Project Based Learning unit

Waste Management
Assessment 2 for curriculum 1B
Nitish Navitesh Prakash
Student ID: 18413306
Tutor: Erin Makenzie

1|Page
Contents Page
Unit Template pages 3-11
Timeline pages 12-13
Scaffold for videos page 13
Excursion Scaffold pages 14-19
Feedback questions after excursion page 20
General Feedback form page 20
Self-reflection question page 20
Exit slip pages 20-21
Task Outline pages 21-23
Checklist for PowerPoint pages 23-24
Criteria for product pages 24-27
PowerPoint slides pages 27-31
Rationale pages 31-32
References pages 32-33
References for online resources pages 33-34

2|Page
 PBL Unit Plan

Unit Title: Saving the World One Bin at a Time! Total Duration of the
Unit (in hours):
30

Subject: Science, Earth and Environmental Science, Biology and Chemistry Teacher(s): Nitish Prakash Grade Level: 9
Unit Description:
Students will work through the unit learning of the waste management in Australia. A spark will be formed from two videos. One that details the
garbage patch floating in the pacific ocean and the other closer to home Australia’s Garbage crisis that was uncovered by 60 minutes not enough
recycling, exporting of our plastic waste to other countries, ending up as land fill, and not enough work done to recycle.
Students use their working scientifically skills to explore how waste is managed around the world and new ways of managing waste e.g. bacteria
that feed on plastic.
Students build on their understanding on nature and the environment through research and analysis of data
Students communicate their understanding through their multimodal presentations. Working collaboratively through the process
Students also reflect on their experiences throughout the project. Giving feedback on their peers too.

Outcomes
Outcome Type Outcome Code and Descriptor
Values and attitudes SC4-1VA, SC5-1VA
Appreciates the importance of science in their lives and the role of scientific inquiry in increasing
understanding of the world around them. (NESA, 2019)
SC4-2VA, SC5-2VA
Shows a willingness to engage in finding solutions to science-related personal, social and global issues,
including shaping sustainable futures. (NESA, 2019)
SC4-3VA, SC5-3VA
Demonstrates confidence in making reasoned, evidence-based decisions about the current and future use
and influence of science and technology, including ethical considerations.
(NESA, 2019)
Skills SC5-4WS
develops questions or hypotheses to be investigated scientifically(NESA, 2019)
SC5-5WS
produces a plan to investigate identified questions, hypotheses or problems, individually and
collaboratively(NESA, 2019)
3|Page
 SC5-6WS
undertakes first-hand investigations to collect valid and reliable data and information, individually and
collaboratively(NESA, 2019)
SC5-7WS
processes, analyses and evaluates data from first-hand investigations and secondary sources to develop
evidence-based arguments and conclusions(NESA, 2019)
SC5-8WS
applies scientific understanding and critical thinking skills to suggest possible solutions to identified
problems(NESA, 2019)
SC5-9WS
presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate
scientific language, conventions and representations
(NESA, 2019)
Knowledge and SC5-11PW renewable resources slides
understanding explains how scientific understanding about energy conservation, transfers and transformations is applied in
systems
 discuss viewpoints and choices that need to be considered in making decisions about the use of non-
renewable energy resources (NESA, 2019)
SC5-13ES Waste management plan work
explains how scientific knowledge about global patterns of geological activity and interactions involving
global systems can be used to inform decisions related to contemporary issues
 evaluate scientific evidence of some current issues affecting society that are the result of human
activity on global systems, e.g. the greenhouse effect, ozone layer depletion, effect of climate
change on sea levels, long-term effects of waste management and loss of biodiversity
(NESA, 2019)
SC5-14LW abiotic and biotic slides
analyses interactions between components and processes within biological systems
 analyse how changes in some biotic and abiotic components of an ecosystem affect populations
and/or communities
 evaluate some examples in ecosystems, of strategies used to balance conserving, protecting and
maintaining the quality and sustainability of the environment with human activities and needs

