Students form an invention team to develop sustainable bioplastic prototypes made from benign materials. The unit is comprised of 6 lessons or team meetings, each supported very well by guides for the teacher and the students. The lessons, structured as (team) meetings are as follows:
Invention Introduction: Students learn about the basics of invention, invention thinking, the design process and the role of invention in solving problems. Students then form their product development teams. Activities in this meeting include designing a cell phone stand out of recycled materials, researching real world inventions and playing the “Four Corners” game to determine the roles and responsibilities for each student on the team.
Inventing for a Sustainable Future: Students explore the role of chemistry in industry’s design and making of products, the impacts of harsh chemicals on the individual and the environment and the important role of ‘green’ chemistry in changing and improving how products are made and disposed of. They will learn about the life cycle of conventional petroleum-based plastics and consider how each stage of the life cycle could be improved upon to make the process more sustainable. Activities include a hands-on tutorial on lab safety before making a greener version of the traditional lava lamp in the chemistry lab
Reuse and explore: Students will learn about the role that Green Chemistry plays in intentionally designing chemical products that are safer for humans and the environment. They reexamine their lab-made lava to consider how they can improve its life cycle. When traditional inventions are done with they become waste and often end up in landfills, or even worse, they form toxic waste. Reflecting on the fact that the materials they used are safe and will break down, students conduct experiments to separate the lava components and create new, plastic products.
Experimenting with Bioplastics: Students will learn about the composition and prevalence of petroleum-based plastics and consider what makes up a bioplastic and how this can improve the product’s life cycle and serve as a more sustainable option. Students will then create a bioplastic in the lab and reflect upon its desirable properties .
Optimizing Bioplastic Inventions: Students learn the importance of continued efforts to improve a product in the invention process. They use green chemistry principles in the lab to improve the flexibility of the bioplastic produced in the previous meeting.
Making the Prototype: Students decide on a product to make from the plastic produced in the last meeting. They create a blueprint for the product and learn about intellectual property and patents. In the lab they mold their bioplastic formulation into the product described in the blueprint. Once completed the team creates a product ‘hook’ to promote their invention.
Communicating ideas: Students examine case studies describing the important contributions of successful inventors and entrepreneurs and prepare their own invention statements. They are encouraged to incorporate some of the techniques used in the case studies into their own communication hooks to encourage people to buy products made with green chemistry techniques. Students then present their inventions at a classroom “Bioplastic Prototype Showcase”. In conclusion students reflect on the contributions of inventive thinking and green chemistry to sustainable production and consumption.
Chemistry topics include chemical reactions, ph, acids and bases, classes of organic compounds, laboratory safety and chemistry techniques including measurement, dilution, extraction and filtration.
The resource teaches lab safety and many of those laboratory skills used in 'doing' chemistry. It also exposes students to the invention process and teachers planning and process skills needed to effectively communicate and promote a message.
In addition to addressing a range of chemistry topics in a real-world context the resource explores the roles of invention, entrepreneurship and green technology in sustainable production and consumption.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
Principle | Rating | Explanation |
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Consideration of Alternative Perspectives | Good | While promoting bioplastics over petroleum-based versions, the inquiry focus of the resource allows students to gather and process information from a range of sources. |
Consideration of Alternative Perspectives:
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Multiple Dimensions of Problems & Solutions | Good | The activities illustrate clearly the roles of invention, entrepreneurship and green chemistry in designing bioplastic products that are safer and better for the environment. |
Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
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Respects Complexity | Very Good | The complex path to achieving greener and more sustainable products is made clear. |
Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
Acting on Learning | Satisfactory | Students do act on and apply the principles of inventive thinking, entrepreneurship and green chemistry to produce a more environmentally-friendly bioplastic. |
Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
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Values Education | Good | Reflecting on the value of inventive thinking and green chemistry and clarifying their views are core components of the final meeting. |
Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
Empathy & Respect for Humans | Poor/Not considered | |
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
Personal Affinity with Earth | Satisfactory | The environmental issues surrounding responsible production and the life cycle of products is a core theme. |
Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
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Locally-Focused Learning | Good | Many of the examples and investigations (cell phones, lava lamps, product end-of-life )focus on aspects of the students own experience. |
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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Past, Present & Future | Good | The contrasts between old and new plastic formulation and traditional and green chemistry are made clear. Giving students the opportunity to actually practice green chemistry to produce a 'better' product provides much reason for optimism. |
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. |
Principle | Rating | Explanation |
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Open-Ended Instruction | Very Good | The focus on invention and scientific problem solving involves students in a non-linear process that characterize these disciplines. The invention team model used in this resource introduces the curiosity and creativity required in recognizing problems and addressing them with novel solutions. Students will learn that there are countless possibilities rather than one right answer. |
Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
Integrated Learning | Good | The resource will support learning in science, technology, communications and entrepreneurship classrooms. |
Integrated Learning: Learning brings together content and skills from more than one subject area
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Inquiry Learning | Good | Scientific inquiry is a core component of the learning. |
Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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Differentiated Instruction | Poor/Not considered | There are numerous tools in the resource to adjust the pace of learning to meet students' needs. Meetings are supported by a number of different learning strategies including engaging activities, simulations, videos, authentic tasks and links to supporting information. |
Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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Experiential Learning | Good | Students apply inventive thinking and green chemistry skills to help solve an important real-world problem. Much of the learning is very 'hands-on' and takes place within an authentic context. |
Experiential Learning: Authentic learning experiences are provided
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Cooperative Learning | Good | Students have specific roles through which they contribute to their invention team. Analysis, design, experimentation, optimizing, production and promotion are all accomplished through collaboration. |
Cooperative Learning: Group and cooperative learning strategies are a priority.
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Assessment & Evaluation | Good | The student guide calls for journal entries for reflection and feedback as well as specific questions requiring written responses at the conclusion of each meeting. |
Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
Peer Teaching | Satisfactory | |
Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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Case Studies | Very Good | Relevant case studies are a strength of the resource. Students will find them relevant, helpful and inspiring. |
Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
Locus of Control | Poor/Not considered | Students have some control over the prototype they produce. |
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. |