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Junior - English - Greater Essex County District School Board


									      Solid Waste
          Grade 4

          Grade 5

          Grade 6

         Written by:
         Paula Tullio
         Wes Vickers
Dear Junior Teachers,

Welcome to the new installment of the ECOSCHOOL junior program.

Last year’s content was based on Energy Conservation and was very well received.
This year’s content is based on Solid Waste and is just as exciting. Below is an
interesting article about paper recycling but can apply to all solid waste.

I’ve heard that Canada has plenty of trees. Why recycle? You’re right!
There are plenty of trees in Canada. As a result of the forest products industry’s
sustainable forestry practices, there are more trees in Canada today than there
were 75 years ago. And because more trees are grown in Canada than are
harvested, there will be plenty of trees and forest products for future
generations to enjoy.

But we should continue to recover our paper products for recycling. While our
forest resources are abundant, adding recycled fiber to new wood fiber is a good
way to stretch our forest resources.

Recycling also helps control waste disposal problems. For every kilogram of paper
recovered for recycling, about one cubic meter of landfill space is saved. And in
many cases, recovering paper for recycling can save communities money that they
would otherwise have to spend for disposal.

In 1999, about 45 percent of the paper used in Canada was diverted from the
waste stream to be recycled into new paper products. Today, recovered paper
supplies over 38 percent of the total fiber needed to produce our country’s paper

In this section, you will find two lessons each for grades 4, 5, and 6 that you
may use with your students to help them be aware of solid waste. Please take
advantage of this valuable resource.

                 “Unless someone like you cares a whole awful lot,
                     Nothing is going to get better. It’s not.”
                            — Dr. Seuss, “The Lorax”

Environmentally Yours,

Paula Tullio
Wes Vickers
Table of Contents

Solid Waste:
    Overall Expectations
    for Grades 4, 5 and 6

Solid Waste Resources:

Grade 4 Lesson Plan:
   “Packaging: What a Waste!”

Grade 5 Lesson Plan:
   “One Person’s Garbage,
   Another Person’s…?”

Grade 6 Lesson Plan:
   “Xtreme Classroom Makeover!”
               Solid Waste Grades 4/5/6
  OVERVIEW        Students will discuss information related to solid waste and
EXPECTATIONS      disposal systems.
                  FIRST IMPRESSIONS
                  a Ask the students if they know what solid waste is.
                  a Ask the students where solid waste goes.
                  a Ask the students if they know what a waste disposal
     Steps           system is. Mention to the students that we are often
                     placed in a situation that requires thought about our
                     disposal of waste practices.
                  a Ask the students if they think there is a link between
                     disposal of waste and their daily activities and ask them
                     to give examples.
                  a Ask the students to name the different types of
                    waste disposal systems they know (landfill, incinerator,
                    recycling, etc.).
  Observations    a With the students, make a list of daily activities (for
                    example, in the bathroom, breakfast procedures, etc.)
                    and indicate what type of waste has been produced by
                  a Make teams/groups of 4.
                  a Ask each team/group to discuss ways to dispose of waste
                    at school or at home on chart paper.
                  a Ask students in each team/group to discuss their ideas
                    and justify their answers.
                  a Produce a class chart.
                  Grade 4: Each student   produces a theoretical waste disposal
                  system for home or at   school - design a poster.
                  Grade 5: Each student   produces a theoretical waste disposal
                  system for home or at   school - design a poster and include
                  an information page.
                  Grade 6: Each student   produces a theoretical waste disposal
                  system for home or at   school - design a brochure, present
                  it and initiate it.
                    Solid Waste Resources:
1. - Essex-Windsor Solid Waste Authority
2. - TD Friend of the Environment Foundation
3. - Environment Canada’s Green Lane
4. - The Recycling Game
5. - Recycle City Interactive Game
6. - game from the book
7. – games, information

1.    Recycling (Waste, Etc..) (40266) PJI LK
2.    Our school libraries have many excellent books on recycling and waste. Use webCat
      to locate these books.

