LEARNING SESSION

Do we investigate what solid waste we generate in our educational institution?”.

I.-INFORMATIVE DATA:
I. E. : MARISCAL RAMÒN CASTILLA Nº 7207
AREA : Science
DATE : 3 de JULIO de 2018.
GRADE /SEC : 4°C
II.-EXPECTED LEARNINGS:
INST. OF
AREA COMPETENCE CAPABILITIES PERFORMANCE
EVAL.
Explain the physical world Understand and use Classify the materials (solid waste) of Scale of
based on knowledge about beings according to its physical characteristics and other valuation
knowledge about the living beings, matter and energy, criteria (by it nature
living beings, matter and biodiversity, Earth and universe. organic/inorganic; etc.)
energy, biodiversity,
Earth and universe.

It unfolds in the Navigate in virtual environments and select

Interact in environments
virtual environments virtual digital resources
y applications of
generated by ICT. different formats, according to a purpose
Manages information delete defined when developing learning in
virtual environment. the curricular areas.
Use procedures to download,
send, save and copy information from
various digital programs and applications.

APPROACH OBSERVABLE ACTIONS

Rights-Based Approach Teachers and students freely express their ideas and participate in activities and
decisions related to environmental care.

Moments
Activities

I Engage with the students about the activities they carried out in the previous session.
N Mention the following: 'In the classroom trash can, I found a bottle made of a resistant, flexible, and waterproof material. What about'
I What material will it be made of?”. Ask some students to identify the described material.
Review the task assigned in the previous session regarding the description of the physical characteristics of the material of which it is composed.
C
Made the object that they chose to describe. Invite some volunteers to show their organizer, describe the characteristics of it.
I
material and explain the reason for your statement. Statements like this are expected: "The paper bag is flexible because it
O
bends easily.
Statement of the problem

Request that they be organized based on the groups formed in the previous class. Instruct them to place their lunchboxes in the
tables to carry out a participatory analysis of the waste that may be generated during snack time.

Invite the students to observe the contents of their lunchboxes. Then, ask them to identify what possible waste they will generate.
after consuming them. Ask them to write them down in list form in their notebook. Then, give each group a flip chart.
they should be divided into two columns, so that in one of them they record the prepared list and, in the other, tally marks according to the
cantidad con que se repita el residuo. Por ejemplo, podrán anotar así:

Plastic bottles III

Napkins II
Fruit scraps II
In class group

Tell the students that it seems we have a list of several different wastes in each group. Encourage them to analyze it.
situation; for this, ask this question:
 How can we group the waste we produce during lunchtime?

Hypothesis formulation

- Motivate boys and girls to engage in team dialogue about how to present their proposals for waste grouping and the
record on a poster board. Monitor the group work by asking them what characteristics they are taking into account for
group the waste. Apply the proposed valuation scale in Annex 2 of session 15 to record the performance of the
students.

- Indicate to the representatives of each team to share their grouping proposals. Determine together with the class group
el criterio que utilizaron. Pídeles que se fijen en las formas de agrupar que se repiten y mencionen cuáles son diferentes. Es
It is possible that the most common is due to the material: paper, plastic, etc.

- Comment that these are the ways to group that the class proposes and that through the activities we will carry out the
we will verify or perhaps we will find other ways to group or classify waste.

Communicate the purpose of the session: 'Today you will learn to classify the solid waste generated during snack time.'
according to some characteristics that these wastes present and, in addition, based on the consultation of some sources of
reliable information.
- It mentions that during the session you will constantly observe how they group the generated solid waste, based on
various criteria, how they are organized according to the consulted sources reviewed and how they demonstrate attitudes of listening and respect
towards their colleagues while working in a team.
Choose, after consulting with the students, two or three rules of coexistence that will allow for proper work.
during the session.

D Preparation of the Action Plan

E
S - Indicate to the students that it is necessary to discuss the steps to follow to verify the answers, the materials and the
A sources of information to use, as well as the organization of the teams. To guide this process, you can formulate the
next questions: What activities or actions can we take to verify our answers to the questions?
R
In what order would we do them?, where could we look for information?, where will we record the data?
R
Listen to the students' contributions and write them on the board. Comment that, based on the suggestions provided, they should
O
group the waste produced in the lunchbox according to the type of material it is made of; also, consult sources
L bibliographic resources to confront information and, finally, create an organizer.
L Data collection and analysis
O
- Start the development of the first activity of the Action Plan. To do this, give each student the Registration Form.
proposal in Annex 1 and explains how to complete it: classifying the waste according to the material they are made of.
- Make a record on the board similar to the one presented in the first activity of the annex, in such a way that it represents
containers made of different types of materials.
- Ask one of the students to indicate one of the waste items recorded in their list (for example, the napkin), as well as
the material it is made of (paper). Then, indicate to the representative of each group to report how many residues
they brought.
- Invite another student to record the waste in each container. To do this, indicate that they should make a horizontal line on
the corresponding container using a thick marker of the same color as the container. Exemplify this activity:
Paper napkin = blue stripe. Then, instruct him to continue with the plastic bottles, the labels and others.
waste.
blue white green yellow brown
paper plastic glass metals remnants of
napkin bottle IV bottle I food
II wrapping peels
wrapping of cookie of
I III tangerine
and of
banana
 Encourage boys and girls to realize what types of materials the waste they generate daily are made of and
determine which ones generate the most. Then, ask them to answer the questions from activity 2 of the sheet.
registration (Annex 1).

