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PSII Unit Plan:Science

Subject Area & Grade Science- Grade 3/4Teacher & School Kayli O'Donnell- Park Meadows ElementaryTopic Waste and Our WorldLength of Unit (days) 12

Title – Waste & Our WorldSubject – Science

Table of Contents:1. Science Overview2. Unit Overview 3. Objectives/Goals

a. Outcomes From the Alberta Program of Studiesi. General Learning Outcomes

ii. Specific Learning Outcomesb. Overarching Questions c. Key Questions

4. Lesson Plans 5. Unit Overview 6. Assessment and Evaluation Plan

a. Assessmentsb. Assessment Tool Overview

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1. Science OverviewSkills These skills apply to the five topics of study identified for Grade 4. The organization of these skills reflects a general pattern of science activity, not a fixed instructional sequence. At Grade 4, students normally will show independence and the ability to work with others in exploratory activities and, with guidance, a beginning level of independence in investigating questions and problems. At this level, students should be able to recognize the purpose of most steps followed in investigating questions and problems.

Science Inquiry: General Learner Expectations Students will:4-1 Investigate the nature of things, demonstrating purposeful action that leads to inferences supported by observations.4-2 Identify patterns and order in objects and events studied; and record observations, using pictures, words and charts, with guidance in the construction of charts; and make predictions and generalizations, based on observations.

Science Inquiry: Specific Learner Expectations Students will: focus, explore and investigate, reflect and interpret.

Attitudes These attitudes apply across the five topics of study identified for Grade 4.

General Learner ExpectationsStudents will: 4-4 Demonstrate positive attitudes for the study of science and for the application of science in responsible ways.

Specific Learner Expectations Students will show growth in acquiring and applying the following traits: • curiosity• confidence in personal ability to explore materials and learn by direct study• inventiveness and willingness to consider new ideas• perseverance in the search for understandings and for solutions to problems• a willingness to base their conclusions and actions on the evidence of their own experiences• a willingness to work with others in shared activities and in sharing of experiences• appreciation of the benefits gained from shared effort and cooperation• a sense of responsibility for personal and group actionsrespect for living things and environments, and commitment for their care.

2. Unit Overview

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Understandings - Topic A: Waste & Our WorldStudents learn about wastes produced through natural processes and human technology. In studying natural systems, students learn that all plants, animals and other living things are made up of materials that are recycled through the environment again and again. In studying human consumption and wastes, students identify wastes produced within their community and learn the methods used for disposal. They learn that some waste materials are biodegradable, that some are reusable, and that others are toxic. They learn that personal action in reducing, reusing and recycling materials can help decrease the waste we accumulate.

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3. Objectives/Goals

a. Outcomes From the Alberta Program of Studies:i. General

Learning Outcomes

4-5 Recognize that human activity can lead to the production of wastes, and identify alternatives for the responsible use and disposal of materials.

ii. Specific Learning Outcomes

4-5-1 Identify plant and animal wastes, and describe how they are recycled in nature. For example, plant leaves serve as a source of food for soil insects, worms and other creatures. The wastes of these animals may then be further broken down by molds, fungi and bacteria.4-5-2 Identify and classify wastes that result from human activity4-5-3 Describe alternative methods of disposal, and identify possible advantages and disadvantages of each4-5-4 Distinguish between wastes that are readily biodegradable and those that are not.4-5-5 Compare different kinds of packaging, and infer the relative advantages and disadvantages of that packaging. In evaluating different forms of packaging, students should demonstrate the ability to consider a consumer perspective as well as an environmental perspective.4-5-6 Identify methods of waste disposal currently used within the local community4-5-7 Identify kinds of wastes that may be toxic to people and to the environment4-5-8 Identity alternative materials and processes that may decrease the amount of waste produced; e.g., reducing wastage of food, using both sides of a sheet of paper4-5-9 Identify ways in which materials can be reused or recycled, indicates the source materials, final product, its use and method of disposal4-5-10 Develop a flow chart for a consumer product that indicates the source materials, final product, its use and method of disposal4-5-11 Identify actions that individuals and groups can take to minimize the production of wastes, to recycle or reuse wastes and to ensure the safe handling and disposal of wastes.4-5-12 Develop and implement a plan to reduce waste, and monitor what happens over a period of time.

b. Overarching Question: How does our impact on the world through our everyday actions affect the environment?

c. Key Questions How can we change our economic footprint to reduce our impact on the environment? What is recyclable? What do we do with material that is not recyclable? What animals play a role in decomposing materials?

