5th Grade
Project
10 weeks
Trash to Treasure: Crafty Creations Marketplace
3-5.AF.4.1
VA:Re7.1.5a
CCSS.ELA-Literacy.CCRA.R.10
CCSS.Math.Content.5.NF.A.2
CCSS.ELA-Literacy.CCRA.R.5
+ 11 more
1-pager
Purpose
This project aims to inspire students to creatively repurpose waste materials into valuable products, fostering environmental stewardship and community engagement. By collaborating with local partners, students will gain insights into waste management and sustainability practices. Through hands-on crafting and reflection, they will develop critical thinking, problem-solving skills, and a sense of ownership over their learning and contribution to the community. The project culminates in an exhibition where students showcase their creations, highlighting their understanding of the impact of upcycling on reducing landfill waste.
Learning goals
Students will explore innovative ways to repurpose waste materials into functional and artistic products, enhancing their understanding of sustainability and environmental impact. They will develop skills in data representation by tracking patterns and relationships in their upcycling projects, using graphs and tables. Through collaboration with community partners, students will strengthen their communication and problem-solving abilities, while reflecting on their learning journey through writing. The project will culminate in an exhibition where students present their creations to family, school, and community, showcasing their growth in self-directed learning and academic mindset.
Standards
- [Next Generation Science Standards] 3-5.AF.4.1 - Represent data in tables and/or various graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships.
- [National Core Arts Standards] VA:Re7.1.5a - Compare one’s own interpretation of a work of art with the interpretation of others.
- [Common Core] CCSS.ELA-Literacy.CCRA.R.10 - Read and comprehend complex literary and informational texts independently and proficiently.
- [Common Core] CCSS.Math.Content.5.NF.A.2 - Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
- [Common Core] CCSS.ELA-Literacy.CCRA.R.5 - Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
- [Common Core] CCSS.Math.Practice.MP8 - Look for and express regularity in repeated reasoning.
- [National Core Arts Standards] MU:Pr4.2.5.a - Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.
- [Common Core] CCSS.ELA-Literacy.CCRA.L.6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
- [Common Core] CCSS.ELA-Literacy.RL.5.9 - Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
- [Common Core] CCSS.ELA-Literacy.RI.5.5 - Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Competencies
- Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
- Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
- Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
- Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
- Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
- Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
Products
Students will create a diverse range of upcycled craft products, such as decorative items, functional household goods, and artistic pieces, using materials that would otherwise be discarded. These products will be designed to meet community needs and reflect individual creativity, ensuring they are both aesthetically pleasing and practical. Throughout the project, students will engage in iterative design processes, receiving feedback from peers and community partners to refine their creations before presenting them at a community exhibition.
Launch
Begin the project with an engaging talk from representatives of the Honolulu City and County Refuse Department, who will discuss the importance of waste management and share inspiring examples of upcycled products. Following the talk, students will explore a curated collection of artifacts made from trash, sparking curiosity and creativity. This launch activity will set the stage for students to brainstorm ideas for their own upcycled creations, while emphasizing the impact of their work on the community.
Exhibition
Students will host a community showcase where they present their upcycled products to families, peers, and local community members. The exhibition will feature interactive stations where students explain their creative process, demonstrate the functionality of their items, and discuss the environmental impact of their work. Attendees will have the opportunity to purchase the crafted items, with proceeds supporting local environmental initiatives. This event will encourage students to communicate effectively, reflect on their learning journey, and celebrate their achievements in transforming waste into valuable products.
Plan
| Week 1 |
Day 1
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Day 2
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Day 3
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|---|---|---|---|
| Activities |
Project Launch and Inspiration Talk - Representatives from the Honolulu City and County Refuse Department discuss waste management and share examples of upcycled products. Students explore artifacts made from trash to spark creativity and set the stage for brainstorming their own upcycled creations. (45 min)
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Brainstorming Session: Upcycling Ideas - Students work in groups to brainstorm and list potential trash items that can be transformed into craft products. They sketch initial ideas for their upcycled creations, focusing on the essential question: How can we keep trash out of the landfill by turning it into quality, useful items? (45 min)
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Exploration of Materials - Students bring in recyclable materials from home and categorize them based on their properties and potential use in craft projects. They discuss with peers the possibilities for each item and begin planning their individual projects. (45 min)