- It mentions that, in addition to grouping, based on experience, the waste generated during lunchtime should be categorized according to type.
of the material they are made of, it is necessary to consult sources of information, such as books or documents
Scientists from reliable websites on the Internet, to be sure of the claims made. Comments that, in
this opportunity, and they will read an information sheet (Annex 2), in order to compare information about other ways to
to group or classify the solid waste they produce.
- Proporciona a cada estudiante el texto del Anexo 2 y solicita que lo lean. Señala algunas pautas para hacerlo: leer párrafo a
paragraph and, while doing so, note next to each one, in the form of questions, any doubts that may arise. For a
better understanding of the text, when they read the part referring to the degradation time of a particular waste, show them
some images of waste with degradation time or, in any case, the waste itself (for example, a peel of
banana that has just been discarded to compare it with another with signs of decomposition.)

Individually

- At the end of the reading, ask them to individually complete the organizer presented in Annex 1 and,
Later, answer the questions. Recommend that they do it with a pencil.
- Monitor the students' work and then apply the proposed grading scale in Annex 2 of session 15.
in order to record their performance and verify if they correctly select the appropriate ideas for each level of the
organizador: origen de cada tipo de residuo, forma de descomponerse y ejemplos.

In class group

- Después de que hayan completado el organizador del Anexo 1, pega en la pizarra un papelógrafo con un organizador
similar and invites some students to complete it based on their contributions. Once this organizer is finished, ask the
class group that confronts the information from their organizer with that of the board and, if they consider making some
corrections, do them. Finally, tell them to paste the registration form in their experience notebook.

Structuring of constructed knowledge

Place on the board the flip charts that contain both the initial question and the answers they provided.
first instance. Next, together with the students, read them and then ask them if there is a difference between the
initial classification and what they have expressed in Annex 1. Next, ask them to mention if there is new information.
and detail which one it is. After listening to them, remove the flip charts from the board.

Present a sign on the board with this question: "How can we group the waste we produce during
the lunch box time?

Guide the students to observe the way they have classified the waste they may generate during the hour of the
lunchbox and review the contributions made. Based on this, together with everyone, determine final conclusions
like the following:

The solid waste produced during lunchtime or other human activities can be classified
according to different characteristics:
By the type of material: plastic, paper, glass, metal, wood, fabric, etc. Each material differs from one another by their
physical characteristics; for example, glass is a fragile, rigid, and transparent material.
- By their nature: first, into organic or biodegradable. These come from the remains of plants and animals, and have
a relatively fast decomposition time; for example, the banana peel. Second, in inorganic or not
biodegradables. These come from minerals or synthetic materials. Normally, they do not decompose and, if so
they do, this decomposition is slow; for example, a plastic bag, a can, a glass bottle.

Reinforce what you have developed and learned in class through some activities that you will find at the following address
web<[Link] you require any type of
support, request it from the teacher of the innovation classroom or read the information provided in Annex 3. At this moment,
apply the proposed evaluation scale in Annex 4, in order to record the performance of students in the environments
virtual
 - Promotes analysis on the topic through these questions: Based on what has been observed, do you think that the trash is a
problem in the I.E.?, why?; what can we do to solve it?, what do we need to know? Write down your answers
on a poster board.
- Take into account the mentioned ideas and ask questions about the garbage problem: Do you know how harmful plastic is?
of the bottles or bags made of this material for the environment? What are the materials that make up the waste that
Do we produce? Is it the same to say “garbage” as “solid waste”? Do you know what can be done with the waste that...
Do we produce?; regarding the accumulated waste, does it affect us or not that the waste accumulates?, what effects does it have?
Accumulation of trash for our health and the environment? How can we organize ourselves to maintain our I. E.
Healthy? Ask them to record their responses in their experience notebook.
- Tell them that in the following sessions they will present their answers in plenary and will take actions to provide possible
solutions.
- Use the scoring scale (Annex 2) to record students' participation during the inquiry process in the
development of this session.
- Congratulations to the students for the work done during the class, for sharing in their teams and discussing to provide answers.
to the questions.

