Upcycling Workshop

Overview

Students continue the “From Wetlands to Wheelie Bins” unit by examining how properties of materials influence what they can be used for. Today they apply this science understanding to an upcycling workshop: creating an art or a functional item from classroom rubbish, while considering how their choice may affect the environment and future waste.

Learning intentions

• Students will identify and describe properties of natural and made materials (including fibres, metals, glass and plastics) used in their upcycling project.
• Students will group materials based on similarities and explain why particular materials suit a chosen purpose.
• Students will use scientific vocabulary to record observations and decisions about their build.
• Students will propose actions to respond to the issue of waste and consider likely effects of those actions.

Success criteria

• I can name the materials I use and describe at least two properties (for example, flexible, rigid, waterproof, rough, magnetic).
• I can explain why my material choices suit my item’s purpose.
• I can create an upcycled item safely, following a plan and using tools responsibly.
• I can communicate my findings clearly using scientific words (in a short written or visual report).

Curriculum links

• Science — AC9S4U04: examining properties of natural and made materials and how these influence their use.
• Science — AC9S4I06: writing and creating texts to communicate findings and ideas using scientific vocabulary.
• Science — AC9S4H02: considering how scientific explanations help solve a problem (waste management and material choice).
• HASS — AC9HS4S06: proposing actions/responses to an issue and considering possible effects of actions.

Lesson structure (45 minutes)

1. 0–5 min · Hook (problem + purpose). Teacher shows a small “mystery bag” of rubbish items (for example, plastic bottle, takeaway container, cardboard, foil wrapper) and asks: “What could we make that works, and what material properties will help?” Students turn-and-talk: pick one item and predict a property that might matter (for example, “this is waterproof”, “this is bendy”).

2. 5–12 min · Mini teach (material properties + safe planning). Teacher revises key property words on the board (flexible/rigid, absorbent/waterproof, magnetic, transparent/opaque, rough/smooth, lightweight/heavy) and models quick “If…then” reasoning: “If I need a waterproof container, then I should choose a material that holds water.” Students add two property guesses to a class “Materials Wall” and choose a project category: art (display/decoration) or functional (organiser/bird feeder base/pencil holder).

3. 12–20 min · Guided investigation (check your materials). Teacher sets up short testing stations with safe teacher supervision (students do one round of tests):

• Magnet test (for metal content)
• Bend/flex test (for plastic/fibre)
• Water test in small controlled cups (absorbent vs waterproof) using a pre-measured drop
• “Can you see through it?” quick transparency check Students record a simple results grid: Item → Property evidence → Possible use (“good for… because…”).

4. 20–35 min · Workshop build (upcycle creation). Teacher explains the workshop routine: choose, sketch, build, and label. Safety reminders: scissors/cutters used carefully, glue dries, work areas kept tidy. Students work in pairs to create their upcycled item using provided rubbish and permitted materials (for example, string, tape, glue, cardboard backing). They must include at least one improvement based on a property they tested (for example, lining an absorbent piece with waterproof tape, strengthening with cardboard, using a rigid base).

5. 35–42 min · Communicate (micro-report). Teacher provides a one-page template with prompts:

• “Materials I used” (list)
• “Two properties I noticed”
• “My item’s purpose”
• “Why these materials were a good match” Students complete their micro-report using scientific vocabulary and include a label or caption for their item.

6. 42–45 min · Exit ticket (actions + effects). Teacher asks: “What is one action your family or school could take to reduce waste, and what effect might it have?” Students write a short response, then show it to the teacher.

Resources

• Mixed upcycling materials (clean, rinsed where possible): plastic bottles, cartons, foil wrappers, paper/cardboard, straws, bottle caps, lids, fabric offcuts, twine/string, tape
• Safety scissors, hole-punchers (teacher-controlled if needed), non-toxic glue sticks and craft glue
• Magnet, small cups of water, paper towels, pipettes or measured droppers
• Transparency checks (clear plastic samples and opaque samples)
• Property word bank posters and results grid templates
• Simple sketch paper and a micro-report template
• Teacher first-aid supplies and waste bin for scraps

Assessment

• Observation checklist during testing: correct use of property vocabulary and evidence-based claims.
• Review of results grids: students link property evidence to a possible use.
• Micro-report and exit ticket: check that students explain material choice and propose an action with likely effects.

Differentiation

• Support: provide sentence starters (“I noticed that ___ is ___, so it is good for…”) and a partially completed results grid for students who need scaffolds.
• Support: pre-select project options with clear materials lists for students needing less choice.
• Extension: students add a “revision step” during building—improve their design after new test results or after peer feedback.
• EAL/SEN: offer picture word banks for property terms and allow the micro-report to include diagrams with labels (not only sentences).