Food, Waste and Sustainability

Session One

What was successful... What could have been modified...

The classroom brainstorm gave us insight into students’ prior knowledge. This was shown by the fact they already had a knowledge of the RRRs and that waste goes beyond just rubbish but includes “poo and wee (sewerage), plastic and chemicals in the water (contamination) and the creation of wastelands.” see brainstorm map slide 3

Students were very excited for the ‘bin audit’ and enjoyed the hands-on aspect of the activity. It elicited some interesting ideas from the students. Students were able to sort wastes into similar groups for recycling or disposal.

Concept maps provided evidence of prior knowledge/ understanding from each student.

This activity was quite dominated by the teachers, rather than allowing student centred discussion. This was shown by the fact that some major misconceptions were not address:Juanita: “Waste is Useless.”Tom: “We can just put it in a sealed can and burn it.”

This audit would have been better as an exciting introduction and lead into the brainstorm. Sandwiched between the brainstorm and concept map, it was rushed and again dominated by the teachers.

Students were not given sufficient time for concepts maps. This is evident in that a some only made a start and no student finished.

Session 1: The aims for this lesson were quite general and therefore I feel students did increase in their awareness of waste and its impact ion the environment while completing the brainstorm, bin audit and concept maps.

Session Two

What was successful What could have been modified

In general this lesson was much more student centred, especially during the construction of the worm farms.

Not having a completed example of a worm farm meant students were not just copying. All groups successfully made unique worm farms as per teaching guidelines.

Students predictions were interesting and some were very well thought out:Victoria: “They will eat the foods, but they will leave the plastic bag alone.”Tom: “The plastic will rot to the bottom.”Miguel: “The worms will become obese.”

The set up of the space could have been different; all materials at the each groups tables, where all students could watch. It was evident that those waiting at the tables needed a task to do.

A completed example may have assisted some of the group and the teacher. But I think it allowed the students creativity with in their groups.

Students selections of waste needed to be supplemented by the teachers, as all groups put in the same 3 items.

It was decided for teachers to take home the worm farms for the holidays. Which meant students had the surprise factor, but were unable to see the changes on a more regular basis.

Session 2: Overall this lesson was a basic success, given that all groups made some interesting predictions and constructed their worm farms, but discussion of decomposition was limited. The second aim of this lesson, that composting is form of recycling used to reduce organic waste was covered generally across all lessons..

Session Three

What was successful... What could be modified...

Students excitement and ideas were fantastic during the observations. Some of the main ideas to arise were: Why did plants grow? Why does it smell? Did the worms have babies?

All students were able to check their predictions and add additional observations. But some were not overly interested in this task.

All students shared with the group one of their predictions or observations.

Having the clip of compost helped to link their worm farm for nature and show a similar process to what happened over the weeks they did not see their farms

This lesson was changed the most from the original plan to allow students more time to observe theirs and others worm farms.

The sharing of posters lost the interest of the group. An alternative, could have been to have each student look at other groups posters and write down 2 predictions that came true and 2 that did not. Again this discussion become teacher focused. The original plan was similar in that students were to note the differences and the similarities between each group.

Rather than sharing, It may have been better for students to choose one prediction/ observation and write down why they think this did or did not happen.

Session 3: Again there was basic fulfilment of the aim, given than students made observations and compared these to their predictions. However, I doubt whether their was any understanding of the biodegradable versus inorganic waste, given that these terms were not directly discussed.

Session 4

What was successful What could have been modified

Students were all able to indicate something that they had learnt since completing their first concept map in session 1. Though many focused primarily on the worm farms.

The final activity “Landfill or the RRRs” indicated that most students were aware that nearly all waste can be reduced, recycled or reused in some way. Some student realised that even a chocolate bar wrapping could be reused for art and craft.

If resources and time were not an issue I would have preferred that the students make larger posters, utilising photos, annotations and other media for the whole session.

The initial discussion and the final activity took away the opportunity to talk one -to-one with all students while completing their posters.

I wonder if we needed some specific summative assessment of learning, such as a very basic questionnaire, with questions related to our overall aims such as “What is waste?”

Session 4: The aim of this session was to assess what students had learnt. The use of their initial concept and having them produce a new one with what they had learnt since. This meant that comparisons could be made.

Neha and MillieWhat the Evidence shows...

Neha was incredibly knowledgeable and intelligent student. She and Millie complimented each other. Both were strong listeners and Neha in particular contributed greatly to discussions.

Both her concepts maps showed that Neha connected the material of all lessons, but I feel she may have simply been recalling the information. However, she was able to give verbal explanations and examples.

Millie’s initial work in session one showed evidence of a strong understanding of recycling waste, yet her final work focused totally on the worm farm. I was not able to discuss her learning in the final session.

For milled and others the worm farm came to dominated the unit rather than the overarching theme of waste and recycling.

Tom and ChrisWhat the evidence shows...

