Explanation of Activity

The lesson begins with a brainstorming session aimed at activating learners' prior knowledge regarding recycling. The teacher guides this phase of the lesson and encourages learners to think about different aspects and describe them (see instructions). Learners are encouraged to share their thoughts with the rest of the class. They can also respond in different ways, for example through drawings, symbols, or short texts. As they respond, the teacher writes key vocabulary on the board to support language development.

Instructions

Describe what you already know about recycling.

Report what you recycle on a daily basis.

Evaluate what might make recycling difficult for some people.

Represent your ideas using whichever mode is most appropriate for you (speaking, drawing, writing, etc.).

Share your ideas with your classmates.

Explanation of the Activity

To prepare learners for the upcoming video and support their comprehension, the lesson continues with a vocabulary introduction activity focused on key terms related to recycling and sustainability. Learners work in small groups and identify new vocabulary through a visual matching game. Each group receives a set of picture cards showing scenes such as waste separation, composting, pollution, or sustainable behaviours, along with word cards representing the depicted concepts.

The groups collaborate to match each image with the correct word. Once completed, the solutions are discussed together.

To reinforce understanding and enable learners to review the vocabulary later, a vocabulary sheet is distributed with definitions and contextualized examples for all key words.

The vocabulary cards and the vocabulary sheet can also be offered in large print, or the teacher could prepare an audio recording for learners with visual impairments.

Instructions

Get together in small groups. (Note for teachers: Ideally, specify the group size in advance based on the class.)

Your group will receive two sets of cards: one with pictures and one with words that represent the depicted concepts.

Together with your group members, match the vocabulary words to the pictures.

Explain your choices to your group members.

Check your answers during the whole class discussion.

Memorize the meaning of the new vocabulary.

After this activity, consult the distributed vocabulary sheet whenever you need to look up a particular word.

Explanation of the Activity

Learners watch the video "Economia circolare – L'economia circolare spiegata bene" and complete different tasks that help them understand the key concepts. In the first exercise, they identify whether the given statements are true or false. In the second activity, they answer open ended questions that require them to explain the key terms and ideas presented in the video.

The video is shown twice. After the second viewing, the answers are discussed as a class. The video can also be shown with subtitles, or a transcript can be provided for learners with hearing impairments.

After discussing the answers, the teacher facilitates a guided discussion (see instructions) to deepen learners' understanding of the central ideas by asking whether they have previously encountered the concept of the circular economy. The teacher also ensures that learners understand the principles of reduce, reuse, and recycle, as these are needed for the next activity. During the discussion, learners are encouraged to reflect on their own experiences, provide examples, and explain their understanding of the concepts in their own words.

To conclude the activity, learners individually complete exit sentences printed on the back of the worksheet (for example, One aspect I learned about the circular economy is... or A surprising fact from the video was...). These prompts help learners reflect on what they have learned from the video and the discussion.

Instructions

Watch the video "Economia circolare – L'economia circolare spiegata bene."

In the first activity, identify whether the given statements are true or false.

In the second activity, answer the open ended questions.

After watching the video, participate in the class discussion.

During the discussion:

Explain your understanding of the different concepts (for example, the circular economy and the 3Rs).

Relate these ideas to your own experiences.

Provide examples of how you already practice, or could practice, one of the 3Rs.

Describe the ethical concerns that might influence your behaviour.

Evaluate the practical constraints that might affect your habits related to the 3Rs.

After the class discussion, reflect on what you have learned by completing the exit sentences on the worksheet.

/* Style Definitions */

table.MsoNormalTable

{mso-style-name:"Normale Tabelle";

mso-tstyle-rowband-size:0;

mso-tstyle-colband-size:0;

mso-style-noshow:yes;

mso-style-priority:99;

mso-style-parent:"";

mso-padding-alt:0cm 5.4pt 0cm 5.4pt;

mso-para-margin-top:0cm;

mso-para-margin-right:0cm;

mso-para-margin-bottom:8.0pt;

mso-para-margin-left:0cm;

line-height:107%;

mso-pagination:widow-orphan;

font-size:11.0pt;

font-family:"Aptos",sans-serif;

mso-ascii-font-family:Aptos;

mso-ascii-theme-font:minor-latin;

mso-hansi-font-family:Aptos;

mso-hansi-theme-font:minor-latin;

mso-font-kerning:1.0pt;

mso-ligatures:standardcontextual;

mso-fareast-language:EN-US;}

Explanation of the activity:

Learners can decide on which of the 3Rs

(reduce, reuse, recycle) they would like to work in the next activity. After

that, they get together with learners who chose the same principle. The teacher

ensures that each group has roughly the same number of learners.

