(Re)Making Paper - Teacher Sheet
This teacher sheet outline the instructions for a recycling activity where students turn scrap paper into beautiful, handmade paper bookmarks. Students are involved in every part of the process, form the tearing and processing of the old paper into pulp, to the screen, pressing and drying of the new paper. This sheet outlines the materials, preparation, and procedure necessary for you to
pull this activity off without a hitch.
Learning goals
- We are learning to understand that spoken, written and visual forms of language are all different modes of communication and their features and use varies.
- We are learning to understand new and familiar vocabulary and to make suitable vocabulary choices to suit the audience and purpose.
- We are learning to identify aspects of different types of literary texts that entertain and give reasons for personal preferences.
- We are learning to discuss characters and settings in different texts and explore how language is used to present these features in different ways.
- We are learning to listen for key information and instructions and build upon ideas in discussions.
- We are learning to use interaction skills, use positive statements to engage and appropriate language to disagree in group and class settings.
- We are learning to identify how people design and produce familiar products, services and environments to meet personal and community needs.
- We are learning to explore the characteristics and properties of materials and components used to produce designed solutions.
- We are learning to explore needs or opportunities for designing and the technologies needed to realise designed solutions.
- We are learning to generate, develop and record design ideas through describing, drawing and modelling.
- We are learning to use materials, components, tools, equipment and techniques to safely make designed solutions.
- We are learning to understand that different materials can be combined for a particular purpose.
- We are learning to explore how familiar products, services and environments are designed by people.
- We are learning to generate, communicate and evaluate design ideas.
- We are learning to identify how familiar products, services and environments are designed and produced.
- We are learning to explore how technologies including materials affect movement in products.
- We are learning to generate and communicate design ideas through describing, drawing, or modelling.
- We are learning to evaluate the success of design ideas and solutions.
- We are learning to understand new and familiar vocabulary and to make suitable vocabulary choices to suit the audience and purpose.
- We are learning to identify features, such as characters and settings, of different literary texts and give reasons for personal preferences.
- We are learning to compare characters and settings in different texts and identify the verb groups used to convey actions, emotions and dialogue.
- We are learning to use interaction skills, use positive statements to engage and appropriate language to disagree in group and class settings.
- We are learning that changes to materials can be reversible or irreversible.
Curriculum alignment
AC9S2I04
9
Sort and order data and information and represent patterns, including with provided tables and visual or physical models
AC9S6U04
9
Compare reversible changes, including dissolving and changes of state, and irreversible changes, including cooking and rusting that produce new substances
AC9S2I06
9
Write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary
AC9S2I05
9
Compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance
AC9S2I03
9
Make and record observations, including informal measurements, using digital tools as appropriate
AC9S2I02
9
Suggest and follow safe procedures to investigate questions and test predictions
AC9S2I01
9
Pose questions to explore observed simple patterns and relationships and make predictions based on experiences
AC9S2H01
9
Describe how people use science in their daily lives, including using patterns to make scientific predictions
AC9E2LY02
9
Use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions
AC9E2LE03
9
Discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways
AC9E2LE02
9
Identify features of literary texts, such as characters and settings, and give reasons for personal preferences
AC9TDE2P03
9
Evaluate the success of design ideas and solutions based on personal preferences and including sustainability
AC9TDEFK01 9Explore how familiar products, services and environments are designed by people
AC9E2LA09 9 Experiment with and begin to make conscious choices of vocabulary to suit the topic AC9TDEFP01 9Generate, communicate and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose
AC9TDE2K01 9Identify how familiar products, services and environments are designed and produced by people to meet personal or local community needs and sustainability
AC9TDE2K02 9Explore how technologies including materials affect movement in products
AC9TDE2P01 9Generate and communicate design ideas through describing, drawing or modelling, including using digital tools
AC9TDE2P02 9Use materials, components, tools, equipment and techniques to safely make designed solutions
