Teaching a Lesson based on Environmental Education

This lesson is based on encouraging students to take responsibility for their actions, and inspiring them to be environmentally active. Many children of this age may have limited knowledge of environmental issues, and therefore providing them with real-life applications as such could elicit an increased interest. 

Time: 1-3 hours
Class/Set: 9-10 year olds			Number: 12
Lesson subject/topic focus: Reduce, Reuse and Recycle ·    Students will create a mini landfill and fill it with items that are leftover from their school lunch e.g. packaging, leftover food etc. ·   They will investigate what items from their school lunch are sent to the landfill and learn how these items decompose. ·     They will brainstorm ways to reduce and reuse the contents of their lunches ·     They will then repeat the lunchtime investigation and compare the results.
Target for student teacher: What target will I be focussing on within this lesson? -     Ensuring all students are actively engaged in the lesson -    Providing opportunities for students to discuss and share ideas about recycling.						Target achieved within this lesson? ü or x
Learning objective(s) (with reference to relevant curriculum documentation – only 1/2  key objectives per subject being taught): What do I want the children to know or be able to do by the end of the lesson? By the end of the session: ·   All children will be able to successfully use resources such as books and the internet to research how landfills work and create a poster about their findings. ·    All children will assess what items from their lunch box would decompose in a landfill and how long it will take those items to decompose. ·   Most children will be able to explain the impact of landfill sites on the environment, including what harmful gases are associated with them. ·    Most children will gain an understanding of their own impact on the environment and be able to share this knowledge with others. ·   Some children will be able to investigate other ways of getting rid of waste and the impact of these alternatives on the environment e.g. to see what the least damaging type of waste disposal is. Success criteria: How will I know this has been achieved? (you many use child-friendly ‘I can…’ statements here):  Communicate with students to gage their level of understanding: ·    Do they understand how landfills operate? ·   Do they know what items in their lunchbox would decompose in a landfill and how long it would take each item to decompose? ·    Can they explain the environmental impact of landfills – what depth is their knowledge? ·    Do they have an understanding of their own personal environmental impact? ·    Can they provide insight into ways of reducing their impact? ·    Do they have any suggestions for alternative waste disposal options? Assess their knowledge of how things decompose, and what individuals can do to reduce their waste – Assessment will be made based on the posters that are produced by the children ·    Does the poster clearly explain how things from their lunchboxes decompose? ·    Does it provide ideas on how to reduce the amount of waste they have? ·    Is the poster eye-catching and easy to understand? ·    Does show the importance of being ‘greener’ people? Assessment evidence: How will I gather evidence of pupil achievement?  (e.g. observation of pupils, peer-assessment against success criteria, self-assessment against success criteria, marking of work). ·     Short piece of writing at the end of the session to assess individual levels of understanding. ·   The poster will be created in groups, so a peer-assessment could be used to assess the level of engagement of each student and how much their peers feel they have contributed to the task.
Pupils’ prior experience and learning: In light of the LO(s) and/or success criteria, what do the children in this class already know or what are they able to do? ·    There will be brief introductory discussion/ Q&A section at the beginning of the session. This will enable me to assess the groups’ level of knowledge in this area and make any necessary changes to the lesson if needs be.
Teaching and learning activities:
Timings 20 mins  20 mins 30 mins 20 mins 15 mins 50 mins 10 mins 15 mins	What teaching strategies and activities will I use? (highlight/underline your key teaching strategies throughout the lesson e.g. explain, ask key questions, model, demonstrate, recap in a mini-plenary, use play/the learning environment as a prompt) An active learning teaching strategy will be used throughout this session. Students will be encouraged to take charge of their own learning, and be actively engaged in discussing and researching. Teacher may need to initiate some discussions. Stage 1 Students will be told to save the packaging and any food remains from their lunch. Before any items are disposed of, students will record how many items and what sort of item they will be throwing away e.g. scraps of food, 2 plastic pots, and 1 crisp packet. This information will be used to create a graph that displays the number of items from each category that will be thrown away/ recycled – teacher will create this, leaving space to record data from activity two. Build a mini land fill in a container in the classroom or in an outside area so the students can see how much waste is created by one group. Discuss the items that were thrown away or recycled from the students' lunches, including how certain items could be reduced e.g. if they throw away food, students might want to bring this up with their parents and ask them to put less food in their lunch (alternatively, make it themselves!) Discuss what items can be recycled and what can be re-used, including how long it takes for certain items to decompose – use books and internet to research this if children need extra help. Group the waste products into categories with points e.g. decomposed the most = 1, decomposed a little = 2, didn’t decompose at all = 3. Ask the children to look at their individual post-lunch list and see how many points their waste items are worth – shows them the impact they have had. Discuss how reducing, reusing and recycling makes less waste, which saves natural resources and causes less pollution. Stage 2 As a class, brainstorm ways to produce a ‘litter-less’ lunch. Spilt the group into 3 groups of 4 to design posters – they may choose to glue items to the poster, draw, use the computer/ any other bright ideas! Group 1: This poster will show a lunch that didn't reduce, recycle or reuse. Group 2: This poster will show an example of a ‘litter-less’ lunch. Group 3: This poster will illustrate what happens to lunch box items when they go to a landfill. The posters may be hung in the classroom, or maybe in the hall/ lunch room so other students can see them. To finish - discuss how people need to take responsibility for the waste they produce. Discuss how it’s actually fairly easy and that every action helps to make a difference. Ask students to spend 15 minutes writing about what they, as kids, can do to make a difference and why it is important for them to take responsibility for their own actions. Give students notice – they will be creating another landfill next week to see if they are actively engaging in reducing/ reusing and recycling their lunch. The post-lunch examination completed in Stage 1 will be repeated so they can compare the results.			What will the children/other adults do at key points in the lesson? How will I ensure that all children are able to access, participate and succeed in all parts of the lesson? The children will build this as a group. Each child will add their own waste to the mini land-fill. Children to talk with a partner about the different ways they can do this, and each pair will then share an idea with the rest of the group. Some example websites that children may find useful will be provided by the teacher, but children will be encouraged to search elsewhere for further information. This will be done in pairs again – different pairs from the last discussion – followed by a period of sharing with the rest of the group. Peer group assessment of contribution to the poster will determine levels of engagement with the activities and whether learning outcomes have been achieved. Perhaps the children will convey the information they learned to their parents, siblings or friends?! This activity will assess whether the children have developed have a level of connectedness with the subject that makes them think about changing their actions.
Subject specific vocabulary: Is this new or familiar vocabulary for the children? The vocabulary should be familiar.				Resources/ICT: Books, computers, pens, pencils, paper, container for the landfill.

