Introduction

1. Introduction Attention Grade 6 Detectives!! Our school is being badly effected by the overflow of rubbish! You have been invited to investigate the cause and research ways of making our school a better place. You must be creative and as Grade 6 leaders of the school campaign ways of improving our school that the younger grades can follow. The most effective campaign winners will be awarded the title of ‘School Sustainability Captain’

2. Meet Hank, the wheely helpful bin! Hi, I’m Hank. We have a serious problem at this school, there is far too much rubbish!! The following steps will help you as you investigate and campaign for a better school! Task 1 Step 4 Present Step 3 Create Step 1 Research Step 2 Design

3. Research: Starting out • The following sections are covered in step 1, and will equip you to start the searching process. • Recognise your issue. • Research • Defining keywords • How does it effect us? • Think about how we as students/school community can encourage recycling

4. Finding out Information finding tools Information sources Dictionaries Library books Encyclopedias Newspapers Audio-visual Government publications

5. Evaluate • #1. Credibility trustworthy source, author's credentials, evidence of quality control, known or respected authority, organizational support. • #2. Goal: an authoritative source, a source that supplies some good evidence that allows you to trust it. • #3. Accuracy up to date, factual, detailed, exact, comprehensive, audience and purpose reflect intentions of completeness and accuracy. #4. Goal: a source that is correct today (not yesterday), a source that gives the whole truth. • #4. Reasonablenessfair, balanced, objective, reasoned, no conflict of interest, absence of fallacies or slanted tone. • #5. Goal: a source that engages the subject thoughtfully and reasonably, concerned with the truth. • #6. Supportlisted sources, contact information, available corroboration, claims supported, documentation supplied. • #7. Goal: a source that provides convincing evidence for the claims made, a source you can triangulate (find at least two other sources that support it). • (Source: http://www.vanguard.edu/rharris/evalu8it.htm)

6. Step 2- Design. Presenting your information • Planning your poster Technical guidelines: • Layout • Colour • Text size and font type • Visuals

7. Planning your postertechnical guidelines

8. Task 2 create a campaign to present to the junior school at assembly. Groups of 6. Campaign design brief- using the information gathered thus far about recycling, list 3 main ideas for a school recycling campaign and use these to develop a script for a puppet show. The puppets are to be constructed by students out of recyclable materials. Where can we get materials? http://www.reversegarbage.com.au/links.htm http://www.reversegarbage.com.au/Activitysheetforyears4-7.htm

9. Practical and creative workshops in schools and   at festivals Reverse Garbage runs practical and creative workshops in schools for any year level.  We work with you to design activities and themes that fit in with your program.  We also run professional development workshops for teachers.  Reverse Garbage specialises in eco-art workshops. Our skilled workshop facilitators develop sessions that are not only directly linked to curriculum outcomes, but provide students with an insight into issues of sustainability through a range of creative activities. We teach students to make useful items using a range of interesting salvaged materials.  For example, we work with primary school children to make musical instruments, masks, finger puppets, pencil holders and desk tidies, jewellery, fantasy creatures, junk robots, toys and mobiles. 

10. LITTER DETECTIVES K-12 OBJECTIVES: The students will develop a positive attitude against littering. Students will develop solutions to help reduce littering. RESOURCES: Chalkboard, litter collection bags, a map of the school building and grounds. PROCEDURE: 1. Ask the class what "littering" is. Ask the class whether any of the members have littered. What was littered? Why? Do the students know of any areas in or around the school where litter can be found? 2. Divide the class into small groups. Using student suggestions, select a destination for each group to search for litter. The locations can be indoors or outdoors and must be as specific as possible. Identify the locations on the map. The goal of the exercise is to collect and analyze all litter located within the selected area. Allow 15 - 30 minutes for the litter collection. 3. After the litter collection, have each group examine the collected litter materials. Each group should categorize the litter and determine the most frequent litter components. Record the data on the chalkboard. Have each group relate its experience to the class. Each group should identify its litter search area on the map. 4. After the group presentations, discuss: - Which locations yielded the most litter and why? - Can any of the littered items be recycled or used in some other way? - By examining the types of litter, can it be determined which age group may be most responsible for the problem? - Does the school or community have rules or laws against littering? If so, are the rules or laws enforced? What penalties are involved? - How is litter managed at your school? - Does the school provide refuse containers near the litter locations? - How can the amount of littering be reduced? 5. As a follow-up activity, repeat the exercise after a week or month has passed and compare the findings. http://www.dep.state.pa.us/dep/deputate/enved/Rec_Lessons/litter.htm

