PROJECT WORK BASED LEARNING (MAKING NEW PAPER FROM RECYCLED PAPER)

BY:

HORASIS TORO VARGASJOSE AYALA CHICO

INTRODUCTION

Every day we use something that is made from trees. One of the things we use

most often especially in school is paper. Although paper can be made from a

variety of natural materials including cotton, hemp, grass, tobacco and even

elephant dung in some parts of the world, paper is most often made from pulp

that is produced by grinding up trees.

Did you know it takes about 20,000 trees to make the Saturday edition of a big

city newspaper? That’s more than a million trees a year! Because paper is so

important to us and because we use so much of it, we need to make sure we

don’t waste it. It only takes a second to use a paper napkin or tissue, but

decades for a tree to grow. Fortunately, we can save trees by using less paper

and by recycling paper. Here’s how you can make your own homemade paper.

PROJECT DESCRITION

This project involves a group of students from Academia Nacional de

Sistemas in Florencia Caquetá, whose will learn about the importance of

recycling, how the recycling process is, and focus on how to make new

paper from recycled paper. Students will spend at least four or five

classes to carry out the project in which they will be involved in

developing real world tasks (authentic materials) and using authentic

language.

At the end students will be asked explaining all the procedures about

whole project through oral report.

MAIN OBJECTIVES

Conserving natural resources and reducing pollution.To cultivate an environmental awareness among students.Reduce the trees logging.

WHAT SPECIFIC TARGETS DO WE WANT TO ACHIEVE?

To make new paper from recycled paper.To encourage the students to learn English language in a real context through projects. Enable students to acquire skills of collaboration, communication and independent learning.

DOMAINS LEARNING OUTCOMES

Knowledge Application Students will be able to make links across different areas of knowledge. To generate, develop and evaluate ideas and information so as to apply these skills to the project task.

Communication Students will be able to communicate effectively and to present clear viewpoints to specific audience in both the written and oral forms.

Collaboration Students will be able to work in groups to achieve common goals.

Independent Learning Students will acquire the ability to be self reflexives on their learning and take appropriate actions to improve it.

LOCATION MATERIALS

Academia Nacional de Sistemas

A group of 10 learners. It is between 7 guys and 3 girls around 16 to 19 years old.

Time: four hours per a week

a computer-speakers-board-videos-video beam.

different kind of papers a blender water Two buckets a wooden frame a net a dryer a measuring cup tea towels

FIRST CLASSOPENING

The teachers introduced the class asking questions the students on what they knew about the recycling. Then the teacher explained to them why recycling is important, what its process is and what are their benefits, and showed the different materials they could recycle such as paper- glasses - plastics, metals. As a final point, the teachers explained the recycling process through slides.

DURING PROCEDURE

the teachers made emphasis about the verbs in which were going to make overused in the recycling (rip, mix, fill, stir, soak, lift, drain, dress out, hold, cover). The students were very active in learning new vocabulary. Teachers used activities and games . (listening for the gist, giving orders and instructions (Use the  imperative form) take care!Listen to me carefully!

CLOSUREThe students were asked taking different types of paper, one bowl and practice the verbs worked on class

SECOND CLASSOPENING

The teachers introduced the class by asking questions such as what is recycling? What products can be made from recycled paper? What are the advantages and disadvantages of recycling paper? They were made listening the students´ prior knowledge and pronunciation. Afterward, the professors showed a video clip about how to make new paper from recycled paper. 

DURING PROCEDURE

learners selected the pieces of paper to be recycled. And then, they ripped the paper into small bits, placed them into a bucket of water for about 3 hours, later. Hear, this procedure was explained by the teachers while the learners had to listen and at the same time performing the tasks given by the tutors.

CLOSURE

teachers gave the students the opportunity to truly practice what had just been taught, and the professors could see how well the class was understood. The students were asked bringing to the classroom a blender or wire whisk, a wooden frame, two buckets, measuring cap, a big spoon.

THIRD CLASSOPENING

the students were asked collecting all materials named in last class in which they fulfilled responsibly. After that, learners learned the material names and their respective pronunciation.

DURING PROCEDURE

the teachers asked the students divide the whole class into two groups of three students to work with the materials that professors had asked for them last class, and following the steps the recycling process. The main teaching goal of the third class stage was to guide the students how to make new paper from recycled paper step by step.

CLOSURE

At the end, each group had to explain to the teachers from the recycling process until getting the new product. The students could practice what had just been learned, and the professors could see how well the class was understood as well as the acquisition of new vocabulary within contents. Here, we as teachers could see the students´ improvement toward speaking skill and the capacity to work on teams.

Steps Find recyclable paper.

Tear the paper into small pieces.

Soak the paper in water. Put the paper into the

blender. Liquate the paper.  Fill the bucket about half full

with water. Add the pulp into the bucket

and stir. Immerse the frame in the

mixture. Remove the paper from the

screen. Set the paper out to dry. Repeat the above steps to

make additional sheets.

FOURTH CLASSOPENING

The teachers greeted all the students, then we asked them arranging the movable desks all lined up in columns. After that we gave the some instructions about the exam. We explained each point of the evaluation and answered questions taking into account the students needs.

DURING PROCEDURE

the teachers gave students a sheet of paper that contained the exam activities. As starting point, they had to read a passage about recycling, in which they had to select the correct answer. Then they had to answer some OPEN QUESTIONS, they wrote down with their own ideas giving their point of view due to everybody thinks different. This part of the exam lasted like 20 minutes because they are in an elementary course. At the end of the exam we socialized the answers, and they spoke about the importance in which is recycling making emphasis in the speaking and listening skills.

CLOSURE

The teachers thanked and appreciated the students´ job, they were asked speaking about how they felt during the project, during the lessons, how effective the project use as a learning mode was.

CONCLUSION

Working with project work was a big challenge for us.

the use of authentic language in the classroom provided the students´ involvement in both the input and output language acquisition.

The use of authentic materials provided additional motivation for students´ participation.

REFERENCES

Greg Barber, Australian politician, and Greens member of the Victorian Legislative Council.

http://www.ecokids.ca/pub/fun_n_games/printables/activities/assets/science_nature/paper_making.pdf