M6-L1 Getting to understand waste management

Getting to understand waste management

ECO-SMART

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Intersecting objectives

Purpose/ Learning objective

Facilitation

Ideas for follow-up

Resources required

Source/The day of the lesson: Materials & Class prep.

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Implementation

Getting to understand

Annexes

ECOSMART CONCEPTUAL MAP

Annex 1:

Activities to check your pupil’s ICT skills:

Annex 2:

Example templates for the different steps can be found:

https://images.apple.com/education/docs/CBL_Classroom_Guide_Jan_2011.pdf

• To understand waste and waste management
• To be able to classify well founded and not well-founded information from the internet, social networks, etc.
• To understand the process of waste from home to the landfill or treatment

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Intersecting objectives

Purpose/ Learning objective

Facilitation

Ideas for follow-up

Resources required

Source/The day of the lesson: Materials & Class prep.

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Implementation

Getting to understand waste management

Getting to understand

Annexes

ECOSMART CONCEPTUAL MAP

Annex 1:

Activities to check your pupil’s ICT skills:

Annex 2:

Example templates for the different steps can be found:

https://images.apple.com/education/docs/CBL_Classroom_Guide_Jan_2011.pdf

Annexes

ECOSMART CONCEPTUAL MAP

• To understand waste pollution
• To understand consequences to the environment
• Behaviour and consequences towards waste management: What can you do at school or at home?
• Why it is important REDUCING, RECYCLING, REFUSING and REUSING waste
• Team work
• Climate change
• Reinforcing they ICTskills

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Intersecting objectives

Purpose/ Learning objective

Facilitation

Ideas for follow-up

Resources required

Source/The day of the lesson: Materials & Class prep.

6

Implementation

Getting to understand waste management

Getting to understand

Annex 1:

Activities to check your pupil’s ICT skills:

Annex 2:

Example templates for the different steps can be found:

https://images.apple.com/education/docs/CBL_Classroom_Guide_Jan_2011.pdf

Annexes

ECOSMART CONCEPTUAL MAP

• The teacher will provide as much information and guidance to the students as possible. Some explanations may be needed.

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Intersecting objectives

Purpose/ Learning objective

Facilitation

Ideas for follow-up

Resources required

Source/The day of the lesson: Materials & Class prep.

6

Implementation

Getting to understand waste management

Getting to understand

Annex 1:

Activities to check your pupil’s ICT skills:

Annex 2:

Example templates for the different steps can be found:

https://images.apple.com/education/docs/CBL_Classroom_Guide_Jan_2011.pdf

Annexes

• Transferring the knowledge acquired to other peers

ECOSMART CONCEPTUAL MAP

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Intersecting objectives

Purpose/ Learning objective

Facilitation

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Source/The day of the lesson: Materials & Class prep.

6

Implementation

Getting to understand waste management

Getting to understand

Annex 1:

Activities to check your pupil’s ICT skills:

Annex 2:

Example templates for the different steps can be found:

https://images.apple.com/education/docs/CBL_Classroom_Guide_Jan_2011.pdf

Annexes

• Computers

ECOSMART CONCEPTUAL MAP

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Intersecting objectives

Purpose/ Learning objective

Facilitation

Ideas for follow-up

Resources required

Source/The day of the lesson: Materials & Class prep.

6

Implementation

Getting to understand waste management

Getting to understand

Annex 1:

Activities to check your pupil’s ICT skills:

Annex 2:

Example templates for the different steps can be found:

https://images.apple.com/education/docs/CBL_Classroom_Guide_Jan_2011.pdf

Annexes

ECOSMART CONCEPTUAL MAP

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Intersecting objectives

Purpose/ Learning objective

Facilitation

Ideas for follow-up

Resources required

Source/The day of the lesson: Materials & Class prep.

6

Implementation

Getting to understand waste management

Getting to understand

https://images.apple.com/education/docs/CBL_Classroom_Guide_Jan_2 011.pdf

Annex 1:

Activities to check your pupil’s ICT skills:

Annex 2:

Example templates for the different steps can be found:

https://images.apple.com/education/docs/CBL_Classroom_Guide_Jan_2011.pdf

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Annexes

60 min

ECOSMART CONCEPTUAL MAP

Step 1

Step 2

120 min

Step 3

2x120 min

Step 4

Optional

Instructions step by step

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Intersecting objectives

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Source/The day of the lesson: Materials & Class prep.

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Implementation

Getting to understand

In this lesson we are going to work with the methodology challenge based learning. We are going to follow the different steps provided in the guide.

https://images.apple.com/education/docs/CBL_Classroom_Guide_Jan_2011.pdf

Stage 1: From big idea to the challenge

A big idea is one that is important on a global scale and that students can work with to gain the deep multidisciplinary content knowledge and understanding that is required by the standards for their grade level. The teacher can propose a big idea. For this lesson we propose:

WASTE MANAGEMENT

ACTIVITY: Brainstorming

Make sure every contribution is recorded Comment student's ideas

Stage 2: Guide questions

They work in groups of four, if possible.

During this second stage of the process, students identify the guiding questions (what they need to know) and identify resources and activities to answer their questions. Remind them that they have many options for their guiding activities and resources: they can use the Internet, the school or public library, their social networks, or interview local experts in person or experts located anywhere in the world via the web.

Examples of guiding questions are:

- What happens after I throw the rubbish?

- How much waste do we generate?

- Identifying biodegradable and non-biodegradable (students need to guess the degradation time of each material listed)

https://www.sciencelearn.org.nz/resources/1537-biodegradability

- What can we do to reduce the amount of waste at home or at school?

- How can I manage my waste in order to minimize the harm to the environment?

Stage 3: Identifying a solution

Having thoroughly researched the guiding questions, the students now have a solid foundation to begin identifying a variety of possible solutions. They should select one solution through prototyping, experimentation, or other means. Next, they fully research, document, and develop that solution and then identify steps to carry out their implementation plan.

Explain students about waste hierarchy

Stage 4: Implementation and Evaluation

After identifying their solutions together with the knowledge acquired on this lesson, the students will implement them, measure outcomes, reflect on what worked and what didn’t,

and determine whether they made progress in addressing the challenge. When implementation is complete, students share their work with the rest of the world. In their research plan, the students decide what they will measure and how often so they can be consistent throughout the implementation phase. For instance, if the challenge is to reduce the school’s paper footprint, they might want to keep track of how much paper is used per day. Once they decide what to measure, the students can determine a baseline by taking current measurements over a few days or a week.

Stage 5: Publishing Results and Reflection

Throughout the project students document their experience using audio, video, and photography. Near the culmination of the challenge, students build their solution video and record their reflections. The three-to-five-minute solution video should include a description of the challenge, a brief description of the learning process, the solution, and the results of the implementation.

Students are encouraged to keep individual written, audio, or video journals throughout the process. As a culminating event, students can be provided a series of prompts for final reflections about what they learned about the subject matter and the process.

Annex 1:

Activities to check your pupil’s ICT skills:

Annex 2:

Example templates for the different steps can be found:

https://images.apple.com/education/docs/CBL_Classroom_Guide_Jan_2011.pdf