(NESA, 2019)
4|Page
Cross curriculum priorities Asia and Australia’s engagement with Asia
This will be incorporated as students will be researching countries that are taking our recycled rubbish and
trying to illegally recycle causing many Asian countries harm in terms of its biodiversity and environment.
Seen in the 60 minutes video shown to class. Students identify how the Asia region plays an important role
in scientific research and development in manufacturing technologies. Looking at Chinas importing of plastic
rubbish and why it has ceased now leaving many countries now searching for places to essentially dump
their rubbish. (NESA, 2019)

Sustainability

Sustainability is concerned with the ongoing capacity of the Earth to maintain all life. This unit is aimed at
specifically waste in the environment exploration, investigation and understanding of various systems in the
natural and made environments. Relationships, cycles and cause and effect are explored, and students
develop observation and analytical skills to examine these relationships in the world around them to design
solutions to identified sustainability problems. (NESA, 2019)

Literacy
Literacy is the ability to use a repertoire of knowledge and skills to communicate and comprehend
effectively, using a variety of modes and media. Being ‘literate’ is more than the acquisition of technical
skills – it includes the ability to identify, understand, interpret, create and communicate effectively using
written, visual and digital forms of expression and communication for a number of purposes. The Science
Years 7–10 Syllabus provides students with the opportunities to understand that language varies according
to the context. The language of science and technology is often technical and includes specific terms for
concepts, processes and features of the world. Students learn that scientific and technological information
can be presented in the form of diagrams, flowcharts, tables and graphs, and that specific text types are
used to link information and ideas, give explanations, formulate questions, hypotheses, draw conclusions
and construct evidence-based arguments. (NESA, 2019)

Numeracy
Numeracy involves students in recognizing and understanding the role of mathematics in the world.
Students become numerate as they develop the confidence, willingness and ability to apply mathematics in
their lives in constructive and meaningful ways. The Science Years 7–10 Syllabus provides students with
opportunities to develop numeracy skills through practical measurement and the collection, representation
and interpretation of data from first-hand investigations and secondary sources. Initially students make

5|Page
 measurements using informal units, then they apply the formal units of measurement. Students consider
issues of uncertainty and reliability in measurement and learn data-analysis skills, identifying trends and
patterns from numerical data and graphs.
(NESA, 2019)

Assessment
What am I looking for? How will I know the students have achieved these goals? How will we use formative assessment to give students feedback during the unit?
Include project rubric(s) and an assessment plan so that students know how they will be assessed.
Rubric(s)/Assessment Activity Outcome Code Formative or Individual or Group?
Summative?
Exit slips N/A Formative individual
Reflection on peers and self in laboratory book or on word N/A Formative Individual
document from date to start to finish answering the
questions in the scaffold for all days the project has been
worked on.
Extended response on Waste management issue of Australia Communicating and literacy Formative Individual
from first Lesson on project
Tour of the Waste management system in Summerhill Waste Working collaboratively Formative Individual
Management Centre. Analysing data
Scaffolds will be provided by the Centre in resources below.
After feedback Questions
What do you find the most interesting?
How did you think things were recycled previously and how
has this thought changed now?
Have you gained any ideas from this tour for your project?
Will you change the way you handle your waste now?
Have a partner read and give feedback
Class Discussions N/A Formative Individual
Students Presentations SC5-17CW, SC5-14LW,SC5-13ES, Summative The separate groups
SC5-4WS, SC5-5WS, SC5-6WS, for the presentation.
SC5-7WS, SC5-8WS, SC5-9WS

6|Page
 Scenario
The world may be coming to an end and it Is your jobs as scientists to
figure out a solution. Over the course of our lives humans have been
producing waste hazardous, recyclable, organic and inorganic. The
pacific ocean as a result has amassed a large amount of waste labelled
garbage island in between the west coast of America and Hawaii. This
is leading to deaths of many aquatic life. Australia has been living in a
lie and we have been exporting waste our plastics are not being
recycled and we need a better way a cleaner way to get rid or re use
our rubbish.
Challenge
You will work on a solution for our world’s waste problem. Learning
about the waste and what is being done to manage it. Students will
create a digital presentation on their plan to reduce the garbage
produced and existing
The Best plan will be implemented by the school and presented to the
local council.
Using your scientific knowledge and skills develop a plan for eliminating
our plastic rubbish or finding a way to recycle. Create a presentation
either video, PowerPoint, Prezi, Animation etc.

