Example of teaching file for stage 1 Discussion. Activity : - Reaction to waste strewn everywhere in school. Stages of the lesson : - Form groups. - Express reaction. - Express the group’s thinking. Main learning components : - Formulation of the objectives of this campaign. - Expression of feelings. Organisation of the class: - Firstly into groups of 5 pupils, then a discussion. Instructions to the pupils : - Form groups of 5. - Express, one at a time, your feelings about the waste everywhere. - Summarise everyone’s opinions in a few sentences and note them down. - Be careful, everyone must agree with what is said ! How to do it : - Discussion, in which each group expresses its collective opinion through its representative. - The teacher will reformulate the opinions expressed in terms of the values involved. Materials : - Paper, pencils. Page 27
Transcript
Example of teaching file for stage 1
Discussion. Activity :
- Reaction to waste strewn everywhere in school. Stages of the lesson :
- Form groups. - Express reaction. - Express the group’s thinking.
Main learning components :
- Formulation of the objectives of this campaign. - Expression of feelings.
Organisation of the class:
- Firstly into groups of 5 pupils, then a discussion. Instructions to the pupils :
- Form groups of 5. - Express, one at a time, your feelings about the waste everywhere. - Summarise everyone’s opinions in a few sentences and note them down. - Be careful, everyone must agree with what is said !
How to do it :
- Discussion, in which each group expresses its collective opinion through its representative.
- The teacher will reformulate the opinions expressed in terms of the values involved. Materials :
- Paper, pencils.
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Example of a teaching file for stage 1
Sketches : No more vending machines in school !
Activity :
- Writing of sketches on an environmental theme in order to express one’s opinion and one’s feelings.
Stages of the lesson :
- The head of the school has decided to ban vending machines selling drinks, snacks, etc., since the playground is always full of waste, empty cans and packets, etc. To be constantly clearing up the playground costs too much time, energy and money. The pupils do not agree with this decision and have decided to present a counter-argument to this unilateral decision in the form of short sketches.
Main learning components :
- Creating a plot or writing a script. - Taking a part in a stage-play. - Creativity.
Organisation of the class:
- In groups. Instructions to the pupils :
A.1. Write a letter to the School Head explaining the arguments against the decision. A.2. Write, in teams, the script for a sketch, lasting 10 minutes as a maximum,
indicating : - instructions for the costumes and decor - the set - the dialogues between various characters, one of which is the School
Head, − All the pupils in the group must act a part. − The script must clearly show that you are not in agreement with the decision of
the School Head. − About the dialogue :
o give plenty of arguments and examples against the decision, o suggest some means of maintaining the cleanliness of the playground in
order to have the vending machines reinstated, o the suggestions must not be unrealistic (money, time, energy).
B. Prepare the set. C. Rehearse the scenes. D. Organise a performance in class.
Simpler variation : This stage can be replace by an impromptu play, some writing, a mime or some acting.
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How to do it : - Script for a play lasting 10 minutes on « Microsoft Word » or paper. - Acting out the sketches in class, or even in front of the whole school.
Materials :
- Paper, pencils or access to a computer, materials for decoration. Advice :
− If preferred, it is possible to do this work again after having gone through the other stages or the unit and, with the help of the performance before the whole school, it becomes a recruitment activity that will be valid for stage 6.
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Example of a teaching file for stage 2
Waste strewn around the school. Activity :
- List of the waste strewn about the school. Stages of the lesson :
- Mark on the plan of the school where the waste is scattered and say what kind it is. - Illustrate the plan with 2 or 3 photos.
Main learning components :
- Where the waste is. - How to interpret a plan and its points of reference. - Planning group work.
Organisation of the class:
- Groups of 3 or 4 pupils. Instructions to the pupils : Before you go to the site itself, make a written estimate of the waste that you will find there. You have various lines of action open to you :
- inspect the different places where this waste is to be found, - think , from your own personal knowledge, about the different kinds of waste strewn
about the school : What is there usually ? Where ? - ask the people in charge of cleaning the place up, - take photos of the waste, - …
Next, you can show on the plan of the school the places where the waste so listed was. Finally, choose a symbol to indicate each type of waste. How to do it :
- A school plan on which the waste is shown strewn about, if possible illustrated with some photos.
