Read all sections under ‘Why is recycling an issue?’ and ‘What can be done about the issue?’; including Paper, Water and Compost (food waste). Once you have done this, you will create a mind map about what you have learned.
Mind maps are great for putting all your thoughts together about what you have learned. Click on the link below to find out more and get started on creating your own:
Click on the following link for more information on mind maps:
*Once you have formed your groups and chosen an area of recycling, look at the allocated tasks for each area of recycling:
Paper:
Go around the school to collect scrap paper, paper from recycled bins (preferably newspapers and unprinted paper) to create your own recycled pieces of paper.
Water:
The school wants to implement a system for catching the overflow water from the school’s water tank. It is your job to create a to-scale model of a system for catching the overflow water so that it can be easily used on the garden. Although the recycling system you create will be a model made from mainly recycled items, it is possible that your group's model could be used to help the school create a real-life solution to the problem of wasted tank rain water.
Compost:
You will design, create and set-up a compost bin in a suitable location of the school. Make sure you receive appropriate permission to use this location. You will start the composting process by putting the right ingredients in the compost bin.
Part 2 [3 weeks]:
Research:
The first thing you need to do as a group is to research your chosen recycling system using the links below. Ensure that each group member participate in this research process.
Sit down as a group and brainstorm ideas for designing your recycling system. Ensure that each group member has a work book and pen/pencil to record ideas. This is where you can be creative and talk about how you can make your recycling system as efficient as possible using the materials at your disposal. Once you have done this, design your recycling system as a group, ensuring that everyone in your group is involved. Sketches and drawings are recommended to provide visual help.
How will you document your work?
Your group will create a news report/interview or documentary, in which you will show your audience (the class or whole-school assembly- see Part 4) how you have gone about creating your recycling system. The purpose of this task is to inform the audience about the steps required to develop and create a working recycling system, and a brief explanation of why it is important to recycle. This means that you will film your work while you are creating it.
A camera will be provided to each group so that one person from the group can take photos of their own
group while they are brainstorming and designing the recycling system (Part 2).
Have a look at the options below, then decide as a group which one you will use in Part 3 to help you present your work and inform your audience:
Read the roles required for each group member. The teacher will help you with this so that everyone has a role. The role descriptions for your group’s chosen area of recycling are as follows:
Creating, implementing and experimenting with your recycling system:
The materials you need to complete this task will be in your classroom. If there is anything you still need, ask your teacher for help on where to find it. The teacher will also be available to help your group with more tricky procedures, such as using the stanley knife.
Part 4 [2 weeks]:
Putting together the group presentation:
Your group will put-together the work that was documented in Part 2 and 3. It is always a good idea to rehearse a presentation first, using any visual aids, so that you can be confident when it comes to the formal presentation in front of an audience. Make sure that every member of your group has a part to play in the presentation. PowerPoint can be used to present your work, however it is only optional and you may decide to present your work in another way.
Make visual presentations as a group in front of your class, or during whole-school assembly:
The main idea of the presentation is for you to discuss your visual presentation and answer any questions from the audience. Remember to make reference in the presentation to what you have learned about your group's chosen area of recycling. The teacher will be available during Part 4 to help you with this.
Extension activity:
Individually write a comprehensive, typed journal entry reflecting on all the work you have completed in Part 2, 3 and 4.
Click on Recycle Boy to proceed to the Evaluation page.
Part 1 [2 weeks]:
Read all sections under ‘Why is recycling an issue?’ and ‘What can be done about the issue?’; including Paper, Water and Compost (food waste). Once you have done this, you will create a mind map about what you have learned.
Why is recycling an issue?
Water:
This article discusses the link between water and pollution:
http://www.ourcoolschool.org/articles/2009/07/water-pollution-in-victoria/
This article discusses how much water it takes to produce different foods:
http://www.ourcoolschool.org/articles/2009/07/water-and-food/
Paper:
Save paper, save trees:
http://ezinearticles.com/?Save-Paper,-Save-Trees&id=3897971
Compost (food waste):
9 reasons why we should reduce our food waste:
http://foodwise.com.au/did-you-know/fast-facts.aspx
What can be done about the issue?
