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PROJECT MAP & DYNAMIC ROUTE (1) (1)

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13 views6 pages

PROJECT MAP & DYNAMIC ROUTE (1) (1)

Uploaded by

anagaribayc
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© © All Rights Reserved
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PROJECT MAP

Grade 4th

Title of the project/ How can we reduce our trash?


Driving question

Meaning or
relevance “Plastic pollution is growing relentlessly as waste
management and recycling fall short, says OECD”

The world is producing twice as much plastic waste


as two decades ago, with the bulk of it ending up in
landfill, incinerated or leaking into the environment,
and only 9% successfully recycled; we are facing one
of the biggest challenges to stop environmental
decay. The OECD’s first Global Plastics Outlook shows
that as rising populations and incomes drive a
relentless increase in the amount of plastic being
used and thrown away, policies to curb its leakage
into the environment are falling short.

At the same time, every student at this early age is


completely ready to start worrying about Earth.

Existing studies found that environmental education


affects environmental quality. On the one hand,
environmental education increases the awareness of
residents or consumers. This education will permeate
to every student and even their families which will
assure local pollution control and a more appropriate
environmental legislation . On the other hand,
environmental education promotes green
consumption and thus reduces pollution control. If
we show our communities the alternatives we have
when it comes to producing trash it will be easier for
them to change their habits.

In this development stage around 9 and 10 years of


age, kids are enthusiastic when it comes to hands-on
activities. By relating these activities to our project
they become more conscious of what they are doing
and they find a way to explain what they have been
learning. They also prefer taking on a more active
role in their learning. Which will translate as a perfect
opportunity for them to become the main agents of
change regarding pollution in our communities by
finding and presenting alternatives with real life
examples as for participating in an actual cleansing
of one of the natural habitats Aguascalientes has.

https://www.oecd.org/environment/plastic-pollution-
is-growing-relentlessly-as-waste-management-and-
recycling-fall-short.htm

https://www.ncbi.nlm.nih.gov/pmc/articles/
PMC9978384/#:~:text=Existing%20studies%20found
%20that%20environmental,improve%20environmental
%20quality%20(6).

Level of planning Vocabulary


(Vocabulary,
grammar, etc.) ban, climate change, compost, conservation,
consume, contaminated, domestic waste, donate,
dump, endangered species, ecosystem, global
warming, greenhouse gas, habitat, pollution, throw
away

Grammar

Cause and effect

Too much, too many

Writing process Persuasive text

Brainstorm of information they should inform their


parents about for this project in order to create a
project letter to invite parents to participate in the
process

Informative text

Infographic to show the effects of pollution based on


Pollution from National Geographic Kids
https://kids.nationalgeographic.com/science/article/
pollution

Outcome (Product) Infographic

Exposition to discuss the effects of pollution with


parents

Comparing chart

Explaining the differences of our trash production


before and after the project

Campaign
Engaging other classrooms and groups in order to
promote this change all around the school

Beeswax wrap

Presenting their creation process of an alternative to


stop the use of plastic packagings

DYNAMIC ROUTE
Generate and Session 1: separating the lunch’s trash to count it after a
stimulate week. Brainstorm of what they think will happen to the
trash
4 sessions

Session 2: looking at the trash they have gathered,


counting it and talking of what actually happens to trash
after we dump it

Session 3: visit to a landfill to observe where the trash


goes after we throw it away - they will make a flow chart
of the process of trash in a landfill

Session 4: talking about what they think will happen if we


don’t stop producing so much trash. Watching a small
fragment of Wall–E from minute: 1:19 to 24:25 they will
make 5 sentences of cause and effect according to the
movie

Define and refine

Session 5: Brainstorming to get ideas of what to inform


1 session their parents about for this project. Making the project
letter for parents

Designate and
Collaborate
Session 6: Learn about the difference between organic
6 sessions and inorganic waste. Classify some examples of
different trash.

Session 7: Expert´s visit (or trip) to explain how to create


compost using organic waste. Product: Manual on how
to create compost

*Read article proposed in order to rescue the most


important information*

Session 8:Explain that we will be creating our own


compost. Encourage Ss to bring their organic waste from
home to add it to our compost. Have a checklist to check
it.

*Students will create a model of a landfill that will


contain both organic and inorganic waste that will
be maintained by the students for a month and
checked afterwards to see the results in the
products they buried*

Session 9: Benefits and use of compost. Investigate


where it is used. Create a poster of it.

Session 10: apply knowledge to lunch. take out their


lunch, draw each item and next to it, propose a way to
dispose of each waste, organic or inorganic.
Session 11: in teams, make a poster with the ways to
dispose of each type of lunch waste (organic and
inorganic) and present to classrooms.

Produce and present Session 12: Comparing how much trash there was
before and after the project. Present alternative ideas for
5 sessions wrapping their lunch (Beeswax wraps) Identify materials
needed to create. In Bond Paper, create together the
steps to create a beeswax wrap. Copy in ntbk as well.
For hwk, ask for a cotton cloth and money for the
ingredients.

Session 13: Create the beeswax wraps during class.

Session 14: infographic with printed material and cut-


outs, they will try to utilize reused material on how to
reduce trash.

Session 15: Finishing their infographic

Session 16: Presenting their infographic, beeswax wrap


and comparative chart

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