I am constructing a system informing elementary school-aged children about ways to reduce and properly dispose of waste. Ideally, all students have consistent access to smart devices. An online game designed to help children enjoy the process of recycling and composting is at the center of this system. This analysis focuses on action-based steps that can be learned and developed into a habit that will be relevant for the rest of their lives.
QUESTION
Phase 1-7_Adam
Phase 1
What is my topic?
I am constructing a system informing elementary school-aged children about ways to reduce and properly dispose of waste. Ideally, all students have consistent access to smart devices. An online game designed to help children enjoy the process of recycling and composting is at the center of this system. This analysis focuses on action-based steps that can be learned and developed into a habit that will be relevant for the rest of their lives.
This game, named Recycling for Kids by Turtle Diary, is essential to the process of learning for children because it not only teaches children how to recycle, but also helps learn how to differentiate between composting, landfill, and recycling. This game is fully free and as such is a good option to teach children how to protect our ecosystem. The game tracks how many answers students choose correctly, which will easily allow the instructor to measure the understanding of the learners. In addition, this game is easy to use and does not require the establishment of an account to play. There need only be one or two instructors to manage a workshop of fifteen students. This workshop should take about an hour and a half
in order to ensure understanding.
Describe the need for the instruction you are designing.
It is crucial to seize every available opportunity to save the environment in an attempt to fight the globally identified threat of climate change and save the earth. Therefore, educating elementary school-aged children on ways to reduce and dispose of waste is a great way to help the future generations develop healthy habits that are environmentally beneficial. This will influence the rest of their lives and provide a sustainable means of environmental conservation. A lot of people are not aware of the significance of their actions and practice harmful habits that end up hurting their home, their wallet and their environment. Spreading awareness and information could save the world.
What evidence do you have that it is necessary?
According to a UN study, only nine percent of the nine billion tons of plastic the world has ever produced has been recycled. Most waste products end up in dumps and landfills while others find a way to the ocean, which harms aquatic life. Based on The State of the Planet at The Earth Institute of Columbia University, it takes as long as 500 years for plastic to decompose. During that time, it releases toxins to the earth and blocks places for crops. Encouraging elementary school-aged students to learn about ways to reduce and properly dispose of waste is integral as they are future generations.
List the goals of the instructional system. (What ought to be.)
- The student will understand where the waste that is disposed of comes from and what happens to it in a landfill as opposed to what happpens when it is recycled.
- They will learn the best practices to use, reduce, and recycle these waste products.
- Students will understand that their daily decisions regarding waste management will influence the larger issue of climate change.
- The instructor is familiar with this topic and uses the practices he is teaching.
- The material will be structured in a way that young children can understand.
- Evidence will be provided that shows that we all are responsible for the state of the earth now and are able to change it.
Determine how well the identified goals are already being achieved.
Public awareness and movements exist that inform consumers on best practices for reducing and recycling. For example, many places around the world provide recycling as part of garbage pick-up. However, this often lacks a concrete strategy and a systematic approach to ensure that it is sustainable. Many practices are already put into place (such as infographics and commercials) to raise awareness of such issues, and many people have already started practicing environmentally-friendly habits such as using a recycling bin, eating plant-based foods and reducing plastic use.
These children already frequently use online games as educational tools. Combining an interactive game that is intended to increase excitement about environmental sustainability allows educators to reach their audience effectively and build on other similar online resources.
Determine the gaps between “what is” and “what should be.”
The biggest gap is between what is learned and what is practiced. Knowing something does nothing unless we practice what we have learned. Therefore, as part of this project, the instructor should practice what he teaches. What we have is a generalized sensitization campaign about climate change and waste management, which is less effective and less impactful than actually doing it. In this proposed solution, the design is an instructional system that will target elementary-aged school children, therefore instilling this information and equipping them with the necessary skills to make reducing, composting and, recycling waste a major part of their lives. This is a pivotal learning age and learning these habits will be advantageous for future behavior. What should happen is that these children who learn about recycling and composting will teach other people and the rest of their family the same skills.
Prioritize gaps. (Describe the criteria you are using.)
- Informing the instructor about recycling and composting is a part of my criteria so that they will learn and teach others about the positive impact recycling.
- Using online games in order to demonstrate the importance of recycling in our society.
- Videos I’ll be using videos in order to show where all waste which is not recycled ends up.
- Sorting will allow for students involved in the workshop to practice all three types of waste disposal.
- In workshop practice the instructor will provide three bins with different items marked for specific types of disposal.
- I will make this workshop available in lower income communities as to reach the homes of people who may not have already been exposed to this information about recycling.
Determine which gaps are instructional needs.
- Create content for the website in the form of an educational game.
- Design visual graphics and media for learning.
- Use colorful media and images to represent different types of waste.
- Use music and sounds to encourage and rewards right answers.
- Use a sorting system based on color to signify what is right or wrong.
