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Waste and Our World
Transcript of Waste and Our World
we produce in the classroom and at home keep chart/tally/graph/notes
of what waste is produced at home and
in the classroom Simplify chart into different
categories. Such as garbage,
recycling and compost.
Could be further categories
(recycling - bottles, cans, etc) What graph works best?
Graph? tally? How do we quantify?
# of garbage bags? Pounds? Look into reduce, reuse, recycle what does it mean? what are examples? how
can we do this in the class room? at home? What are positives of this? what are some of the negatives? which of the three r's are best? what
of the three r's needs work? is it worth it
to reduce, reuse and recycle? what is waste? http://mste.illinois.edu/courses/ci407su01/students/north/kristy/Project/K-Poem-Net.html - poem about waste. what produces waste? animals, plants, people, cars,
machines, buildings where does waste go? in nature where does waste go?
(Just wild animals and plants) food chain waste chain what wast is produced by plants?
animals? (poop, dead bodies, dead leaves,
- becomes food/nutrients for other creatures
or soil. Landfills what happens at a landfill?
Do they burn garbage? What
happens when garbage is burned? where does our waste go? look at city webpage to see waste
- landfill, recycling programs, sewage
treatment centre what can we as individuals
do to dispose of our waste? what does TOXIC
mean? what materials are toxic?
where can they be found?
how do we dispose of these
toxic materials? fire station recycling programs what would
happen if toxic
material went to the dump? call the city? talk to fire person? Take a closer look into the 3 R's Revisit our chart and note taking
about waste in our class and homes.
What can we do to reduce/reuse/recycle? have students look at their data and then brainstorm ways to cut back on waste in their homes and in the classroom. recycling plants What does biodegradable mean?
(TIE IN WITH SLE 4) implement these new ways for a few weeks to see
if there is a difference in our before data. challenge students to come up with as many
ways to recycle/reuse an item as possible.
Brain storm as a group and on their own, write
out a plan. Give students one item from the recycling bin. Their
challenge is to come up with a way to turn their object into either a piece of art, jewellery or a toy. Milk carton car:http://www.ehow.com/how_7190946_build-milk-carton-car.html Lego jewellery:
http://cache.wists.com/thumbnails/7/45/7450f0554a495dc8898d35ab6519adab-med Paper jewellery:
http://www.dezeen.com/2008/11/10/paper-rings-by-tithi-kutchamuch-and-nutre-arayavanish/ Recycled Jewellery: http://inhabitat.com/recycled-plastic-jewelry-by-kumvana-gomani/ Recycle rainbow:
http://assets.inhabitat.com/wp-content/uploads/cragg_1.jpg Class mural? Find products that are sold in stores and bring them in to show examples of products that were created from a recycled object. trace the steps that were needed to turn an object into something new example: how does a car tire
become recycled into asphalt? have students pick one of two products and create a power point on how it was recycled and made into a new product. Brainstorm ideas for how individuals in our class, school and at home could take to reduce the production of waste, to reuse, recycle.
- to make sure the waste that IS produced is handled properly and safely Create PSA Make posters on recycled paper that contains
seeds - when it decomposes, the paper will feed
the seeds and plants will grow. http://www.davidsuzuki.org/what-you-can-do/make-your-own-recycled-seed-paper/ Create new class jobs to
help ensure our ideas
remain. Create a plan of action for the classroom and for home. Brainstorm plans of action
to reduce/reuse waste. Create monitors/new job
to ensure that plan is carried out
for the rest of the year
- maybe write a letter for our teacher
next year so they know what our plan
of action is to ensure our hard work
continues next year. Composting different kinds of composting?
what could we do in our classroom? bring in vermiculite composting expert have worms Unit A Unit B of Waste and Our World PRODUCT PACKAGING SLE 3 SLE 4 SLE 5 SLE 7 SLE 8 SLE 10 Remind ourselves of the many different ways waste
is disposed. Did we decide on one that was "best"? or one that was "worst"? Based on the best/worst ways to dispose of something, what are some materials that would be IDEAL to create a product packaging? What is biodegradable? What are some materials
that are biodegradable? Where can they be
found? Look around the school to see if we can find
any thing that is biodegradable Can we experiment and watch something
that is biodegradable break down?
How do we know it is biodegradable? Choose well known biodegradable
materials like toilet paper or an apple and
set up an experiment to watch as it decomposes.
Have a control be something we KNOW will not decompose quickly - plastic. What happens when something decomposes?
Where does it go? Take a look at all of our previously
collected data from our waste charts and notes.
What is something we all use really often?
Toilet paper, eggs, milk, etc. What of those products do not have
amazing packaging? Make a list Bring in the various products and have students
draw them, take notes about them and their
current packages. What about their packages are good? What about them are bad? Create a T chart. If we were to create the best package for one of these products what would we use? What would we need to consider? Make a chart that lists what a consumer would want/need and then what materials would be best. Make another chart to see what would be best to reduce waste and see what materials would be best. Write a short response on what product you
believe would be best to create a package for our
product. Draw a picture. If possible we will create the actual product
packaging once we determine our product and
what material would be best. If possible, put product
through some tests to see if it stands up to our check lists of what the product needs to do. when deciding on packaging for our product, we need to consider what materials are toxic to both
people and the environment. Revisit what we have
already learned about toxicity and remind students that this needs to be considered in creating their packaging. When examining pre-existing packages,
note if all of that packaging is really necessary.