Driving Questions
How can we manage the worlds waste and become more sustainable country so that we do not see our world become a literal wasteland?
Why did you not know your country was exporting the waste that was meant to be recycled?
There may be more plastic in the ocean than fish how can we change this?

Entry Event Students watch two videos the first is on the ocean cleanup for the great pacific ocean garbage island
answering a couple of questions in a worksheet. The second a very recent video pertaining to the issue of

7|Page
 Australia’s recycling and how our countries waste is being exported to other countries and what was
believed about plastic reuse and recycling has been a lie. This shocking and very real scenario is to engage
the students as it is an issue that effects them directly. They will write an extended response on their
thoughts and from here the project will begin students will be asked the Driving Question: How can we
manage the worlds waste and become more sustainable country so that we do not see our world become a
literal wasteland?
Students will be taken on excursion to the Bingo Industries Recycling center to learn what happens to
building waste after collection and all the processors involved in recycling.
Products Students create a multimodal presentation using software such as PowerPoint, Prezi, I Movie models etc. at
least 2 or more.
Creating a working Plastic management plan.
Reflection on their work

Public Audience
(Experts, audiences, or product users
students will engage with during/at end
of project)
Teachers and students. But students with the best plans can then present their ideas to the school and the
local council so that their plan can be put into action and something can actually be done for the
community.

Resources and Student devices such as Laptops, Ipads, Cameras, Phones

Transportation for the bingo industries recycling waste excursion.
Materials Needed Youtube clips
Any student requested materials for models of their plan e.g. creating a modern recycling ground
Basic Stationary for design Pens pencil, ruler, sharpener, protractor, graphing paper etc.
Safety posters for waste for students who may want to use physical waste for example a compost or
chemical waste management or examples of waste. Any and all must be consulted with the teacher and any
other required school advisor.
Links for resources:
The Ocean Clean Up Video
https://www.youtube.com/watch?v=0EyaTqezSzs
https://www.theoceancleanup.com/great-pacific-garbage-patch/
misconceptions of garbage island https://www.youtube.com/watch?v=dtaNqGyHkNE
Landfill video by 60 minutes https://www.youtube.com/watch?v=lqrlEsPoyJk

8|Page

Essential knowledge
and skills
What knowledge and/or
skills are going to be used to
enable the student to
respond to the driving
question?
How will these be taught
and/or scaffolded?
Time management
What strategies will you use
to help students complete
the project on time?
Excursion to Summerhill Waste Management Centre in Newcastle 2 hour bus ride from western Sydney and worksheets
http://newcastle.nsw.gov.au/Living/Waste-and-recycling/Waste-education-for-schools
Teaching/Learning Strategies and Tools
Outline the strategies and resources that will support students’ completion of the unit
Direct instruction and discussion from the renewable and non-renewable resources slides and activities on biotics
and abiotic will provide some knowledge to aid the students investigation.
Students working scientifically skills develop as they work through their project in the format of an experiment
highlighting the aims, hypothesis, method etc. as they go along like a research task creating then a multimodal
presentation. Students should be able to:
 Research through a sequence building from the driving question
 Use different presentation software such as PowerPoint, I Movie, Prezi, and Youtube.
 Record and analysis data from their research e.g. from the ocean cleanup site
 Communicate effectively through written and verbal from the written tasks and group collaboration
 Collaborative skills will be developed through the project and self and peer reflection will allow for further
improvement
 Public Speaking will be developed when student present to their peers in class
Students will receive checklists at the beginning of their project so that they have an understanding of the
requirements of the task so they can be different things but they all include the assessed qualities too.
They will also be given a task timeline from the Entry activity to the final presentation day.
Students will be given certain activities to get up to in each class depending on the type there may be variation on the
tasks. For example students building a model will need all their information beforehand. But students making
presentations may also need to learn how to use PowerPoint, how to add working Gifs or clips etc. In this case
students must plan out their project and adjust their timeline as well.
9|Page
 Self-management Student self-regulation will be occurring and encouraged through the use of the checklist, the timeline, the reflection
How will you establish a at the end of the classes (exit slips) and during their presentations, Peer feedback (in the final presentations but also
culture that promotes self- along the project too students improving other groups ideas), and finally teacher feedback throughout the project
regulated learning in and in the presentation.
students?
What strategies will be used
to help students develop
these skills?