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Lesson Plan (1) Grade/Subject: Science- Grade 3/4 Unit: Waste & Our World Lesson Duration: 1 hour

OUTCOMES FROM ALBERTA PROGRAM OF STUDIESGeneral Learning Outcomes:

4.5 Recognize that human activity can lead to the production of wastes, and identify alternatives for the responsible use and disposal of materials.

Specific Learning Outcomes: 4-5-2 Identify and classify wastes that result from human activity 4-5-3 Describe alternative methods of disposal, and identify possible advantages and disadvantages of

each 4-5-6 Identify methods of waste disposal currently used within the local community

LEARNING OBJECTIVES1) Students will be introduced to the new science unit: Waste & Our World2) Students will demonstrate their understanding of waste and alternatives available to them3) Students will identify ways they can reduce their economic footprint based on what they already know

ASSESSMENTSKey Questions:

How can we change our economic footprint to reduce our impact on the environment?

Written/Performance Assessments: (formative) Writing (If I was the Lorax, this is how I would help our Earth)

MATERIALS AND EQUIPMENT How to Help the Earth by the Lorax “If I was the Lorax, this is how I would help our Earth” writing paper Earth coloring pages Yellow moustache Students pictures (will take that day)

PROCEDUREIntroductionAdvance Organizer/Agenda:

Introduce New Unit (10 minutes) Read “How to Help the Earth- by the Lorax (15 minutes) “If I was the Lorax” writing activity (35 minutes)

BodyLearning Activity #1: Introduce New Unit (10 minutes)

Gather students at carpet and tell them that we will be starting a new science called waste and our world

Explain that the Market Day was a really good example of using recycled materials to create other products and that we will be exploring this concept more as well as talking about animals that decompose materials, ways we can reduce our ecological footprint, how to help encourage recycling, etc.

Explain a few of the projects we will be working on during this unit

Learning Activity #2: Read “How to Help the Earth-by the Lorax" (15 minutes)

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At the carpet read students How to Help the Earth- by the Lorax While reading the book, pause and ask students if they do any of the things that the Lorax is suggesting

to reduce our impact on the earth At the end of the story, ask students if they could do these things at their own house?

Learning Activity #3: Writing Activity (35 minutes) After reading the story, have students write their own story about how they can help the Lorax save

the earth Tell students to come up with their own ideas, or use ideas that the Lorax suggested in the book. At the

end of the unit, we will be going back to these stories to see if there is any new ideas that they came up with while learning about the unit

Once students have wrote their story, they can color their earth and then have their picture taken with the yellow moustache to be attached to their earth and then displayed on the bulletin board

Lesson Plan (2) Grade/Subject: Science- Grade 3/4

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Unit: Waste & Our WorldLesson Duration: 1 hour



Specific Learning Outcomes: 4-5-1 Identify plant and animal wastes, and describe how they are recycled in nature. For example,

plant leaves serve as a source of food for soil insects, worms and other creatures. The wastes of these animals may then be further broken down by molds, fungi and bacteria.

LEARNING OBJECTIVES1) Students will understand what a decomposer, consumer, and producer is and their effects on the

environment2) Students will be able to identify what plant and animals and their wastes are


What affect do animals and plants have on our environment?

Written/Performance Assessments: (formative) Worksheets (formative) Exit Slip anchor chart

MATERIALS AND EQUIPMENT Worksheets (definitions) Anchor Chart Sticky Notes Word search


Finish “If I was the Lorax” Writing (15 minutes) Lecture (25 minutes) Anchor Chart (20 minutes)

BodyLearning Activity #1: “If I was the Lorax” Writing (15 minutes)

Have students continue working on their stories from the previous class. Tell students to come up with their own ideas, or use ideas that the Lorax suggested in the book. At the


Once they have completed their writing, have them color a earth and then have their picture taken with the Lorax moustache.

For those students that have completed this, have them work on a word search.

Learning Activity #2: Lecture (25 minutes) Hand out Master #1 to students Read “Waste? I don’t see any waste” What happens to all the animals when they die? What happens to all the leaves that fall from the trees

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every year? All dead plant and animal matter decays and rots away. They are “eaten” slowly by worms, bacteria and fungi. All living things are made from chemicals. When living things die and are eaten slowly by worms, bacteria and fungi, the chemicals are returned to the earth and used again by living plants and animals to build their bodies and to supply the energy they need to live.

