Grade 4 Science Unit Plan : Waste and Our World

General Outcomes:
4–5 Recognize that human activity can lead to the production of wastes, and identify alternatives for the
responsible use and disposal of materials.

Prior Understanding + Where are we going

Grade 3 - Topics that are covered

- Rocks and Minerals

- Building with a Variety of Material

- Testing Materials and Designs

- Hearing and Sound

- Animal Life Cycles

Grade 5 - Topics that are Covered

- Electricity and Magnetism

- Mechanisms Using Electricity

- Classroom Chemistry

- Weather Watch

- Wetland Ecosystems

Speci c Outcomes
1. Identify plant and animal wastes, and describe how they are recycled in nature. For
example, 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.
2. Identify and classify wastes that result from human activity.
3. Describe alternative methods of disposal, and identify possible advantages and
disadvantages of each.
4. Distinguish between wastes that are readily biodegradable and those that are not.
5. 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.
6. Identify methods of waste disposal currently used within the local community.
7. Identify kinds of wastes that may be toxic to people and to the environment.
8. 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.
9. Identify ways in which materials can be reused or recycled, including examples of things
that the student has done.
10. Develop a flow chart for a consumer product that indicates the source materials, final
product, its use and method of disposal.
11. 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.

12. Develop and implement a plan to reduce waste, and monitor what happens over a period
of time.
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 Critical Inquiry Question
How can we take action by reducing, reusing and recycling to decrease our waste?

Key Concepts for Unit

Rationale:

Students learn about wastes produced through natural processes and human technology. In
studying natural systems, students learn that all plants, animals and other living things are made
up of materials that are recycled through the environment again and again. In studying human
consumption and wastes, students identify wastes produced within their community and learn
the methods used for disposal. They learn that some waste materials are biodegradable, that
some are reusable, and that others are toxic. They learn that personal action in reducing,
reusing and recycling materials can help decrease the waste we accumulate.

This unit incorporate’s the programs front matter by focusing on student curiosity and active
involvement. While there are plans for direct instruction and readings to accommodate the
introverted student, there is also a large amount of experiments and hands on activities. These
allow students to take ownership of their learning and actively participate.

There are a number of plans for cross curricular integration, specifically with social studies and
art. Students will be able to understand the historical context of recycling and how it came to be
mainstream expectation in Canadian communities. Several art projects focus on repurposing
materials that students may have otherwise thrown in the trash. These art projects allow for
students to exhibit their creativity while being environmentally conscious.

Lesson Overview
Lesson 1 -Introduction to the Unit- Sept. 8th

- Pre-assessment

- Watch Bill Nye Garbage Episode:

- https://www.youtube.com/watch?v=ELDw2kjr1J4

Lesson 2 - The R’s of Waste- Sept. 9th

- Read the article After World War II as a class and discuss it together. Ask the students the following
re ection questions:

- What do you think rebuilding means? What do you think reconstruction means? What do the two
words have in common?

- Have students brainstorm words that use re ad a pre x that could be about waste reducation.

Guided Activity

- Read the article Waste and Our World and discuss it together. Show students examples of popular
waste reduction logos.

- As a class, create criteria for what makes a good logo.

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 Lesson 3 - The R’s of Waste - Sept. 10th

- Read Interview with an Expert as a class. Ask students what they think the interviewer has learned.

- As a class design a logo for the R term “Rethink.”

- Split the class into 11 groups. Assign each group a reading which correlates with the following R
words. Rethink, reduce, reuse, repurpose, repair, recycle, return, regift, recover, re ll, rot.

- Group will design a logo for their word.

- Ask students to begin gather a bag of recycled materials for the following weeks art project.

Lesson 4 - The R’s of Waste - Sept. 13th

- Each group will present their logo and word to the class. While the group presents, students will be
asked to create a de nition for each R word.

- At the end of class, have students write about which R word they think is most important and why,
using the The Most Important R worksheet.

- Set up the “Fuzzy Bread” experiment

Lesson 5 - Types of Waste- Sept. 14th

- Give student a set of the “Types of Waste” cards.

- Don't give students any prior instructions, but ask them to sort the cards into three di erent
categories. Students should be prepared to justify how they have been sorted.

- After, ask students to sort them into plant, animal, and human made waste.

- Now ask students to sort them into two groups. Ask students to justify why they sorted them this
way. Then ask students to sort them into organic and non organic categories.

- Ask students the following re ection questions after the activity:

- Do any of them seem harmful to the environment? Which ones? What makes them harmful?

- Hand out the Organic and Non- Organic activity page. Have students create a de nition for both
based on this activity. Have students write the de nitions and create a few examples.

Lesson 6 - Oil Spills Experiment- Sept. 15th

- Complete the Oil Spills Experiment with the class.

- Afterwards, read the guided reading passage about oil spills together as a class.

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 Lesson 7 - Types of Waste - Sept 16th

- Through direct instructions teach students about the types of pollution. Hand out the two Types of
Pollution worksheets.

- Read through the de nitions on the right side of the page and discuss which de nition matches.
Have students work through the second worksheet for practice.

- Through direct instructions teach the di erent hazard symbols. As a class ask students to think
about where they may have seen these symbols before. Have students complete the activity page.

- Ask students to gather materials for tomorrows project.

Lesson 8 - Little Robot Recycled Materials Art Project- Sept. 17th

- Students will be creating a sculpture using materials that would typically be thrown away or
recycled.

- Materials may include but are not limited to: small food containers, lids, bottle caps, paper clips,
clothes pins, buttons, craft materials, any interesting shape that would be recycled.

- Show student examples and follow it up with the rules:

- The robot cannot be taller than a ruler, it cannot be wider than 15 cm, all the pieces need to be xed
in place, It must stand on its own and be stable, it must in some shape resemble a robot, it must be
durable, leave a space on the chest for its heart, everything will be spray painted so no drawings on
it.

- Set up two glue gun stations. Students will be called up to glue their robot together as they nish
the basic assembly. Once everything is glued on, students need to write their name on a piece of
masking tape that will go somewhere on the sculpture. Spray paint them after school.

Lesson 9 - Little Robot Recycled Materials Art Project + Biodegradability - Sept. 20th

- Have the students pick out google eyes and a heart to glue on their robots. Have them come up to
the hot glue stick throughout the day to nish their robot.

- Hand out worksheet for “Experiment: Shake It Up”

- Go through the question for the experiment and have students write a hypothesis

- Have students shake the jars. Make observations and write a conclusion.

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 Lesson 10 - Biodegradability + Compost garden Experiment - Sept. 21st

- Have students complete hypothesis, observation and conclusions for the !Compost Garden”
experiment

- Have students write a conclusion for the Fuzzy Bread Experiment.

- Read the passage “What does biodegradable mean?”, discuss with students which items from the
experiments are biodegradable.

Lesson 11 - Biodegradability + Worms and Vermicomposting - Sept. 22nd

- Hand out the formative assessment sheet called “Is it biodegradable?” Have students complete this
independently.

- Hand out the Wonderful Red Wriggler Worms page.

- Watch the following video:

- https://www.youtube.com/watch?v=XVjTwkrVhtY

- As a quick assessment, as students to write on an exit slip one thing in their lunch that is
biodegradable.

No School - Sept. 23rd and Sept. 24th

Lesson 12 - Human Impact - Sept 27th

- Pre-assess - Ask students if they know where garbage goes when it leaves home or school.

- Watch the following video :

- https://www.youtube.com/watch?v=GLgh9h2ePYw

- Read “Waste in My Community.” Review them with your class afterwards.

Lesson 13 -Human Impact + Toxic Waste- Sept 28th

- Hand out the article “Where does toxic waste go?”

- Read the article with students and have a class discussion.

- Hand out the “Where does waste go?” page. Show students a copy of the community waste plan.

- Students will create a ow chart using this worksheet.

Lesson 14 - Human Impact- Sept. 29th

- Hand out the “Best Disposal Plan” page to your students.

- Students will create a waste management plan. Students can write this as a list, outline policies, or
write it as a speech to the community.

Lesson 15 - Waste Disposal Plans- September 30th

- Students will have time to work on their waste management plans.

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 Lesson 16 - Earth Love Art Project- October 1st

- Students will go through three di erent print making stations to create 3-4 pieces of printer paper.
Once the pieces are dry they will assemble them.

- The three stations include: Sponge painting, marble rolling, and squishing. There will also be a
drying station.

- Let students work independently on the project.

Lesson 17 - Earth Love Art Project - October 4th

- Have students assemble the dried pages together. Detailed instructions to be included on lesson
plan.

- Time remaining, students may work on their waste management plans.

Lesson 18 - Catch up/ Review- October 5th

- Leave this day as a day to catch up or to play a review game on concepts learned thus far.

- Waste management plan due.

Lesson 19 - Waste disposal- October 6th

- Through direct instruction go through the following slideshows:

- 3 methods of waste disposal:

- (Links will be included once I have been given access to them)

- At the end of class include a short summative quiz asking students to:

- Name the three methods, What is the most/least environmentally friendly method? Give three
reasons why.

Lesson 20 - Packaging- October 7th

- As a class, analyze the types of packaging, their uses, advantages, and disadvantages.

- Pass out the “Packaging” text page and read through as a class.

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 Lesson 21 - Packaging - October 8th

- Compare the amount of packing to the amount of product.

- Have a class discussion on how we can reduce the amount of packaging.

No School - October 11th

Lesson 22 - Waste Reduction- October 12th

- Write the following words on the board: reduce, reuse, recycle, repair, rot, refuse, restore,
repackage, re t, regift, re ll, recover.

- Ask students to create a t chart in their note book: Words that prevent garbage and words that
reduce garbage. Ask students to work with a partner to justify their choices.

Lesson 22 - Waste for Lunch - October 13th

- Ask students to eat their lunch but to not throw anything away. Provide each student with a large
ziplock bag to place their garbage in in case of spills.

