Lesson Plan 4

- Biodegrability
Rationale
The purpose of this lesson plan is to investigate the nature of biodegradable items and their relevance to recycling. Encourage students to use skills of investigation, observation and analysis. Students will break down the structure of an item and rationalize why or why not things biodegrade.

Class: Year 2

Objective

Stage 1

For students to hypothesis outcomes by estimating and guessing what will happen to each material after the experiment will occur. For the students to have the understanding the connection of biodegradable items and recycling by participation individual and in groups.

Outcomes
Skills Working Scientifically

Indicators
Making predictions about familiar objects and events and the outcomes of investigations (ACSIS024, ACSIS037, ACSHE021, ACSHE034). working cooperatively and individually when participating in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas and accessing information sources, surveys, and field work [PSC] (ACSIS025, ACSIS038) comparing observations with predictions through discussion, such as whether observations were expected and related to their question and/or predictions [CCT] (ACSIS212, ACSIS214)

Investigates their questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know ST1-4WS

Resources:
Spade Biodegradable plastic bag Plastic foam (meat tray) Plastic bag Thin cotton fabric Cardboard Large piece of lettuce Aluminum foil

Key Scientific Knowledge (KSK)

Biodegration refers to the process of organic matter broken down by bacteria (living organism) and oxygen. Organic materials, such as wood, food scraps, corn and grass when buried will biodegrade. Bacteria in the soil will break it down and transform it into other compounds. Plastics that are made out of polyethylene terephthalate (PET) or are petroleum-based plastics do not decompose when buried. Harris, W. (2013). How long does it take for plastics to biodegrade? HowStuffWorks, Inc.

Overview of the teaching and learning experience

Duration 1 hour Follow up 1 hour Start a brief discussion by asking what does biodegradable mean? Have you heard this term before? The experiment: A collection of materials will be buried in soil, and then dug up again to view the changes. Before the experiment, ask the students to individually hypothesis what will happen to the buried items. Begin with a verbal hypothesis and then students will write individually in note books one what they think will happen to each item that is buried. Locate an area where the things can be buried in around the school. Dig about 10 cm deep and 30 x 30 cm square. Place each item down next to each other. Cover the items with the soil again. (ACSIS025, ACSIS038). After two weeks, return to the burial site and carefully dig up the items. And carry them back into the classroom. Examine each one. Ask the children to categorise the items. How would you categorise them? What was most biodegradable and what was the least? (ACSIS024, ACSIS037, ACSHE021, ACSHE034). Follow up with these questions: (ST1-4WS) (ACSIS212, ACSIS214) Are these the results you had predicted? If the results were different to your prediction, what do you think is the reason? What factors influence the items biodegradability? What would you have done differently next time?
Adapted from: The University of Waikato. (2008). Science learning hub: Student Activity - Biodegradability experiment. Retrieved fromhttp://www.sciencelearn.org.nz/Contexts/Enviro-imprints/Teaching-andLearning-Approaches/Biodegradability-experiment

Extension
Ask students, can you predict what else is biodegradable and how do we speed up the process?

Simplification

To simplify, students will only verbalise their findings and predictions.