Materials :
- A plan of the building, pencils, a camera.
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Example of a teaching file for stage 2
List of the waste strewn in and around the school. Activity :
- List of the waste strewn around. Stages of the lesson :
- List the rubbish strewn in and about the school ; say where it is. - For those who have completed the file « Waste strewn around the school », compare
the estimates there expressed with the actual results. Main learning components :
- Producing a summary and transposing the diagrams showing the volume and mass of the waste.
- Knowing the variety of the waste and what it is composed of. Organisation of the class:
- Into groups. Instructions to the pupils :
- Draw or obtain a school plan on which the waste and the type of waste is marked. - Mark on this plan the different types of waste strewn around by reaching agreement
with the rest of the class about the symbols to be used to represent the different kinds of waste, for example, a red spot for drinks containers, etc. (NB : don’t forget the key).
- Choose the places that the teacher must photograph for the team. - Write a comment on the plan in an explanatory box. - Transpose the information on the plan by inserting diagrams showing the volume and
mass of the different sorts of waste. - Transfer these diagrams on to the plan.
How to do it :
- A map showing where the places are, the key and a comment, adding photos. Materials :
- Paper, pencils (optional : plan of the school), a camera. Advice :
− If it is a large school, split the activities for the measurement of mass and volume between the teams.
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Example of a teaching file for stage 2 Interviews about how waste comes to be strewn around
the school. Activity :
- Conducting interviews. Stages of the lesson :
- To discover exactly where the waste seen in and around the school has come from. In order to find out, interview the person or persons who might best be able to answer the questions. That may be the caretaker, the tuck-shop manager, etc.
Main learning components :
- Where the waste comes from. - Taking responsibility for finding an answer.
Organisation of the class:
- Into groups. Instructions to the pupils :
- Write together the questions about where the waste came from (at least 5 pupils). - Choose the person or persons who can reply. - Allocate the persons to each team. - In groups, check that you have no further questions for the persons you have chosen. - Fix times for the interviews. - Conduct the interviews by teams (film or record them and take notes). - Transcribe the replies and summarise them by groups. - In the classroom make a visual summary that clearly and simply explains where the
waste in school comes from (diagram, sketch, plan, collage, …). How to do it :
- The recordings of the interview and its retranscriptions and the group summaries. - The grand visual summary.
Materials :
- Paper, pencils and tape-recorder or camcorder. Advice :
− It is for the teachers to decide whether the questions are given in advance and whether the person concerned brings any papers with them.
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Example of a teaching file for stage 2
Food packaging. NB : This activity must only be done after a list of objects in the school for the same stage 2
has been completed. Activity :
- Looking at packaging for foodstuffs. Stages of the lesson :
Enquire in the supermarket where one’s usual shopping is done and : - Study the packaging on the shelves (how many, what shape, …). - Link the type of packaging with the contents. - Describe the function of the packaging before the shelves have been filled. - Find out what happens to all this packaging.
Main learning components :
- Link between the type of packaging and the contents.. - Description of the function of the packaging before the foodstuffs are placed on the
shelves, and research into what becomes of all this packaging. Organisation of the class:
- Into groups. Instructions to the pupils : (in groups)
- In class, prepare the questions to ask. - Compose a list of foodstuffs and their packaging. - Freely make up (with some writing, picture, collage, …) a study of packaging
(observing the criteria jus outlined). - Say what the relationship is between the kind of foodstuff and how it is packaged.
How to do it :
- Each group’s lists. - The posters about packaging.
Materials :
- Paper, pencils. Advice :
− Limit yourself to 15 different types of foodstuff. − It is possible to carry out this research on other types of products (for example :
stationery, pharmaceutical products, washing powders) by making separate lists. − For those teachers who have never researched anything with their pupils before, we
advise them to conduct first of all the activity « Interviews about where waste in school comes from ».
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Example of a teaching file for stage 3
Analysis of waste strewn around. NB : This activity is only possible if measures to deal with waste strewn around have already
been tried out in your school (by you or by others), and if your school is affected by the problem.