11. CLASSROOM PAPER RECYCLING 6­12 OBJECTIVE: The students will identify recycling as an alternative to disposal of paper. A method for determining the cost-effectiveness of a recycling program will be described. RESOURCES: Bathroom or other scale, calculator, classroom wastebasket, paper grocery bags or cardboard boxes, telephone directory, telephone. PROCEDURE: 1. Ask the class to separate paper items from other classroom disposables for one week, segregating them into a suitable collection container. Label the collection container "Recyclable Paper." 2. Discuss with the class ways in which the collected paper might be re-used in the classroom. Are there other uses for the paper in the school? 3. Weigh the paper after one week's collection. Project the weight of paper that might be collected in a month's time, a semester, the school year. Multiply the projected weights by the number of other classrooms in the school. Convert the figures to tons for results greater than 2,000 lbs. Record the projections. 4. Consult the yellow pages of the telephone directory for the location of a scrap paper market (see "scrap dealers" or "scrap metals"). Contact the scrap paper markets to determine preparation requirements and prices paid for various grades of paper, including mixed ledger (office quality) paper, newsprint, computer paper, corrugated cardboard, mixed wastepaper, and magazines. Determine whether there is a market for the paper collected in the classroom. Inquire whether the scrap paper dealer will provide transportation of the recycled paper. 5. What is the current value of the paper collected in the classroom? Would separating the paper into two or more market grades improve its value? If transportation is not provided by the scrap paper dealer, what will it cost to transport the paper to market? 6. Determine whether the recycling effort could be cost-effective on a classroom basis. Compare potential revenues from the sale of the recycled paper to the costs to collect and transport the paper to market. Would it be be cost- effective if all the paper discarded in the school could be recycled? 7. Consider the disposal cost avoided if the paper is recycled rather than disposed. Contact the disposal service that collects the school's waste to determine the cost per ton of collection and disposal. Could the "avoided disposal cost" savings improve the cost-effectiveness of the paper recycling effort? (Each ton recycled is one ton less to be disposed.) Could the school save money by recycling paper? 8. Discuss the findings with the class and the school principal. Publicize the results of the study in the school newspaper.

12. How to Write a Puppet ScriptBy an eHow Contributor Write a Puppet Script Writing puppet scripts for children can be a challenge, but it can also be fun. Sometimes children are hard to please, but if you write skits that you believe are entertaining and interesting chances are your audience will too. The following steps will help you create a puppet script. Difficulty: Moderate Instructions Things You'll Need: Puppets An idea 1 Know your audience and know what you can or cannot write about. If your skit will be put on in a church, make your skit about Biblical principles and so forth. If your skit will be put on in front of an organization run by the government or in a government building you may not be allowed to use religious beliefs in your skit. 2 Know the characters that will be in your play. Look at what you have to work with and write your script around that. Pick a main character (protagonist) from among the puppets you have in your selection. 3 Choose a bad guy (an antagonist) who will make life hard for your hero. When choosing this character, which can be a boy, girl or animal, make sure it is one that is believable in appearance. For example, don't choose a sweet looking little boy to be your villain. 4 Come up with a plot. Along with who your character is, you need to know what your play is about, where it is happening and what is wrong. Your character must desire something, but is unable to get it for some reason. 5 Come up with some humor. Children love slapstick humor and lots of animation. Make it fun and exaggerate everything to the hilt. 6 Practice your skit with your puppets. Check out their expressions as you go through the play which will give you inspiration. Use improvisation as you go and write down any new ideas or dialogue that comes to you in this process. 7 Try to avoid preachy language or longwinded dialogue. Make your skit full of action and try not to let the scenes in your script be stagnate. The most important rule in creating a puppet skit is to make it fun and enjoyable. Read more: How to Write a Puppet Script | eHow.comhttp://www.ehow.com/how_2073833_write-puppet-script.html#ixzz1G4Mz4SWR Puppets are the perfect craft for kids to make because they require the simplest of materials. Because these materials are commonly found in most homes, there is no need to purchase expensive items at craft or hobby stores. Playing with puppets allows kids to use their imaginations to create different worlds in which to explore. It may inspire kids to write scripts, build a puppet theater and put on a show for their families or neighbors.