Hand out worksheet (definitions) and go through them with the students having them write the answers on their worksheet

o Decomposer= organisms that cause the breakdown and decay of plants and animal matter. Decomposers return the materials from the dead matter back in the environment for reuse.

o Recycle= to reuse material instead of taking it to a landfill siteo Bacteria= also called GERMS. Tiny creatures that have many roles. One of the most important

roles for bacteria is that of a DECOMPOSERo Fungi= mushrooms and molds. They are one type of DECOMPOSER.o Biodegradable= material that is able to decompose in nature. Able to be broken down or

decay.o Consumer= Animals that cannot make their own food. They must eat other plants or animals

(humans)o Producer= Plants are producers because they make their own foodo Decomposers= Decomposers eat decaying matter, and decompose them.

Learning Activity #3: Anchor Chart (20 minutes) On chart paper write Consumer or Producer or Decomposer? Have three sections labeled with the different terms and then a box with definition underneath On sticky notes have the following listed

o Consumers: lion, dog, people, mice, birds, bugso Producers: tulip, grass, tree, corn, onion, weedso Decomposers: fungi, mushrooms, bacteria

Lesson Plan (3)Grade/Subject: Science- Grade 3/4 Unit: Waste & Our World

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Lesson Duration: 1 hour



Specific Learning Outcomes: 4-5-1 Identify plant and animal wastes, and describe how they are recycled in nature. For example,

plant leaves serve as a source of food for soil insects, worms and other creatures. The wastes of these animals may then be further broken down by molds, fungi and bacteria.

LEARNING OBJECTIVES1) Students will understand what a decomposer, consumer, and producer is and their effects on the

environment2) Students will be able to identify what plant and animals and their wastes are


What affect do animals and plants have on our environment?

Written/Performance Assessments: (formative) Worksheets (formative) Exit Slip anchor chart

MATERIALS AND EQUIPMENT Worksheets (definitions) Anchor Chart Sticky Notes Word search


Lecture (15 minutes) Anchor Chart (20 minutes) Finish “If I was the Lorax” Writing (15 minutes) Word Search (10 minutes) Quiet Reading

BodyLearning Activity #1: Lecture (15 minutes)

Hand out Master #1 to students Read “Waste? I don’t see any waste” What happens to all the animals when they die? What happens to all the leaves that fall from the trees

every year? All dead plant and animal matter decays and rots away. They are “eaten” slowly by worms, bacteria and fungi. All living things are made from chemicals. When living things die and are eaten slowly by worms, bacteria and fungi, the chemicals are returned to the earth and used again by living plants and animals to build their bodies and to supply the energy they need to live.

Hand out worksheet (definitions) and go through them with the students having them write the answers on their worksheet

o Decomposer= organisms that cause the breakdown and decay of plants and animal matter.

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Decomposers return the materials from the dead matter back in the environment for reuse.o Recycle= to reuse material instead of taking it to a landfill siteo Bacteria= also called GERMS. Tiny creatures that have many roles. One of the most important

roles for bacteria is that of a DECOMPOSERo Fungi= mushrooms and molds. They are one type of DECOMPOSER.o Biodegradable= material that is able to decompose in nature. Able to be broken down or

decay.o Consumer= Animals that cannot make their own food. They must eat other plants or animals

(humans)o Producer= Plants are producers because they make their own foodo Decomposers= Decomposers eat decaying matter, and decompose them.

Learning Activity #3: Anchor Chart (20 minutes) On chart paper write Consumer or Producer or Decomposer? Have three sections labeled with the different terms and then a box with definition underneath On sticky notes have the following listed

o Consumers: lion, dog, people, mice, birds, bugso Producers: tulip, grass, tree, corn, onion, weedso Decomposers: fungi, mushrooms, bacteria

Learning Activity #3: “If I was the Lorax” Writing (15 minutes) Have students continue working on their stories from the previous class. Tell students to come up with their own ideas, or use ideas that the Lorax suggested in the book. At the


Once they have completed their writing, have them color a earth and then have their picture taken with the Lorax moustache.

For those students that have completed this, have them work on a word search.

Learning Activity #4: Word Search/Quiet Reading


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Specific Learning Outcomes:o 4-5-2 Identify and classify wastes that result from human activityo 4-5-3 Describe alternative methods of disposal, and identify possible advantages and disadvantages of

eacho 4-5-8 Identity alternative materials and processes that may decrease the amount of waste produced;

e.g., reducing wastage of food, using both sides of a sheet of paper

LEARNING OBJECTIVES1) Students will become aware of the activities that produce waste in their daily lives2) Students will understand their economic footprint and its affects on the environment


As humans, what affects do we have on our environment?