Group management
How will you promote full
participation and keep track
of each group’s progress?
How will you encourage the
development of social skills?
The management of groups will be done by the group members. But there will also be a time for reflection on the
group. So members reflecting on the performance of their fellow group members and the ups and downs of
collaborative projects e.g. did one person do all the work, were some members absent, disengaged etc. The group
members may choose to give roles such as team leader, lead researcher, and note taker. Another method could be a
contract on the work and behaviour of group members that all members must sign and the teacher notarize.

But also the teacher should be supervising the students during their projects and working through any conflict that
may occur during the project too. Whilst employing the behavioral management strategies teachers should also be
highlighting consequences for students not working within the values and attitudes outlined in the syllabus.

ICT Students will be given the chance to use various applications in the creating of their multimodal presentations. As the
How will you guide students project progresses various software tutorials will occur whether that be via YouTube, teacher-centered direct
to use technology effectively instruction, or in steps. Students will pick accordingly and work through with which ever resource is relevant.
in researching and presenting Examples of tutorials: How to make an I Movie, the steps required to a video into a PowerPoint presentation, How to
their project?
edit large videos and add effects, what are the best materials for building a model.

Students will have access to the various technologies to produce their waste management plan they are to use ICT in
order to create a multimodal presentation such as a video with voice over as well as slides clips.

10 | P a g e
 Differentiation Differentiation can be applied to the unit in many ways depending on the level of the learner.
 Allowing the others in the class with expertise in the topic to teach the student how to do something.
Benefiting both students.
 Posting the content on a google classroom for all the students to have access to and let them go through the
content at their pace so they can progress faster if need be. Then teaching the rest of the class through the
topics to catch up. The allows for differentiated learning of individual students
 Doing quizzes to test the prior knowledge of the students.
 Giving the students physical copies of checklists online.
 Give out an extended glossary of terms to aid students with their scientific writing
 Additional projects made. Taking the idea further from a class presentation to a council presentation with
help from teachers to make the plan a reality

Reflection Self-reflection can be done as a group and individually a group diary can be done on a work document detailing the
events of the project for each student. How difficult it may have been first starting to how fun it was in the end. This
Methods could be further improved if students did it in a lab book following the structure of laboratory book. A scaffold of the
How individual, team, and/or reflection will be given out in the beginning of the project and students will answer the question in all following
whole class will reflect lessons.
during/at end of project?

Resource checklist:
(Attach all relevant resources to the program)

Project schedule/calendar/timeline

Criteria for product

Formative assessment strategies

Scaffolds (may support development of essential knowledge and skills, self-management, group management, etc.)

11 | P a g e
 Other essential resources

Resources

Saving the World One Bin at a Time!

Dates can be adjusted after 10/5/19 but everything must be finalised by the 30/5/19
Week no. Class learning/ Project Date expected to be Date of task completion
progression activity started
1 Renewable and non-renewable 8/5/19 8/5/19
resource slides direct instruction
and class discussion
Living world biotic and abiotic 9/5/19 9/5/19
slides
Introduction to waste Activity 10/5/19 10/5/19
Watching two videos
The ocean cleanup
60 minutes- Australia’s waste lie
2 Excursion to Summerhill Waste 13/5/19 13/5/19
Management Center
Students given the driving 15/5/19 15/5/19
Question and Grouping beginning
of project ideas for plan
Researching about your Waste 16/5/19 16/5/19
Management Plan idea
Creating your presentation 17/5/19 17/5/19
3 Aim, hypothesis, variables must 22/5/19 22/5/19
be done and risk assessment must
be started
Risk assessment, method to be 23/5/19 23/5/19
completed
Results section question started 24/5/19 24/5/19
and completed

