Recycling materials

Recycling materials

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about matching recycled materials to possible uses.
a)  Match the following recycled materials with one of its possible new uses.

Question

What is the possible new use for Glass?
    • Made into reinforcing steel

    • Made into egg cartons

    • Melted for re-use, e.g., bottle

    • Made into soft drink cans

    • Made into soft drink bottles or pipes

Question

What is the possible new use for Iron?
    • Made into reinforcing steel

    • Made into egg cartons

    • Melted for re-use, e.g., bottle

    • Made into soft drink cans

    • Made into soft drink bottles or pipes

Question

What is the possible new use for Aluminium?
    • Made into reinforcing steel

    • Made into egg cartons

    • Melted for re-use, e.g., bottle

    • Made into soft drink cans

    • Made into soft drink bottles or pipes

Question

What is the possible new use for Plastic?
    • Made into reinforcing steel

    • Made into egg cartons

    • Melted for re-use, e.g., bottle

    • Made into soft drink cans

    • Made into soft drink bottles or pipes

Question

What is the possible new use for Paper?
    • Made into reinforcing steel

    • Made into egg cartons

    • Melted for re-use, e.g., bottle

    • Made into soft drink cans

    • Made into soft drink bottles or pipes

Question 1Change answer

b)  Choose one material from question a) and give two reasons why it should be recycled. 
Material 1 GlassIronAluminiumPlasticPaper
Reason 1:
Reason 2:

Question 1Change answer

c)  Choose one material from question a) and give two reasons why it should be recycled. 
Material 2 GlassIronAluminiumPlasticPaper
Reason 1:
Reason 2:
Task administration: 
This task can be completed with pencil and paper or online.
Level:
3
Description of task: 
Task: Match recycled materials to their possible uses, and justify reasons for recycling. Assessment focus: reasons for recycling.
Curriculum Links: 
Science capabilities
The capabilities focus is brought about by the conversations you have and the questions you ask.
 
Capability: Engage with science
This resource provides opportunities to discuss how recycling can help us use the Earth's resources wisely.
Science capabilities: 
Answers/responses: 
 

Y7 (03/2004)

a)

very easy

easy

easy

easy

very easy

b) and c)
Answers will vary.
Accept responses relating to conservation of resources, specified negative effects on the environment including pollution and waste disposal issues.
 

Trial sample was 226 Year 7 students.

Diagnostic and formative information: 

Across all materials, a common reason given for why something should be recycled was that the material was useful. For example, "because you can make lots of things with glass." Many students interpreted the question as being about the benefits of recycling over not having any particular material, rather than about the benefits of recycling as opposed to producing new materials. There also appeared to be some confusion between recycling and reusing.

  • For all materials, reasons given for recycling included conservation of natural resources, waste reduction and general statements such as "it's good for the environment". A common benefit of recycling was seen as reduction of harm caused by litter to people and animals.
  • For glass, by far the most common reason given for recycling was to prevent glass being left around and people getting hurt. This response was much less common for other materials although a common response for plastic was reduction of harm to animals, especially sea animals. Some students also mentioned burning of plastic as causing air pollution.
  • Paper was the only material where conservation of resources was a very commonly given reason for recycling. More than one third of the responses related to saving trees. Some students also explained how trees played an important role in the environment although there was some confusion around their exact role.
  • The most commonly chosen materials to discuss were paper, plastic, and glass.
Next steps: 
Use the students' responses to identify possible gaps in students' knowledge.
  • Do students recognise the difference between recycling and reusing materials? Recycling involves reprocessing waste for use in new products. Recycled materials often have properties that are different from the original materials. Some materials are easier to recycle than others.
  • Do students recognise where common materials come from or how they are manufactured? Plastics, for example, are made from fossil fuels. It is likely such raw materials will be used up if we do not find ways to retrieve and/or conserve them.
  • Are students aware of the issues related to waste disposal? Many materials commonly used today take a long time to break down. We are running out of suitable landfill sites, toxic chemicals can leach into the soil and waterways, and burning waste causes air pollution.
  • People's actions impact on all aspects of the environment, living and non-living.
  • Ministry of Education (2004). Building Science Concepts Book 61, Recycling. Wellington: Learning Media.
  • School Journal, Part 3, No 2, Learning Media, 2003. Bottles into Rockets
  • School Journal, Part 4, No 1, Learning Media, 1999. Is that a soft drink bottle you're wearing?
  • Connected, 1998 No 3, Learning Media. The Power of Rubbish
  • Connected, 1999 No 1, Learning Media. How to wear a PET
  • Connected, 1999 No 1, Learning Media. Oranges: an experiment to prove that rubbish does not exist
  • Connected, 2003 No 1, Learning Media. A plate of potatoes

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