Reduce and Recycle

Overview

In this lesson (Lesson 9 of 10), students explore what food waste is and practise simple ways to reduce it. They then sort packaging into recycling and non-recycling groups, linking choices to caring for the environment.

Learning intentions

• Students will understand that food can be wasted and that we can reduce waste.
• Students will identify simple recycling categories using everyday packaging.
• Students will explain their choices using words like “recycle” and “not recycle”.
• Students will practise responsible actions that support kaitiakitanga (care for the environment).

Success criteria

• I can name at least one way to reduce food waste (e.g., smaller portions, using leftovers).
• I can sort packaging items into recycling and not-recycling groups.
• I can tell why an item goes in a group using a simple sentence (e.g., “It is clean paper so it can be recycled.”).
• I can show safe, careful handling of items during sorting.

Curriculum links

• Science (Biological Science / Ecosystems / Ecosystem interactions): evaluating ways humans can positively impact ecosystems and communicating actions that support kaitiakitanga (e.g., composting, recycling).
• Science learning focus on everyday human impacts on the environment through waste reduction.
• Developing communication: expressing thinking clearly using simple scientific language.

Lesson structure (30 minutes)

1. 0–4 min · Welcome and focus. Teacher greets students and shows a picture (or talks through a real example) of a bin with food scraps and mixed rubbish; asks, “What do you notice?” Students respond with a quick think-pair-share: what they think food waste is and where it might go.

2. 4–10 min · Story + discussion: What is food waste? Teacher reads a short story or describes a scenario (e.g., lunch leftovers thrown away, banana skins in the bin) and pauses for questions: “Is that waste?” “What could we do instead?” Students answer as a whole group, using sentence starters: “Food waste is …” and “We can reduce it by …”.

3. 10–17 min · Mini-teach: Recycling vs. not recycling. Teacher explains with simple categories: “recycling bin items are clean, dry packaging” and “some things can’t be recycled” (e.g., dirty food-covered paper, plastic that isn’t accepted). Students repeat key phrases and act out a quick “hands up” check: teacher holds up an item card; students show thumbs up for “recycle” or thumbs down for “not recycle”.

4. 17–26 min · Sorting game: Packaging challenge. Teacher sets up two sorting areas with clear labels: “Recycle” and “Not recycle”, plus a third label “Food scraps” if composting is available in the school context. Students work in small groups (teacher assigns pairs) to sort real packaging items/cards into the correct area, then place one item into the “explain” basket for discussion.

5. 26–29 min · Share and justify. Teacher chooses 3–4 items and asks: “Why did you put it there?” Students respond with a short sentence using a frame: “I put it in ___ because it is ___ (clean/dry/dirty/food).”

6. 29–30 min · Exit check (quick). Teacher asks each student one question at their seat: “One way to reduce food waste is…” Students answer in one short phrase.

Resources

• Picture cards showing food scraps, clean packaging, and dirty/food-covered waste
• Sorting bins or trays labelled “Recycle”, “Not recycle”, and possibly “Food scraps”
• A small set of safe classroom items for sorting (e.g., clean paper, clean cardboard, aluminium foil cup, empty plastic bottle/cup if appropriate, food-covered paper)
• Sentence starter cards: “Food waste is…”, “We can reduce it by…”, “I put it in ___ because…”
• Teacher checklist for quick observations
• Storybook or short teacher script about lunches and waste reduction
• Handwashing wipes or damp cloths (for any sticky items)
• Safety reminders (don’t taste items, keep items away from faces)

Assessment

• Teacher observation during whole-group discussion: can students describe food waste and suggest a reduction action?
• Teacher observation during sorting: can students place items in the correct group?
• Exit question at the end: can each student state one simple action to reduce food waste?

Differentiation

• Support: provide sentence starters and allow students to choose from a small set of options when answering (e.g., “small portions” vs “throw away”).
• Support: use matching/visual cues (icons showing “clean/dry” and “dirty/food”).
• Extension: ask some students to sort again using a new rule (e.g., “If it has food on it, where does it go?”) and then explain the rule.
• EAL/SEN: allow pointing to an option card or using single words first, then gently build to a simple sentence with teacher modelling.