- Review Process
- Take Action
- A project of
Reduce, Reuse, Recycle! What about Refuse, Replace, Reimagine? In this activity, students will be focusing mainly on the “Reimagine” of the new 3Rs. The resource introduces students to BioCellection’s innovative technology that aims to reduce plastic waste. The students will apply their understanding of BioCellection to find new ways to reuse old objects. They are asked to design a new use for a plastic recycled object and share their reimagined object with the class. The class will discuss how it could be useful and how it connects to the work that BioCellection does.
Link to lesson plan video
Link to lesson plan infographic
This great critical thinking lesson would be very useful as an introduction to a 3R case study for units that focus on resource use and waste management during social studies, geography, and environmental studies lessons. It would especially be helpful to use during any discussion of waste management and would serve as a great companion to a school recycling program.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
In this lesson, students review different models and case studies and come up with their own solutions to current problems when looking at plastic waste.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
The resource asks students to consider the economic, social and environmental considerations and find solutions.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The lesson effectively addresses the issue of plastic consumption and waste in an age-appropriate context.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
Students develop action ideas and plans, but implementation is not a requirement.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Very Good|
In this lesson, students are specifically required to consider their own roles and responsibilities in addressing problems resulting from plastic waste.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
The video which accompanies the lesson plan effectively reveals the negative impact that plastics waste has on the environment. Students are asked to take responsible actions to address these impacts by trying to limit their waste.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The issues related to plastic waste in the environment is highly relevant to the students' lives, but more could be done when looking at the community.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
More could be done as a follow up activity to ensure this is implemented in the future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Questioning is used to engage students in reflecting on what they have learned, although students are provided with information guiding them to draw the same conclusion when looking at plastic waste.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The resource is appropriate for use across a range of subject areas.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students, assisted by the teacher clarify the problem, but come up with their own solutions.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Some modifications for students are suggested such as using digital tools and modifying questions for younger students.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
There is a definite 'real world' aspect to this inquiry, especially in the design activity.
|Experiential Learning: |
Authentic learning experiences are provided
Students work in groups.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
While the lesson involves students producing a product, there is an absence of evaluation tools or assessment guidelines. There are some suggestions made for assessment of student learning.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
Students will share their reimagined object with the class and discuss how it could be useful. The class will discuss how the activity connects to the work that BioCellection does.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Satisfactory|
Students develop their own ideas and create unique solutions when reimagining plastic waste. The resource does provide a few suggestions to extend the learning.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|