The following videos are available through Medianet:

1.    Adventures of Pepin and Dick Trashy (24323) PJ 1994 VH
2.    Bill Nye, Pollutions Solutions/Archaeology (25184) PJI 1997 VH
3.    The Box Whose Time Has Come (23074) JIS 1991 VH
4.    Environment Show (22566) J 1989 VH
5.    Garbage : The Movie (22423) JI 1990 VH
6.    Keepers (23313) PJ 1993 VH
7.    Let’s All Recycle (23296) PJ 1992 VH
8.    Our Changing World : Cleaning Up the World (26482) JIS 1994 VH
9.    Plastics Problems & Solutions (24979) JI 1995 VH
10.   Recycle (22640) J 1990 VH
11.   Recycle Me (23054) PJ 1992 VH
12.   Recycling (22567) J 1988 VH
13.   Recycling (26712) JI 1986RVH
14.   Recycling Is Fun (23368) JI 1991 VH
15.   Recycling : It’s Everybody’s Job (23033) J 1992 VH
16.   Recycling Processes (27418) JI 1991 VH
17.   Reduce (22638) J 1990 VH
18.   Reduce, Reuse, Recycle (26408) JIS 1991 VH
19.   Reducing, Reusing and Recycling : Environmental Concerns (22320) JI 1990 VH
20.   Reuse (22639) J 1990 VH
21.   Steel Goes Full Circle (27805) JI 1994 VH
22.   The Story of Zalev Brothers Limited (26857) JIS 1988 VH
23.   The White Hole (23140) JI 1991 VH
24.   Trash and the Environment (34051) JI 2001 DV

                                         What A Waste!”
                                                    Grade 4


Packaging is both useful and necessary for several reasons. Packaging is also a major
component of solid waste. This lesson will help students understand that excessive
packaging and processing can waste natural resources and increase the amount of solid
waste that will require disposal.


Students will learn the purpose of packaging and how excess packaging contributes to the
solid waste problem in our communities. They will gain an awareness that they can reduce
the amount of garbage they generate by making thoughtful and informed choices when
they buy packaged products.

In this lesson the student will:

   determine the purpose of packaging
   identify the materials used in packaging
   identify packaging categories (nature, reusable, recyclable, non-recyclable, recycled)
   compare the amounts of packaging in various products
   classify packaging by categories based on the purpose and function
   evaluate wasteful packaging
   recognize packaging made from recycled products

A Grade 4 Ecoschools Solid Waste Project                                                 

Overall: Describe ways in which humans interact with habitats and the effects of these
         interactions on the communities within.

Specific: Describe advantages and disadvantages of human interactions within habitats
          and food chains.


2 classes


                         Class 1                   Class 2*
                         Cardboard box             Packaging (students bring
                         Overhead transparency         from home)
                             (Appendix B)          Student Worksheet
                         Chart paper/marker            (Appendix D)
                         Parent Letter             Food items from 5
                             (Appendix C)          categories
                                                       1. natural
                                                       2. reusable
                                                       3. recyclable
                                                       4. non-recyclable
                                                       5. recycled

                               *Optional Items (Class 2)

                               A large bag of crackers, cookies or chips and the
                               SAME AMOUNT of crackers, cookies or chips (by
                               weight) in small individual packages. The same brand
                               should be bought for accurate comparisons.


Read background information for teacher and students. (Appendix A)

A Grade 4 Ecoschools Solid Waste Project                                                2
“Packaging: What A Waste!”                                                     Class 1

Review with students the fact that human interactions often affect habitats in adverse
ways. When humans change the landscape (create landfill sites) habitats are destroyed.

1.      Cardboard Box

        Show the class the cardboard box and ask what impact it might have on the

        Brainstorm whole class:
        	 What are cardboard boxes used for?
        	 How are they made?

        Show overhead transparency:
         “Energy for Making a Cardboard Box” (Appendix B)

        Ask students to point out all the ways making cardboard has an impact on the
        environment - trees /habitats are destroyed and energy is consumed.

