Author: Nini Faye (Senegal) | Published on 8 April 2025
Read what Nini says about this activity:
In this lesson, learners will be guided through 3 practical actions that they can use to tackle climate change. The first action will be collecting solid playground wastes, then recycling what they find and finally using them again for planting.
Stage 1: lead in (5 minutes)
Preparation
- Seeds – bring some seeds to class, harvested from local fruit or vegetables
- Earth / soil for planting.
- Write the following table on the board before beginning the class.
| Plastic | Metal | Other |
The teacher says: 'Many companies produce water.'
Write the following questions on the board:
'Where do they put the water?'
'What packaging do these companies use for the water they sell?'
Elicit answers from the students whole class. Possible answers may include: plastic bags, plastic cartons, plastic bottles, throw away cups. When the learners share their answers, write their answers in the correct column in the table e.g.
| Plastic | Metal | Other |
| bags | ||
| cartons | ||
| bottles | Throw away cups | |
Once elicited answers are complete, the teacher says: 'Which other companies use the same materials as packaging?'
Possible answers: any company that sells foods or drink
Stage 2: pre-phase activity (5 minutes)
The teacher asks the following question:
'What do people do when they finish using the contents of the bottles, bags or cups?'
Elicit answers from learners ensuring to take answers from participants who did not answer in Stage 1.
Possible answers: they keep them in order to reuse or they throw them away.
The teacher asks:
'Does the packaging have positive or negative effects on our environment?'
Elicit answers from learners ensuring to take answers from participants who did not answer in previous Stages.
Possible answers: they have negative effects
The teacher asks:
'What other solid waste can you name?'
Elicit answers from learners and support with language if needed. Write responses in the table on the board.
| Plastic | Metal | Other |
| bags | pipes | leather |
| cartons | copper wire | food |
| bottles | drink cans | throw away cups |
| grocery bags | glass | |
| paper |
Stage 3: input task (15 minutes)
(5 minutes for instructions and settling, 10 minutes for the activity)
In this stage the teacher asks the learners in groups of 5 to go to the schoolyard to collect any plastic and metal waste they can bring in the classroom.
The teacher says:
1. Make a group of 5 now!
Once learners are in groups, continue instructions.
2. You will have 10 minutes to complete your task.
Instruction check – elicit from students how much time they have before they must be back in class.
3. You have a job to do. Go to the schoolyard and collect any waste you can find and bring it back to the classroom. Are you ready? GO!
Stage 4: output (20-25 minutes)
When they come back, ask each group to separate waste into the 3 categories from the table.
The teacher says:
'Well done everyone! Now, separate the waste into our 3 categories. You have 3 minutes.'
In 3 minutes the teacher says:
'Stop. Look at the waste you have collected. Can these items be transformed?'
Work with the learners to elicit the answer that is expected: (Yes, they can)
The teacher says:
'How can they be transformed? What could you make from them?'
Elicit answers from learners and acknowledge and praise appropriate ideas.
The teacher can support with explanations if needed: these items can be transformed, recycled to be used in other purposes:
- for decoration
- for planting
- for furniture
Next stage of the activity
Put learners in small mixed level groups.
Teacher asks: 'Why are plants important?' elicit answers from learners.
'How do plants help combat climate change?' elicit answers from learners.
Answers may include: clean the air, the roots prevent soil erosion, plants can provide food, shade and materials for creating homes.
Teachers says: 'I have a gift for each group.' – give a seed to each group.
'Your seed needs your help! Use your waste materials to create a container to grow your seed in.'
The teacher writes:
'Work together to discuss and agree the best use of your materials to make your planter. Then, create and plant. You have 10 minutes total.'
As the groups discuss and create, monitor and support where needed. Give each group enough soil to plant their seed in.
Give learners a time check and encourage them to plant their seed before the time completes.
Stage 5: feedback (5-10 minutes)
Ask each group to label their plant holder and bring to the front of the class.
The teacher says:
'Well done everyone! We will keep our seeds in class, water them and monitor their progress. Which plant holder do you think will survive the longest? Why?'
Elicit responses from students and note their ideas.
This can then be used as a reflection activity in 4 weeks to see which seed has grown best and which planter has survived the best.