Activity :
- Devising measures to solve the problem of waste strewn around the school. Stages of the lesson :
− Using the board, analysing the measures used so far. W aste thrown on the ground
Observation – analysis- thinking Projection 1. Which
measures to deal with waste strewn on the ground have not worked ?
2. What lessons can be drawn from this ?
3. What exactly is your final aim ?
4. What other measures are possible ?
5. Who would be the partners able to help you to take these ?
Main learning components :
- Analysis of waste strewn about. - Critical analysis of the situation.
O
rganisation of the class: by groups.
Instructions to the pupils : 1. As a group, identify the measures which have not worked for dealing with waste
lying around the playground : − use the activities previously outlined on this theme of waste strewn around, − check to find out if the head or staff have not already tried to suggest something, − check to see if there is anything in the school rules about this, − …
2. Make a list, with all the groups, of the measures that have had no effect (that should correspond with column 1).
3. Form new groups and fill the other columns of the table in (paper, pencil), then write them on an OHP transparency.
4. Let one of your team explain the transparency from each group, and organise a school discussion led by the teacher.
5. Write a summary of the tables. How to do it :
- The tables by each group and a final table. Materials :
- Paper, pencil, transparencies, felt-tip pens for the transparencies and an OHP.
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Example of a teaching file for stage 3
Poetry. Activity :
- Composition of a poem in the style of Prévert and Vian, based on the list of waste. Stages of the lesson:
− Read some poetry by the two poets − Compose poems “in the style of”.
Main learning components :
− Written form of the language. − Exercises in creativity.
Organisation of the class :
- Groups of a maximum of three or individually, as the pupils choose. Instructions to the pupils :
− Read the 2 poems suggested, then listen to the teacher reading them (or vice versa). − Identify and explain the structure of the poems. − Look for the inspiration from the list of waste. − Compose the poem, observing the criteria of length and type, in the style of Prévert or
Vian (about 15 lines). − Read out the poem that you have composed.
How to do it : − Written poems. As an alternative, pupils may use instead the “Calligrammes” by
Apollinaire. Materials :
− Texts by Jacques Prévert and Boris Vian, respectively (“Inventaire” and “Complainte du progrès”) attached. NB : we have chosen these poets because they are easy to listen to and because of their critical stance on consumerism.
− Paper, pencils.
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PPPoooèèèmmmeee dddeee PPPrrrééévvveeerrrttt
Inventaire Une pierre deux maisons trois ruines quatre fossoyeurs un jardin des fleurs un raton laveur une douzaine d’huîtres un citron un pain un rayon de soleil une lame de fond six musiciens une porte avec son paillasson un monsieur décoré de la légion d’honneur un autre raton laveur un sculpteur qui sculpte des Napoléon la fleur qu’on appelle aussi deux amoureux sur un grand lit un receveur des contributions une chaise
trois dindons un ecclésiastique un furoncle une guêpe un rein flottant une écurie de courses un fils indigne deux frères dominicains
trois sauterelles un strapontin deux filles de joie un oncle Cyprien une Mater dolorosa trois papas gâteau deux chèvres de monsieur Seguin un talon Louis XV un fauteuil Louis XVI un buffet Henri II deux buffets Henri III
trois buffets Henri IV un tiroir dépareillé une pelote de ficelle deux épingles de sûreté un monsieur âgé une Victoire de Samothrace un comptable deux aides-comptables un homme du monde deux chirurgiens trois végétariens un cannibale une expédition coloniale un cheval entier
une demi-pinte de bon sang une mouche tsé-tsé
un homard à l’américaine un jardin à la française
deux pommes à l’anglaise un face-à-main un valet de pied un
orphelin un poumon d’acier un jour de gloire une semaine de bonté un mois de Marie une année terrible une minute de silence une seconde d’inattention et … cinq ou six ratons laveurs un petit garçon qui entre à l’école en pleurant un petit garçon qui sort de l’école en riant une fourmi deux pierres à briquet dix-sept éléphants un juge d’instruction en
vacances assis sur un pliant un paysage avec beaucoup d’herbe verte
dedans une vache un taureau deux belles amours trois grandes orgues
un veau marengo un soleil d’Austerlitz un siphon d’eau de Seltz un vin blanc citron un Petit Poucet un grand pardon un
calvaire de pierre une échelle de corde deux sœurs latines trois dimensions
douze apôtres mille et une nuits trente-deux positions six parties du monde cinq points cardinaux dix ans de bons et loyaux services sept péchés capitaux deux doigts de la main dix gouttes avant chaque repas trente jours de prison dont quinze de cellule cinq minutes d’entracte.