2.      Ask students:

     	  What is a food package?
     	  Discuss terms to know (make a list on chart paper).
         u nature’s package (bananas, oranges)
         u reusable packages (cream cheese containers, paper bags, etc.)
         u recyclable packages (aluminum tin cans)
         u non-recyclable - excessive packaging /difficult to recycle (individually
            wrapped, packaging combining metal and paper)
         u recycled - packages made from recycled materials

3.      In Groups of 2-4

       Working in groups, have students brainstorm as many different products as they
       can for each category of packaging. Discuss with the whole class. Record on chart

4.      Letter for Home

        Ask students to bring in samples from home of each of the package categories (one
        item each may be sufficient). Make sure to emphasize that they are to be rinsed
        and cleaned. Send letter home. (Appendix C)
A Grade 4 Ecoschools Solid Waste Project                                                   
“Packaging: What A Waste!”                                                     Class 2
. Worksheet: Purpose or Function                  5. Whole Class - Show and Share
   of Packaging) (Appendix D)                         Package Samples

Make one copy of “Purpose or Function of            Students show and share package
Packaging” for each group of three or four           samples brought from home.
students.                                          	Ask students to identify the purpose
                                                     or function of the food packaging.
                                                   	Develop a class list.
2. Product Samples                                 	Collect the packaging that the
                                                     students shared.
Purchase five food items packaged in the
following ways and label them A, B, C, D and E.    6. Group Work

A: product in a plastic container (e.g., yogurt)   	Divide the class into 5 groups.
B: product packaged with recycled material         	Pass out worksheet, “Purpose or
   (cereal in a box)                                 Function of Packaging” and one food
                                                     item supplied by the teacher to
C: an apple, banana or other fruit
                                                     each group.
D: product in aluminum can (e.g., juice or pop)      As
                                                   	 groups complete their chart (Part
E: product with eye-catching/excessive               ), pass packages around to the other
   packaging wrapped in more than on layer           groups so that each group analyzes
   (e.g., fancy cookies, candy or a toy)             a package from each of the 5
3.    Pre-Activity Discussion Questions
                                                   7. Whole Class Discussion Questions
      What products usually come in packages
                                                   	What materials were used to make
       (cosmetics, toys)?
                                                     the packages (plastic, paper, etc.)?
      What products do not come in packages
                                                   	Which packaging was necessary/most
       (clothing, books)?                            important?
      What types of foods come in packages        	Which product has the most
       (canned foods, frozen foods, drinks,          packaging?
       snack foods)?                                 Did
                                                   	 some packaging seem
      What types of foods usually do not            unnecessary/excessive?
       come in packages (fresh produce, items      	How could the packaging have been
       sold in bulk)?                                made in order to conserve natural
4. Identify Types of Packaging                     	Where does the packaging go when
                                                     it is thrown in the garbage?
      Brainstorm kinds of packaging (paper,       	Why is excessive packaging a
       cardboard, plastic, aluminum, glass,          problem? (garbage is placed in a
       mixed materials)                              landfill after one use)
      Discuss categories of natural resources     8. Conclusion
       used to produce the packaging
       u paper/cardboard - trees                   Ask students to complete Part 2 of
       u plastic - fossil fuels                    worksheet. Discuss with students:
       u aluminum, steel/tin, glass (minerals)     	 Could something be done with the
       u mixed materials (more than one               packaging (perhaps recycled or
          natural resource)                           reused)?
                                                   	 How can we reuse the packaging?

A Grade 4 Ecoschools Solid Waste Project                                                 4
OPTIONAL (Class 2)

Compare the packaging of the same type of product that is processed and packaged
in different ways. Show them how the same amount of product requires an excessive
amount of packaging when sold in smaller portions. Discuss the advantages of buying
in bigger quantities or in bulk and some possible disadvantages (e.g., food is wasted).