In the first phase (THINK), each student

individually reflects on their own daily habits. Thereby, they identify ways in

which their actions relate to the assigned concept.

In the second phase (PAIR, or in this case

rather small groups), group members evaluate their ideas together. They are

encouraged not only to focus on personal actions but also to suggest broader

ideas that could be implemented in their school, local community, society, etc.

to support sustainable practices.

As a group, they then summarise their key

points and write them on a coloured segment of a circle. Each of the segments

then represents one of the 3Rs when they are finally put together on the

blackboard.

In the final step (SHARE), groups present

their results to the class. They place their segment on the board, so that in

the end the three segments form a complete circle, symbolising the class's

collective understanding and commitment to the discussed principles.

/* Style Definitions */

table.MsoNormalTable

{mso-style-name:"Normale Tabelle";

mso-tstyle-rowband-size:0;

mso-tstyle-colband-size:0;

mso-style-noshow:yes;

mso-style-priority:99;

mso-style-parent:"";

mso-padding-alt:0cm 5.4pt 0cm 5.4pt;

mso-para-margin-top:0cm;

mso-para-margin-right:0cm;

mso-para-margin-bottom:8.0pt;

mso-para-margin-left:0cm;

line-height:107%;

mso-pagination:widow-orphan;

font-size:11.0pt;

font-family:"Aptos",sans-serif;

mso-ascii-font-family:Aptos;

mso-ascii-theme-font:minor-latin;

mso-hansi-font-family:Aptos;

mso-hansi-theme-font:minor-latin;

mso-font-kerning:1.0pt;

mso-ligatures:standardcontextual;

mso-fareast-language:EN-US;}

Instruction:

Decide on which of the 3Rs you

would like to work in the next activity. Once you have decided, get

together with classmates who are working on the same principle. In the first phase (THINK),

reflect on your own daily habits related to your chosen principle. List

concrete actions. In the second phase (GROUP), discuss

your ideas with your peers. Evaluate which strategies are realistic and

impactful. Develop a set of proposals at personal, school, and societal levels.

Write the selected strategies on your coloured segment of the circle. In the third phase (SHARE),

present your group’s ideas to the rest of the class. Stick your coloured circle

segment to the board. When you are not presenting, listen

carefully to your peers’ presentations. Note two strengths (“stars”) and one

suggestion (“wish”) for each group. After the presentation, provide feedback

starting with one strength, followed by one wish, and finally concluding with

one strength.

Additional information:

/* Style Definitions */

table.MsoNormalTable

{mso-style-name:"Normale Tabelle";

mso-tstyle-rowband-size:0;

mso-tstyle-colband-size:0;

mso-style-noshow:yes;

mso-style-priority:99;

mso-style-parent:"";

mso-padding-alt:0cm 5.4pt 0cm 5.4pt;

mso-para-margin-top:0cm;

mso-para-margin-right:0cm;

mso-para-margin-bottom:8.0pt;

mso-para-margin-left:0cm;

line-height:107%;

mso-pagination:widow-orphan;

font-size:11.0pt;

font-family:"Aptos",sans-serif;

mso-ascii-font-family:Aptos;

mso-ascii-theme-font:minor-latin;

mso-hansi-font-family:Aptos;

mso-hansi-theme-font:minor-latin;

mso-font-kerning:1.0pt;

mso-ligatures:standardcontextual;

mso-fareast-language:EN-US;}

This activity can be adapted to meet

learners' individual needs by offering various ways to demonstrate their

learning. For example, instead of a traditional poster, learners may choose to

create a short video clip, record a podcast, or draw their ideas. The final

product can be tailored to the learning group's abilities, preferences, and

strengths. If learners need more time, they can also share their final product

in another lesson.

/* Style Definitions */

table.MsoNormalTable

{mso-style-name:"Normale Tabelle";

mso-tstyle-rowband-size:0;

mso-tstyle-colband-size:0;

mso-style-noshow:yes;

mso-style-priority:99;

mso-style-parent:"";

mso-padding-alt:0cm 5.4pt 0cm 5.4pt;

mso-para-margin-top:0cm;

mso-para-margin-right:0cm;

mso-para-margin-bottom:8.0pt;

mso-para-margin-left:0cm;

line-height:107%;

mso-pagination:widow-orphan;

font-size:11.0pt;

font-family:"Aptos",sans-serif;

mso-ascii-font-family:Aptos;

mso-ascii-theme-font:minor-latin;

mso-hansi-font-family:Aptos;

mso-hansi-theme-font:minor-latin;

mso-font-kerning:1.0pt;

mso-ligatures:standardcontextual;

mso-fareast-language:EN-US;}