Written/Performance Assessments: (formative) Worksheets

MATERIALS AND EQUIPMENT Worksheets (where does it come from?) (Ecological Footprint Quiz)


Lecture (10 minutes) Create List of Garbage (15 minutes) Explain Home Chart (5 minutes) Ecological Footprint Quiz (10 minutes) Lecture (20 minutes)


o Have a discussion with students about how much waste we produce.o Get students to estimate how much we produce daily before giving them an answero Discuss with students what renewable resource is, and what a non-renewable resource is and what the

difference is between the two.

Learning Activity #2: Create List of Garbage (15 minutes)o Create a list on the white board with students of all the garbage that has been thrown out in the

classroom so far today.o Identify whether the materials thrown out were renewable or non-renewable and why.

Learning Activity #3: Explain Home Chart (5 minutes)o Explain to students that they will be receiving a chart to take home and fill out about some of the

garbage they are throwing out on a regular basis. They will need to bring it back for Monday so that we

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can discuss it.

Learning Activity #4: Ecological Footprint Quiz (10 minutes)o Have students complete the Ecological Footprint Quiz and give themself a score based on their

answers.o Students need to be fair and honest about their answers so the results are correcto Create a graph on the board for students to see so we can decide if our class is conscious of our

environment

Learning Activity #5: Lecture (20 minutes)o https://www.youtube.com/watch?v=fACkb2u1ULYo Have a discussion with students about what our ecological footprint is and explain how we can change

our individual footprints.


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Lesson Duration: 30 minutes



Specific Learning Outcomes:o 4-5-2 Identify and classify wastes that result from human activityo 4-5-3 Describe alternative methods of disposal, and identify possible advantages and disadvantages of

eacho 4-5-8 Identity alternative materials and processes that may decrease the amount of waste produced;

e.g., reducing wastage of food, using both sides of a sheet of paper

LEARNING OBJECTIVES1) Students will become aware of the activities that produce waste in their daily lives2) Students will understand their economic footprint and its affects on the environment


As humans, what affects do we have on our environment?

Written/Performance Assessments: (formative) Worksheets

MATERIALS AND EQUIPMENT Worksheets (where does it come from?) White Board

PROCEDUREBody (30 minutes)Learning Activity #1: Home Garbage Charts

Using students charts that were assigned have students tell me what garbage they threw out over the weekend

Classify with students if it is a renewable or non-renewable product Have students explain if they could have recycled, or reused the product If not, explain how they could have possibly preventing using this product


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Specific Learning Outcomes: 4.5.7 Identify kinds of wastes that may be toxic to people and to the environment

LEARNING OBJECTIVES1) To expose students to the kinds of wastes that are harmful to people and to the environment and to

provide them with information on proper and safe disposal options


What materials and wastes are toxic to people and the environment, and how can we prevent these toxins from entering our environment

Written/Performance Assessments: (formative) Worksheet (Have you seen these Toxic Wastes?) (formative) Quiz-Quiz Trade

MATERIALS AND EQUIPMENT Copy Sheet #3 for each student Pencils Quiz Quiz Trade Cue Cards


Lecture (10 minutes) Worksheet (20 minutes) Quiz-Quiz Trade (30 minutes)


Some of the items that we purchase contain toxic materials. Some of these things, such as some pesticides and solvents, are obviously dangerous to our families and to the environment. But we may not realize that other products, such as computers and fluorescent light bulbs, contain toxic substances and need to be handled in a certain way when we are finished with them. Used oil, computers, fluorescent bulbs, and other hazardous wastes used around the home pose a threat to humans and to the environment.

Alberta has programs in place to deal with each of these items so they have less of an impact on the earth when we no longer need them. It is important for students to learn about toxic materials so they understand the dangers associated with them and how to dispose of them properly.

There are some non-hazardous alternatives to certain products. Many companies now manufacture household cleaners, gardening products, laundry detergents, etc. that are healthier for humans and the environment. One drawback of some of these products is that they may require a little more “elbow grease” than the chemical products typically found on store shelves.

Compact fluorescent light bulbs are great alternative to incandescent bulbs because they last years longer and are up to 90% more efficient. While they do cost more to purchase, they will last 5 to 7 years on average and pay for themselves many times over during the lift of the bulb. They also contain

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mercury, and therefore must be disposed of properly.

Learning Activity #2: Worksheet (20 minutes) Give students each one copy of the “Have you seen these Toxic Wastes” Go through them as a class and have students write their answers in the lines After each question, go through each question and explain to students what the line means.