Students will report on what they learned. Choose one product of their choice which has
excessive packaging and redesign the packaging so it is more environmentally friendly.
Use the rubrics in the Ontario Science Curriculum and the Junior Thumbnail Sketch for
assessment guidelines.


A.    Language/Media

      Market the product they have redesigned (they could also choose a non-food
      related item to redesign such as a toy that has excessive packaging). Write an
      advertisement (it can be designed as a poster, or it could be an advertisement
      in a magazine or flyer).

B.    Oral Communication

      Sell the redesigned product to the class.

C.    Essex Windsor Solid Waste Authority (EWSWA)

      	Guest Speaker: Arrange for a guest speaker to come in to discuss how waste is
        disposed of in our community. Write a report.

      	Field Trip: Arrange for a field trip to learn about how waste disposal operations
        work in our community.

A Grade 4 Ecoschools Solid Waste Project                                                  5
          JUNIOR THUMBNAIL SKETCH 2006-2008

A Grade 4 Ecoschools Solid Waste Project               
“Packaging: What A Waste!”                                                Appendix A

For the Educator                                For the Student

Packing serves many purposes. It protects       At an early age children need to
the contents from physical damage,              understand that when they buy something
prevents spoilage, and keeps the contents       they are not only buying the product but
sanitary. Labels identify contents and          its packaging as well. As educators, we can
provide directions for use. Packaging also      teach children to be responsible citizens
serves as a way for retailers to advertise,     by considering packaging when shopping.
track sales, and discourage theft. One of
the most important purposes of packaging        Children are influenced by many factors
is to provide consumer convenience.             when buying products:

By reducing spoilage, damage and                	family buying practices (buying fast
dividing products into individualized             foods, processed foods, frozen or fresh
portions, packaging can actually reduce           foods)
the volume of solid waste because less          	advertising
food is thrown away. Unfortunately,             	package design
packaging also contributes to the volume        	socioeconomic factors
of solid waste needing disposal, depletes       	convenience
natural resources, adds to litter and           	education
pollution, and ultimately, increases the cost   	belief and values
of a product. Some packaging contributes
to nonbiodegradable or toxic materials in       If children are to become responsible
the environment and some becomes litter         consumers when they shop they can be
that can adversely affect tourism or harm       taught to consider:
                                                . What kind of packaging does the food
Excessive packaging increases the cost             have? Is it necessary? Is it reusable?
of products. If consumers are aware                Is it recyclable?
of this fact they can save money by
purchasing products with less packaging         2. What types of natural resources are
or buying products in bulk. Although retail        being used to make the packaging? Can
processes generally fail to account for            these resources be recovered through
package disposal, consumers eventually             reuse and recycling?
pay for these costs in the form of higher
fees for garbage collection, landfill/          . What are the differences in the
incinerator operations, and the clean up           overall cost of foods? Considerations
of litter. We are all too aware that the           when pricing food include the amount
energy and natural resources that go into          of food in each package, the amount
packaging are buried in landfills.                 of packaging, and costs of disposing of
                                                   waste versus reusing or recycling the
A Grade 4 Ecoschools Solid Waste Project                                                     
“Packaging: What A Waste!”                 Appendix B


A Grade 4 Ecoschools Solid Waste Project            
“Packaging: What A Waste!”                                               Appendix C

                    (ON SCHOOL LETTERHEAD)

   Dear Parent or Guardian,

   Our class is studying packaging, solid waste, and the use of landfills. Your child
   will learn about why products are packaged and which products appear to be over
   packaged (therefore creating more solid waste). This is where we need your help.

   Each student is being asked to bring in the following:

       Nature’s packaging (for example, banana, and orange)
       Packaging that can be reused (for example, cottage cheese container, plastic
        bags, paper bags)
       Packaging that can be recycled (for example, tin cans, foil wrap)
       Excessive packaging or packaging that is difficult to recycle (for example,
        individually wrapped packages, packages that combine metal and plastic)
       Recycled - packages made from recycled materials

   Please make sure to clean and rinse any items your child brings to class.