Water:
How you can save water at home:
http://www.ourcoolschool.org/articles/2009/07/want-to-know-what-you-can-do-to-save-water/
Paper:
Information on recycling paper:
http://greenliving.lovetoknow.com/Facts_About_Recycling_Paper
Compost (food waste):
How to start a compost bin:
http://www.ourcoolschool.org/articles/2009/07/worm-farms-and-compost-bins/?page=3
Creating a mind map + reflective journal:
Mind maps are great for putting all your thoughts together about what you have learned. Click on the link below to find out more and get started on creating your own:
Click on the following link for more information on mind maps:
Creating a mind map
The next step- Forming groups for Part 2:
Click on the following link for group sign-ups:
Forming groups and choosing an area of recycling
*Once you have formed your groups and chosen an area of recycling, look at the allocated tasks for each area of recycling:
Paper:
Go around the school to collect scrap paper, paper from recycled bins (preferably newspapers and unprinted paper) to create your own recycled pieces of paper.
Water:
The school wants to implement a system for catching the overflow water from the school’s water tank. It is your job to create a to-scale model of a system for catching the overflow water so that it can be easily used on the garden. Although the recycling system you create will be a model made from mainly recycled items, it is possible that your group's model could be used to help the school create a real-life solution to the problem of wasted tank rain water.
Compost:
You will design, create and set-up a compost bin in a suitable location of the school. Make sure you receive appropriate permission to use this location. You will start the composting process by putting the right ingredients in the compost bin.
Part 2 [3 weeks]:
Research:
The first thing you need to do as a group is to research your chosen recycling system using the links below. Ensure that each group member participate in this research process.
Researching a water recycling system
Researching a paper recycling system
Researching a food waste (compost) recycling system
Brainstorming and Designing:
Sit down as a group and brainstorm ideas for designing your recycling system. Ensure that each group member has a work book and pen/pencil to record ideas. This is where you can be creative and talk about how you can make your recycling system as efficient as possible using the materials at your disposal. Once you have done this, design your recycling system as a group, ensuring that everyone in your group is involved. Sketches and drawings are recommended to provide visual help.
How will you document your work?
Your group will create a news report/interview or documentary, in which you will show your audience (the class or whole-school assembly- see Part 4) how you have gone about creating your recycling system. The purpose of this task is to inform the audience about the steps required to develop and create a working recycling system, and a brief explanation of why it is important to recycle. This means that you will film your work while you are creating it.
A camera will be provided to each group so that one person from the group can take photos of their own
group while they are brainstorming and designing the recycling system (Part 2).
Have a look at the options below, then decide as a group which one you will use in Part 3 to help you present your work and inform your audience:
Documentary
News report/interview
Group roles:
Read the roles required for each group member. The teacher will help you with this so that everyone has a role. The role descriptions for your group’s chosen area of recycling are as follows:
Roles for creating a model of a water recycling system
Roles for creating compost bin
Roles for recycling paper
Part 3 [3 weeks]:
Creating, implementing and experimenting with your recycling system:
The materials you need to complete this task will be in your classroom. If there is anything you still need, ask your teacher for help on where to find it. The teacher will also be available to help your group with more tricky procedures, such as using the stanley knife.
Part 4 [2 weeks]:
Putting together the group presentation:
Your group will put-together the work that was documented in Part 2 and 3. It is always a good idea to rehearse a presentation first, using any visual aids, so that you can be confident when it comes to the formal presentation in front of an audience. Make sure that every member of your group has a part to play in the presentation. PowerPoint can be used to present your work, however it is only optional and you may decide to present your work in another way.
Make visual presentations as a group in front of your class, or during whole-school assembly:
The main idea of the presentation is for you to discuss your visual presentation and answer any questions from the audience. Remember to make reference in the presentation to what you have learned about your group's chosen area of recycling. The teacher will be available during Part 4 to help you with this.
Extension activity:
Individually write a comprehensive, typed journal entry reflecting on all the work you have completed in Part 2, 3 and 4.
Click on Recycle Boy to proceed to the Evaluation page.
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