12 | P a g e
4 Conclusion and review and does it 27/5/19 27/5/19
require further testing.
Final day for editing up WMP and 29/5/19 29/5/19
presentations and submitting
Presentation day half class 30/5/19 30/5/19
Presentation day other half of 31/5/19 31/5/19
class
The Ocean Clean Up Video
https://www.youtube.com/watch?v=0EyaTqezSzs
Introduction video worksheet Questions and answers (answers may be different)
What is the Great Pacific Garbage patch?
The Great Pacific Garbage Patch (GPGP) is the largest of the five offshore plastic accumulation zones in the world’s oceans. It is located halfway
between Hawaii and California. (The Ocean Clean Up, 2018).
What types of plastics float in the patch?
The vast majority of plastics retrieved were made of rigid or hard polyethylene (PE) or polypropylene (PP), or derelict fishing gear (nets and ropes
particularly). Ranging in size from small fragments to larger objects and meter-sized fishing nets. (The Ocean Clean Up, 2018).
How was the research conducted?
Resulting from several research missions, travelling across and above the GPGP, The Ocean Cleanup team compiled an unprecedented amount of
data to better understand the plastic that persists in this region. (The Ocean Clean Up, 2018).
How much plastic was estimated to exist in the patch?
At the time of sampling there were more than 1.8 trillion pieces of plastic in the patch that weigh an estimated 80,000 tonnes. These figures are
much higher than previous calculations. (The Ocean Clean Up, 2018).
How are the marine life effected as well as humans?
Not only does plastic pollution in the Great Pacific Garbage Patch pose risks for the safety and health of marine animals, but there are health and
economic implications for humans as well. (The Ocean Clean Up, 2018).
Landfill video by 60 minutes https://www.youtube.com/watch?v=lqrlEsPoyJk
Exposing Australia’s Recycling Lie| 60 minutes Australia Published 15 April 2019What do you think about how the situation of Malaysia?
 What is happening to our garbage?
 What is the waste doing to Malaysia’s environment?
 How can these illegal garbage collection places effect the human and wildlife around them? (think the drinking water)
Some questions to ask for an engaging extended response. Building that interest into the issue.

Excursion to Summerhill Waste Management Centre in Newcastle 2 hour bus ride from western Sydney.
http://newcastle.nsw.gov.au/Living/Waste-and-recycling/Waste-education-for-schools. Scaffold will be provided by the Centre
below are the images of the worksheets provided. 13 | P a g e
14 | P a g e
15 | P a g e
16 | P a g e
17 | P a g e
18 | P a g e
19 | P a g e
 Feedback on excursion afterward.
What do you find the most interesting?
How did you think things were recycled previously and how has this thought changed now?
Have you gained any ideas from this tour for your project?
Will you change the way you handle your waste now?
Have a partner read and give feedback

Feedback Form for the presentations

Comments
3 things that worked well 3 Ideas for improvement 3 Changes for the future

Self-Reflection Questions Written on the first page and to be used to reflect on the project as they progress day by day.

How difficult was the task given today and why?

Did you work at your best ability? Why or why not?
What things went well? Why do you think it did?
What things didn’t go so well? Why do you think it did?
How did your team do as a whole?
Who did the most and why?
Who took charge this lesson?

Exit Slip
Name:
How are you feeling about your learning today?

I chose this emoji because

20 | P a g e
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
Name one new thing that you have learnt this lesson.
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________

Research and Multimodal Presentation Scaffold

TASK OUTLINE
Description of Task
Students have just watched videos on the great pacific ocean clean-up and a video done by 60 minutes on the increasing of plastic waste in Australia
and how there aren’t enough companies actually recycling and the country exporting their rubbish to be recycled in other countries.

The Excursion to Summerhill Waste management centre in Newcastle has allowed you to conduct and environmental waste audit and a low waste
lunch. Learning the importance of cleaner living.

The job now comes to you. Your project is to research and present and idea which will help in some aspect of waste management. Whether it is
removing accumulating waste, reducing potential waste from occurring and spreading awareness.

Make sure your research is primarily scientific. Explore how other countries manage their waste
Group Name:

Group Members:

What will you be taking a look at?