- Listen to students to discover what they do not understand.
Explore options for in-class games for students without smart devices.
Describe the learning environment.
Use child-focused game to get students’ attention. The room should have internet access such as computers, tablets or any other devices. Instructor and students will be face-to-face. The room should have enough space for the students to practice recycling using different items and containers.
Who are the instructors (or are there any)?
Anyone knowledgeable or willing to learn about recycling will be the instructor for this course. The instructor should be able to communicate well with young children. The instructor who will instruct this workshop must have specified knowledge and the ability to teach about fifteen students in a classroom. I will provide a survey that assesses the instructor’s knowledge of the information to ensure the validity of information taught.
What material is currently available?
I will provide an online game that will provide knowledge to help students in their journey to learning about waste. In the game, there are three types of waste which needs to be sorted into three bins . I will emphasize the importance of recycling programs as well as the establishment of public places to compost safely and legally. Not every area has access to proper and sustainable waste removal, let alone recycling. I hope to implement recycling and composting programs in communities where a program is not already established. I hope to do this by the acceptance of donations.
What media constraints do you have?
Media limitations include graphic design tools, internet accessibility problems, technology issues or bugs.
Additionally, some people do not have access to smart devices at all.
What are the values and expectations of the organization you are working in?
The goal of our organization is to enable elementary-aged school children to develop a habit that will not only be relevant but impactful to the larger community and help foster excellent habits in future generations.
Intended Instructional Outcomes
- The students will be able to apply concepts learned in the workshop to real life circumstances within recycling and composting.
- The students will be able to see a notable change in the recycling and composting culture in their community after the workshop is offered.
- The students will be also able to emphasize the importance of saving the planet in their community after the workshop is offered.
Phase 2
Ideally
The ideal audience is enthusiastic to learn, practice, share and inspire the larger community with what they are about to learn. These elementary-aged school children have basic writing and reading skills and have a basic knowledge of what waste is and how it affects the environment. The students have access to smart devices, such as computers, and the internet. They also have access to materials that would be used for physical demonstrations that allow the students to practice recycling. We would have the support of the school within the community, and we would also have a budget that enables us to purchase software necessary for this program. The instructor would fully support and invest in this project as a successful course.
I spent time interviewing Phyllis, who has been an environmentalist for the last 60 years and is very concerned with the global climate. She advocates for recycling and is very vocal towards those who choose not to recycle. She even has a compost bin in her house as to not waste precious nutrients.
I decided to interview Phyllis in order to learn about her lifestyle. These issues are important to me, so I was intrigued to learn more. I first asked Phyllis why she is so passionate about recycling and composting. She responded by stating that she wants to do everything in her power to work towards saving the planet. She also said that she doesn’t want the next generation walking on plastic and would rather they have grass and clean air. Phyllis has influenced others about recycling and composting through her lifestyle. She even said that it is easy to recycle because the city doesn’t ask you to separate things and they’ll pick it up directly from your house.
Phyllis emphasized the importance of composting as well as recycling. She explained the process of composting and said that it is putting things like orange rinds or fruit cores into special places where they can be used to fertilize the earth. Composting can help farmers grow and produce more. Phyllis is concerned for the future and stated that she wants her granddaughter and everyone in the future to have nutritious fruits and vegetables, and she feels that composting will help. In addition, composting is very easy. In order to do this, it’s necessary for you to separate the peels and fruit centers from the regular garbage and put it back into the earth to make it more fertile.
From interviewing Phyllis, I found that my topic is meaningful to people everywhere. I personally think that recycling and composting is very important for the wellbeing of the world. By the end of this workshop, I hope to see young learners moving towards living a sustainable lifestyle. Those students who do not have the skills or who have a hard time understanding the concepts will be assisted through games and pictures where they have a visual of what the concepts entail. In addition to that, they will be allowed to take part in actual practice of the concepts, such assisting with the recycling process. This is possible through visits to a recycling plant and getting first-hand information about the recycling processes and the importance of these processes.
The Performance Problem
According to Resource Conservation and Recovery Act (RCRA), waste has been increasing over time and is well-stipulated by the federal legislation. RCRA was enacted in 1976 and has been the primary law in the United States regarding the governing of disposal of solid and hazardous waste. RCRA established the framework for a national system of solid waste control and was mainly enacted to address the increasing problems faced by the growing volume of municipal and industrial waste. Among other mandates, this law and its amendments require phasing out land disposal of hazardous waste, corrective action for releases and waste minimization. Waste minimization refers to source reduction and environmentally sound recycling methods before treating or disposing of hazardous wastes (Government, 2017).
According to the UN Environment Programme (UNEP), the first solution to solid waste management is the minimization of waste. Due to the sheer amount of damage and destruction that it will produce in the long term, waste cannot be ignored. The recovery of materials and energy from waste, as well as manufacturing and recycling waste into usable products is important for the well-being of the earth. Recycling leads to substantive resource savings, which makes this a beneficial topic to teach students (UNEP, 2018).
