What a load of Rubbish - Overview Of Project You are required to; Research bio-degradable and non bio-degradable. 2. Look in your recycling bins at home, if you do not recycle then simply look in your bin. Try to find the following products: Paper, milk carton, plastic cup, plastic container, plastic bottle, tin can, orange peel, drink can, leaves, glass bottle, plastic bag. Sort this recycling into bio-degradable and non-biodegradable. 3. Look at the materials you found and create a chart showing how long you think each item would take to decompose. Example Table: 4. What impact does rubbish have on our environment? 5. What is bio-degradable plastic? How could this help the environment? 6. What does carbon footprint mean? 7. Use http://www.footprint.wwf.org.uk/ to see how many planets you are using. 8. List what you could be doing better as a family to recycle 9. Design a system that can inform families of the importance of recycling. Decomposition rate Name of object 2-4 weeks 1-3 months 6 months Note: Please complete your work on IT and E-mail your work to your current teacher by 8th Dec 2014

What a load of Rubbish Position Photo of bio-degradable (or list) bio-degradable means non bio-degradable means. Decomposition rate Name of object 2-4 weeks 1-3 months 6 months 5years 10-20 years 50-80 years 80 years 100 years 450 years 500 years NEVER Position Photo of bio-degradable (or list) Position Photo of non bio-degradable (or list)

What I could do to reduce my carbon footprint. What a load of Rubbish The impact rubbish has on our environment is Bio-degradable plastic is A carbon footprint is What I could do to reduce my carbon footprint. 1....................................... 2....................................... 3........................................ 4....................................... 5........................................ 6........................................ 7........................................ 8..........................................

What a load of Rubbish What could you and your family be doing better to avoid a greater Carbon Footprint? Design a system that can inform families of the importance of recycling.

PLANNING : Understanding the task Your plan of task sequence Project title: Name: Date set: Date due: PLANNING : Understanding the task AIM: What does the project want you to do or produce? SKILLS: What skills do you have that you can use? IMAGINE: Ideas and features you want to include in your project? KNOWLEDGE: What knowledge do you have that you can use? Goal setting Your plan of task sequence Week 1 2 3 4 Improvement you want to show? Strengths you want to show? Researching What information do you need? Where can you find it? Resources What things will I need? What help will I need?

DOING : Self monitoring Problems encountered Problem How did you solve it? Questions to ask yourself when carrying out the tasks: Am I keeping to my time schedule? Is what I am producing meeting my goals? Do I need to change what I am doing? Do I need extra help? SELF REVIEWING : How successful was your project? Meeting the project aims: How well do you think you met the aims of the project? How do you know? Meeting your goals: What do you think you showed improvement in? What strengths did you show? How could you improve your project if you were to do it again? Things that interested you were: Things you found difficult were: Your effort score (?/ 10):

PLANNING DOING SELF REVIEWING KS3 PROJECTS MILD HOT SCORCHING Teacher EBI comments: PLANNING Imagine (P1) Some ideas listed relevant to the project. Unclear picture of possible project outcome. Ideas and features listed showing some imagination. Reasonably clear vision of project. Clear & creative ideas / features that compliment. Clear & detailed vision of what is being aimed for. Goal setting (P2) Some awareness of area for improvement and of strengths. Self imposed challenge could be greater. A developing understanding of areas for improvement. Can express strengths. Beginning to challenge oneself. Understands areas for improvement. Clear idea of how strengths can be integrated. Self imposed challenge shows aspiration. Researching & resourcing (P3) Has ideas about what to research. Limited sources identified. Aspects of the project to be researched are identified, not all relevant or of sufficient breadth. At least two different sources identified. Identifies relevant areas that fully cover the project. Range of different sources identified; some initiative. Time plan & forethought (P4) Some aspects of the planning and doing stages considered and displayed simply. A degree of forethought evident. All 3 stages evident within a timeline. Considers how the stages may be broken down. Begins to consider the relative amounts of time needed. Good degree of forethought applied. All 3 stages evident within a detailed timeline. Division of each stage appropriately detailed. Appropriate allocation of time to each part. High degree of forethought & methodology applied. DOING Problem solving (D1) Problems and challenges ignored or avoided during the project at the detriment of the quality of the final project outcome. Problems and challenges identified during the project. Attempts made to address them but would benefit more thought. Problems identified and appropriate solutions found using initiative that maintains a high degree of application, challenge and quality. Seeking help (D2) When help would have been a benefit, the opportunity was missed or ignored. Help sought when needed. Interpreted literally and carried out as an instruction. Balance between independence and seeking help. Help used as a launch to aid further independence. Managing time (D3) Insufficient time applied to the project showing a lower quality outcome than student is capable of. Time management is evident but misallocated amongst the project parts. Time is managed successfully resulting in a well balanced project that has stretched the student. SELF REVIEWING Meeting the project aims (R1) Simple statement made about meeting the aims of the project. Student attempts to explain whether the aims of the project have been met. Begins to attribute causes to successes and failures. Explains how the aims of the project have been met. Reference to success criteria where applicable Attributes causes to successes and failures. Meeting your goals (R2) Some attempt made to identify strengths of this work and improvement from previous work. Meaningful improvement from previous work and strengths rightly identified. Begins to express their significance. Student demonstrates deeper considered self reflection and appropriately identifies the significance of their improvement and strengths. Project Improvements (R3) Attempt made to suggest an improvement to the the way this project was performed or what was produced. Meaningful improvments suggested to the way this project was performed or what was produced. A full evaluation of the project is evident from the justification for improvements suggested. Effort & challenge (R4) A greater degree of self challenge and effort would improve ability to work independently. Student has sufficiently challenged themselves and demonstrated an organised effort that is developing independence. Student set high expectations and has demonstrated high levels of sustained effort and perseverance that shows growing independence. Teacher WWW comments: Student comments: