4. • What kind of waste we create?
• Where does our trash go?
• What kind of waste can be recycled?
• Impact on the environment? Plastic on the sea, forest disappearing
• Why is recycling necessary? Natural resources, destroying the earth
GUIDANCE
BRAINSTOMING
9. READING COMPREHENSION
1. What did Todd the troll do?
2. Why is not healthy for the earth?
3. What did James say to Todd?
4. How did Todd feel?
5. Where did Todd put the can after that?
6. What did they find outside everywhere?
7. What did Todd do with the Rose?
8. What did they see on the field?
9. Do you personally take care of the earth?
10. How do you do that?
11. LISTENING COMPREHENSION
Word of the _______
When you recycle _______ , you put it in a special
________ so it is used again.
"Do you recycle _______ at home?“
"Yes, we recycle _______ , plastic and _______ .“
"So ___ we."
13. SCIENTIFIC METHOD
Pupils observe and take notes of each one of the following
materials that we show them in class:
• Piece of paper
• Piece of bread
• Aluminium can
• Stone
• Piece of plastic (PVC)
Writing a list of their properties using adjectives: soft, hard,
malleable, mouldable, and not mouldable.
14. SCIENTIFIC METHOD
Once our pupils are familiarize with the 5 materials we
send them the following questions:
• I wonder if the material will change if we put it in
water.
• Which material do you think will be biodegraded
quicker?
• Which material do you think will be biodegraded
slower?
15. SCIENTIFIC METHOD
Next, pupils have to develop their own hypothesis about
what is going to happen with each one of the objects.
Examples:
• I think the aluminium can will rust in the water
• I think that the piece of paper will be dissolved
• In my opinion the stone could be erode by the water.
• From my point of view the plastic could lose its colour.
In order to help our pupils we will give them starters to help
them to develop sentences.
16. SCIENTIFIC METHOD
Each Monday pupils should take notes of changes and
how each material evolves in a scientific diary:
• I see the paper dissolving in the water.
• I see the plastic in the same way than the first day.
• I see the piece of bread dissolving in the water.
17. SCIENTIFIC METHOD
After taking notes during 4 Mondays, pupils have to
record their observations and the final result.
• I discovered that plastic will not biodegrade in water
during one month.
• I discovered that paper will biodegrade quicker than
stones.
• I discovered that aluminium can rust in water and
give off metal pieces.
Like in the hypothesis step we can give our pupils some
starters to help them to develop their own discoveries.
18. SCIENTIFIC METHOD
Finally, connecting our experiment with the unit, our pupils should
develop conclusions imagining this objects in water jars like if they will be
in the oceans.
• In my opinion plastics are the most dangerous in our oceans because
could be eaten by fish.
• From my point of view papers are not as dangerous as aluminium
cans.
• As a conclusion the most dangerous are the aluminium and plastic and
the least dangerous are paper and food.
We try to make our pupils their own conclusion basing this experiments in
class with problems in the real world.
20. PROJECT – RECYCLED SCULPTURE
Once our pupils are familiarize with problem of rubbish in the world,
they already have enough materials to beging their process of
creating art while they recycle.
In pairs/individual students should think about which kind of
sculpture they want to create:
• Author.
• Movement.
• Style.
• Materials.
• Shape
21. PROJECT – RECYCLED SCULPTURE
Students should write a small text based on the influences and the
different objects, artists, movements, etc. That have taken part in the
final design using a graphic organizer.
When they have finished, using vocaroo will record a
podcast for the audio guide of the exposition.
JUSTIFICATION
22. PROJECT – RECYCLED SCULPTURE
Exposition
and
explanation Each pupil/couple present in the civic centre the sculpture. Families,
council staff, and other school members are invited to the event.
For future visitors, there is a link which send them to an audio guide
recorded by pupils by Vocaroo.
http://www.recyclart.org/
30. MUTIPLE INTELLIGENCE
Explanation of sculptures:
Talking in public
Take care of the
necessities of
recycling for the world
Writing expository texts
explaining the sculpture
Developing the sculpture’s
shape
Developing hypothesis
Team work