   Your cooperation is greatly appreciated.

   Thank you.

A Grade 4 Ecoschools Solid Waste Project                                                
“Packaging: What A Waste!”                                                                                                                                                                                                                                               Appendix D


Choose 5 items you would like to examine. Write the name of each item in the Name of
Item column. Read the function or reason for the packaging list and check off the ones
you think relate to the product. Then check; #12 Amount of packaging seems necessary
or #13 Appears to be over-packaged.

                                     FUNCTION OF OR REASON FOR THE PACKAGING

                                                                                                                                                                                                                                                                                         11. Other __________________

                                                                                                                                                                                                                                                                                                                                                        13. Appears to be over-packaged
                                 1. Prevent product from spoiling

                                                                                                                                                                                                                                                                                                                        12. Amount of packaging seems
                                                                                                                                                                                                                                        9. Makes product easy to use
                                                                                                                                                                                                        8. Instructions on how to use
                                                                                             3. Keep contents sanitary
                                                                    2. Protect from damage

                                                                                                                                                          6. Identifies product

                                                                                                                                                                                  7. Theft protection
                                                                                                                                     5. Government laws

                                                                                                                                                                                                                                                                       10. Advertising
                                                                                                                         4. Safety



Which of the items (listed beside A, B, C, D and E above) are packaged in:

Natural packaging (no paper, plastic or other
human-made materials)?
Reusable packaging?
Recyclable packaging (packaging that can be
Non-recyclable packaging?

Packaging made from recycled materials?

A Grade 4 Ecoschools Solid Waste Project                                                                                                                                                                                                                                                                                                                               0

 “One Person’s Garbage,
  Another Person’s ...”
                     Grade 5

It’s no secret that a wealth of discarded products will outlast
most people alive today. Heightening the collective consciousness
of citizenry has yielded some improved practices. The problem
may be slowing slightly, but it is not going away.


This lesson will ask students to consider the issue of solid waste recycling alternatives.
They will be asked to transform discarded solid waste from home into a usable item.


	    70 minutes in class
	    Allotted time for completion of product at home.


                                  chart paper
                                 	various school
                                   supplies (tape,
                                   tacks, glue, etc.)

A Grade 5 Ecoschools Solid Waste Project                                                     

.    What happens to discarded solid waste in our community?
2.    How do disposal practices impact our lives?
3.    What kind of things are discarded?


The students will list many different and unusual items that could be constructed out of
refuse and found objects. Construction resources are to include only school supplies and
person power if completed at school.


.    Students will be asked to reflect on the questions listed above. They will make
      notes or drawings of their ideas for 5 minutes. Students will participate in a
      discussion of the issues using their notations as a resource.

2.    Students will break into groups of 2 to 4 students. Each group will be given 0
      minutes to list different and unusual items that could be developed from their
      houses solid waste. Each group will share their ideas with the class.

3.    Each individual will create a usable object from scavenged refuse, using school
      supplies and person power. Refuse selected needs to reflect that which would be
      found in their homes. Upon completion, the object will be described, photographed
      and displayed. (At the onset of the project students can be asked to keep a journal
      of the evolution of their project.)


     Use the Junior Thumbnail Sketch which has been included
     Participation in class discussions
     Group work
     Final product

A Grade 5 Ecoschools Solid Waste Project                                                   2
          JUNIOR THUMBNAIL SKETCH 2006-2008

A Grade 5 Ecoschools Solid Waste Project               3

                     Grade 6

Many scientists believe that our climate is changing because of carbon dioxide gas in the
atmosphere. When we throw things away our garbage is collected then placed in landfill
sites. Unfortunately, this disposal system creates problems. Firstly, we must find places
to dig big holes that can be filled with our garbage. Secondly, all of the matter in these
holes gets mixed together and produces gasses and liquids that are dangerous to the
environment. This lesson will help students become aware of the importance of reusing,
reducing and recycling materials at school and at home.