According to the Documented Guidelines for National Waste Management Strategies and the United Nations Institute of Training and Research, effective waste management provides direct economic benefits through improving human health and the environment. This includes high productivity, lower medical costs, better environmental quality, and the maintenance of ecosystem services (Mark Hyman, Consultant, 2013).
Needs Assessment
The system is intended for all students in the school, but due to limited staff for face-to-face demonstration, we will need to implement more staff for efficiency. Because there have not been studies about the effectiveness of sustainability-focused children’s games, this will act as one.
Resources and Constraints
Staff will need time to:
- Design and develop the program or teach existing program.
- Learn new technologies and games.
- Facilitate online teaching tools.
- Conduct prior research about smart device learning, child development, encouraging recycling, etc.
The learners need access to computers and smart devices which will provided for them for the duration of the workshop if they cannot provide their own. The workshop will take place in a location where public computers are provided.
It may be difficult to find the right people to teach this workshop.
Materials for the workshop need to be borrowed or donated which could be difficult to secure.
Since this is a free workshop, the only budget we have is what is donated to us.
Project Goals
Students will be able to minimize and appropriately dispose waste.
Students will recycle waste that can be reused.
Students will be able to educate their peers and family on the best practices of waste minimization and disposal.
Students will learn to appreciate environmental conservation.
Phase 3
Description of the Goal
In order to reach our goals, we will provide educational materials for students to enable them to learn the basics and important information about recycling as a way of waste disposal. This will include the delivery of aspects that will be done in a normal classroom context. In addition, this workshop will be offered in a variety of public places by instructors and other interested parties with knowledge regarding recycling. The end goal of this workshop is to alert the learners of the importance of waste management and to help them understand what recycling is / how to do it. Through this goal, learners are encouraged to assist in reducing the volume and complexity of modern economy waste products through proper management of waste (Solid waste management, 2020).
Information processing analysis
Since I will be dealing with younger generations of students who have minimum or no idea of the processes required in recycling, I will introduce them to the concept from the beginning. The lessons will involve the processes and directions to be taken during recycling, as well as a step-by-step analysis of the processes.
Prerequisite analysis
The students involved in this learning practice are kept motivated by the topics of discussion, mainly through involvement. Online games and new technological equipment are important in this case as they keep the students interested in learning more about recycling. The students are not forced into learning; rather, they are informed about the importance of these aspects through demonstrations. The learner would therefore maintain a positive mindset throughout the learning process.
Learning objectives
- The learner will understand why it is so important to recycle and compost for the well-being of the Earth.
- The learners will connect the tools used during learning to the main learning aspect. They will be able to understand the online games, videos and pictures as they relate to recycling.
- The learners will be able to differentiate recycling from other methods of disposal.
- The learners will have a grip on the concept by applying it during learning.
- The learners will have a breakdown of the concepts in their own simple language for better understanding.
- The learners will be able to contextualize the concepts and information taught.
- The learners will take in the information naturally instead of cramming to enable long term mastery.
- The students will be able to use the concepts taught in this workshop in their day to day lives as a way of showing that their understanding.
- The students will practice recycling as a way of waste disposal from the time they are provided with the concepts.
- The learners will apply the concepts as well as recycle waste in the future and in the communities.
- The learners will receive feedback about their recycling habits from the game which will help them apply their knowledge to real life circumstances.
- The learners will be able to identify ways to utilize what they’ve learned in order to recycle and compost in the future.
Classification of Objectives According to Bloom’s Taxonomy
Bloom’s Taxonomy includes creating, evaluation, analyzing, applying, understanding, and remembering (Shabatura, 2018). Despite the importance of all the pillars, my lessons need only include analyzing, understanding, and remembering. The recycling methods are already developed and therefore creating and evaluating are not applicable in this case.
Remembering
Recalling the information taught during the lessons and all the practices
Long-term mastery of high-level information
Objective: The learners will be able to contextualize the concepts and information taught about waste management.
Understanding
Having mastery of the concept and the tools involved in the learning
Having a connection between the tools used during the learning process and real-life situations
Being able to predict the consequences of applying recycling as a way of disposing waste
Objective: The learners will be able to differentiate recycling from other methods of disposal.
Objective: The learners will be able to connect the tools used during learning to the main learning aspect. They should be able to understand the online games, videos and pictures as they relate to recycling.
Objective: The learner will understand why it is so important to recycle and compost for the well-being of the Earth.
Objective: The learners will have a breakdown of the concepts in their own simple language for better understanding.
Objective: The learners will take in the information naturally instead of cramming to enable long-term mastery.
Applying
Using the facts, rules and concept taught
Solving the problem associated with waste management
Objective: The students will use the concepts taught in this workshop in their day to day lives as a way of showing that they understood the concepts.