ACSIS039 8.4 Use informal measurements to collect and record observations, using digital technologies as appropriate ACELA1470 8.4 Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose ACSIS038 8.4 Participate in guided investigations to explore and answer questions ACSIS037 8.4 Pose and respond to questions, and make predictions about familiar objects and events ACSHE034 8.4 Science involves observing, asking questions about, and describing changes in, objects and events ACSSU031 8.4 Different materials can be combined for a particular purpose ACAVAR109 8.4 Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples ACAVAM107 8.4 Use and experiment with different materials, techniques, technologies and processes to make artworks ACAVAM106 8.4 Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists ACTDEP007 8.4Use materials, components, tools, equipment and techniques to safely make designed solutions
ACTDEP006 8.4Generate, develop and record design ideas through describing, drawing and modelling
ACTDEP005 8.4Explore needs or opportunities for designing, and the technologies needed to realise designed solutions
ACTDEK004 8.4Explore the characteristics and properties of materials and components that are used to produce designed solutions
ACTDEK001 8.4Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs
ACELY1789 8.4 Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately ACELY1666 8.4 Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions ACELT1591 8.4 Discuss the characters and settings of different texts and explore how language is used to present these features in different ways ACELT1590 8.4 Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences ACELA1460 8.4 Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background ACSIS042 8.4 Represent and communicate observations and ideas in a variety of ways ACSIS041 8.4 Compare observations with those of others ACSIS040 8.4 Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions
ST1-7MW-T
old
Describes how the properties of materials determine their use
EN1-7B
old
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
EN1-11D
old
Responds to and composes a range of texts about familiar aspects of the world and their own experiences
ST1-1WS-S
old
Observes, questions and collects data to communicate and compare ideas
ST1-2DP-T
old
Uses materials, tools and equipment to develop solutions for a need or opportunity
ST1-3DP-T
old
Describes, follows and represents algorithms to solve problems
ST1-4LW-S
old
Describes observable features of living things and their environments
ST1-5LW-T
old
Identifies how plants and animals are used for food and fibre products
ST1-6MW-S
old
Identifies that materials can be changed or combined
ST1-8PW-S
old
Describes common forms of energy and explores some characteristics of sound energy
ST1-9PW-ST
old
Investigates how forces and energy are used in products
ST1-10ES-S
old
Recognises observable changes occurring in the sky and on the land and identifies Earth’s resources
ST1-11DI-T
old
Identifies the components of digital systems and explores how data is represented
EN1-1A
old
Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
STe-2DP-T
old
Develops solutions to an identified need
STe-1WS-S
old
Observes, questions and collects data to communicate ideas
EN1-UARL-01
new
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
EN1-OLC-01
new
Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions
EN1-VOCAB-01
new
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
VCDSTS013
Identify how people create familiar designed solutions and consider sustainability to meet personal and local community needs
VCSIS050
Respond to and pose questions, and make predictions about familiar objects and events
VCSIS051
Participate in guided investigations, including making observations using the senses, to explore and answer questions
VCSIS052
Use informal measurements in the collection and recording of observations
VCSIS053
Use a range of methods, including drawings and provided tables, to sort information
VCSIS054
Compare observations and predictions with those of others
VCSIS055
Represent and communicate observations and ideas about changes in objects and events in a variety of ways
VCDSTC017
Explore the characteristics and properties of materials and components that are used to create designed solutions
VCDSCD018
Explore needs or opportunities for designing, and the technologies needed to realise designed solutions
VCDSCD019
Visualise, generate, and communicate design ideas through describing, drawing and modelling
VCDSCD020
Use materials, components, tools, equipment and techniques to produce designed solutions safely
VCELT219
Discuss the characters and settings of different texts and explore how language is used to present these features in different ways
VCELA237
Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose
VCELT241
Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences
VCELY244
Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions through initiating topics, making positive statements, and voicing disagreement in an appropriate manner
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
You may want to be conscious of group composition, ensuring that there is a good mix of students to complete every role, including leaders, in each group.