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| Deliverables |
1. Reflection pieces on insights gained from the guest speaker and artifact exploration.
2. Group brainstorming notes and sketches representing initial ideas for upcycled creations. 3. Feedback summary from peers and self-reflection notes documenting idea refinement. |
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| Preparation |
1. Coordinate with the Honolulu City and County Refuse Department for guest speaker arrangements.
2. Gather and display a diverse collection of upcycled artifacts. 3. Prepare brainstorming materials, such as chart paper, markers, and pencils for sketching ideas. 4. Set up the classroom for group discussions and collaborative brainstorming. |
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| Week 2 |
Day 4
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Day 5
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Day 6
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|---|---|---|---|
| Activities |
Research and Presentation Skills Workshop - Students learn how to effectively research upcycling techniques and present their findings. They practice using credible sources and organize information for a mini-presentation. (25 min)
Team Discussions: Upcycling Concepts - Students discuss their research findings in small groups, share insights, and refine their project ideas. They identify the materials they will need and the steps involved in their upcycling projects. (20 min)
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Introduction to Design Thinking - Students are introduced to the design thinking process as a way to approach their upcycling projects. They learn about empathizing, defining, ideating, prototyping, and testing. (20 min)
Developing a Project Plan - Using the design thinking framework, students create a detailed plan for their upcycling project, outlining materials, tools needed, and a step-by-step process. (25 min)
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Visual Representation Techniques - Students learn how to visually represent their project plans using tables, bar graphs, or pictographs to highlight patterns and relationships in their designs. (20 min)
Peer Feedback and Reflection - Students share their project plans with peers and receive feedback. They reflect on the input to improve their designs and ensure feasibility. (25 min)
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| Deliverables |
1. Written reflection piece on waste materials and upcycling ideas.
2. Sketches of initial design concepts for upcycled products. 3. Completed data tables and graphical displays showing material usage patterns. |
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| Preparation |
1. Gather research materials, including articles and videos on waste management and upcycling.
2. Provide sketching supplies such as paper, pencils, colored markers. 3. Prepare templates for data tables and graph paper for students to represent their data visually. 4. Organize group discussion prompts and guidelines to facilitate peer feedback. |
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| Week 3 |
Day 7
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Day 8
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Day 9
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|---|---|---|---|
| Activities |
Skill-Building: Craft Techniques Workshop - Students learn basic craft techniques such as cutting, shaping, and joining materials. They practice these techniques using recyclable materials, focusing on safety and precision. (25 min)
Design Concept Finalization - Students finalize their design concepts for their upcycled projects by selecting the materials and techniques they will use. They create a detailed sketch of their final design. (20 min)
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Introduction to Data Representation - Students are introduced to data representation methods, including tables, bar graphs, and pictographs. They learn how to track and visualize the progress of their projects. (20 min)
Plan Data Collection - Students plan how they will collect data on their upcycling process and the materials used. They begin creating initial tables or charts to organize this information. (25 min)
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Upcycling Project Work Session - Students start working on their upcycled projects, applying the techniques learned. They follow their project plans and make adjustments as needed. (30 min)
Peer Collaboration and Feedback - Students partner with peers to share progress on their projects, provide and receive feedback, and collaboratively solve any challenges encountered. (15 min)
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| Deliverables |
1. Categorized list of collected materials with proposed upcycling ideas.
2. Initial sketches of product designs with notes on functionality and aesthetics. 3. Rough prototypes of upcycled products with detailed documentation of the construction process and peer feedback. |
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| Preparation |
1. Gather examples of upcycled products for demonstration.
2. Prepare materials for prototype construction, such as glue, scissors, tape, and any other necessary tools. 3. Create a feedback form or structured guide to help students provide constructive peer feedback. 4. Arrange space for material sorting and prototype building. 5. Coordinate with Kokua Foundation or local experts for potential input or guidance during the week. |
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| Week 4 |
Day 10
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Day 11
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Day 12
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|---|---|---|---|
| Activities |
Project Progress Check-in - Students review their project plans and timelines to assess progress. They identify any challenges encountered and brainstorm solutions with peers. (15 min)
Hands-On Upcycling Session - Students continue constructing their upcycled products, focusing on applying craft techniques accurately. They document the materials used and steps taken in their project journals. (30 min)
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Data Collection and Analysis - Students gather data on the materials used, time spent, and techniques applied in their projects. They use tables or graphs to visualize this data and identify any emerging patterns. (25 min)
Peer Feedback and Iteration - Students present their current project status to peers, receive constructive feedback, and make necessary revisions to their designs to enhance functionality and aesthetics. (20 min)
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Reflection and Self-Assessment - Students reflect on their learning journey so far, considering skills gained and challenges overcome. They write a brief reflection in their project journals, focusing on personal growth and goals for the next phase. (20 min)
Final Touches and Detailing - Students work on adding the final details to their upcycled products, ensuring they meet quality standards for the upcoming exhibition. They also prepare a short presentation explaining their creative process and the environmental impact of their work. (25 min)
