Lesson+Plan+1




 * Tuning In**: Marsh (2008:199) illustrates that it can be one of the most difficult tasks to actually switch the student’s on. There are certain attractions that are needed to spark the student’s interest. This section or lesson is aiming to help motivate the students and spark their interest in the area of recycling. To do this Marsh suggests a technique that is effective which involves developing springboards to stimulate students. If students are studying an unfamiliar topic, their curiosity will most likely be aroused.


 * Learning focus: **The focus for the lesson is to introduce the unit topic which is recycling. The focus is on capturing and engaging the students so that they can relate to the unit and remain interested through out the entire recycling unit.


 * Learning objectives:** By the end of the lesson the students will have a greater understanding of recycling and have an idea as to which direction the unit is heading. The students will develop their small group skills as well as have time to reflect on their prior knowledge on recycling.



· Poster paper · Coloured markers · Fact sheets · Integrated studies book · Pen/pencil
 * Materials required:**

·  recycling reduces landfill · conserves resources · provides a way to manage solid waste while reducing pollution · recycling conserves energy, · creates jobs · and builds more competitive manufacturing industries.
 * Lesson introduction: **To begin the lesson and more importantly the unit, introduce recycling by stating some interesting facts and figures (derived from [|www.cleanup.org.au] ) about recycling that the students did not know and that would capture their interest and make them curious. You could also list its uses which are:

This is just to name a few stats and get the students thinking about how big recycling actually is. If this was turned into a questionnaire, this would give you as the teacher an indication as to what students know about recycling, and what areas need to be covered throughout the unit.
 * An alternate way that recycling can be introduced after stating some facts is to play the 20 questions game as suggested in Marsh (2008:200). So if the teacher gives the task to the students to find out different facts about recycling, the students get 20 questions to solve as many problems or facts as possible to unveil the topic.

The students can write in their ‘integrated studies’ book their aims or goals for the unit. They can write individually what exactly they would like to get out the unit and what they would like to know.

This is an example and definition of what a concept map is. This can be shown to the students before the map is constructed to give an indication of what it will look like. (It may not be as detailed or complex as that)
 * Body:** Once the topic has been introduced and the students prior knowledge has been established. As a class, a concept map or chart can be made by the students to demonstrate where they would like the unit to be headed. On the chart the students can list some things that they would like to learn about recycling which can include how to recycle, what they can do to help, why it is important, learn about the different recycling companies etc. The teacher would be the guide to ensure that the material that they have planned to cover is written down on the chart. If an excursion was planned, the chart or concept map would slowly lead to the excursion but demonstrating that the students would need to have studied a few things before they can see it first hand at a recycling work field.


 * Conclusion:** After constructing the concept map, discuss with the students what they have been able to achieve in the introductory lesson. Have different students list or name some things they have learned about recycling which they have not known before. Recap with the students about recycling and why it is important.

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