Objective: The learners will have a grip on the concept by applying it during learning.
Objective: The students will practice recycling as a way of waste disposal from the time they are provided with the concepts.
Objective: The learners will be able to apply the concepts as well as recycle waste in the future and in the communities.
Analyzing
Teaching on the concepts of recycling.
Explaining the composite information including process of recycling.
Objective: The learners will receive feedback about their recycling habits from the game which will help them apply their knowledge to real life circumstances.
Objective: The learners will be able to identify ways to utilize what they’ve learned to recycling and compost in the future.
Phase 4
Summative Assessment
Since all participants of the workshop will be provided with technology, it will be possible to ensure that they learn the most relevant approaches associated with recycling. Recycling and decomposing are vital topics in the current generational development. The primary objective is to develop a recycling plan that will assist in securing the safety of the community. Student assessment is critical in measuring progress and performance, planning further steps to improve teaching and learning, and sharing information with relevant stakeholders on the knowledge of recycling plans.
Learning Objective | Assessment |
OBJECTIVE: The learner will be able to understand the concepts and information about recycling/decomposing and their impact on future generations.
The learner will realize how recycling and decomposing impacts future generations. |
In order to ensure the understanding of the learners, I will provide them a link to a game that assesses their understanding of the concepts and importance of recycling and composting. Through this, they will also be exposed to the differences between composting and recycling.
Learners will be able to predict all possible consequences of applying the procedures of recycling as the primary way of decomposing waste rather than throwing it away where it will remain as forever. The learners will be tracked through the games scores as the instructor will be looking at the scores. If the students gets a lower score, then the teacher will reteach the concepts to that individual. |
OBJECTIVE: The learner will understand the difference between recycling and just throwing things away. | The learner will be given tools used in order to enhance their knowledge of recycling and decomposing. These tools will help the learners to question what the differences are between recycling and other methods of disposal. |
OBJECTIVE: The learners will be able to use the online games, videos and pictures to actually do what they learned on their own.
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Learners will be given a chance to use rules, facts and concepts taught in solving the problem related to waste management using the game provided. In this game, the learners will be able to practice choosing what goes to landfill, what is recyclable, and what is compostable. |
OBJECTIVE The learners will have a firm understanding of the concept by applying it during learning.
OBJECTIVE: The learners will have a breakdown of the concepts in their own simple language for better understanding.
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Assessment will be done by giving learners a chance to answer questions about the relevance of recycling and composting for the benefit of humans and the world in general. The assessment will also be done by questioning learners about the game provided on the relevance of recycling and composting for the well-being of the earth. Virtual classrooms will also be used to enhance discussion boards on the topics regarding the elements of recycling and composting.
Mastery of content will be encouraged by enabling learners to understand the knowledge by breaking down the concepts in their preferred manner rather than using sophisticated central knowledge. |
OBJECTIVE: The learners will be able to contextualize the concepts and information taught.
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Learners will be tested on whether they can apply the concepts taught during the workshop in their day-to-day lives by asking question about what they are doing on their own based on questions provided from the instructor. To ensure a fail-safe, the instructor will have her/his students close their eyes before the beginning of the survey. |
OBJECTIVE: The learners will take in the information naturally instead of cramming to enable long term mastery.
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Demonstration of assessment criteria can be found using examples and the use of appropriate terminology to communicate the learning objective and assessment criteria. The provision of training and support for teachers is critical in enabling them to make valuable assessment decisions, provision of quality feedback to learners, and teach learners to perceive input positively. Increased learner progress on the project can be realized through assessment of learning and quality feedback. |
OBJECTIVE: The students should use the concepts taught in this workshop in their day-to-day lives as a way of showing that they understand the concepts.
OBJECTIVE: The students will practice recycling as a way of waste disposal from the time they are provided with the concepts.
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In the above objective, we talked about how we were planning on the implementation of a question and answer system. For this objective, we will also be implementing this system in order to analyze who is planning on living sustainably after this workshop. |
OBJECTIVE: The learners will receive feedback about their recycling habits from the game which will help them apply their knowledge to real life circumstances.
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No assessment needed for this objective, since the game will provide feedback after each time player done with the game. |
OBJECTIVE: The learners will be able to identify ways to utilize what they’ve learned in order to recycle and compost in the future.
OBJECTIVE: The learners will apply the concepts as well as recycle waste in the future and in the communities.
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The game I have provided will assess everyone’s ability to understand the concepts of recycling and composting. The instructors will walk around to see the learners’ game scores and will conduct a survey by the raising of hands based on the questions provided by the instructor. |
Phase 5_ Instructional Activities
Below is an elaborate depiction of the events that will take place during the workshop. The workshop is intended contextualize all the information taught about waste management. I will provide a game that will not only help to engage the participants in an entertaining way, but also as a way of drawing on their interests in relation to waste management. In addition following the conclusion of the workshop, the learners shall be able to differentiate between the three main types of waste management. The sixty minutes workshop will work to ensure that the learners remain engaged considering their age and the concentration span.