Learning Activity #3: Quiz-Quiz Trade (30 minutes) On Cue cards have words, and their definition on the back (1 card for each student) Have students partner up by walking around the classroom and have them read the definition and try

and define what it is. If they are stuck the student can tell them the definition The purpose of this activity is to have students memorize the definitions that are crucial for the unit

Lesson Plan (7)Grade/Subject: Science- Grade 3/4 Unit: Waste & Our World Lesson Duration: 45 minutes

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Specific Learning Outcomes: 4.5.7 Identify kinds of wastes that may be toxic to people and to the environment

LEARNING OBJECTIVES1) To expose students to the kinds of wastes that are harmful to people and to the environment and to

provide them with information on proper and safe disposal options


What materials and wastes are toxic to people and the environment, and how can we prevent these toxins from entering our environment

Written/Performance Assessments: (formative) Worksheet (Have you seen these Toxic Wastes?)

MATERIALS AND EQUIPMENT Copy Sheet #3 for each student Pencils


Lecture (10 minutes) Worksheet (20 minutes)


Some of the items that we purchase contain toxic materials. Some of these things, such as some pesticides and solvents, are obviously dangerous to our families and to the environment. But we may not realize that other products, such as computers and fluorescent light bulbs, contain toxic substances and need to be handled in a certain way when we are finished with them. Used oil, computers, fluorescent bulbs, and other hazardous wastes used around the home pose a threat to humans and to the environment.

Alberta has programs in place to deal with each of these items so they have less of an impact on the earth when we no longer need them. It is important for students to learn about toxic materials so they understand the dangers associated with them and how to dispose of them properly.

There are some non-hazardous alternatives to certain products. Many companies now manufacture household cleaners, gardening products, laundry detergents, etc. that are healthier for humans and the environment. One drawback of some of these products is that they may require a little more “elbow grease” than the chemical products typically found on store shelves.

Compact fluorescent light bulbs are great alternative to incandescent bulbs because they last years longer and are up to 90% more efficient. While they do cost more to purchase, they will last 5 to 7 years on average and pay for themselves many times over during the lift of the bulb. They also contain mercury, and therefore must be disposed of properly.

Learning Activity #2: Worksheet (20 minutes) Give students each one copy of the “Have you seen these Toxic Wastes”

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Go through them as a class and have students write their answers in the lines After each question, go through each question and explain to students what the line means.

Lesson Plan (8)Grade/Subject: Science- Grade 3/4 Unit: Waste & Our World Lesson Duration: 1 hour

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

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General Learning Outcomes: 4.5 Recognize that human activity can lead to the production of wastes, and identify alternatives for

the responsible use and disposal of materials.

Specific Learning Outcomes: 4.5.1 Identify plant and animal wastes, and describe how they are recycled in nature. For example,

plant leaves serve as a source of food for soil insects, worms and other creatures. Molds, fungi and bacteria may then further break down the wastes of these animals.

4.5.4 Distinguish between wastes that are readily biodegradable and those that are not 4.5.10 Develop a flow chart for a consumer product that indicates the source materials, final product,

its use and method of disposal

LEARNING OBJECTIVES1) Students will understand the importance of worms in the process of decomposing2) Students will understand the food chain and what the consumer, producer and decomposer does in this

food chain3) Students will be able to observe what earthworms eat, discuss decomposition and the role of

decomposers, observe how earthworms fit into the food chain, and locate earthworm castings.

MATERIALS AND EQUIPMENT Active worm bin (Get from Mr. Entz) White Board and marker

TEACHER BACKGROUND Earthworms spend most of their time in the soil. They often move forward by taking the soil

in front of them into their mouths and passing it through them and out again. Thus, essentially eating their way through the soil, earthworms extract the food value they need from the bits of decaying organic matter in the soil. Excreted waste is known as worm castings.

Although earthworms are like other consumers in that they are unable to produce their own food, they are unlike n that they do not eat live organisms. Instead, they extract food energy from decaying organic matter (plants and animals that have died). In the process, they break down the organic matter into smaller parts.

Having been physically broken down by the digestive system of an earthworm, the organic matter is now ready for a group of organisms called decomposers. Decomposers, such as bacteria and fungi, chemically break down the organic matter into nutrients such as Nitrogen, Phosphorus, and Potassium. The nutrients are then more available to the plants growing in the soil. In this way, earthworms and decomposers facilitate the constant recycling of nutrients in nature.