Example: Bacteria that consumes plastic Ideonella sakaiensis

Links to help begin your research:

https://www.popsci.com/bacteria-enzyme-plastic-waste mini article on Ideonella sakaiensis plastic eating bacterium
https://journals.sagepub.com/home/wmr waste management articles some of the most read ones in the article that may be helpful are
Worldwide distribution and abundance of micro-plastics: how dire is the situation, Moving from recycling to waste prevention: A review of
barriers and enables, Effects and optimization of the use of biochar in anaerobic digestion of food wastes, Challenges and opportunities of
biodegradable plastics: A mini review, Anaerobic co-digestion of sewage sludge and food waste

These articles above are a good way to start your project.

21 | P a g e
Below are some videos
15 Things you didn’t know about the waste management industry https://www.youtube.com/watch?v=gf3cTGmvN7s
How Sweden is turning its waste into gold https://www.youtube.com/watch?v=14r7f9khK70
How San Francisco became a global leader in waste management https://www.youtube.com/watch?v=vDMgMvcCm6w
Smart waste management solution.

Presentation Questions to answer and work through

What is the aim of your Waste management plan (WMP)?

What do you hypothesis can occur as a result of implementing your WMP?

Are there any variables to your plan

Independent
Dependant
Control

What is required for your WMP to work?

What is it that you are targeting with your WMP?

Safety Concerns- create a risk assessments?

How will you carry out your WMP? Your method

Results
What evidence you have gathered through research that supports your hypothesis. What are the challenges that may occur for your WMP?

Conclusion
Overall what can you conclude about your WMP?

You have created and reviewed your WMP. Does it require further research and testing or is it possible for implementation?

Ideas for presenting

22 | P a g e
PowerPoint slides
Prezi
Video but all required information must be highlighted
Modelling
Other:_______________________

Also state why you have chosen one or more of these presenting modes

Checklist
Team Checklist
 Planning and designing your presentation using the various media
Use at least 2 of the following ICT resources for your presentation:
 I Movie
 PowerPoint
 Prezi
 Youtube
 Model
 Other: _____________________________________________________________________________________________

Checklist for presentation

Structuring out your video/ presentations etc.

 Aim of Waste management plan (WMP)
 Hypothesis of implementing your WMP
Variables at least one
 Independent
 Dependant
 Control
 Requirements of your WMP
 Advantages
 Disadvantages
 Risk assessment
 Method to carry out your WMP
 Research/ Results

23 | P a g e
  Conclusions
 Review on your work
 Present

Criteria Basic Working towards Developing Extensive

Project planning SC5-4WS, Little to no time Time management was Adequate time Time management was
SC5-5WS management present but still needs management was achieved exemplary throughout the
improving throughout the project project.
No Waste management
plan produced reflections A waste management plan A detailed waste An Extensive waste
not completed was produced management plan was management plan was
submitted with minor submitted with attention
issues to detail in all aspects of
the plan

Can usually draw Consistently draws

Research Has difficulty making the Is able to suggest what
conclusions that are conclusions that are
Processing and analysing link between the primary additional evidence would
consistent with evidence consistent with the
data and information and secondary evidence be useful to support or not
but sometime has difficulty primary and secondary
SC5-6WS, SC5-7WS and the conclusion support the conclusion
explaining the link evidence

SC5-8WS No resource development Evidence gained from Some evidence gained Extensive evidence gained
for waste management either primary only or from primary and from primary and
plan secondary sources only. secondary sources on the secondary sources on the
Identifying some key waste management plans. waste management plans.
Did not collect the data issues. With some pros and Identifies some problems Identifying problems and
highlighted cons listed on their plan. and does not highlight the solutions highlighting the
major problems

24 | P a g e
 difference from minor to Projects pro and cons are
major highlighted

Pros and cons are Original ideas built upon

highlighted. research conducted from
secondary sources are
explored

Group Presentation SC5- The presentation is The presentation Is Developing presentation Extensive presentation
9WS incomplete somewhat complete skills with a completed skills displayed
presentation
Presentation is unclear and Poor usage of voice Great use of voice
does not maintain use of projection, eye contact. Developing use of voice projection, eye contact,
voice projection eye Poorly organised group projection, eye contact, and group involvement
contact. and group involvement
Low level knowledge of all Knowledge of information
Slides are incomplete information Knowledge in information is well conveyed in easy to
is at a sound level see slides and or video.
Standing in one spot Slides are not effectively
presented Slides are presented well Slides are simple and
effective with great use of
Poor space awareness Space around is used space.
somewhat