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| Deliverables |
1. A detailed design plan for each group's upcycled product, including material lists and construction steps.
2. Initial construction of the upcycled product, with evidence of progress documented through photos or sketches. 3. Written reflections from each student, capturing their learning experiences and insights gained during the construction process. 4. Peer feedback forms completed for each group's progress, providing constructive criticism and suggestions for improvement. |
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| Preparation |
1. Gather and organize a variety of recyclable materials and craft supplies for students to use, such as cardboard, plastic bottles, fabric scraps, paint, and glue.
2. Set up workstations with necessary tools and materials for safe and effective hands-on crafting. 3. Prepare a feedback form or checklist for students to use while reviewing peer projects. 4. Coordinate with the Kokua Foundation and the Honolulu City and County Refuse Department for any additional resources or support they can provide during the construction phase. |
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| Week 5 |
Day 13
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Day 14
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Day 15
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|---|---|---|---|
| Activities |
Interactive Analysis of Upcycled Product Designs - Students examine each other's upcycled product designs, focusing on aesthetics and functionality. They discuss the strengths and potential improvements, using academic vocabulary related to art and design. (20 min)
Exploring Graphic Tools for Presentation - Students learn how to use graphic tools to create visual presentations of their upcycled projects. They practice representing data and design concepts through bar graphs and pictographs. (25 min)
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Mid-Project Reflection and Goal Setting - Students write a reflective piece on their progress, challenges, and achievements thus far. They set specific goals for the remaining weeks of the project, emphasizing personal growth and project outcomes. (20 min)
Group Critique Session - Students present their designs to small groups, receive constructive feedback, and collaborate on solutions to enhance their projects. They focus on improving both artistic elements and environmental impact. (25 min)
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Advanced Craft Techniques Workshop - Students learn advanced techniques for refining their upcycled products, such as finishing touches and detailing for improved durability and appeal. They apply these techniques to their projects. (30 min)
Data Visualization and Storytelling - Students create a narrative around their upcycled project using visual data representations. They prepare to share their journey and the impact of their work on reducing landfill waste through storytelling. (15 min)
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| Deliverables |
1. Refined designs of their upcycled products with improved functionality and aesthetics.
2. Completed bar graphs and pictographs representing data on materials used in their projects. 3. Written analysis comparing texts on environmental impacts, highlighting structures and themes. 4. Solved word problems involving fractions related to their project materials. 5. Reflective writing pieces connecting their project experience to identity and community impact. |
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| Preparation |
1. Gather materials needed for product refinement, including additional craft supplies and tools.
2. Prepare graph paper and digital tools for students to create bar graphs and pictographs. 3. Select texts about environmental impact and upcycling for reading and analysis activities. 4. Provide visual fraction models and equations for solving word problems related to their projects. 5. Organize a space for peer critique sessions with guidelines for constructive feedback. 6. Prepare reflection journals or writing prompts to guide students in their reflective writing. |
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| Week 6 |
Day 16
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Day 17
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Day 18
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|---|---|---|---|
| Activities |
Sustainability Discussion and Reflection - Students engage in a discussion about the impact of their upcycled products on sustainability and the community. They reflect on their role in reducing waste and write a short paragraph about their thoughts. (20 min)
Prototype Presentation Preparation - Students rehearse their presentations for the upcoming exhibition, focusing on clearly communicating their design process and the environmental impact of their projects. (25 min)
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Peer Review and Feedback Session - Students present their upcycled prototypes to peers and receive constructive feedback. They use this feedback to make final adjustments and improvements to their designs. (25 min)
Finalizing Exhibition Displays - Students create informative displays for the exhibition, including visual data representations and written descriptions of their projects. They ensure their displays are engaging and educational. (20 min)
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Exhibition Rehearsal and Setup - Students practice their presentations in the designated exhibition space, arranging their displays and rehearsing their talking points. They ensure their exhibits are ready for the upcoming community showcase. (30 min)
Reflection and Goal Setting - Students reflect on their experiences throughout the project, identifying personal growth and areas for future improvement. They set goals for their continued learning and environmental actions beyond the project. (15 min)
