- Review Process
- Take Action
- A project of
Waste Not, Want not is the fourth resource from 10,000 Changes that provides an opportunity for educators to explore key themes and concepts connected with plastic use and how to eliminate plastic in our daily lives.
In this three part lesson, students will:
This resource teaches students how to design and deliver a survey to learn more about the waste trends in their community.
This lesson plan is a very short and useful introduction for students to the issue of waste produced in Canada and in their community. It could be used independently, or it could be used with the other lessons from 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.
|Consideration of Alternative Perspectives||Very Good|
Students will develop a survey to discover waste trends in their community, discuss their results, and brainstorm ways to raise awareness in their community on how they can reduce their waste.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
When assessing the survey results, students will need to think about the economic, social, and environmental issues.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The video and infographics provided explain well the complexity of plastic waste.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
Although students are asked to come up with ideas on how to reduce waste in their community, they are not asked to put them in place.
|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|
Throughout the lesson, students are asked their opinion and have their voices heard while creating the survey.
|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|
Students will look at how plastic waste affects their environment and the planet.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
This resource concentrates on the amount of waste produced in the student's community therefore is relevant and has a local focus.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
When constructing their survey, students have full control of the questions they want to ask. They also get to brainstorm their own ideas on how to reduce plastic waste in their community.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
This resource could be used in Math, Science, and Social Studies courses.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
In this lesson, students will get a chance to learn in a variety of different ways like watching videos, looking at infographics, and creating a survey.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Students get to create their own survey to collect data on waste within their own school community.
|Experiential Learning: |
Authentic learning experiences are provided
Students will have to work in groups in this lesson.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
Ideas on how to assess students with this resources are provided, however, no rubric is included.
|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 come up with ways on how to reduce the amount of waste in their community. Teachers could easily extend the lesson and have students present their ideas to the community.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
Students will look at the actual waste produced in their own community.
|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|
Students will get to choose the questions for the survey which they will be administering to their peers.
|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.|