13. Types of puppets Craft Stick Puppets Your kids can make simple stick puppets using craft or Popsicle sticks. First, children draw a picture on construction paper or card stock. They can draw a picture of a person, animal or imaginary creature. Next, they use child-safety scissors to cut out their creation. If your children do not know how to draw, they can just cut a picture from an old magazine to serve as the puppet. Finally, use non-toxic glue to fasten the picture to the end of a craft stick. After allowing the puppet to dry, kids can begin to play with the craft stick puppet. Paper Bag Puppets A second simple type of puppet for kids to make is the traditional paper bag puppet. This type of puppet is made from a simple brown paper lunch bag. The bottom of the bag (the part that folds over) is used for the puppet's mouth. To make the puppet, kids can use construction paper, googly eyes, yarn and buttons. Other common items such as cotton and gift wrap may also be used. Puppet hair can be fashioned from yarn, construction paper or cotton. Eyes can be bought premade or created from buttons. Kids can use cloth scraps or wrapping paper to fashion one-of-a-kind clothing. Sock Puppets Kids enjoy making sock puppets to use in their imaginative play. The heel of the sock becomes the puppet's mouth when the child places his or her hand inside it. Children can use buttons or googly eyes for the puppet's eyes, and felt and cloth scraps to create the puppet's mouth and clothing. To make the puppet's hair, they can use yarn or cotton. All of the puppet's features and accessories are fastened to the puppet by means of non-toxic glue. Some parents may choose to help their child use a glue-gun to glue the facial features, hair and clothing to the sock puppet. Read more: Puppets for Kids to Make | eHow.comhttp://www.ehow.com/way_5234135_puppets-kids-make.html#ixzz1G4NedvlJ

14. http://www.youtube.com/watch?feature=player_detailpage&v=kyZbw8waVwk http://www.youtube.com/watch?feature=player_detailpage&v=kyZbw8waVwk

15.   Change Domain   Puppet (Gretel) Context In an assessment task titled ‘Design and make a puppet for a puppet play’, students were asked to design a puppet with moving parts that incorporated the use of levers. They were also required to make their puppet from two different materials and to use two joining methods. In order to design and make the puppet, students learnt about the history of puppets and researched types of puppets. They produced a spider map of ideas about the puppet they intended to make, generated two labelled drawings, listed steps to make the puppet and planned a story incorporating their puppet. They made the puppets, wrote the script and performed a play.  The elements of the Investigating and designing Level 4 standard addressed by the task are: (Students) generate and communicate alternative design ideas in response to a design brief and use words, labelled sketches ... (Students) describe how their intended product will function or be used, and what it will look like in the context of the requirements of the design brief. The elements of the Producing Level 4 standard addressed by the task are: (Students) use their production plan and select and work safely with a variety of materials … and systems components to produce functional products and/or systems. They use a range of measuring, marking, joining/combining techniques to alter materials and finishing/presentation methods ... The elements of the Analysing and evaluating Level 4 standard addressed by the task are: (Students) reflect on their designs as they develop them and … justify their design choices. They modify their designs/products/systems after considered evaluation of feedback from peers and teachers, and their own reflection. Stimulus Design brief: Design and make a puppet to be used in a short puppet play. The puppet must have moving parts and be made from at least two materials. Use levers to create at least one moving part and at least two joining methods. Sample This work sample, and the related Design, Creativity and Technology 3.25 progression point examples, illustrate the kinds of responses that students produce as they progress towards the Level 4 standard. Part 1 View text version Annotation Investigating and designing – 3.25 A. Organises ideas for possibilities for the Gretel puppet in response to the design brief. Part 2 View text version Annotation Investigating and designing – 3.25 B. Draws a detailed sketch of a Gretel puppet design in response to a design brief for a puppet.C. Labels features clearly and includes materials and some details of construction and how the puppet will move in the drawing.