et … plusieurs ratons laveurs
Page 36
Texte de Boris Vian (1955)TTeexxtte de de Be Boorriis Vs Viiaan (n (11995555))
1
Autrefois pour faire sa cour On parlait d’amour
Pour mieux prouver son ardeur On offrait son cœur
Aujourd’hui, c’est plus pareil Ça change, ça change
Pour séduire le cher ange On lui glisse à l’oreille
(Ah ? Gudule ?)
Refrain Viens m’embrasser
Et je te donnerai Un frigidaire
Un joli scooter Un atomixer
Et du Dunlopillo Une cuisinière
Avec un four en verre Des tas de couverts Et des pell’à gâteaux
Une tourniquette
Pour fair’la vinaigrette Un bel aérateur
Pour bouffer les odeurs
Des draps qui chauffent Un pistolet à gaufres Un avion pour deux
Et nous serons heureux 2
Autrefois s’il arrivait Que l’on se querelle
L’air lugubre on s’en allait En laissant la vaisselle
Aujourd’hui, que voulez-vous La vie est si chère
On dit : rentre chez ta mère Et l’on se garde tout
(Ah ! Gudule !)
Refrain 2 Excuse-toi
Ou je reprends tout ça. Mon frigidaire
Mon armoire à cuillères Mon évier en fer
Et mon poêl’à mazout Mon cire-godasses
Mon repasse-limaces Mon tabouret à glace Et mon chasse-filous
La tourniquette
A faire la vinaigrette Le ratatine-ordures Et le coupe-friture
Et si la belle
Se montre encore rebelle On la fiche dehors
Pour confier son sort
Coda Au frigidaire
A l’efface-poussière A la cuisinière
Au lit qu’est toujours fait Au chauffe-savates Au canon à patates A l’éventre-tomates A l’écorche-poulet
Mais très vite
On reçoit la visite D’une tendre petite
Qui vous offre son cœur
Alors on cède Car il faut bien qu’on s’entraide
Et l’on vit comme ça Jusqu’à la prochaine fois.
Page 37
Example of a teaching file for stage 3
The mountain of waste in school. Activity :
- Creating a record (poster, video, etc.), showing the route that waste takes in school. Stages of the lesson :
− Make a list of questions. − Interview the staff. − Create a personal file and a collective file.
Main learning components :
− Awareness of how waste is being dealt with. Organisation of the class :
- By small groups. Instructions to the pupils :
− Study the result of the campaign corresponding to stage 1 ant that for stage 2. − Interview the school staff who have some expertise in this area (management, head,
secretarial) and those elected to deal with waste. − Devise a file which everyone has to complete, and in which each arrows represents a
pupil and in which all the arrows must enter by the main door. There will have to be a debate, listening to others and a discussion of values.
How to do it :
− Individually : the file is to be included in the Welcome Book that each pupil receives or in the school’s charter.
− Collectively : through a poster. Materials :
- A blank map of the area will be used, or a simplified (see under) plan of recruitment for the school, felt-tip pens, dictaphone …
Page 38
Example of a teaching file for stage 4
Classification of the materials. This file is particularly suitable for science teachers. Activity :
− Study of the properties of packaging materials. − Making posters.
Stages of the lesson :
− Know how to distinguish the different packaging materials (or others), which are more difficult to identify.
− Know the characteristics of these materials and a few tests to tell then apart and the properties of the materials.
− Link the property(ies) to the use of the materials. Main learning components :
− Study of the properties of the materials. − Classification of the materials according to their characteristics. − Relation between the properties and the use of the materials.
