Lesson 6: Recycling Case Study – Soft Plastics

 Lesson Plan

Tuning In

• Show the students a plastic water bottle or soft drink bottle. Ask them to identify the material the bottle is made from, and whether the material is natural (comes from nature) or processed (human-made). Ask the students to guess how long humans have been manufacturing plastic (the answer will be revealed in the video).
• Explain to the students that they are going to watch a short video about plastic. During the video, they must listen for some of the advantages and disadvantages of using plastic.
• Watch the How Plastic Hurts the World video on YouTube. After watching, ask the students to share some of the advantages and disadvantages they noted. Record these on an anchor chart.

Teacher Instruction

• Allow the students to choose an ‘Elbow Partner’. Ask the pairs to discuss possible solutions for the problems associated with using plastic. Have each group report their ideas back to the class. Single out any commonalities in the ideas presented. Direct the conversation to the solution of recycling.
• Watch the Totally Wild video about the soft plastics recycling process. After watching, ask the students:
  • Where can you take your soft plastics to be recycled?
  • At what points in the process does the plastic change state from a solid to a liquid (and back again)?
  • What types of products are manufactured from recycled plastic?

Guided/Independent Learning

• Provide the students with a copy of the Recycling Soft Plastics – Worksheet. As a class, read through the steps in the soft plastics recycling process. Point out how heat is added at two distinct steps of the process. Clarify the meaning of any topic-specific vocabulary where necessary, e.g. granulated.
• Monitor and support the students as they cut, sort and paste the steps in the soft plastics recycling process. If possible, provide the students with access to a device to assist them in answering the accompanying questions.

Wrapping Up

• Gather the class together. Ask the students to reflect upon their own use of soft plastics, and that of their household. Encourage them to suggest any changes they feel they could make to their own behaviours to help reduce the impact of plastic on the planet.

 Differentiation

Extending Students

• Allow interested students to create a poster to be displayed in their home, reminding members of their family to recycle soft plastic.

Supporting Students

• Students with lower literacy levels may find the sequencing activity overwhelming. If possible, allow these students to work on the task in a small group with the support of an adult.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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