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| Deliverables |
1. Students will complete a draft design of their upcycled product, including a detailed description of materials used.
2. Create a bar graph representing the types of materials collected and used in their projects, highlighting patterns in material use. 3. Write a reflective piece comparing their initial ideas with the feedback received from peers and teachers, focusing on how it influenced their design. 4. Develop a presentation outlining the environmental benefits of their upcycled product, incorporating research on waste reduction. 5. Compile a list of domain-specific vocabulary terms related to upcycling and sustainability, demonstrating understanding through definitions and usage in context. |
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| Preparation |
1. Gather a selection of upcycled product examples for inspiration.
2. Prepare materials for graphing activities, including graph paper and colored pencils. 3. Ensure access to computers or tablets for students to research different upcycling techniques and sustainability practices. 4. Set up a dedicated space for students to display their work-in-progress, allowing for peer feedback. 5. Coordinate with the Kokua Foundation for additional resources on waste management and environmental impact. |
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| Week 7 |
Day 19
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Day 20
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Day 21
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|---|---|---|---|
| Activities |
Finalizing Product Designs - Students review and finalize their product designs based on feedback from previous critique sessions, ensuring they meet the quality standards for functionality and aesthetics. (25 min)
Data Analysis and Interpretation - Students analyze and interpret the data collected throughout their projects, focusing on patterns that reveal relationships between materials used and outcomes achieved. They create tables or graphs to represent this information. (20 min)
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Preparation for Exhibition - Students begin preparing for the upcoming exhibition by designing presentation boards that highlight their creative process, data visualization, and the environmental impact of their projects. (30 min)
Reflective Writing Session - Students write a reflection on their learning journey, considering how their understanding of upcycling has evolved and how they have contributed to community needs. They focus on self-directed learning and personal growth. (15 min)
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Showcase Rehearsal - Students rehearse their presentations for the exhibition, practicing effective communication skills and ensuring they can clearly explain their project journey and the significance of their work. (25 min)
Collaborative Exhibition Planning - Students collaborate to organize the exhibition layout, assigning roles and responsibilities for the event. They discuss ways to engage the audience and highlight the importance of upcycling. (20 min)
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| Deliverables |
1. Complete and analyze survey data with graphical representations.
2. Initial sketches and prototypes of upcycled product designs. 3. Feedback and revisions from peer critique sessions documented. 4. Research report comparing and contrasting similar upcycled products and artistic interpretations. |
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| Preparation |
1. Prepare survey materials and questions for students to distribute within the school community.
2. Provide graphing tools and software for students to represent their survey data visually. 3. Gather various recycled materials and crafting tools for product prototyping sessions. 4. Organize a peer critique structure and guidelines to facilitate constructive feedback exchanges. 5. Compile resources on existing upcycled products and artistic interpretations for research purposes. |
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| Week 8 |
Day 22
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Day 23
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Day 24
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|---|---|---|---|
| Activities |
Final Exhibition Setup - Students finalize the setup of their exhibition space, ensuring the presentation boards and displays are organized and appealing. They prepare interactive stations to engage visitors and highlight the impact of their upcycled products. (20 min)
Practice Presentations - Students rehearse their presentations in pairs, critiquing each other on clarity, engagement, and effectiveness. They focus on communicating their creative process and the environmental significance of their work. (25 min)
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Mock Exhibition - Students conduct a mock exhibition for classmates, presenting their upcycled products and engaging in Q&A sessions. They receive peer feedback on their presentation skills and make adjustments for the final exhibition. (25 min)
Peer Review and Reflection - Students reflect on feedback received during the mock exhibition and revise their presentation content and delivery. They write a brief reflection on their learning journey and the impact of their work. (20 min)
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Community Exhibition - Students host the community exhibition, presenting their upcycled products to families, peers, and community members. They demonstrate their creative process, discuss the functionality of their items, and highlight the environmental impact. (30 min)
Celebration and Reflection - Students celebrate their achievements and reflect on their learning journey. They discuss the skills gained and set goals for future environmental projects, focusing on continued innovation and community engagement. (15 min)
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| Deliverables |
1. Completed upcycled product prototypes incorporating feedback from peers and community partners.
2. Data presentation using tables and graphs to show patterns in material usage and upcycling efficiency. 3. Written reflection comparing students’ interpretations of their own work with peers, focusing on artistic and functional aspects. 4. Analysis of the structure of informational texts related to sustainability, identifying key themes and comparing approaches. 5. Fraction word problems related to material usage solved and documented using visual models. 6. Peer and self-assessment of project progress and learning outcomes, documented in a reflection journal. |