Organisation of the class :
- By groups (dividing up the work). Instructions to the pupils :
- Conduct the tests experimentally, in order to study the properties of each groups of materials.
By groups 1) Fill in table 1 ;
the second line can easily be filled in if table 2 is tackled first. Table 1 Item a Item b Item c Item d Material ......containing... (e.g.: bottle containing water))
Advantages and disadvantage s of this use
2) Identifying certain properties of materials : from experimental formulae, test the properties
of the table : → fill in table 2 A list of words is suggested (rigid, light, opaque, transparent, translucent…),
./..
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Metals Plastics
Table 2 Glass Steel Aluminium PVC PET Other Cardboard Paper Compound
Appe arance Resistance to chemical reaction
Resistance to high temperature
Magn etic stte Resistance to impact
Imperm ea litybi Recyc labl ?e How to do it :
- Display with collages. - Poster and individual files. - Videotape.
Materials :
− Set of bottles (strictly utilitarian and luxury articles.) − Samples of metal containers (drinks cans, silver paper, …). − Certain French physics textbooks have very good reference. − Optional : French «Box of tricks» → (containing a game, a videocassette, a poster about steel).
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Example of a teaching file for stage 4
Investigation into the various types of packaging for foodstuffs and their classification.
Activity :
- Collection of information that classifies the different types of food packaging and their usefulness, and making a leaflet explaining and illustrating these types of packaging.
Stages of the lesson :
Search on the Internet for the various types of packaging for different uses : − packaging for selling the goods, − packaging for sorting the goods, − packaging for transporting the goods.
Main learning components :
− Know how to use the Internet as a source of information. − Be aware of the usefulness of the packaging, depending on what it is used for.
Organisation of the class : − In pairs, one for each kind of goods.
Instruction to the pupils :
− With the help of search engines or websites, try to find some packaging firms (http://www.ace.be , http://www.apeal.org , http://www.apme.org , http://www.aluminium.org, http://www.feve.org) , and any essential information, including digital images which may illustrate the topic.
− Collaborate with two other groups to make a leaflet. − Think about what makes a “good” leaflet.
How to do it :
- A clear, illustrated leaflet for the general public. Material :
− Look back at the history of the materials making up the waste in our school. Stages of the lesson :
− Know the life-cycle of the materials from which the waste of our packaging are made.
Main learning components :
− Understanding of the life-cycle of the materials of which our waste is composed. Organisation of the class:
− Form groups of 5 pupils each. − Specify one type of refuse per group.
Instruction to the pupils :
− Investigate, via the Internet, the history of the materials of which our refuse is composed.
− Outline the history of the route which our waste follows. How to do it :
− Analyse the pattern of the life-cycle of the materials that we use. Materials :
− A large wall poster.
Page 42
Example of a teaching file for stage 5
Controlling waste in school. Preparing a plan of action.
Activity :
- Preparing a plan of action. - Writing questions for a referendum.
Stages of the lesson :
- Listing the problems and sketching out possible remedies. - Arranging these, observing legitimacy, feasibility and values. - Identifying technical and human resources and devising a plan of campaign. - Locating the areas for decision-making and possible partners. - Creating the model observing respect and difficulties and distributing it. - Analysing the returns with answers an re-runs.
Main teaching components :
- Controlling waste in school. - Preparing a plan of campaign.
Organisation of the class :
- In groups. - Classes put together. - Returning conclusions to other classes.
How to do it : - The structured model to launch one or more programmes. - Relations with other partners.
- You should have carefully completed the stage from 1 to 4. - This stage will be followed by the “result” of the programmes and it can act as a fresh
starting-point for another teaching cycle.
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Example of a teaching file for stage 5
Structuring experience and the knowledge you have gained.
Activity :
- Making a synoptic table, which represents the current situation, indicates the problems, suggests realistic solutions and comes up with actual programmes to tackle.
Stages of the lesson :
- List the data given in the school about waste ; quantity and quality. - Indicate the problems to be solved. - Suggest some realistic solutions. - Come up with some programmes to be attempted to improve matters.
