This introductory lesson teaches students about the role plastics play in their daily lives. They explore how much and what type plastic that is placed in the recycling box actually gets recycled.
Students will learn about the seven categories of plastic used by Canadian citizens and which ones can and cannot be recycled in curbside bins via a short video and the review of an infographic with their classmates. The students will then assess their classroom or school's recycling habits and audit the contents of select recycling bins on the school property. In conclusion, the students will discuss how they can reduce plastic use in their classroom, school or community and make a commitment on the 10 000 changes website.
Link to lesson plan video
Link to lesson plan infographic
The teaching of specific skills is not the focus of this resource.
This lesson plan is a very short and useful introduction for students to the issue of plastics and the environment. It could be used independently to begin a discussion with students or it could be used to begin the series of lessons for a unit from the website 10 000 Changes.
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 | |
Consideration of Alternative Perspectives:
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Multiple Dimensions of Problems & Solutions | Very Good | |
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 | |
Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
Acting on Learning | Good | At the conclusion of the lesson the students visit the website 10 000 Changes and accept one of the challenges listed as an action to decrease their dependence on plastics. |
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 | |
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 for 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 structure of this lesson is entirely indoors but it does foster a concern for the environment and the use of plastics. |
Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
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Locally-Focused Learning | Very Good | Students will examine the types of plastics they use in their classroom or at home and conduct an audit. |
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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Past, Present & Future | Satisfactory | There is a good sense of the present and a positive vision of the future. The teacher will have to develop the understanding of the past with a video of how our dependence on plastics can to be. |
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. |
Principle | Rating | Explanation |
---|---|---|
Open-Ended Instruction | Very Good | The lesson plan begins with different focus questions which allows for different answers, students are not steered towards one correct answer. |
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 | Satisfactory | |
Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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Differentiated Instruction | Good | |
Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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Experiential Learning | Good | Students will examine the types of plastics they use in their classroom or at home and conduct an audit. |
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 some suggestions made for assessment of student learning but they are not concrete tools that the teacher can use. |
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 | Poor/Not considered | This is not included in this resource. |
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 | There is limited choice within the activities of this resource. |
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. |