Or, if you have audited your recycling, ask:

Are we doing well at collecting items for recycling?
Did we notice any problems with our recycling?
Is there anything we could change/improve about the way we dispose of our waste?

Part C: Representing Data

Step 1.

Project the data graphing sheet and demonstrate how to use it to create a graph by completing one category in front of the class. While modelling, demonstrate to students how to:

Ensure that the data is recorded in the correct column.
Colour one square for each tally mark on the datasheet.
Label the value axis.
Create a title for the graph.

Step 2.

Provide time for students to complete the graphing activity on the Student Worksheet.

Reflection

Conclude the lesson with a class discussion to reflect on the recycling habits of the group by asking the following questions:

How many recyclable items should be found in a rubbish bin?
How many recyclable items did we find in the rubbish bin?
Does our class recycle well? What information have we found that shows this?
What ideas have you come up with that would help us improve our recycling?
What are we going to do from now on to ensure we are recycling well?

Taking Action

In some instances, this lesson may act as a suitable prompt for change within the broader school environment. In these cases, other teachers, leaders or principals could be invited into the classroom so that the students can share their thoughts and ideas and encourage further change within the school.

Differentiated Learning

Extension – C apable students can be encouraged to increment their scale in numbers greater than one (e.g. one shaded square may represent a data value of two).

Provisions for Learning Support – Some students may find it challenging to manage the various resources required to complete this task. They can be partnered with another student who is able to support and guide them or, if multiple students require support, you can form a focus group and support them to complete the task together.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

The information and statistics included in this document are approximate and have been simplified for educational/illustrative purposes. They should not be relied upon for any other purpose.

Visy Education - How Do We Recycle?

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Summary

Learning intentions:

Students will...

Success criteria:

Students can...

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