On our next product we need to ensure that the
packaging reduces waste, is using recycled materials,
etc. What does a flow chart look like? SLE 10 tie in Pick a product from the following:
water bottle, cereal box and can of soup.
(Products may vary) Gather info from label as to where it was made Look at factory where it was made and see if we can find out the materials that it was made from. If not look online or in books to determine what the package is made from. Look into HOW it is made Look into cost/carbon foot print How is it used? How CAN
it be used? How is it disposed of? How much does it
cost to recycle or throw out? Make a power point presentation that includes the
flow chart and corresponding information. Identify plant and animal wastes, and describe how they are recycled in nature. Ex. plant leaves serve as a source of food for soil insects, worms and other creatures. The wastes of these animals may then be further broken down by molds, fungi and bacteria. Identify and classify wastes that result from human activity. Describe alternative methods of disposal, and identify possible advantages and disadvantages of each. Identify methods of waste disposal currently used within the local
community. Identify kinds of wastes that may be toxic to people and to the environment. Identify alternative materials and processes that may decrease the amount of waste produced: e.g., reducing wastage of food, using both sides of a sheet of paper. Identify ways in which materials can be reused or recycled, including examples of things that the student has done. Identify actions that individuals and groups can take to minimize the production of wastes, to recycle or reuse wastes and to ensure the safe handling and disposal of wastes. Develop and implement a plan to reduce waste, and monitor what happens over a period of time. Describe alternatives methods of disposal, and identify possible advantages and disadvantages of each. Distinguish between wastes that are readily biodegradable and those that are not. Compare different kinds of packaging, and infer the relative advantages and disadvantages of that packaging. In evaluating different forms of packaging, students should demonstrate the ability to consider a consumer perspective as well as an environmental perspective. Identify kinds of wastes that may be toxic to people and to the environment. Identify alternative materials and processes that may decrease the amount of waste produced; e.g., reducing wastage of food, using both sides of a sheet of paper. Develop a flow chart for a consumer product that indicates the source materials, final product, its use and method of disposal. Waste and Our World Wheels and Levers
and things that go Light and Shadow Wheels and Levers (UNIT B) Malaysian Shadow Puppets 4–9 Identify sources of light, describe the interaction of light with different materials, and infer the pathway of a light beam. Puppet Theater Recognize that eyes can be damaged by bright lights and that one should not look at the Sun—either directly or with binoculars or telescope SLE:1 Identify a wide range of sources of light, including the Sun, various forms of electric lights, flames, and materials that glow (luminescent materials). SLE:2 Distinguish objects that emit their own light from those that require an external source of light in order to be seen. SLE:3 Demonstrate that light travels outward from a source and continues unless blocked by an opaque materia SLE: 4 Recognize that opaque materials cast shadows, and predict changes in the size and location of shadows resulting from the movement of a light source or from the movement of a shade-casting object. SLE: 6 Distinguish transparent materials from opaque materials by determining if light passes through them and by examining their shadows. SLE: 7 Classify materials as transparent, partly transparent (translucent) or opaque. SLE:8 Recognize that light can be reflected and that shiny surfaces, such as polished metals and mirrors, are good reflectors. SLE: 9 http://environment.alberta.ca/ http://schools.cbe.ab.ca/b321/grade4.htm#Waste%20and%20Our%20World Brain storm ways to cut back/reuse in classroom and set up a new classroom agreement on the 3 rs in the classroom and put it into action in the classroom
- in groups have kids brainstorm and then come together as a group to share
- set up job schedual on smartboard to enact recycling program
- as a journal entry how have you used the 3 rs in your life? New and recycled materials are Topic B: Wheels and LeversOverviewStudents learn about basic components of simple machines: how they are assembled, how they operate, how they are used. Students explore different techniques that can be used to transfer motion from one component to another, using simple connectors and various levers, gears, pulleys and band driven systems. As they work with these components, they learn the functions that each can perform, including sample applications and ways that they can be used in a larger system. As part of their studies, they examine how these simple machines are used to change the speed or force of movement.Science (Elementary) B.19 (1996)
General Learner ExpectationsStudents will:4–6 Demonstrate a practical understanding of wheels, gears and levers by constructing devices in which energy is transferred to produce motion.Specific Learner ExpectationsStudents will:
1. Explain how rollers can be used to move an object, and demonstrate the use of rollers in a practical situation
.2. Compare the wheel and the roller, and identify examples where each are used.
3. Construct devices that use wheels and axles, and demonstrate and describe their use in:• model vehicles• pulley systems• gear systems.
4. Construct and explain the operation of a drivesystem that uses one or more of the following:• wheel-to-wheel contact• a belt or elastic• a chain• cogs or gears.
5. Construct and explain the operation of a drivesystem that transfers motion from one shaft to a second shaft, where the second shaft is:• parallel to the first• at a 90° angle to the first.Students who have achieved this expectation will be aware of changes in speed and direction that result from different ways of linking components. Introduction of gear ratios, however, is not recommended at this grade level. Students will have an opportunity to develop the concept of ratio as part of their junior high mathematics program.
6. Demonstrate ways to use a lever that:• applies a small force to create a large force• applies a small movement to create a largemovement.
7. Predict how changes in the size of a lever or the position of the fulcrum will affect the forces and movements involved.8. Construct models of levers; and explain how levers are involved in such devices as: teeter- totters, scissors, pliers, pry bars, tongs, nutcrackers, fishing rods, wheelbarrows. -popcan racers
- milk carton toy cars