Review Terms (5 minutes) Create Food Chain Chart (15 minutes) Discussion (20 minutes) Worm Bin Observation (15 minutes)

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Conclusion (5 minutes)

Body (55 minutes)Learning Activity #1: Review Terms (5 minutes)

Review the terms “Decomposer” “Composer” “Producer” Remind students that these 3 terms are crucial for the food chain and that in order for all of us to

survive we must depend on one another and that these three terms are the starting point for this Ask students for the definition, and then ask them to name examples of the three terms.

Learning Activity #2: Create Food Chain Chart (15 minutes) On a piece of chart paper, create a food chain for the students to observe and understand the chain our

system works Start with the Sun, followed by producer, consumer, and decomposer Draw pictures and arrows directing students through the food chain

Learning Activity #3: Discussion (20 minutes) Have a discussion with students using the following questions as topics:

o What do worms eat? Decaying plants, all fruits and vegetables that are kitchen scraps, egg shells, etc. Basically everything except meat and dairy.

o How do earthworms eat? Earthworms don’t have teeth, but they do have mouths. The food they eat needs to be small enough to be drawn into their mouths. Then, they have a gizzard, which through muscular contractions, helps to grind their food down into smaller pieces, like our teeth. After the food passes through the gizzard, it moves into their intestine, where they absorb nutrients (also like us). Any undigested material is excreted as a worm casting. (Have picture of worm with labels)

o Why are worms important in the garden ecosystem? The castings are extremely beneficial to our garden soil. When they are part of what we call vermicomposting, which are castings, organic matter, and bedding materials, this mixture has the ability to help the garden soil be much healthier. It is like a vitamin for the soil! The nutrients now available to plants in the soil help hem to grow healthily and in turn, we are healthy when we eat them!

o How do worms fit into the food chain? Works are part of a special group of species that eat dead or decaying organic matter. They are called decomposers. Decomposers are very important in our food chain, because they recycle the energy, and help us to start all over again!

Learning Activity #4: Worm Bin Observation (15 minutes) Have students come and sit at the back carpet and show students the worm bin Explain to students how it works, and who has had it for this entire time Explain that students are not to ever come and touch the worms without adult Ask students the following questions and have a discussion:

o Why are there holes in the worm bin? To let air into the bin so the worms can breath; to keep the inside of the bin from getting too wet.

o Why is there a lid on the worm bin? To keep it dark inside the bin; they naturally live underground, in darkness, and though they don’t have eyes, they sense and move away from light

Before opening the worm bin, explain the rules for handling a worm:o Respect the worms—they are very helpful to our garden and all living creatures should be

respected.o To hold a worm, hold your palm flat and do not squeeze your hando Do not drop the wormo Do not touch the worm too much (just let it be in your hand).

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o Keep the worms’ skin moisto If you no longer want to hold the worm, tell the teacher and I will help you gently place it back

in the bin, under the soil.o Make sure to wash your hands after holding the worms

Open the worm bin and let the students take a look. Vermicompost is evenly granulated and is a dark coffee color

Closure (5 minutes) Ask students: What do worms need to survive? How do they benefit our garden? What do they eat?



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Specific Learning Outcomes: 4-5-6 Identify methods of waste disposal currently used within the local community

LEARNING OBJECTIVES1) Students will demonstrate their understanding and knowledge of waste disposal and recycling

currently being used in their local community


What does our local community do to better the environment for future generations?

Written/Performance Assessments: (formative) Drawing Map

MATERIALS AND EQUIPMENT Paper Coloring Tools Pencils Imagination!


To help students identify environmentally friendly features in their own community and to help them understand how their community deals with waste. Once students become aware of what environmental services are available in their own community, they could be encouraged to participate in these programs and become better environmental citizens.

BodyLearning Activity #1: Class Discussion (15 minutes)

We can find out more about our communities and how environmentally-friendly they are by taking a few minutes to consider where eco-resources such as bike and walking paths, recycling depots, and composting facilities are located. Once we have thought about this, we can draw a map of our community indiciating where such resources are located. This is called a Green Map. If we take a few minutes to draw a Green Map of your own neighbourhood, you will probably be surprised to discover just how green it is!

Ask students to think about whether or not their community includes any of the eco-resources for the list below and where they might be located:

o Parks and green spaceso Pathways for walking, roller-blading, bike-ridingo Public Transito Composting facilitieso Cultural/historical stieso Recycling depotso Second-hand storeso Landfall or transfer stationo HHW drop-off sites

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o Wildlife habitato Nature Education sites/facilities

Learning Activity #2: Map Drawing (30 minutes) Have students draw a map of their neighbourhood indicating where any of these services/places can

be found. These maps do not need to be geographically accurate. Tell the students to be creative and to estimate where these things are located in relation to their how

or their school When the students have completed their maps, lead them in a discussion about how often they visit

their local park, trails, educational sites, or second-hand stores.