The workshop is meant to ensure that students develop a feeling of responsibility towards the environment. Through recycling practices, the students will learn the basics of environmental conservation through proper waste management and recycling. Through this workshop, we hope to foster an environmentally sensitive generation as a way of protecting present and future generations. The end goal of this workshop is to alert the learners of the importance of waste management and to help them understand what recycling is / how to do it. Below is the link for the video:
https://www.youtube.com/watch?v=9KMMwHjJ9R8
Activities
Instructional Activities | Instructor Tasks | Participant Tasks | Rationale | Time | Other |
Introduction | Meet learners at designated workshop space which will contain technology for public use. Icebreaker activity to introduce instructor and learners alike.
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Ensure utmost concentration while in order to grasp all that is being taught to them. | Introduction and tutorials to the game provide background information on how it relates to the topic of discussion. | 15 minutes | The instructors will ask the learners to sit in a circle, then he /she will ask the learners to name something that can be recycled which starts with the same letter as their first name. For example, the instructor will start out by saying “Hi! My name is Megan and something that can be recycled is a mug.” |
Recycling For Kids Game | Instructor will use technology to introduce game. He/she will demonstrate how to play and explain why it is important. Instructor will walk around room assisting participants if needed, to ensure all learners are on the same page. | The participants will follow along with the instructor. In this, the learners will not only figure out how to play the game, but also recognize how easy it is to conserve. At the conclusion of this activity, the learners will be prepared to play the game at home as they will have the ability to find it online. | This game is the main activity in the workshop, it is essential for the training of the knowledge of the participants. | 20 minutes | The teacher shall also assist students who find it difficult manoeuvring with the game. |
Bin Sorting Activity | Introduce the compost sorting approaches using different bins for the different types of waste within school and at home.
Provide examples of each type of waste that should go to specific bins for proper disposal. Introduce the students to the need for sorting especially with non-biodegradable materials such as plastic. |
Participants shall take part in trying to figure out what types of waste should go into specific bins. Learners will participate in activity to broaden knowledge of waste management.
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To assist the learners in differentiating the different types of waste and how they should be sorted out during disposal. | 15
minutes |
Instructor shall move around assessing the ability of the participants to place waste products with specificity. |
Video (exact name of video) | Play the learners an academy video that introduces them to the different types of waste materials and how they should be sorted.
Play a video tutorial to give the learners some perspective on what happens on a bigger scale when waste is sorted. This could assist the learners in their understanding of the basics of waste sorting. |
Learners will be asked to pay attention to the contents of video provided to understand the basics and complete the main objective. | To help the learners understand the concept of waste management and its importance in to the environment.
Help learners understand the different types of waste materials and how to sort them. |
5 minutes | |
Picture Observation and Analysis | Instructor shall provide pictures on the environmental impact of non-biodegradable materials. | Participants shall take part in identifying areas mostly affected by plastics and non-biodegradable materials on land and in the seas within the pictures shown. | To help the audience understand the impact of plastics on the environment from a young age. This is meant to help them develop an environmental conscience and initiate necessary changes. | 15 minutes | |
Discussion | Discuss the unethical compost handling practices present in society.
Discuss the recommendations of the United Nations Environmental program on solid waste management and its importance to current and future generations. Instil a sense of responsibility to the environment by providing relevant examples on the impact of environmental pollution and how the same can be avoided with the correct approach. Instructor will be using kid friendly language to make sure the learners can understand and participate in discussion.
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Pay attention and participate to discussion and think about relevant information on the importance of environmental conservation through recycling.
Ask relevant questions where the information provided could be confusing. |
Significance of the discussion session shall enlighten the participants on the current global environmental challenge and task them with the challenge of initiating change with proper compost handling techniques. | 15 minutes | |
Survey | The instructor shall ask random questions based on the teachings that have been made in order to understand the benefits and knowledge gained from the workshop. The survey will also be in place to help the instructors understand how waste management will affect the learners futures.
The instructor could select random pupils to try and provide an answer on the various questions asked.
The instructor will pass out materials for the students to draw an item that can be recycled. This will double as an engaging art project while also assessing the students’ knowledge of recycling. Students will have the opportunity to show off their work to rest of the class. |
Participants shall be expected to take part in the question and answer session.
Learners will be given materials in order to complete the end assessment of knowledge. This assessment will show how the learners have understood the lesson in recycling.
Students will have the opportunity to show off their work to rest of the class. |
The aim of the session is to determine the ability of the learners success of the workshop in instilling a sense of responsibility and insuring they are aware of the consequences of not recycling.
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5 minutes | The instructor shall also engage interactively with the participants in trying to ensure that they grasp everything that they have been taught.