Organisation of the class : by groups. Instructions to the pupils :
- Complete the concept card in small groups of 3 or 4 pupils. - Compare the card with another group’s and possibly adapt it. - Class work : list the ideas on different cards on the blackboard and tabulate what the
whole class thinks.
How to do it : - A realistic plan which will be utilised to improve matters.
Materials :
- For each pupil a table with nothing written on it, pens. - A large blank poster.
Advice to the teachers and pupils :
- Use all the data collected so far : lists, photos, problems, etc. - Base your judgement on your new knowledge, for example everything you have
learnt about the materials and about controlling school waste. - Clearly indicate the problems, which you, the pupils and the teachers, could solve. - Indicate also some of the problems that should be solved by people outside the
school. - Draw up a realistic plan of campaign, showing clearly individual tasks. Give some
practical advice !
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SYNOPTIC TABLE ON “SCHOOL WASTE”
Present situation Problems What ? Who ? Where ? When ? Why?
At school : Problems ? Outside :
Realistic remedies Actions What ? How ? By whom ?
Who ? When ? Where ? Using ? Help ?
Page 45
Example of a teaching file for stage 5
Why packaging ? Activity :
- Thinking about the purpose of packaging when goods are sold. Stages of the lesson :
− Bring in some foodstuffs. − Analyse the different functions of their packaging and describe them in the grid
suggested. − Estimate the usefulness of the different functions for the consumer and
consequences for the environment. − Think about the consequences for transfer and for transport. − Make suggestions for possible improvements.
Main learning components :
− Recognition of the different functions of packaging, i.e. its need, usefulness, informative and aesthetic appeal.
Organisation of the class :
− In small groups, subsequent swap of results between two groups. Instructions to the pupils :
− Everybody to bring some food in its original packaging. − Use the grid suggested to analyse and describe it and make some suggestions
for improvement. − Give the results from your group to another group. − Exchange your ideas about the consequences.
How to do it :
− Start a discussion about the results from the different groups. Materials :
− Foodstuffs. − The grid below.
Food Need Usefulness Informative
appeal Aesthetic
appeal Usefulness for the consumer
Impact on the environment
Advice : Make a copy of the grid for each pupil.
Page 46
Example of a teaching file for stage 6
Making a campaigning poster. Activity :
- Making a campaigning poster, to be distributed throughout the school. Stages of the lesson :
- Creating a poster proclaiming : “Let’s put a STOP to the waste lying about the place !" Main learning components :
- Harnessing the pupils’ inventive qualities in order to get the message across and appeal to people.
Organisation of the class :
- Pupils work individually or in groups. Instructions to the pupils :
- Make a poster in A3 size. - Invent a catchy slogan. - Design a poster intended for pupils of your own age. - Use colours to draw people’s attention to it. - Use at least two illustrations.
How to do it :
- A coloured A3 poster. Material :
- Paper, pencil or particulars.
Page 47
Example of a teaching file for stage 6
Employing the means : sorting and recycling. Activity :
- Assembling details and making a Web page for the school’s Internet site. Stages of the lesson :
− Search the Internet to find examples or sorting, recycling and re-use of material. Main learning components :
− Use of the Internet (and other means) as a source of information. − Learning the difference between sorting, recycling and re-use.
Organisation of the class :
− In groups, one for each of the different subjects. Instructions to the pupils :
− Using search engines (www.google.fr, www.yahoo.fr, www.club-internet.fr, www.wanadoo.fr), find out about the subject.
− Choose some examples linked to everyday life and describe them clearly. − Create an Internet page on this subject that can be placed on the school’s site.
How to do it :
- An Internet page on the school’s site. Materials :
− An Internet connection. − Textbooks and leaflets.
Advice :
− Give some examples of sorting, recycling and re-use. − Find some current sites related to the subject to help the pupils.
- Launching a campaign aimed at cleaning up the school. Stages of the lesson :
- Succeed in reducing and even eliminating the waste lying about in the playground, the corridors and classrooms.
- Making a poster with a catchy slogan. Main learning components :
- Planning the campaign. - Allocating the jobs.