25 | P a g e
SC5-13ES SC5-11PW SC5-
14LW
explains how scientific
knowledge about global
patterns of geological
activity and interactions
involving global systems
can be used to inform
decisions related to
contemporary issues
explains how scientific
understanding about
energy conservation,
transfers and
transformations is applied
in systems
analyses interactions
between components and
processes within biological
systems
When creating the waste Applies their research to Applies their research to Evaluates the scientific
management plan and the waste management the waste management evidence of long-term
developing communication plans and develops a plans and develops a effects of waste
products such as the communication product communication products management and loss of
presentation there are but has difficulty applying using appropriate language biodiversity. Suggests a
inaccuracies and appropriate language for for each situation well-developed Waste
misconceptions. The each situation management plan based in
appropriate language is Discusses the need for research. With appropriate
not used more renewable resources language
over the non-renewable
plastics. Discusses the need for
more renewable resources
over the non-renewable
plastics.
Highlights the interactions
between waste and the
environment surrounding
26 | P a g e
 Reflection Poor to no reflections Completion of some of the Completion of all Completion of all reflection
through the assignment reflections questions reflections questions every questions every day of the
through the project time day of the project. project.
period
Providing some insight into Extensive detail bringing
their projects deep insight into the
project completed and
Completion in the students’ progress through
laboratory book the project.
developing skills in writing
clear and concise Great use of laboratory
reflections. book and clear and concise
reflections

Slides on renewable and non-renewable resources

27 | P a g e
28 | P a g e
Living world abiotic and biotic

29 | P a g e
30 | P a g e
Rationale

The waste management unit is designed to give students an idea of what happens behind the scenes. Hopefully making them think more about
what happens to things and how it happens rather than just doing a task for the sake of doing it and not knowing the meaning behind it. Recycling
begins when you throw your recyclables into the yellow bin leaving it out for collection and forgetting about it not knowing that the country is
having a crisis because we can recycle our own rubbish.

This Project based Learning Unit of Work is designed for stage 5 specifically year 10 although year 9s are more than welcome to tackle the project.
The outcomes addressed are based from the NSW Education Standards Authorities 7-10 science syllabus (NESA, 2019). A class with a range of
students will most benefit from this project as it is very flexible in where and what you can research as the problem is broad “solve the waste
problem” essentially. In this unit students use the skills of working scientifically to explore waste management, renewable and non-renewable
resources and biotic and abiotic imbalances in an ecosystem. Lots of formative assessment is used through the project. This is because there are
bound to be some mistakes along the way and learning from any of those mistakes.

This project has a guided instruction from the teacher where students take charge through most of their project and some direct instruction. As
this strategy has shown to be an effective way to conduct project based learning in the classroom (Furtak et al., 2012). At the beginning of the
project there is some teacher led instruction seen in the timeline with the renewable resources slides and the biotic and abiotic slides. This is done
so students have some scope of what they will need to focus on. Develop that understanding that plastics are non-renewable and recycling is the
31 | P a g e
only way to try and reuse and repurpose this resource which is plaguing our lands and oceans. Students will be further developing their
understanding through the use of the internet with some links provided to help begin their research in the task outline. The students conduct their
own learning and the teacher acts a “guide on the side” (King, 1993) helping bring out the knowledge to those who need more help As stated by
Blumenfeld et al. (1991) “students learn primarily by constructing knowledge and making meaning through iterative processes of questioning,
active learning, sharing, and reflection” within a PBL environment. Secondary sources are the main targets of investigation. But an excursion will
allow for students to have access to first hand investigation data at the Summerhill Waste management center. The Excursion will be largely
teacher guided as students will be working through the scaffold provided by the center. Video tutorials will be accessible to the students such as
YouTube to help students develop their communication product whether it is developing a video with slides and voice over to a Prezi presentation.
This PBL unit allows for the following highlighted by English & Kitsantas (2013) stimulate motivation (the driving question) and encourage reflection
(the lab book reflection questions), and to facilitate learning through scaffolding (checklist for assessment), feedback (formative assessments),
guidance, and prompts for thinking with the guiding questions and teacher.

