Who recycles? Lesson One

UNIT TITLE: Lets Recycle
LESSON: (1/10) 1 Hour
STAGE: Stage 2
LESSON OUTCOMES and Indicators
(HSIE) SSS2.7Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and the environment
-Students identify the interactions between people and recycling systems
-Students demonstrate understanding of the impact recycling has on environments
(ENGLISH) RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they create a variety of worlds through language and how they use language to achieve a wide range of purposes
- Students discuss different interpretations video
- Students identify symbolic meanings
- Student’s discuss the writers viewpoint and intended audience
ASSESSMENT:
-Through discussion/interview to gauge
student understanding
-Observation of participation in group work
-Recordings of Jingle presentation to determine
understandings about HSIE content as well as
writers viewpoint and writing for an audience.
PART AND TIMING
Teacher
Students
RESOURCES
Introduction
(10mins)

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Body: Activity 1(25mins)
Recycling Awareness
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Activity 2
(15mins)
Who recycles where?
Explain to students that we will be watching a video- ask students to consider the intended audience and the purpose of the video when they are viewing.
After viewing discuss the following questions:
- Who is the intended audience?
- What meaning do you think the video had?
- Can it be interpreted in different ways, or is the message clear?
Teacher explains that in this unit we will be focusing on recycling in our home, school and community. As a class discuss disposal systems in these areas, and materials that are recyclable.


Introduction to Stimulus book- ‘Don’t throw it away’
What is the difference between rubbish or waste and recyclable materials?
How do we sort what can be recycled and what is rubbish?
Teacher reads pgs 10-13 of book.
Discuss the information from the text about littering and the impact on the environment.
Group students in small groups. Instruct students to devise a jingle that would be played on the radio to inform listeners about the difference between rubbish and recyclable items and disposing of wastes responsibly.
Students present and teacher asks students to consider their audience and features of their jingle. (Teacher records students jingles and responses to questions asked about their jingle).

Assign each group with an place they are familiar with in their community eg. Home, school, shopping centre, library, restaurant.
Each group has a piece of butcher paper and brainstorms materials that are disposed of and that can be recycled. Ask students to consider why it is important to recycle in this place, and who is responsible for recycling materials.
-Watch video as a class
- Engage in class discussion
-discuss textual information
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-Students collaboratively
devise a jingle to promote awareness about responsible waste disposal.
-present jingle to class members, discussing target audience, the meaning of their jingle as well as text features ie. rhyme, alliteration, repetition.
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- Students work collaboratively to discuss and brainstorm materials that are used in different places in their community, and what is disposed of. Students determine who is responsible for recycling and what materials should be recycled
-Interactive white board
-Youtube video "Recycling a bottle- Flashmob style!"
- 'Don't throw it away!' Book
-Butchers paper
-Textas
-Tape Recorder
Conclusion
(10mins)
Groups share their responses with the class.
Teacher encourages feedback from listening students.
Teacher leads discussion about the implications for recycling on the environment.
-Students present their brainstorm.
-Listeners provide positive feedback about presentations and information
-Students participate in class discussion reflecting the implications of recycling and responsible waste disposal



Teacher Evaluation
-Where the students engaged in the tasks?
-Was there an appropriate amount of challenge set in the tasks and activities?
-Were students able to demonstrate their understandings during discussion and written reflection?
-Were my teaching strategies effective in supporting students learning?-