This learning scenario is planned to turn waste materials into course material. With this method, we aim to protect nature, make our lessons more attractive and ensure permanenearning. Raising awareness about the importance of nature for students and their parents is among our goals.
We believe that our students will create great motivation in the lessons with different activities and designs. As an educator aiming to gain Environmental Literacy, especially with young students, we want to prevent them from worrying. Fear of future experiences with the climate crisis can make them feel too helpless to contribute to change. For this reason, we aim for them to be environmentally literate by giving them age-appropriate responsibility.
Keywords: Climate and Ecosystem Origin and Art Recycling
Age of students: 9-10 age range
Teaching Time: 4 lessons of 40 minutes each.
Online teaching materials
– Padlet;
– Canva;;
– Jigsaw Planet;;
– Youtube; – –
– NBS:

Offline teaching materials
Cardboard boxes, medicine boxes, newspapers, straws, used pet bottles, jars, plastic bags and coloured papers, glue, pen, scissors … (waste materials)
To achieve the goals of the goals
Project-Based Learning, Inquiry-Based Science Education, learning approaches and STEAM will be used.
Learning objectives:
Recycling and stem are very important for sustainable ecosystems and to leave a better world for future generations. Recycling is a social responsibility for all citizens for a sustainable society. This scenario is a project-based learning scenario with an interdisciplinary approach for responsible students and individuals. And it was supported by the eTwinning Project “From Waste To School”. Students will develop environmentally literate skills.

Lesson 1: Super robots on “force and motion” in a science lesson
Duration: 40 min.
Application: Students bring materials that are not used at home and suitable for robot construction. Each student tries to design a robot suitable for his / her own material. In this design, the subject of movement properties of live and non-living contacts is repeated.

Lesson 2: Impeller material on “multiplication” in math class
Duration: 40 min.
Application: Students with prior knowledge in our mathematics class provide waste materials. Unused cardboard, paper, craft papers, etc. Students begin to design a wheel for feedback by repeating the topic of rhythmic counts. There is a centre in the centre that allows rotation. The result of rhythmic counts scrambled on it is found.

Lesson 3: Designing your own instrument to “design an instrument” in a music lesson
Duration: 40 min.
Implementation: In our 3rd step, the practice will be done in the music lesson. Students will design tools from recycled materials that are not used at home. Students used many materials such as jars, cans, cardboard boxes, straws, ropes, and ropes. They designed many musical instruments ranging from violins, drums, guitars to flutes. They even gave a mini-concert.

Lesson 4: Crossword study on “2D studies” in the Visual Arts lesson
Time: 40 min.
Application: Our last activity is puzzle design in the Visual Arts class. In the course, students bring materials such as egg boxes, shoe houses, old books, cardboard. 2-dimensional pieces and puzzles with the whole are designed. Many magnificent puzzles such as facial expressions, football teams, maps are designed. Our lesson is completed with very enjoyable studies and lessons.

Results of the lesson:
21st-century skills:
1- Critical thinking: students realize the problems and find the solution through discovery.
2-Creativity and Cooperation: Students learn to use their creativity, thoughts and imagination to reach a goal and solve the problem.
3-Communication: While applying the learning scenario, they share their thoughts, designs, research results. They use and develop their expression and communication skills while introducing their materials.
4-Curiosity, questioning: Students strengthen the aspects of curiosity, critical thinking, asking questions, observing and evaluating.
These learning scenarios and activities saw that students could produce solutions to even a global problem with their strengths.
They realized that wastes are recycled with different disciplines.
They discovered that they could be socially responsible individuals in society.
They learned by experiencing and observing that project-based learning develops many aspects.


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