C Promotes the reflection of the knowledge acquired during the development of this session through the proposal of the
I siguientes preguntas: ¿Cómo se sintieron en la clase?, ¿cuál fue la pregunta que tenían que contestar?, ¿qué actividades
E What did they do to answer them?, where did they search for information?, which of the questions was the hardest to answer?, what type
R What material is discarded in the largest quantity during lunchtime? Is it correct to say that banana peel is a
R inorganic waste? why?
E
Congratulate everyone for their participation and willingness in class.

RESOURCES: Paper rolls, markers, ball or balloon, expectation cards, box or hat, questions on paper strips, puzzles, etc.
BIBLIOGRAFÍA:Del docente: Learning paths, websites, Curriculum 2017.

……………………………………… ……………………………………

Nancy Quispe Chipana Rosa Isabel Cari Carrasco

Classroom Teacher Deputy Director
 Annex 1
Registration form model
can be adapted to the needs of the students
How are the solid wastes we generate during lunchtime classified?
1. Locate the solid waste we produce during lunch time in the corresponding container. Mark with tally marks the quantity of each.
type of waste that is produced.

paper plastic glass metals remnants of Others

food

2. Comment on the results of your observation and answer these questions:

- What kind of waste do we generate?

- Which ones do we generate more?
- Which ones could we separate and reuse?
3. After reading the text 'How Are Solid Waste Classified?' (Annex 2), complete the following organizer and classify the solid waste that
We produce during lunchbox hour. Next, answer the questions.

SOLID WASTE

Inorganic or non-biodegradable

They are generated...

They decompose...

. Metal
.
.

What waste generated during lunch box hour can we classify as organic?
What waste generated during lunchtime can we classify as inorganic?
What takes longer to degrade or decompose: a fruit peel or plastic? Why?
 Annex 2

How are solid waste classified?

Solid waste is that material in solid state that is discarded after having carried out some activity, for example, consuming.
our lunchbox.

Waste, according to its nature, presents the following classification:

a. Organic or biodegradable waste: These are the types of waste that can be decomposed, in a certain way, quickly by action
natural from living organisms such as worms, fungi, and bacteria, mainly. These organic waste is generated from the remains of some
living beings like plants and animals, for example: fruit and vegetable peels, eggshells, food scraps, bones, paper, cardboard,
natural fabrics (silk, linen, cotton), coffee grounds, tea bags, grass, leaves, twigs, and flowers, etc.

b. Inorganic or non-biodegradable waste: These are waste that cannot be naturally degraded or decomposed, for this reason,
they undergo decomposition too slowly. These residues come from minerals and synthetic products. For example: metals (such as the
aluminum), cans, plastics, glasses, crystals, laminated cartons, batteries, scrap, debris, etc. Some of them, like the polystyrene and batteries,
are considered highly dangerous and polluting.

They rot or decompose. They do not rot or decompose.

How long does it take for solid waste to degrade in the environment?

a. Observe the graph and deduce how long it takes for solid waste to degrade.

Adapted text. Sources: Guide for the implementation of the pilot program for the repurposing of solid waste in Huamanga, Pucallpa, and Tingo María. Eng. Albina Ruiz Ríos.
Supporting consultant: Lic. Lilia Díaz Alarcón.

Guía de Educación Ambiental para el desarrollo sostenible MARES Manejo de Residuos Sólidos. Ministerio de Educación. Dotación 2017

b. Which waste degrades faster: organic or inorganic, and why?

Annex 3
How much does my healthy lunchbox cost?
Step 1:
Open the Google Chrome browser and write the following
email address:

[Link]

Step 2:
Read the instructions carefully: a) Click on the Play icon.
b) Select a character, for example, ANA. c) Drag
about ANA the mask and the gloves. d) Click Next. e) Read
the instructions and click on Play. f) Slide the character
using the directional keys; then, collect the waste with the
Press the K key and deposit them in the bins by pressing the Enter key.
Finish the activity and click Next.

c)

c)
b)
a) d)

g)

f)
e)
Step 3:
To interact with the second mission: a) Drag over ANA the
mask and gloves; then, click Next. b) Read the
instructions and click on Play. c) Continue with the interaction
similar to step 2 until completing all 4 missions. c)

a)
b)
 Annex 4
ICT valuation scale
Performances

Navigate in virtual environments and select applications and digital resources of different formats.
according to a defined purpose when developing learning in the curricular areas.
Names and surnames of the students Comments

Rating scale

Always Sometimes With help / with He/She/It doesn't do it.

dificultad