Organisation of the class :
- Inspired by a training class, a workshop, a club and then transferred to the whole school.
Instructions to the pupils :
- Mount a series of “in-your-face campaign” (example : collect one day’s waste and pile it up in the outside corridor).
- Take some photos or use some re-enactments of preceding sequences. - Contact the staff responsible to find out the cost of getting rid of the waste from the
school. - Find some remedies by sorting school waste with this staff as well as ways of
reducing this cost. How to do it :
- Posters. - Sitting some sorting bins. - Writing letters to the governors.
Materials :
- Outsiders (local actors), administrative staff… - Posters, felt-tip pens. - Various information sheets. - A sorting-bin that can be a “model” for a display.
Page 49
Example of a teaching file for stage 7
Evaluation. Activity :
- Written evaluation based on actual questions. Stages of the lesson :
- Answering all the questions, taking account of everyone’s personal view. Main learning components :
- Thinking about how each person learns. - Evaluation of the work already done.
Organisation of the class :
- Work by individuals. Instructions to the pupils :
- Firstly think about what you have done in this project :
- What activities have you been engaged in ? - What have you learnt ? - How have you been working ? - What skills have you gained ?
How to do it :
- All the questionnaires are completed. Material :
- Questionnaires.
Page 50
Example of a teaching file for stage 7
Charter of behaviour for environmental citizenship.
Activity :
− Compiling and signing the Charter. − Distribution of the Charter to every pupil’s home.
Stages of the lesson :
− Discuss the behaviour of an ideal eco-citizenship, which should be vital for society in the 21st century.
Main learning components :
− Making everything that has been learnt in this project tell, and fulfilment of the wish to expand this knowledge as a basis for a charter of behaviour for an ideal eco-citizenship.
Organisation of the class :
- Work by individuals and by the whole class. Instructions to the pupils :
− Write your ideal behaviour on a “Post-it” slip. − Stick each “Post-it” slip on the blackboard or on a large wall poster. − Choose and mark (with a small cross) two ideal types of behaviour. − List the “Post-it” slips in order of frequency and so set up the Charter on a poster
and copy it individually. − Sign the Charter individually.
How to do it :
− The Charter should be signed by everybody. Materials :
− « Post-it » slips. − A large poster. − A4 sheets.
Advice :
- Be sure to tell the pupils how useful it is to show and discuss the Charter in the family.
Page 51
Example for a teaching file for continuous assessment
Continuous assessment. Activity :
- Fill in the grid below at different times.
Stages of the lesson :
- Self-evaluation on what has been individually learnt during the whole cycle (at least at the beginning and end).
Main learning components :
− Taking on board the main aims of the unit. − Continuous self-evaluation.
Organisation of the class :
− Individual work. − Exchanges between small groups. − Possibly some conversation by the whole class.
Advice :
− Think about it and fill in the grid responsibly, with your own ideas. − Be aware of your personal progress and class progress.
How to do it :
- A completed grid (at the end of the cycle). Materials :
- A special form (see next sheet).
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Self-evaluation form for each pupil Personal questionnaire Enter the figure that reflects your personal evaluation in the appropriate column : 1 = I don’t know – I don’t know how to do it 2 = I only know a little – I can do it a little 3 = I know it well – I can do it properly 4 = I can explain it to someone else – I can instruct them how to do it
What you have learnt
Date :
Date :
Date :
1. Can you use different forms of language to get over ideas, comments or feelings about waste ?
2. Can you use the Internet to find useful information about packaging ?
3. Can you explain the actual situation in regard to waste at your school ?
4. Would you be capable of coming up with solutions for improving the environment in regard to waste?
5. Can you recognise the origin, nature and great variety of waste ?
6. Do you know the life-cycle of materials, of waste and of packaging ?
7. Do you know how to organise and plan your work ?
8. Do you know how to improve your involvement in order to improve your environmental citizenship ?
Advice :
− This questionnaire is intended to be completed at least three times during the cycle : at the beginning, during the cycle and at the end.
− Some open questions could be added at the end of the grid, such as, for example : What do you still wish to learn about the environment ?