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| Preparation |
1. Gather upcycled materials for final product assembly, ensuring a variety of textures and colors.
2. Prepare data collection sheets for students to track material usage and patterns in their upcycling process. 3. Organize feedback sessions with community partners, including representatives from the Kokua Foundation and the city and county of Honolulu refuse department. 4. Set up a space for peer review and critique, including display boards for students to present their project progress. 5. Collect relevant texts and resources for students to analyze structure and compare interpretations related to upcycling and sustainability. 6. Ensure access to graphing tools and software for students to represent data visually. |
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| Week 9 |
Day 25
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Day 26
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Day 27
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|---|---|---|---|
| Activities |
Final Presentation Preparation - Students refine their presentations for the upcoming final exhibition, focusing on clarity and impact. They ensure all components, including visual aids and data representations, are well-organized. (20 min)
Individual Reflection Session - Students write detailed reflections on their learning journey, highlighting key skills gained, challenges overcome, and personal growth throughout the project. (25 min)
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Peer Review and Feedback - Students share their refined presentations with peers for final feedback. They focus on constructive criticism to make last-minute adjustments and enhance their presentations. (25 min)
Exhibition Setup Coordination - Students collaborate to finalize the arrangement of their exhibition space, ensuring that all displays are engaging and informative. They plan interactive elements to engage community members during the exhibition. (20 min)
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Exhibition Dress Rehearsal - Students conduct a full rehearsal of their exhibition presentations, practicing delivery and interactive engagement with an audience. They make final adjustments based on peer feedback and rehearsal outcomes. (30 min)
Celebration and Goal Setting - Students celebrate their accomplishments and discuss their learning journey as a class. They set goals for future projects and consider ways to continue contributing to environmental sustainability and community needs. (15 min)
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| Deliverables |
1. Finalized upcycled products that incorporate feedback and refinements.
2. Data tables and graphs representing production metrics and patterns. 3. Written comparative analysis of upcycled products. 4. Presentation materials for the exhibition, including boards and scripts. 5. Organized exhibition plan detailing student roles and presentation order. |
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| Preparation |
1. Gather feedback from peers and community partners on student projects.
2. Provide materials such as graph paper, colored pencils, and rulers for data representation activities. 3. Prepare examples of similar upcycled products for comparative analysis. 4. Provide access to tools and materials needed for final refinements of the products. 5. Coordinate with community partners to finalize exhibition details (venue, date, etc.). 6. Ensure availability of presentation materials (poster boards, markers, etc.) for exhibition preparation. |
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| Week 10 |
Day 28
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Day 29
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Day 30
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|---|---|---|---|
| Activities |
Final Product Review - Students conduct a thorough review of their upcycled products, ensuring they meet all quality and functionality standards. They make necessary adjustments and document any final changes made. (20 min)
Presentation Refinement - Students refine their presentation scripts, focusing on clarity, engagement, and highlighting the environmental impact of their projects. They practice delivering their presentations to peers for feedback. (25 min)
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Exhibition Setup and Coordination - Students collaborate to finalize the arrangement of their exhibition space, ensuring displays are well-organized and visually appealing. They set up interactive stations to engage visitors effectively. (20 min)
Peer Feedback and Final Adjustments - Students present their refined presentations to peers for a final round of feedback. They make last-minute adjustments to ensure their presentations are impactful and informative. (25 min)
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Community Exhibition and Presentation - Students host the community exhibition, presenting their upcycled products to families, peers, and community members. They demonstrate their creative process and discuss the environmental significance of their work. (30 min)
Reflection and Celebration - Students reflect on their learning journey, discussing skills gained and personal growth. They celebrate their accomplishments and set goals for future projects focused on sustainability and community impact. (15 min)
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| Deliverables |
1. Completed upcycled products ready for exhibition.
2. Data tables and graphical displays illustrating the project's impact. 3. Written reflections on the project experience. 4. Exhibition presentations, including interactive stations and explanations of the creative process. 5. Successful community exhibition event showcasing student work. |
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| Preparation |
1. Gather all completed upcycled items for final touches.
2. Provide materials for creating data tables and graphical displays (e.g., graph paper, markers, rulers). 3. Ensure students have access to writing materials and reflection prompts for their reflection writing task. 4. Organize exhibition space, including tables, display boards, and any necessary technology for presentations. 5. Coordinate with community partners and families to attend the exhibition, ensuring all logistics are in place. |
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