The end assessment of knowledge will be the instructor asking the learners to draw a picture of an item that can be recycled. |
Phase 6
In today’s heavily industrialized society, human beings produce a high level of products for various uses, for example food packaging. The high production rates mean that there is also a large volume of waste produced after products are used as intended. Waste, when poorly managed, becomes a problem for the environment. For example, this often leads to pollution and destroying the ecology. This hour and a half long workshop will attempt to address the issue of waste management by educating elementary school-aged children on proper waste management practices. I am providing this workshop in an effort to help present and future generations move towards a more sustainable future. It will equip the individual with the knowledge that is useful now and in future in creating an acceptable environment. essentially, organizations needs to have a strong and reliable knowledge on dealing with waste. Thus teaching waste management right from the elementary level will create an understanding on one of the most hectic issues in the world.
The workshop involves children and will start by introducing the them to the topic of waste management through a recycling themed icebreaker and various other activities that will evoke knowledge on the subject. The children will be introduced to Recycling for Kids, which is intended to be a fun yet educational computerized recycling game. Using such a game will take the children attention to the recycling efforts. It will create active involvement in recycling technique thus helping grow a new skill in them. Next, they will be guided on how to play without assistance. The activity of bin sorting will then be introduced to show the children how each type of waste goes to different bins; For example, degradable and non-biodegradable materials. The instructor will then show the leaners some videos and pictures to demonstrate how different materials are sorted, the effects of poor waste management on the environment, and what could be achieved in the environment with good waste management. A discussion will then be conducted to give more relevant information on waste management. Then the instructor will end with a survey to determine if the learners have understood the lessons taught. the learners required to draw picture of items that needs to be recycled. expect learners to draw containers such as bottles.
Event | Activity | Instructor’s notes | Suggestions |
Gain attention |
Icebreaker activity to gain the attention of the learners to ensure concentration and raise interest on the topic of discussion. icebreaker activity include giving examples of recycled objects in the in the usual environment |
The instructor will stimulate the learners making them ready to learn and participate in the lesson activities for example the recycling game. |
The instructor can tell a hypothetical story or gives facts related to waste management practices. Relate to waste management in the area where children can understand. story can be on the materials we use specifically in home like the tissue papers. |
Informing and recall | Invoking any prior knowledge or experience with waste management activity
Do you recycle or reuse at home? What products have you recycled before? What effect of poor waste management have you seen? Does the school have recycle bins? |
The instructor will introduce the topic of waste management and seek to find out any prior knowledge or experience the students have from their homes or school. | The instructor can ask the learners to talk about their experiences related to waste management. |
Present the content and provide guidance. | Introduce the recycle game to the students and provide guidance on how to play.
Present the videos and pictures related to waste and waste management activities
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The instructor will introduce the recycle game as well as the video and picture content that is designed to inform the learners about the topic of waste. The instructor will provide guidance as required to ensure the objectives of the topic and workshop are realized. | The instructor will use the Recycling for Kids game, along with video and pictures to teach about waste management. |
Elicit performance | Discussion on the lessons learnt about waste and waste management activities.
Hands on activities to give more information of what the learners are expected to do. |
The instructor will conduct a discussion on the lessons learned and conduct a hands-on activity such as going round the compound and checking things that need recycling to help the learners internalize the lesson and integrate the information to the real world. | The instructor can engage the learners in an interactive learning of possible wastes and waste management. discussions can relate use of papers, plastics and others material for learning |
Feedback and performance assessment | Question regarding what they know about recycling wastes and answer session to assess the knowledge gained from the workshop.
Student’s activity including waste collection and sorting to demonstrate the appropriate disposal methods for different types of wastes. All children to give examples of recycling in their locality |
The instructor will conduct an assessment at the end of the workshop to find out how much the students have retained from the workshop. The instructor can also get feedback from the learners about the workshop | The instructor want to know the level of understanding on the topic through maybe asking related questions on the content taught to see how much the students have gained. |
Plan B
As with every plan, it is possible for plan A to fail to work as intended due to unforeseen circumstances. An example of this might be power outages or software glitches in the Recycling for Kids game. In case Plan A fails to work, plan B will be implemented to continue with the workshop. Plan B is a method of lecture in order to address the topic. Considering the educational level of the elementary school children and their concentration span, non-electronic visual aids would be integrated in the lesson as well as hands on activities such as collecting some wastes and sorting them to facilitate the learning process. The visual aids would include printed pictures of possible waste materials in the familiar fields such as school and homesteads and physical examples of recyclable products such as plastic water bottles.
- Introduction
- Gain attention- The instructor will give an anecdote related to waste and waste management to capture attention and prepare the learners for the lesson ahead. Inform the children on the available learning activities and know the areas of interest and that will help the children develop more understanding.
- Inform objectives- The instructor will introduce the waste management practice and ask the students about their prior experiences on the same. Know their expectations after learning the objectives.