Incorporating a lot of ICT into the Project is effortless for project based learning as seen previously with Sahin and Baturay (2016) where they use
the 5Es model with an engaging online resource and they see that using the online resource furthered the students learning. Some problems may
occur even with all the planning and that is overloading of the working memory. According to Miller (1956) Students working memory can only hold
up to 7 items on average at a time. With the range of activities involved it may be difficult for students to keep track of what is going on. For this
reason there is a task outline and questions to go through the task so students have something they can answer into their documents and keep
track of how far along they are. Also a timeline is made so that students have an idea of the things they need to focus on each lesson. If this wasn’t
in place students may have a hard time figuring out how or where to start breaking the project down to the lessons allows for better time
management and planning. The project has some aids for students in their ICT usage and their digital artifact is a multimodal presentation. There
can be more tutorials added in like a step by step written form in the task or via a checklist. But Youtube is a big resource and there are 100s of
better visual tutorials the students have access to so for that reason a how to scaffold was not produced just a checklist of the essentials that
needed to be in the presentation was given in the task outline.

In conclusion the Project based learning (PBL) unit utilises multiple disciplines in science focusing mainly on the environmental science outcome for
the project. Using various educational theories a PBL unit was constructed where students conducted their learning and are guided by the teacher
coupled with some teacher led direct instruction. Students are to develop a waste management plan and present it to their peers. The way
students learn science is changing. They are conducting their learning like scientists conduct their experiments. With the emphasis on the scientific
procedure and critical thinking.

References
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing,
supporting the learning. Educational Psychologist, 26(3/4), 369–398.doi:.1080/00461520.1991.9653139

32 | P a g e
English, M. C., & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning. Interdisciplinary Journal
of Problem-Based Learning, 7(2). Available at doi: 10.7771/1541-5015.1339

Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-
Analysis. Review of Educational Research, 82(3), 300-329. Doi: 10.3102/0034654312457206

King, A. (1993). From Sage on the Stage to Guide on the Side. College Teaching, 41(1), 30-35. Doi: 10.1080/87567555.1993.9926781

Miller, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. The psychological review,
63, 81-97.

New South Wales Educations standards Authority (NESA). (2018). Science 7-10 Syllabus. Sydney: Board of Studies NSW.

Sahin, S. M., & Baturay, M. H. (2016). The effect of 5E-learning model supported with Web Quest media on students’ achievement and satisfaction.
E-Learning and Digital Media, 13(3-4), 158-175. Doi: 10.1177/2042753016672903

References for the resources

Alux (2018). 15 things you didn’t know about the Waste Management Industry. Retrieved from https://www.youtube.com/watch?v=gf3cTGmvN7s

CNBC (2018). How Francisco Became A Global Leader In Waste Management. Retrieved from https://www.youtube.com/watch?v=vDMgMvcCm6w

France 24 English (2018). How Sweden is turning its waste into gold. Retrieved from https://www.youtube.com/watch?v=14r7f9khK70

Ideonella sakaiensis. (2019). Retrieved from https://www.popsci.com/bacteria-enzyme-plastic-waste

60 minutes Australia (2019). Exposing Australia’s recycling lie | 60 Minutes Australia. Retrieved from
https://www.youtube.com/watch?v=lqrlEsPoyJk

60 Minutes Australia (2018). The Great Pacific Patch isn’t what you think. Retrieved from https://www.youtube.com/watch?v=dtaNqGyHkNE

Summerhill Waste Management Centre Newcastle (2019). Waste education Worksheets. Retrieved from
http://newcastle.nsw.gov.au/Living/Waste-and-recycling/Waste-education-for-schools

The Ocean Clean Up (2018). The Great Pacific Garbage Patch. Retrieved from https://www.theoceancleanup.com/great-pacific-garbage-patch/

33 | P a g e
The Ocean Clean Up (2018). The Great Pacific Garbage Patch, Explained. Retrieved from https://www.youtube.com/watch?v=0EyaTqezSzs

Waste Management & Research. (2019). Retrieved from https://journals.sagepub.com/home/wmr

34 | P a g e