At school, educators are aware that they are very powerful role models. It is important
for teachers to model reducing, reusing and recycling classroom materials, including
buying products made from recycled materials. Students will see the difference one class
can make in a school and even model at home what they have learned in the classroom.
They will gain awareness that they can reduce the amount of garbage that ends up in
landfills one classroom at a time.

In this lesson the student will:

     Understand the importance of reducing and reusing materials.
     Identify ways to reuse materials they no longer need or want.
     Recognize the impact reusing, reducing and recycling has on the environment.
     Evaluate ways schools and homes can reduce solid waste.

A Grade 6 Ecoschools Solid Waste Project                                                     

Overall: Describe ways in which humans depend on and affect biodiversity.

Specific: Describe the many useful products that have come from a diversity of
          organisms and the impact of loss of diversity on potential for future


2 classes


                              	Chart paper/marker
                              	Construction resources:
                                hand tools and person
                              	Discarded materials from
                                school and/or home
                              	Student Worksheets
                                (Appendix A-D)


1.    Pre-lesson Discussion Questions

           What happens to discarded solid waste in our community?
           What happens to discarded solid waste at school?
           How do disposal practices impact our lives?

2.    Whole Class

      Brainstorm as a class what the following terms mean:

           Reuse – use the same things over and over again
           Reduce - cut down the amount of that we buy or produce
           Repair – fix things that are broken so they can used again
           Recycle – use materials again to make a new material or product

A Grade 6 Ecoschools Solid Waste Project                                          
3.    Think Pair Share

      What kinds of things are discarded at school? at home? With a partner, ask
      students to come up with a list of things they typically would throw away at school,
      at home. Make a list on chart paper of the items typically discarded at school.
      Make a separate list for items discarded at home.

4.    Refuse and Rethink!

      As a class, discuss ways to be environmentally friendly and a conscientious citizen.
      Introduce the class to another two R’s, Refuse, Rethink.

      	Refuse to purchase plastic wrapped fruits and vegetables.
      	Refuse to use a new plastic bag when purchasing small items.
      	Refuse to buy drinks in plastic bottles in favour of glass, paper, tin.
      	Rethink when you see something packaged in many layers.
      	Rethink when recycling water bottles, refill them instead.
      	Rethink when buying disposable products, choose reusable ones .

4.    Xtreme Classroom Makeover Challenge

      Present a challenge to the students. Inform the students that they will be
      working in groups of 2 or 3 to come up with the most creative item constructed
      out of reused and/or found objects in the classroom and/or at home.

      Example: Show students something you have in the classroom that is made from
      recycled or reused materials. Have students look around the room to observe and
      find more items that are reused or recycled.

      Other examples could include:

      	Construction paper - after art projects extra pieces of construction paper
        could be used for borders on bulletin boards.
      	Old books for borders – instead of recycling novels or picture books cut out
        strips to make borders for bulletin boards, or make book covers.
      	Coffee/tea tins – cover and use as a holder for pencils, markers.
      	Discarded paper – cut up and use as note pads or for math rough work.
      	Chart paper – laminate chart paper that could be used for lessons from year
        to year. Point out occasions when the board is used instead of using chart paper.

A Grade 6 Ecoschools Solid Waste Project                                                     
5.    Conclusion/Presentations

      Students will be asked to make and present a redesigned object which has a
      useful function (Appendices A to D). The class can vote on the most creative
      redesigned object.


Students will complete a self-assessment rubric, reflect on their learning, and evaluate
their partner(s) teamwork abilities. Refer to Appendices A to D, the Ontario Science
Curriculum, and the Junior Thumbnail Sketch for assessment guidelines.


A)    Media – Acting as reporters, groups can film each other reporting on their
      new redesigned object (a mock television broadcast – curriculum expectation

B)    Language – Design a “Reusing” program for the school. The plan would include
      practices that are easy to do in classrooms throughout the school or at
      home. It can be presented as a school-wide challenge. Posters can be made
      on recycled materials to advertise the challenge (use Appendix D for ideas).