Chris and Tom both initially thought burning waste was a somewhat positive option. However, it was clear in my discussion with them in session 4 and from their second concepts maps that they had learnt that this would cause greater problems and pollution.

Both recognised that recycling, of which worm farms and composting are is a types, would be a better option. I feel the main thing they may take away from our discussions, is that our original ideas can be wrong and we can change them.

Jason What the evidence shows...

Jason was quite a difficult student so keep on task, but also had some creative ideas regarding waste.

In session one he initially drew a machine that processed empty tuna cans down into the ground.

His second concept map was very much focused on the worms, what they ate and to some extent how they felt (very interesting).

When questioned he was able to explain that worm farms can be used to get rid of food waste. Given his stage of development this basic understanding indicates that he may not be able to completing demonstrate his learning. It may go beyond what the evidence shows.

Teaching Effectiveness-

Overall aim of the Unit... Was this aim addressed and met...Define Waste I am confident that all students could give a simple explanation of waste.

Understand the RRRs of waste

Students had already been exposed to this concept during their schooling; waste paper bins, their green zone and garden and displays in the corridors. This unit has expanded upon this and shown that personal choices can be made (such as the bin audit showed that some students were wasting food.)

Food consumption and waste has an impact on the environment

Some students clearly identified the link between the food waste and packaging and pollution. For example Neha wrote: “ If you don’t want your lunch don’t throw it into the bin, keep it in your lunch box.”Tom initially drew two pile labelled waste and recycle and when questioned why the waste was larger, answered “we waste more than we recycle. So the waste is getting bigger.”

Understand the process of decomposition and its role in nature

This aim was not directly addressed. Though it was mentioned that worms play an important role in the environment, their was not mention of “microorganisms” and other decomposers. However, the worm farm and the video clip showed that food/organic waste rots or as some students said it “disintegrates.”

Teaching Effectiveness Overall aim of the Unit... Was this aim addressed and met...Understand the interdependence of living things with the environment and the food chain

This aim was not addressed throughout the unit, aside from the link that humans are part of the environment and our food consumption has an impact. A link such as: humans/nature depend on worms to help clean up waste and put nutrients back into the soil would not have been made by the students.

Sustainably reducing food was through the natural process of decomposition

This aim was most clearly demonstrated through the worm farm experience. It displayed to the students how we could take food waste from their class bin and recycle it. It also showed that composting was not an option for plastic.

Exploring ways of improving waste management to help build a sustainable future

Students were asked in session one to design a concept map of how to deal with waste or what they new about waste. A number showed it being buried and burnt or alternatively sorted for recycling. In the final session most saw composting as a way to reduce waste and that we need to act to reduce waste that goes to landfill/wastelands.

Encouraging Caring and Sustainable Attitudes

It was shown that students had a strong desire to use the RRRs as a way of caring for the environment. Shown most clearly in the final activity where all students realised RRR could be used for almost all forms of waste; including dirty chocolate bar wrappings which they suggested we clean and use for art and craft.

ChallengesMajor challenges...

Working in a group and planning was by far the hardest challenge of this task. There was a clash of ideas, teaching styles and to some extent personalities.

Managing student behaviour. It was a clear that our group was made of students whose intelligence was well beyond the scope of our lessons and those who were not interested. Gaining and keeping their attention was very difficult at times. It was clear that the group contained mainly tactile and visual learners. This may explain why the worm farm and concept maps interested them more than writing and listening tasks.

Addressing students’ ideas, right or wrong. We only had 13 students and 3 teachers and still struggled to address the students ideas. I cannot begin to appreciate the difficulty of a science unit with 25+ students and 1 teacher.

Assessing in the final session was very difficult. I had time to talk directly with only 3 or 4 of the students. It was clear that using the concepts maps meant that you needed some one-to-one discussion to gain an explanation of their ideas (those which were not written). This was just not possible.

Overall ExperiencePositive, Challenging, Enjoyable , Educational, Practical, Fun, Complex...

Overall this was a positive experience. It highlighted just how much you need to prepare for when teaching such a vast subject. Students will come up with some strange ideas and questions. They will often expect the teacher to know the answer.

This task aided greatly in my planning and demonstrated that working in a group can be very difficult and that specific roles for each member are needed. I question whether this experience is reflective of what would occur in a school situation where roles and seniority are more formalised.

The practical nature of the task has given me further insight and practice in a classroom situation. It showed the importance to manage behaviour, keep students interested and use resource and space it the most efficient and maybe even creative ways. It has demonstrated that science can be taught in creative and hands on ways and a constructivist pedagogy compliments this idea. The student and their learning needs must remain the focus. It was evident that when students were the focus, completing a task and they responded far more positively than when they had to listen or the teachers dominated the discussion.

While challenging it was fun and enjoyable. Especially seeing the children's reactions to turning up their bin, the worms and the results from the farms.