Teaching Sequence

Work through this resource material in the following sequence:

Step 1.

To get students thinking about solid waste, ask them to spend one minute of speed-writing, jotting down as many words as they can think of that relate to waste (such a garbage, trash, rubbish, litter, bin, recycling etc).

Step 2.

Once complete, ask students to share the words that they thought up and write these words on the board. Spend several minutes encouraging students to think up definitions for the words that they suggested.

Step 3.

Ask students to look at the table on their worksheets and instruct them to define and illustrate each of the terms on the worksheet, using the Internet or library to help where needed. Ask them to draw illustrations that will help them recall the definition of the term without reading the definition. They will be using the pictures in a class challenge activity. Ask students to write the definition in Column 2 and to draw their pictures in Column 3.

Step 4.

Break the class into groups of 3 to 5, and nominate or ask groups to nominate a leader for each group. Explain to the class that you are going to play a vocabulary game using the words and definitions they have just been looking at. Students are allowed to use their pictures to help them in the game, but not the written definitions, so they will need to fold their worksheet to hide Column 2 (fold along the line dividing Columns 1 and 2, and along the line dividing Columns 2 and 3. Also make a fold in the middle of Column 2, parallel to the other folds. Fold Column 2 in half so that you can’t see the writing and stick the two sides together – see pictures below).

Step 5.

Instructions for game

To play the game you (the teacher) will need to have a copy of the cards worksheet with all the waste terms (see student worksheet) with the cards cut out along the lines. You will also need access to the definitions table to work from (see end of this section).
The teacher will hold up and read out a term to the class. The entire class must remain silent during this part of the game.
If as student is able to define the word with no help from their group, they will earn 2 points for their group. (They may use their picture dictionary to help them.)
If a student is unsure of the definition, but thinks the group can work it out, they may say 'group'. At this time every group in the room has between 30 and 60 seconds to discuss the term amongst themselves so that every group member is able to define the word.
At the end of the 30-60 seconds the teacher can ask any member from that group for the definition. They don’t need to ask the student who said 'group', but they must ask someone from the same team. If that student is able to define the word after going to their group, they earn 1 point for their team.
If that student is unable to define the word, the teacher then goes to the next group and so on until either the word is correctly defined (for 1 point) or each group has had the opportunity to answer.
If the word is not defined correctly after each group has had the opportunity to answer, the teacher reads the correct definition to the class and places the card back into the pile.

Hint for Students:

Be careful not to call out answers at any time during the game. If another group is trying to answer, and you give the correct answer, it will help them earn the points.
If your team member is trying to answer and you give them the answer (other than during 'group'), then you will eliminate your team from earning points during that round.

Extension

Invite students to think about what they would like to know more about with regards to waste and rubbish (students can use this KWHL table).

Extension/Homework

Ask students to write a short statement or question that summarises the point they would like to know more about. Students can either undertake independent research to answer this question or can swap their question with another student. Students will then research the question or statement prepared by the other student, and will report back to each other when they have answered the question or statement.

Definitions table for teachers

KEY TERM	DEFINITION
Landfill	Specially designed facility for the burial of municipal solid waste. They are designed in such a way as to stop leakage through the soil into the water table.
Composting	Decomposes organic waste, such as food scraps and yard trimmings, with microorganisms (mainly bacteria and fungi), producing a humus-like substance.
Incineration	Incineration is a waste treatment process that involves the burning of organic substances contained in waste materials.
Green waste	Green waste is biodegradable waste that can be composed of garden or park waste, such as grass or flower cuttings, hedge trimmings and fallen leaves.
Food waste	Food waste is food that is discarded or lost uneaten.
Durable consumer goods	Goods that are meant to last a long time, often bulky oversized-items which include; washing machines, furniture, tires etc.
Non-durable consumer goods	Goods that are not meant to last a long time, such as newspapers, magazines, paper plates, clothing etc.
EPA (Environmental Protection Agency)	An agency that helps control and regulate the safety of the environment.
Municipal solid waste	Garbage that comes from homes, businesses and schools, such as product packaging, grass clippings, furniture, clothing, bottles, food scraps, papers, appliances, paint, and batteries.
Biodegradable	Materials that will eventually break down and go back into the soil.
Non-biodegradable	A material that will never break down, such as plastics.
Recyclable	Materials that can be processed into new products, such as many kinds of glass, paper, metal, plastic, textiles, and electronics.
Non-recyclable	Materials that cannot be processed and turned into new products.
Hazardous waste	Waste that poses substantial or potential threats to public health or the environment.

Teacher reflection

Take this opportunity to reflect on your own teaching

What did you learn about your teaching today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

That's rubbish!

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Summary

Lesson guides and printables

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