Lesson adaptation:       Do I need to make any special provision with regard to health & safety? ü or x and detail as necessary       General classroom rules apply.

Assessment of pupil learning and implications for future planning:       Have I gathered and (where appropriate) attached evidence of pupil attainment/achievement? (This might       include photographs, annotated work, teacher/TA post-it notes, group assessment sheets). ü or x ·                 Photographs of the children working e.g. researching, creating posters, making the landfill site. ·                 Poster presentations. ·                 Short piece of writing.     As a result of this, for which children do I need to tailor teaching in the next lesson?  (Consider individuals        or groups of children who have exceeded or not met the learning objective/success criteria and list                    initials/future actions below). ·            For any children that have not met the requirements: pair up with a child that has achieved or exceeded the    targets to discuss the importance of these issues. ·            A school trip to a land fill site could be useful if possible.

Evaluation would be completed by the teacher after the lesson – adaptations/ changes may need to be made.

A Sycamore Tree Cross-Section Explained.........

Sycamore is a deciduous broadleaf tree native to central, eastern and southern Europe. Mature trees can grow up to 35m and live for 400 years. The bark is dark pink-grey and smooth when young, but becomes cracked with age.

Figure 1. Cross-section of a Sycamore tree.

A. Growth rings: marks indicating the yearly growth of the trunk. There are 3 main things you can tell from growth rings:

1. Age of the tree.

2. Growth of the tree and factors affecting it e.g. reaction wood, fungal attack, where branches grew (knots), site conditions.

3. Past weather patterns, particularly rainfall.

B. Pith: central part of the trunk, that is usually spongy and soft. This tissue is sometimes referred to as the medulla. The main function of the pith is to store nutrients and transport them through the stem, branches, leaves and roots of the tree. New pith growth is usually white or pale in colour, indicating that the pith of the tree above is very new growth. In older branches, the pith is often replaced by a woody substance called xylem. In some instances, the middle of the stem can dry out and disintegrate, resulting in a hollow trunk.

C. The heartwood and Sapwood: consists of old cells and unlike the younger sapwood, it no longer conducts water. This is the dead part of the tree that nevertheless provides structural strength. Figure 2 displays the cross-section of another tree, where the heartwood is clearly visible. This part of the tree is usually darker, denser, less permeable and more durable than the younger sapwood. All wood begins as sapwood, which is formed just under the bark by the cambium. The cambium produces bark cells on the outside and wood cells on the inside of the tree. In young trees, all of the wood in the stem is sapwood, but as the tree gets older and increases in diameter, the entire trunk is no longer required for conducting sap. In addition to this, the tree requires extra structural support, so the cells nearest the centre of the tree die, and therefore become heartwood. The cross-section displayed in Figure 1 appears to be from a relatively young tree that has not yet formed heartwood. Sycamore trees tend to mainly consist of sapwood which is the living wood in the tree through which the raw sap rises from the roots to the leaves.

Figure 2. Cross-section of a tree with visible heartwood.

D. Outer Bark: protective outside covering of the trunk. The bark protects the underlying layers against physical influences such as temperature, rain, wind, sun, fire or mechanical influences and serves as a defence against pests and infections. Figure 3 shows the outer bark of sycamore tree. 

Figure 3. The outer bark of a Sycamore tree.

E. The phloem (bast) is also called the inner bark. It conveys the food-bearing sap developed in the leaves down to the various parts of the tree. The bast tissue of a living tree is moist and in relation to the wood and bark it is often very soft. Having said this, it is also reasonably tough and resilient.

F. The cambium is a thin layer of cells, which produce phloem on one side and xylem (sapwood) on the other. Xylem is made of vessels that are connected end to end for the maximum speed to move water around. They also have a secondary function of support. When someone cuts an old tree down, they reveal a set of rings. Those rings are the remains of old xylem tissue, one ring for every year the tree was alive.

G. Diseases: There are a range of damaging diseases and pests that affect sycamore trees. Some of the most common include Sycamore Anthracnose, powdery mildew and lace bug. Others include root ranks, canker, wood rots and mistletoe.

Follow this link to try and identify any diseases found on trees.

H. Knots are common blemishes in trees, often causing lumps or holes within the trunk of the tree itself. In most cases knots are caused by the natural growth of the tree, though the specific circumstances under which they form determines how they will appear. Some knots are formed by fungal infections.

References

Dreistadt, S. (2004). Pests of Landscape Trees and Shrubs: An Integrated Pest Management Guide. California. University of California Division of Agriculture and Natural Resources.

Rodd, T. & Stackhouse, J. (2008) Trees: A Visual Guide. Weldon Owen Inc.