In this STEM lesson students learn about the challenges faced by waste sorting centres and the various methods they employ in order to effectively sort our garbage.
The lesson begins with a video presentation of a waste management facility and their sorting methods followed by examples of how robots could be employed as part of the system. The students are placed into groups of 2 to 3 and presented with a design challenge: to create a sorting system for a mixed container of recyclable items with the parameters of keeping the paper dry and sorting the items into the categories of glass, paper, plastic and metal. The students may act as part of the machinery, but they may not touch the materials. The groups will share their ideas and then vote on the best ones to combine to build one sorter for the class. There are reflection questions to complete the lesson.
The focus of this resource is on building STEM competencies and experience.
Recycle Sorter is a great STEM resource for the middle school Science classroom. It aims to help the students develop an understanding of the issues sorting plants face. It addresses the curriculum outcomes related to healthy habitats, environmental action and human impact on the environment. The resource could be used during Waster Reduction Week in November or National Recycling Day in March.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
Principle | Rating | Explanation |
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Consideration of Alternative Perspectives | Very Good | The resource allows for students to take the information presented and then create their own method of recycling the materials. |
Consideration of Alternative Perspectives:
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Multiple Dimensions of Problems & Solutions | Good | The resource does a good job of presenting information on all three dimensions of the waste sorting issue. The students learn about the common misconceptions people may have with regards to plastic bags, as well the issues those plastic bags create in the single stream sorting process. |
Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
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Respects Complexity | Very Good | The videos in the lesson support the complexity of the challenges involved in sorting our garbage as well as teaching the students about the process and issues that may arise. |
Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
Acting on Learning | Satisfactory | Students design a working model that addresses an important issue all communities face. |
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
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Values Education | Very Good | The resource with its approach to the activity allows for the students to synthesize their understanding of the issues and to work to solve the problem using their own ideas. |
Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
Empathy & Respect for Humans | Poor/Not considered | This is not a focus of this resource. |
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 resource helps the students to see the need for the different methods and steps for sorting our waste. It also should develop a desire to help the planet by ensuring they sort their garbage properly. |
Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
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Locally-Focused Learning | Good | The resource is relevant to the learners as everyone creates garbage and sorting it properly should be a focus. |
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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Past, Present & Future | Satisfactory | The resource gives the students a good sense of the present realities of sorting waste properly. The past and future are not addressed. |
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. |
Principle | Rating | Explanation |
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Open-Ended Instruction | Very Good | The students are encouraged to think for themselves. They brainstorm, develop and test their ideas and then share them with the class. |
Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
Integrated Learning | Good |
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Integrated Learning: Learning brings together content and skills from more than one subject area
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Inquiry Learning | Good | The students are presented with a design challenge of creating a recycle sorter for a mixed container of recyclables. They work in groups to design a model for that purpose. |
Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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Differentiated Instruction | Good | The cooperative and hands-on nature of the activity will support the needs of different learning styles. However, there are no strategies for learners who may have difficulty with the material or project. |
Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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Experiential Learning | Good | The hands-on approach and building of the sorter give the students a direct experience in context of sorting garbage and thinking through the process. In doing so they will need to understand the components of each material being sorted. |
Experiential Learning: Authentic learning experiences are provided
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Cooperative Learning | Satisfactory | |
Cooperative Learning: Group and cooperative learning strategies are a priority.
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Assessment & Evaluation | Satisfactory | There are no formal tools for the evaluation of student learning. There are reflection questions included that could be used to gauge 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 | |
Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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Case Studies | Good | The videos that are included in the lesson offer case studies to promote an understanding of the complexity of sorting garbage. |
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 | Very Good | As a STEM lesson the students have the freedom to choose the methods and ideas that they feel will work best. There are also activity suggestions and links provided should students want to learn more. |
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. |