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BioCellection Technology for Recycling Plastic

Learning Package 6

Secondary, Middle

Description

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

General Assessment

Strengths

  • The resource addresses an important and up-to-date issue
  • The resource contains a short video to support the lesson
  • Worksheets are provided
  • The resource is easy to understand and to use

Weaknesses

  • More could be done to require and support students implementing their ideas for action in the community.

Recommendation of how and where to use it

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.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
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        • Knowledge and Employability Science: Environmental Chemistry (Social and Environmental Contexts Emphasis)
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        • Issues for Canadians: Economic Systems in Canada and the United
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        • People & Places in the World: Global Quality of Life
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        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
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        • Social Studies 8 - A Changing Canadian Society: Advocacy and Action
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        • The Roots of Society: Resources and Wealth

Themes Addressed

Citizenship (1)

  • Sustainable Consumption

Waste Management (4)

  • Cradle-to-Cradle
  • Rethink, Reduce, Reuse, Recycle
  • Solid Waste Disposal
  • Source Reduction

Sustainability Education Principles

Principle Rating Explanation
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:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
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.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
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.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory

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. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the 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.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

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.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

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

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

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.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

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.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

There is a definite 'real world' aspect to this inquiry, especially in the design activity.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students work in groups. 

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
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.
Peer Teaching Satisfactory

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.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good
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.

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