- Present content and provide guidance- The instructor will print pictures and provide physical examples of waste products such as plastic bottles, kitchen waste, paper and more in order to teach about waste management.
- Elicit performance- The instructor will give the students some hands on practice exercises to facilitate the learning process. This include getting out in the field to collect some waste, visit the garbage and sorting out materials that qualify for basic recycling such as bottles, papers and other wastes.
- Feedback and assessment- The instructor will ask some follow up questions to find out if of the objectives of the lesson have been achieved.
Assessment tool
The question and answer method can be used to evaluate how much the students have learnt from the workshop. The observation technique can be used later to monitor how much behavioral changes have been achieved from the workshop with regards to waste management. Some of the questions the instructor could ask include:
- What is waste management?
- What are some things to do in waste management?
- Give examples of items you put in the recycling bin after their usage
- What happens if we do not handle the things we put in dustbin well?
Phase 7
- Pre-tests were conducted on the students to determine how much prior knowledge the student had on types of wastes and the different waste disposal methods. Results from the pre-test concluded that all of the students could recognize the common types of wastes in their homes and schools. The tests also indicated that the students had heard or engaged in waste management practices more than once before. Many of the students however were not aware of the benefits of recycling and the effects that waste could have on the environment. The post assessment of the students showed that the lesson from the workshop had been understood by the students. After the workshop, the students indicated more desire towards environmental conservation through appropriate waste management.
- The instructions offered for the workshop and its activities were all clear and easy to understand for the education level of the elementary children. The game also featured instructions directing the learners on what to do at the beginning and as they played. Adding on the instructor’s directions, the students knew what to do in the workshop.
- The students interacted as expected with the materials provided in the workshop. The students expressed significant interest in playing the game with some competing to get the highest scores. The students also interacted and engaged in watching and analyzing the video and pictures presented to them in the workshop.
- The only noticeable confusion identified in the students was sorting waste products that they had not interacted with before.
- The students expressed could not initially offer their support for the test conducted to determine how well they had understood the content. The students also disliked the observation technique used to monitor how they were adhering to the recycling practices.
- The learners enjoyed interacting with the Recycling for Kids game which was a fun way for them to learn and change their behavior. The video presented explained the effects of poor waste management which was interesting to the leaners.
- The explanations offered in the workshop were clear and the students were able to follow the lessons without confusion. The practice activities were also well explained and the students were able to carry them out through asking for clarification or additional information.
- The workshop and all the content was designed with the elementary level child in mind and therefore the content was not difficult. The complex or advanced information on the topic was intentionally left out for when the student gets older.
- The instructors were aware of the short attention span of the elementary school level children and therefore focused on ensuring the lesson was engaging. The learners stayed engaged throughout the workshop lesson and actively participated in activities when prompted.
In summary, the trial workshop was a success as the expectations were met without major challenges. The feedback provided showed the need for more practical activities and the need to revisit the topic when the children are more educated so that content that is more complex can be introduced.
ANSWER
Developing Sustainable Habits: Recycling and Composting Education for Elementary School Students
Introduction
In today’s world, it is crucial to educate elementary school-aged children about waste reduction and proper disposal methods. By imparting this knowledge, we can help them develop habits that promote environmental sustainability, enabling them to become responsible stewards of our planet. To facilitate this learning process, an engaging online game called “Recycling for Kids” by Turtle Diary has been designed as the centerpiece of an instructional system. This analysis aims to outline the significance of this instruction and the steps needed to bridge the gap between awareness and action.
The Need for Instruction
With the looming threat of climate change and environmental degradation, it is imperative to seize every available opportunity to protect our planet. Educating elementary school-aged children about waste reduction and disposal empowers them to make informed choices that positively impact the environment. Many individuals lack awareness of the consequences of their actions, inadvertently practicing harmful habits that jeopardize their surroundings, economy, and overall well-being. By spreading awareness and information, we can foster a collective effort to save the world.
Evidence of Necessity
Shocking statistics from a UN study reveal that a mere nine percent of the nine billion tons of plastic ever produced has been recycled. The majority of waste ends up in landfills and oceans, where it harms aquatic life and takes up to 500 years to decompose, releasing toxins and hindering agricultural productivity. It is crucial to equip elementary school-aged students with the knowledge and understanding necessary to tackle these challenges as they represent the future generations (James, 2016).
Goals of the Instructional System
Develop an understanding of waste origins and the contrasting outcomes of landfill disposal versus recycling.
Learn and implement best practices for waste reduction and recycling.
Realize the impact of individual decisions on the larger issue of climate change.
Ensure instructors are knowledgeable about recycling and composting and model the practices they teach.
Structure the material in a manner suitable for young children’s comprehension.
Provide evidence illustrating that every individual bears responsibility for the state of the Earth and has the power to effect change.