C)    Language/Media - Design a new game from discarded or old game boards
      and toys. Plan an advertising campaign and market the new game to a target

A Grade 6 Ecoschools Solid Waste Project                                                   
          JUNIOR THUMBNAIL SKETCH 2006-2008

A Grade 6 Ecoschools Solid Waste Project               
“Xtreme Classroom Makeover”                                     Appendix A


Names ___________________________________            Date ___________________

Name of New Redesigned Object ________________________________________

Object Use _________________________________________________________

Draw and label a diagram of the redesigned object.

What was the original object? __________________________________________


List the materials in your redesigned object.

_____________________        _____________________     _____________________

_____________________        _____________________     _____________________

Who will use the redesigned object? _____________________________________


A Grade 6 Ecoschools Solid Waste Project                                    6
“Xtreme Classroom Makeover”                                               Appendix B
Each partner will have to complete the rubric and answer all questions.
                             LEVEL 1           LEVEL 2      LEVEL 3           LEVEL 4
                         I used            I used       I used            I used
                         planning skills                planning skills
                                           planning skills                planning skills
                         and strategies                 and strategies
                                           and strategies                 and strategies
                         with little       with some    with              with a high
                         effectiveness.                 considerable
                                           effectiveness.                 degree of
                                                        effectiveness.    effectiveness.
                        I was able to    I was able to  I was able to     I was able to
                        make a new       make a new     make a new        make a new
                        object that      object that    object that is    object that
                        is not very      is somewhat    environmentally   is extremely

                        environmentally environmentally friendly.         environmentally
                        friendly.        friendly.                        friendly.
                        I had difficulty I had a        I was able to     I was able to
                        demonstrating little difficulty demonstrate       demonstrate
                        understanding    demonstrating understanding      a thorough
                        of what to do understanding     of what to        understanding
                        and did not      of what to     do and I          of what to
                        present the      do and I       presented the     do and I
                        ideas very       presented the ideas clearly.     presented
                        clearly.         ideas with                       the ideas
                                         some clarity.                    confidently
                                                                          and clearly.

Learning Skill (Cooperation With Others)
1.        Did you willingly work with and cooperate with your partner?    1    2    3       4
2.        Did you listen to and consider your partner’s opinion?          1    2    3       4
3.        How well did you assume responsibilities?                       1    2    3       4
          (collect material, contribute ideas)

Learning Skill (Use of Information)
1.        How good were you at looking at information and                 1    2    3       4
          understanding how to use it for your project?
2.        How well did you demonstrate creativity in using materials?     1    2    3       4

Describe what you learned about reusing materials.

A Grade 6 Ecoschools Solid Waste Project                                                    
“Xtreme Classroom Makeover”                                            Appendix C

You have had an opportunity to think about the impact that solid waste has on the
environment. It is now time to reflect on your learning. You will also be reflecting on,
as honestly as possible, how well you and your partner(s) worked together as a team.


Please use a different colour of pen/pencil for each partner.

Name of Partner #1 __________________________________________________

Name of Partner #2 __________________________________________________

My partner brought in the materials they said they would.              1    2    3    4
My partner participated equally in making the object.                  1    2    3    4
My partner was willing to listen to my ideas.                          1    2    3    4
My partner helped to clean up.                                         1    2    3    4

Describe the main difficulty you had while building your object.



What would you do differently next time?




What do you think are the biggest environmental issues when you throw things away?



Why do you think some people don’t think about reducing, reusing and recycling?



A Grade 6 Ecoschools Solid Waste Project                                              
“Xtreme Classroom Makeover”                                          Appendix D

            Revolutionize the way you shop – don’t buy in the first place.

        Give your books and magazines to your family, friends and teachers.

              Give your gently used clothing and toys to resale shops.

             Broken pottery can be used for artwork such as mosaics.

              Coffee and tea tins can be used as storage containers.

                    YOU CAN MAKE A DIFFERENCE.





A Grade 6 Ecoschools Solid Waste Project                                      

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