Learning Activity #3: Worm Observation (15 minutes)


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Specific Learning Outcomes: 4.5.2 Identify and classify wastes that result from human activity 4.5.6 Identify methods of waste disposal currently used within the local community 4.5.11 Identify actions that individuals and groups can take to minimize the production of wastes, to

recycle or reuse wastes and to ensure the safe handling and disposal of wastes

LEARNING OBJECTIVES1) Students will demonstrate their understanding and knowledge of waste disposal and recycling

currently being used in their local community2) Students will understand the importance of water to our life and its scarcity


What does our local community do to better the environment for future generations? What is the importance of water in our ecosystem?

Written/Performance Assessments: (formative) Conversations/Observations

MATERIALS AND EQUIPMENT Water Beakers Green Maps


Discuss about Green Maps (10 minutes) Discussion about Water (10 minutes) Demonstration (10 minutes) Discussion (15 minutes) Worm Observation (15 minutes)

BodyLearning Activity #1: Discussion about Green Maps (10 minutes)

Ask students why I had them draw the green maps and what is their importance When the students have completed their maps, lead them in a discussion about how often they visit

their local park, trails, educational sites, or second-hand stores.

Learning Activity #2: Discussion about Water (10 minutes) Where does the water & “stuff” in the toilet go when they are flushed; the water from a washing

machine; the garburator Where in homes, work & recreational spaces where waste is made What kinds of waste get mixed with that water How do we dispose of waste water Why do we purify waste water before it is released back into the environment?

Learning Activity #3: Demonstration (10 minutes)

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2/3 of the Earth is water but very little of that is usable to humans Fill IL Beaker. This is all the water on Earth. Take 1 25 ML beaker and fill it to the top. This is all the

FRESH water on Earth. From the 25Ml beaker put 10 ml into the other 25 ml beaker. What is left in the 1st 25 ml beaker represents the water held in ice caps & glaciers. The 10 ml is the fresh water that is available for use by all living creatures on land or in fresh water.

Learning Activity #4: Discussion (15 minutes) Water gets contaminated through illegal dumping, industrial processes, pulp & paper, oil sands We need to save water and reduce the water bill. How can we do this? (Brainstorm with students)

o Have shorter showers & use a low flow shower heado Don’t let water run while brushing your teetho Don’t leave the water running while rinsing disheso Adjust the water level in the toilet tank to the lowest amount. There is more water wated in

bathrooms than any other room in the houseo Reduce the amount of grass to be watered by planting a cactus garden or creating a rock

gardeno Reduce leaky tapso It is better to water the grass for a longer period of time than to water for a shorter period

more often. Water the lawn in the early morning or late evening to reduce evaporation due to lots of sun

o Wash the car, bike, or dog with a bucket instead of a hose that is left to runo Run the dishwasher when it is full or use a short cycle for small loadso Run the clothes washer with full loads or reduce the amount of water required when running

smaller loads

Learning Activity #5: Worm Observation

Lesson Plan (11)Grade/Subject: Science- Grade 3/4 Unit: Waste & Our World Lesson Duration: 1 hour 30 minutes


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Specific Learning Outcomes: ALL SLO’s will be matched

LEARNING OBJECTIVES1) Students will review everything they have learned throughout the unit, including definitions, symbols, and expanded thinking

ASSESSMENTSWritten/Performance Assessments:

(formative) Jeopardy Game (formative) Review

MATERIALS AND EQUIPMENT Jeopardy Game (PowerPoint) Waste & Our World Review


Class Review (30 minutes) Jeopardy Game (30 minutes) Quiz-Quiz Trade (15 minutes)

BodyLearning Activity #1: Class Review (45 minutes)

As a class do a review of everything we have discussion and talked about throughout the unit. Have students complete and fill out the review sheet as go we, so they can take it home and study it

over night Remind students to take very good notes so that they can study it once they get home

Learning Activity #2: Jeopardy Game (30 minutes) As a class complete the Jeopardy Game in teams of two (teams of 11) The game has been created to test students on their knowledge of the unit Students may not use their notes that they just took during the review

Learning Activity #3: Quiz-Quiz Trade (15 minutes) On Cue Cards have words, and their definition on the back (1 card for each student) Have students partner up by walking around the classroom and have them read the definition and try

and define what it is. If they are stuck the student can tell them the definition The purpose of this activity is to have students memorize the definitions and be able to recall them.