Current Achievement of Goals
While public awareness campaigns and initiatives have raised general consciousness about waste management, a significant gap remains between knowledge and action. The proposed instructional system intends to address this gap by targeting elementary school-aged children, arming them with the necessary skills and knowledge to incorporate waste reduction, composting, and recycling into their daily lives. Furthermore, by implementing the program in lower-income communities, it aims to reach households that may not have been previously exposed to such information.
Prioritizing Gaps
The following gaps are identified as instructional needs to effectively bridge the divide between knowledge and action:
Educate instructors about recycling and composting to enhance their understanding and ability to teach others.
Develop an engaging online game, “Recycling for Kids,” that imparts knowledge and encourages sustainable practices.
Create visual graphics and media content to enhance learning and engagement.
Utilize vibrant colors, music, and sounds to incentivize and reward correct answers.
Implement a sorting system based on color to differentiate between correct and incorrect waste disposal.
Listen to students’ feedback and address any areas of misunderstanding or confusion.
Learning Environment
The instructional system will utilize a child-focused online game to capture students’ attention. The classroom will have internet access and suitable devices such as computers or tablets. The instructor will conduct face-to-face sessions with approximately fifteen students. Additionally, a practical component will involve providing different items and containers for students to practice recycling.
Instructors
The instructor for this course can be anyone knowledgeable or willing to learn about recycling. It is essential for them to effectively communicate with young children, ensuring an engaging and informative learning experience. A survey assessing the instructor’s knowledge will be conducted to ensure the accuracy of theinformation taught.
Available Material
The instructional system includes an online game, “Recycling for Kids,” designed to educate students about waste reduction. Emphasis will be placed on the significance of recycling programs and the establishment of safe and legal composting facilities. In areas lacking proper waste management infrastructure, the initiative aims to implement recycling and composting programs through donations.
By prioritizing waste reduction and proper disposal practices, we equip elementary school-aged children with valuable knowledge and skills that can shape their behaviors and promote a sustainable future (Graham, 2004). The proposed instructional system, utilizing an engaging online game and interactive learning environment, seeks to bridge the gap between knowledge and action. With the collaboration of informed instructors and the integration of recycling and composting programs in communities, we can empower the next generation to make a positive impact on our environment. Together, we can create a brighter and greener future for all.
Media constraints
– Limited access to graphic design tools for creating visual content.
– Internet accessibility problems that may hinder online learning and accessing resources.
– Potential technology issues or bugs that could disrupt the delivery of the instructional system.
Values and expectations of the organization:
– Promoting a habit of recycling and composting among elementary school children.
– Creating a positive impact on the community and inspiring future generations.
– Encouraging students to apply concepts learned in real-life situations.
– Fostering a change in recycling and composting culture within the community.
– Emphasizing the importance of environmental conservation in the community.
Intended instructional outcomes
– Applying concepts learned in the workshop to real-life recycling and composting scenarios.
– Notable change in the recycling and composting culture within the community after the workshop.
– Emphasizing the importance of environmental conservation in the community.
Phase 2 considerations
– Ideal audience: elementary-aged children with basic reading and writing skills, access to smart devices and the internet, and materials for physical demonstrations.
– Support of the school and a budget to acquire necessary software for the program.
– Instructor’s full support and investment in the project.
Interview with Phyllis:
– Phyllis is passionate about recycling and composting to save the planet and ensure a better future for the next generation.
– She advocates for recycling and composting through her lifestyle and believes it is easy to recycle, especially with the support of the city.
– Phyllis emphasizes the importance of composting for fertilizing the earth, helping farmers, and ensuring nutritious fruits and vegetables for future generations.
– Recycling and composting are meaningful topics that have a significant impact on the world.
Performance problem
– Waste management is a growing concern, and waste minimization and recycling are important solutions for the well-being of the earth.
– Effective waste management provides economic benefits, improved human health, and environmental quality.
Needs assessment
– The instructional system is intended for all students in the school, but additional staff may be needed for face-to-face demonstrations.
– Limited studies on the effectiveness of sustainability-focused children’s games.
– Access to computers and smart devices provided for learners who cannot provide their own.
– Difficulty in finding suitable instructors for the workshop (Maddox et al., 2011).
Resources and constraints
– Staff will need time to design and develop the program, learn new technologies and games, and facilitate online teaching tools.
– Learners need access to computers and smart devices, which will be provided if necessary.
– Challenges in finding suitable instructors for the workshop.
References
Graham, H. (2004, October 1). Davis school program supports life-long healthy eating habits in children. California Agriculture. https://calag.ucanr.edu/Archive/?article=ca.v058n04p200&sharebar=share
James, L. (2016). Facilitating lasting changes at an elementary school. https://iejee.com/index.php/IEJEE/article/view/124
Maddox, P. S., Doran, C. M., Williams, I. H., & Kus, M. (2011). The role of intergenerational influence in waste education programmes: The THAW project. Waste Management, 31(12), 2590–2600. https://doi.org/10.1016/j.wasman.2011.07.023

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