Post on 24-Jul-2016
description
Limiting our Landfills!
Description: This lesson is designed to accompany the Grade 7 GUSH workshop. Students will be able to share their knowledge of landfills and the negative impact they have on water systems by educating the public on reusing, reducing and recycling.
Grade Level: Grade 7 Setting: Classroom
Learning Objectives: 1. Identify appropriate language, phrases and media outlets to attract a target audience. 2. Design and create a media outlet that informs a target audience of ways to decrease their contribution to landfills. 3. Present your media outlet and explain how its design caters to a target audience.
Duration: 2-‐3 lessons Key Words: -‐Landfill -‐Pollution -‐Environmental Impact -‐Reuse -‐Reduce -‐Recycle
Related Curriculum Links: Understanding Life Systems: Interactions in the Environment 1.2 analyse the costs and benefits of selected strategies for protecting the environment Media Literacy 3.1 explain why they have chosen the topic for a media text they plan to create 3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create 3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create, and explain how they will use the conventions and techniques to help communicate their message 3.4 produce a variety of media texts of some technical complexity for specific purposes and audiences, using appropriate forms, conventions, and techniques Equipment: -‐ Laptops -‐ Markers -‐ Pencil crayons -‐ Pencils
Consumables: -‐ Copies of Tin Roof Global’s Three R Organizer worksheet (attached) -‐ Poster paper -‐ Lined paper -‐ Coloured paper
Safety Considerations: N/A
Lesson: Starter (5 minutes) Ask students to think back to the Grade 7 GUSH workshop – in what ways do landfills contribute to water pollution? Student answers should include surface runoff into nearby water systems and waste seeping into surrounding soil and groundwater sources. Activity (over the span of 2-‐3 lessons) Show students a picture of the “Reduce, Reuse, Recycle” symbol (three green arrows following each other in a cycle). Ask the students what it represents, and how the symbols/colours help convey the meaning of the slogan. Explain they will be spreading awareness about decreasing our contributions to landfills through the use of reducing, reusing and recycling. Get several large pieces of poster paper, and place them around the classroom. Ask the class to volunteer different types of audiences (parents, students, members of community etc.) and write each suggestion on a different piece of paper. Split the class into groups (based on how many different audience types there are) and place each group at a different station. Give groups 3 minutes at each station to brainstorm and write down different forms of media that will attract that specific audience. If students have a form of media in mind that a student has already suggested, instruct them to put a check mark beside it. Once the rotations have finished, place the pieces of paper up on the wall for the class to observe. Which forms of media were the most popular for each audience (based on number of check marks)? Why do you think they were the most popular? Students will now find a partner and pick a specific target audience. They will also decide on an appropriate media outlet to create for their target audience (ie: posters, commercials, pamphlets, web ads etc.). Once this is determined they are now ready to research information for their media outlet. Information that students need to include in their media outlet are:
• Negative impacts of landfills on water environments • What reducing, reusing and recycling is • Ways in which reducing, reusing and recycling are beneficial • Why the public should focus on reducing and reusing rather than recycling • Examples of how to reduce, reuse and recycle
Hand out the Three R Organizer worksheets for students to organize and track their information on as they research. Once students have accumulated enough information, they can start working on their final media outlet. This can be completed during class time or set as homework. Conclusion (45 minutes) Have the students present their media outlet to the class. In addition to the information in their media outlet, they should also explain who their target audience is and how they catered their media outlet to attract members of that audience. Accommodations/Modifications Provide examples of Reuse, Reduce Recycle ads for students to model their media outlets off of.
Allow students to create their media outlet either by hand or through use of technology. Extensions Encourage students to present their media outlet to their target audience (ie: going into another classroom and showing their work to other students).
Three R Organizer
Negative Impacts of Landfills on Water Environment
What is reducing, reusing, and recycling?
How is reducing, reusing and recycling beneficial?
Why might reducing and reusing be better than
recycling?
Examples of reducing, reusing and recycling