16. Part 3 View text version Annotation Investigating and designing – 3.25 D. Generates an alternative design for a Gretel puppet with some differences from the first design. Part 4 Video Video (Mov - 1.45MB) Video (Win - 852KB) View video transcript and description Note: these videos require Windows Media Player 9 and above or Quicktime 6 and above to open. Annotation Investigating and designing – 3.25 E. Clarifies information about the design and justifies some choices when questioned. Part 5 Video Video (Mov - 1.24MB) Video (Win - 721KB) View video transcript and description Note: these videos require Windows Media Player 9 and above or Quicktime 6 and above to open. View image description Annotation Note: the annotations G and H relate to the video samples. These annotations can also be found in the transcript section.Producing – 3.25 F. Demonstrates use of the produced Gretel puppet.G. Describes adherence and changes to planned production processes to make the Gretel puppet with limited movement of arms and legs.H. Describes changes made during the production process. Annotation Note: the annotation below relates to the video samples. These annotations can also be found in the transcript section.Analysing and evaluating – 3.25 I. Describes modifications to the Gretel puppet design including use of different materials and justifies the selections. http://www.schoolofpuppetry.com.au/tutorials.php/how-to-make-a-puppet-using-recycled-materials

17. Video Production: • Context: • The television remains one of the most used communication tool in society today. Whether it is used for news or pleasure the TV brings information to the viewer in sight and sound. It is estimated that 80 percent of American homes contain a television set. With such a high percentage it is not surprising that TV commercials are the number one means of advertising. As we view commercials and other TV broadcasts they seem effortless in creation, however, there are hundreds of unseen man hours spent producing a simple 10 second broadcasts. This activity will help students understanding the process and time needed to produce a TV broadcast. • The Challenge: • Each group will create a 15 second television broadcast reporting on either a sport, product, school, or community. • Objectives: • - develop a philosophy and understanding of electronic communication. • - experience developing a video production using design and production methods. • Resources: • Sanders, Mark Communication Technology Glenco / McGraw-Hill 1991. • Video Production http://www.nerdworld.com/mw673.html • Current television and commercial adds (tape off TV). • Sources relevant to themes: Ex: Sports magazines, school and community brochures, etc.

18. Materials: Video Recorder / playback eqp. Video Tapes Back and Fill Lighting Necessary theme props / construction materials Story board materials Video Editing Equipment Procedures: 1) Establish a theme which is relevant to a: school, community, product, sport, or other topic. 2) Clearly establish a message you want to communicate to your audience. 3) Develop a story board which indicates the visuals, graphics, movement, etc. which will be used.. 4) Create a script which includes your message and story board. 5) Create and develop any sound effects needed during the running of the script. 6) Rehears the script and sound effects until your are comfortable for taping. 7) Tape the 15 second broadcast. 8) Show all productions to the class. Evaluation: did the broadcast relay an appropriate message. was the message clear did they use appropriate props and sound effects. did the group follow the procedures in their correct order. did the group work together as a team. were they able to make the production in one take. Interdisciplinary Concepts: Research Methodology Mathematics Material Processing Video Communication Electronic Technology Scheduling

19. http://cleanup.noco2.com.au/ What is recycling? http://recyclingnearyou.com.au/education/what-is-recycling.cfm http://www.cleanupaustraliaday.org.au/about/about-the-event/clean-up-for-schools

20. http://cleanup.noco2.com.au/

21. Why do we need to recycle?

22. Task 1 • Research • Design a poster that promotes recycling in our school • Link-how to create an argument…