- Ask students to sort their garbage into 4 categories: food waste, garbage, recycling, and reuse.

- Have a class discussion on why we choose certain items for out lunches.

Lesson 23 - Wasteful Packaging - October 14th

- Hand out the page “Wasteful Packaging,” and “Perils of Waste”

- Have a class discussion including critical thinking questions about packaging.

- Take a look at the Perils of Waste Sheet, tell students you are going to look at everyday items to see
how much waste it produces and how it could be reduced.

No class - Money Matters Workshop - October 15th

No School - October 18th

Lesson 24 - Waste Reduction Plan - October 19th

- Students will use one type of waste that can be measured and create a plan that will help reduce it.

- Students may work in partners for the project. Students will measure for at least one week and then
come up with a plan to reduce it. They will put their plan into action for a week and then record their
observations. Project will take two weeks to complete.

Lesson 25 - Why Waste Reduction is Important - October 20th

- Have students read the “Why waste reduction is important” worksheet

- Students will have a chance to brainstorm some ideas about why waste reduction is important to
summarize their learning.
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 Lesson 26 - Pizza Box Landscapes- October 21st

- Cross Curricular Activity - Students may choose one of the regions of Alberta that we have
discussed in social studies. Using a pizza box, and recycled materials, students will be creating a
diorama of their chosen region.

- Ask students to get together with a partner and choose a region.

- Students will paint the top of their box blue and the bottom green. More detailed instructions will be
included in the lesson plan.

Lesson 27 - Pizza Box Landscapes - October 22nd

- Students will continue the pizza box landscape project.

Lesson 28 - Time to work on Projects - October 25th

- Have students meet with their partner to discuss and work on their Waste Reduction Project.

Lesson 30 - Pizza Box Landscapes - October 26th

- Finish pizza box landscapes

- Do a gallery walk of the pizza box landscapes.

Lesson 31 - Re ective Poster - October 27th

- Ask students to get together in groups of 4.

- Students will receive a piece of chart paper. On the top they will be asked to write What can we do
to minimize our environmental footprint?

- Students may answer the question with words, pictures, phrases, etc.

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 Lesson 32 -Re ective Poster - October 28th

- Students may continue to work on their chart paper poster.

- Students will present their poster to the class.

Lesson 33 - Review - November 2nd

- Students will have the class to review for their summative test.

Lesson 34 - Test - November 3rd

- Students will write summative test.

Lesson 35 - Waste Reduction Projects - November 4th

- Students will have time to work on their waste reduction project.

Lesson 36 - Present Waste Reduction Projects - November 5th

- Students will present their waste reduction projects.

- Students will complete a peer, and self assessment.

Assessment Plan:

Worksheet Logo Oil Spill Shake it Compost Fuzzy Waste Re ective Waste Unit Test
Learner Title:
Pages Design Experiment Up Garden bread Disposal Poster Reduction
Outcomes Experiment Experiment Experiment Plan Plan
:

Type: Formative/
Summative
Formative Formative Summative Formative Summative Summative Formative Summative Summative

1. Identify plant and X X X

animal wastes, and
describe how they are
recycled in nature.

2. Identify and classify X X X X

wastes that result
from human activity.

3. Describe alternative X X X X X X
methods of disposal
and identify possible
advantages and
disadvantages of
each.

4. Distinguish between X X X X X
wastes that are readily
biodegradable and
those that are not.
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 Worksheet Logo Oil Spill Shake it Compost Fuzzy Waste Re ective Waste Unit Test
Learner Title:
Pages Design Experiment Up Garden bread Disposal Poster Reduction
Outcomes Experiment Experiment Experiment Plan Plan
:

Type: Formative/
Summative
Formative Formative Summative Formative Summative Summative Formative Summative Summative

5. Compare di erent X X X X
kinds of packaging,
and infer the relative
advantages and
disadvantages of that
packaging. In
evaluating di erent
forms of packaging,
students should
demonstrate the
ability to consider a
consumer perspective
as well as an
environmental.

6. Identify methods of X X X X X
waste disposal
currently used within
the local community.

7. Identify kinds of X X X
waste that may be
toxic to people and to
the environment.

8. Identify alternative X X X
materials and
processes that may
decrease the amount
of waste produced.

9. Identify ways in X X X X
which materials can
be reused or recycled,
including examples of
things that the student
has done.

10. Develop a ow X X X
chart for a consumer
product that indicates
the source materials,
nal product, its use
and method of
disposal.

11. Identify actions X X X X X

that individuals and
groups can take to
minimize the
production of wastes,
to recycle or reuse
wastes and to ensure
the safe handling and
disposals of waste.

12. Develop and X X X

implement a plan to
reduce waste, and
monitor what happens
over a period of time.

Performance tasks:

I have created a google drive linking all of the resources I will be using for this unit. The waste reduction
project outline is included in this folder.
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https://drive.google.com/drive/folders/1nFiCTbg9X9n2rIH1NX_E0IhXqqQfMT_J?usp=sharing