Verbatim SoW objective: Describe how we can care for our environment: reduce, reuse and recycle (sustainability).
Arrival · 5 min
Look at the kit. Point to one thing you know.
Offer one safe, clean sheet and one clean tub; use first–then and a visual cue.
Starter · 3 min
Think back. Say it, sign it or point.
- Where do animals get food?
- What helps bones move?
- What helps hold your body up?
Today I will check:
- I can use less.
- I can use a thing again.
- I can say why I chose it.
Ask all three retrieval questions orally; source cells and answers are in this note.
I do · 5 min
Watch me sort one clean card.
Words: reduce · reuse · recycle · material
| Word | It means | Example |
|---|---|---|
| reduce | use less | I use the back. I need less paper. |
| reuse | use a thing again | I fill a clean tub again. |
| recycle | make new things from old stuff | An old can can be made into a new thing. |
| material | what a thing is made of | This can is made of metal. |
Watch: A clean tub can be filled again. I put it in Use again. It needs no new tub.
Show me: I write on the back. Do I need a new sheet?
Pre-teach the four words with the kit; model the full sort; then ask the show-me check.
We do · 7 min
Sort the clean cards with us.
Our turn: This sheet has a blank back. I can write there. I put it in ____.
Talk, then sort.
Ready to sort.
F · help
Point to the back. Say Use less.
M · say why
Sort. Say why.
H · stretch
Why use the back before the bin?
Use the part-done model, then the live card sort; offer F and H routes without changing the goal.
We do 2 · 5 min
Show one choice at the same time.
Choose a word.
All of us: A clean cloth bag is ready for another trip. Which choice uses less new material?
Point. Tell a partner why.
Take one quiet minute to reset.
Use symbol or point by default. Apply the 3-in-4 rule and a parallel hinge if needed; include one quiet-minute reset.
Independent · 8 min
Choose a clean item. Show what you can do.
Talk first. Then write, draw or show.
You can plan in any language.
Point, sign, speak, draw, type, write, use a scribe or a staff-captured photo.
F
Pick one way to use less.
Say first, then show: I use less when I ____.
M
Show one item you can use again. Say why.
Say first, then show: I can use ____ again because ____.
H
Which uses less new stuff: fill a clean tub again or take a new tub? Why?
Say first, then show: I choose ____ because it needs less ____.
Go deeper: Could one safe item be used again before it is sorted for a bin? Show how.
Waste route judge: Tub or sheet: pick a first step for each. Which avoids a new item? Why?
One adult supports pupils and the other holds the group; swap over the week. Hands-on item or card is valid.
Try it with kit · prepared model
Kit: Clean adult-checked object or matching large card, tray
- Choose one checked item or matching card; sort it; record a reason.
Risk: An unknown reused item could have a dirty or sharp edge.
Safe: Use only clean adult-checked items or cards. Leave unknown waste alone; wash hands after shared objects.
Check the school risk assessment and exact prepared kit. This is optional model rehearsal, not a claimed core practical.
Review · 4 min
Show one step. Hear one next step. Try it.
Hear what worked (VF). Hear one next step (NS(+)). Change one choice (//).
Take one quiet minute to reset.
Give VF and a specific NS(+); let the pupil edit (//). Include one quiet-minute reset.
Exit · 3 min
Show how you know. Tell your teacher.
Read it back: I am learning to choose ways to care for a place.
My feedback was… I showed…
Next I need to… try one small fix.
How I know: I can use less. I can use a thing again. I can say why I chose it.
Tell your teacher. They will pick our next start.
Take one quiet minute before the next lesson.
Hear the pupil by speech, sign, point, drawing or writing; use the response to choose the next starter. Include one quiet-minute reset.