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Unit plan: A wasted Journey-

Term 1, 2010-Middle School
.Staff: Middle Syndicate

Middle Syndicate Term 2

This unit used by on date

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ICT Information Processing Level: L2

Achievement Objective:
Information Processing Skills and Applications
SCIENCE. Material World Level: L2
Achievement Objective:
Properties and changes of matter: Observe, describe, and compare physical and
chemical properties of common materials and changes that occur when materials are
mixed, heated, or cooled.
SLO selected for Assessment:
• Students will be able to understand and observe the effects different material have in
composting.
Criteria Assessment: NEMP
SOCIAL SCIENCES. Social Studies Level: L2
Achievement Objective:
Understand how time and change affect peoples lives.
SLO selected for Assessment:
• Students will be able to have an understanding of how rubbish effects the school
environment.
Criteria Assessment: E-Learning-Photostory
TECHNOLOGY. Technological Practice Level: L2
Achievement Objective:
Planning for practice: Develop a plan that identifies the key stages and the resources
required to complete an outcome.
SLO selected for Assessment:
• Students will develop a set of labels that will identify the recycling needs of our
school.

Achievement Objective:
Brief development: Explain the outcome they are developing and describe the
attributes it should have, taking account of the need or opportunity and the resources
available.

This unit is planned for: This unit emphasises the following Key Competencies:
Whole class Managing Self
This unit has links to: Assessment:
English Test
Integrated_Topic Summative
ICT
Resources:
Ron's information folder-locate in galleries
National Library Books
Science BSC books
Field trips and expert help

Suggested Learning Experiences:

Week 2
Record, using photostory students prior knowledge on rubbish.
What do you think happens to the rubbish in the school?
Prior knowledge. . .
?Alphabet Key
Use the alphabet key to brainstorm ideas about rubbish and recycling.
White Hat-
Class discussion 'what do students know about Rubbish-where does the rubbish go when its
picked up, what happens to the rubbish when its collected.
What If Key-what if there was no rubbish collecting, what would happen-S/S
Wednesday-Ron discuss 'what is stuff?'
? Brainstorming Key
Statement :Schools create a lot of rubbish
Brainstorm ideas/solutions about/to this statement.
Organise your brainstorm into a list.
Picture Key-Teacher holds up symbols for recycling and students discuss what they are and
how they attract you to recycle-T
Disadvantages Key-what are the disadvantages of waste collection
* A lot of work for the garbage collectors
* Petrol used for the trucks-Should be having less energy(Teacher will lead discussion into
the thought of it would be better to reduce then having waste collection)-S/S.
Teacher introduces the 3 R's-refer to Rons resources
Week 3
Ridiculas Key-What if we all lived on a land fill-What are the issues there? (rats, smells,
looks ugly, takes up valuable space. . . ) S/S
Bean Game-Teacher discusses the fact that due to no one reusing/reducing landfills are
getting bigger and there will be no natural resources for future generations-S/S.
Inventions Key-Students discuss problems of paper and litter in the school-teacher leads
discussion to creating labels to help solve paper waste-T S/S
15/16 Trip to waste management station-S/S, T, S.
Thursday 18th February-WASTE AUDIT IN THE SCHOOL-
Sorting Rubbish pg 61 BSC-S/S, S, T
Week 4
Student Voice-photostory-waste audit, school trip.
White and Blue Hat-students discuss what the purpose of the audit was and using
Kidspiration students show where to next-S/S
Inventions Key-Students look at inventing exciting labels to help motivate students to
recycle-look at colour, font, size, layout-T
Week 5.
In small groups students reflect on what would happen to the school if we dont start
recycling-present to class
Social Sciences-ASSESSMENT-
Students state the consequences of not recycling and ways we could lessen the litter
(rats, less children attending, no school pride, Mr Tredgett doing more work and follow
effects, no trees as all cut down for paper-4 ideas linked to school and two about the future
effects.

Teachnology Assessment
Students are divided into 3 groups-food scraps, paper, plastic. Students design a label using
paint and describe its effectiveness in combating rubbish.
Week 6
Monday 8th March-Composting-Ron to come in and show classes the stages of composting.
Student Voice-Photostory-Students will discuss their new ideas about composting.
Knowledge: What materials are suitable for composting? Bus stop activity. A range images
of different materials will be placed around the room, some will be compostable, some will
not be. In groups students will discuss and state if the material is are compostable.
Week 7
Prediction Key-Will it decompose?-Properties of Rubbish-Activity 1, section 2, pg 10-BSC
61
Apple Core, Orangle peel, Banana Skin, Ice block stick, Piece of paper, Piece of Material,
Glass bottle, Tin Can
As a class bury the above items to see the process of decomposing for each.
Teachers take class to observe the turning of the composting heap. Students will describe the
make up of the heap, focusing on the temprature of the heap in different areas. Students will
explain what is physical changes they can see happening at the warmer or cooler areas.
Record ideas individually in book.
What if Key.
Students are given the scenario of what if we all put random materials in the compost what
would happen??? Students present in topic books.

Week 8
Flow chart
1. Draw a flow chart and describe the process
of composting and the changes of materials -Students to present flow chart on Kidspiration.
Week 9
Prediction Key- What has happened to the material in the compost-students design table to
record their predictions.

Week 1-Term 2
Brainstorming Key-Students recap what has been covered in Term 1-all information on
Composting.
Revisiting the Dig. . . Using recording table students record results of what has started to
decompose. Students record. . . My ideas have changed/not changed because. . .
Week 2-Term 2
Final photostory-Students record why recycling is important and the process of composting.
Assessment-NEMP.
Success Criteria
Social Science
1. 3 - Students give 2 examples of reducing, reusing or recycling waste with no explanations.
2. 1 – Students give 1 example of reducing waste
Students give 1 example of reusing waste
Students give 1 example of recycling waste
Students give 1 explanation on why we reduce, reuse or recycle waste
2. 2 –Students give 2 example of reducing waste
Students give 2 example of reusing waste
Students give 2 example of recycling waste
Students give 2 explanations on why we reduce, reuse or recycle waste
2. 3 – Students give 2 or more examples of reducing waste
Students give 2 or more examples of reusing waste
Students give 2 or more example of recycling waste
Students give an explanation on why we reduce, reuse and recycle waste
3. 1 - Students give 3 or more examples of reducing waste
Students give 3 or more examples of reusing waste
Students give 3 or more example of recycling waste
Students give an explanation on why we reduce, reuse and recycle waste.
Students can rankings the effectiveness of the 3r’s and explain then rankings.

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Plan #613