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4. Unit Overview: Schedule of Lessons

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5Lesson Concepts/Topics:

“How to Help the Earth” by the Lorax

Key Questions: How can we change

our economic footprint to reduce our impact on the environment?

Key Learning Activities: Introduce New Unit Read “How to Help

the Earth-by the Lorax”

Writing Activity

Length of Lesson: 1 hour

Lesson Concepts/Topics: Waste & Our World

Definitions

Key Questions: What affects do

animals and plants have on our environment?

Key Learning Activities: Finish writing

activity Lecture and

Definitions Anchor Chart Word Search


Lesson Concepts/Topics: Understand what a

decomposer, consumer, and producer is and their effects on the environment

Identify what plant and animals and their waste are

Key Questions: What affect do

animals and plants have on our environment?

Key Learning Activities: Worksheet Anchor Chart Word Search


Lesson Concepts/Topics: Become aware of

the activities that produce waste in our daily lives

Economic footprint

Key Questions: As humans, what

affects do we have on our environment?

Key Learning Activities: Lecture List of Garbage Ecological Footprint

Quiz


Lesson Concepts/Topics: Become aware of

the activities that produce waste in our daily lives

Key Questions: As humans, what

affects do we have on our environment?

Key Learning Activities: Home Garbage

Charts Snowball fight

Length of Lesson: 30 minutes

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4. Unit Overview: Schedule of Lessons

Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10Lesson Concepts/Topics:

Expose students to the kinds of wastes that are harmful to people and to the environment

Key Questions: What materials and

wastes are toxic to people and the environment, and how can we prevent these toxins from entering our environment?

Key Learning Activities: Lecture Quiz-Quiz Trade


Lesson Concepts/Topics: Expose students to

the kinds of wastes that are harmful to people and to the environment

Key Questions: What materials and

wastes are toxic to people and the environment, and how can we prevent these toxins from entering our environment?

Key Learning Activities: Lecture Worksheet

Length of Lesson: 45 minutes

Lesson Concepts/Topics: Understand the

importance of worms in the process of decomposing

Key Questions: What is the

importance of decomposing worms in our food chain?

Key Learning Activities: Review Terms Food Chain Chart Discussion Worm Bin

Observation


Lesson Concepts/Topics: Local Green Maps

Key Questions: What does our local

community do to better the environment for future generations?

Key Learning Activities: Class Discussion Green Maps


Lesson Concepts/Topics: Water Conservation

Key Questions: What does our local

community do to better the environment for future generations?

What is the importance of water in our ecosystem?

Key Learning Activities: Class Discussion Water

Demonstration


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Learning Outcomes

Assessments

Title Lorax Writing Worksheets Exit Slip Quiz-Quiz Trade

Observations &

Conversations

Maps Unit Test

Type (Formative/Summative

)Formative Formative Formative Formative Formative Formative Summative

4.5.1 Identify plant and animal wastes, and describe how they are recycled in nature.

X X X X

4.5.2. Identify and classify wastes that result from human activity

X X X X X

4.5.3. Describe alternative methods of disposal, and identify possible advantages and disadvantages of each

X X X

4.5.4 Distinguish between wastes that are readily biodegradable and those that are not.

X X

4.5.6 Identify methods of waste disposal currently used within the local community

X X X X

4.5.7 Identify kinds of wastes that may be toxic to people and to the environment

X X X

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Learning Outcomes

Assessments

Title Lorax Writing Worksheets Exit Slip Quiz-Quiz Trade

Observations &

Conversations

Maps Unit Test

Type (Formative/Summative

)Formative Formative Formative Formative Formative Formative Summative

4.5.8 Identify alternative materials and processes that may decrease the amount of waste produced; e.g., reducing wastage of food, using both sides of a sheet of paper

X X

4.5.10 Develop a flow chart for a consumer product that indicates the source of materials, final product, its use and method of disposal

X x

4.5.11 Identify actions that individuals and groups can take to minimize the production of wastes, to recycle or reuse wastes and to ensure the safe handling and disposal of wastes

X X X

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Subject Area & Grade

Science- Grade 3/4

Teacher & School Kayli O'Donnell- Park Meadows ElementaryTopic Waste and Our WorldLength of Unit (days)

12

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kayliodonnell.weebly.com€¦ · web viewthese skills apply to the five topics of study...

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