Lunchtime Crunchtime lesson plan 11-14s

Get students involved and interested in waste reduction and sustainability. Get into the habit of reducing, reusing and recycling waste. Make a difference to the amount of food waste that your school produces and you could help save on food waste related costs and carbon.

Now with NEW maths challenges

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  • Age groups: 11-14s
  • Subjects: Citizenship, Science
  • Topics: Waste




Geographical skills and fieldwork

Human and Physical Geography

Pupils should be taught to understand:

·         human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources

·         how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems



Teaching should develop pupils’ understanding of democracy, government and the rights and responsibilities of citizens.



Working mathematically

Through the mathematics content, pupils should be taught to:

Develop fluency

·         consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the number system and place value to include decimals, fractions, powers and roots 

·         select and use appropriate calculation strategies to solve increasingly complex problems 


Reason mathematically

·         extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations 

·         extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically 


Solve problems

·         develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems 

·         select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems. 



Pupils should be taught to:

·         understand and use place value for decimals, measures and integers of any size 

·         use the concepts and vocabulary of prime numbers, factors (or divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation property 

·         define percentage as ‘number of parts per hundred’, interpret percentages and percentage changes as a fraction or a decimal, interpret these multiplicatively, express one quantity as a percentage of another, compare two quantities using percentages, and work with percentages greater than 100% 

·         interpret fractions and percentages as operators 

·         round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures] 


Ratio, proportion and rates of change

Pupils should be taught to:

·         solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics 



Pupils should be taught to:

·         record, describe and analyse the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes, using appropriate language and the 0-1 probability scale 



Pupils should be taught to:

·         describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers) 

·         construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data 



Working scientifically

Scientific attitudes

·         Pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility.

·         Understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review evaluate risks.


Experimental skills and investigations

·         Ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience.


Analysis and evaluation

·         Apply mathematical concepts and calculate results.

·         Present observations and data using appropriate methods, including tables and graphs.

·         Evaluate data, showing awareness of potential sources of random and systematic error.

·         Identify further questions arising from their results.



·         Understand basic data analysis including simple statistical techniques.



Social Studies

People, place & environment

I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. (SOC 3-08a)

I can discuss the sustainability of key natural resources and analyse the possible implications for human activity.
(SOC 4-08a)


Health and wellbeing

Mental, emotional, social and physical wellbeing

Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society. (HWB 3-12a / HWB 4-12a)

Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. (HWB 3-13a / HWB 4-12b)



Technological developments in society

From my studies of sustainable development, I can reflect on the implications and ethical issues arising from technological developments for individuals and societies. (TCH 3-02a)

I can examine a range of materials, processes or designs in my local community to consider and discuss their environmental, social and economic impact, discussing the possible lifetime cost to the environment in Scotland or beyond. (TCH 4-02a)



Number, money and measure

Estimation and rounding

I can round a number using an appropriate degree of accuracy, having taken into account the context of the problem. MNU 3-01a


Number and number processes

I can use a variety of methods to solve number problems in familiar contexts, clearly communicating my processes and solutions. MNU 3-03a

I can continue to recall number facts quickly and use them accurately when making calculations. MNU 3-03b


Fractions, decimal fractions and percentages

I can solve problems by carrying out calculations with a wide range of fractions, decimal fractions and percentages, using my answers to make comparisons and informed choices for real life situations. MNU 3-07a

By applying my knowledge of equivalent fractions and common multiples, I can add and subtract commonly used fractions. MTH 3-07b

Having used practical, pictorial and written methods to develop my understanding, I can convert between whole or mixed numbers and fractions. MTH 3-07c



I can solve practical problems by applying my knowledge of measure, choosing the appropriate units and degree of accuracy for the task, and using a formula to calculate area or volume when required.


Data and analysis

I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology. MTH 3-21a







analyse and evaluate ideas and evidence, answer questions and justify conclusions




Students should be given opportunities to:

develop opinions and understand that people have different values, attitudes and points of view on geographical issues, e.g. about buying local or global produce



Students should be given opportunities to study:

tomorrow’s citizens: issues in Wales and the wider world of living sustainably and the responsibilities of being a global citizen


Students should be given opportunities to ask and answer the questions:

How can changes be sustainable and why is it important for this place/environment?

How can my actions and those of other people make a difference locally, nationally and globally?


PSE - Personal and Social Education



Developing thinking

Learners should be given opportunities to:

consider others’ views to inform opinions and make informed decisions and choices effectively


Developing communication

Learners should be given opportunities to:

express opinions clearly and justify a personal standpoint

take part in debates and vote on issues


Working with others

Learners should be given opportunities to:

work both independently and cooperatively





Students should be given opportunities to:

search systematically for, process and analyse information for a specific purpose, including ICT as appropriate



Interdependence of organisms

Students should be given opportunities to study:

how human activity affects the global environment, e.g. acid rain, greenhouse effect, and the measures taken to minimise any negative effects and monitor them


Northern Ireland


Environment and Society



Developing students’ knowledge, understanding and skills

Young people should have opportunities, through the contexts below, to:

develop critical and creative thinking skills to solve geographical problems and make informed decisions


in order to develop an understanding of:

the need for social, economic and environmental change to be sustainable


Developing students as contributors to the economy and environment

Students should have opportunities to:

explore how we can exercise environmental stewardship and help promote a better quality of life for present and future generations, both locally and globally


Learning for Life and Work

Local and Global Citizenship

Democracy and active participation

Students should have opportunities to:

investigate various ways to participate in school and society

investigate an issue from a range of viewpoints and suggest action that might be taken to improve or resolve the situation


Mathematics with Financial Capability


Developing pupils’ knowledge, understanding and skills


Knowledge and understanding of:

·         Number

·         Handling data


The application of mathematical skills to real life and work situations;


The creative use of technology to enhance mathematical understanding;


By demonstrating:

·         Creative thinking in their approach to solving mathematical problems;

·         Increasing competence in mental mathematics skills;

·         Increasing confidence in the use of mathematical language and notation;

·         Practical skills using technology.


Developing pupils as Individuals


Young people should have opportunities to:


Work collaboratively in problem solving, taking account of others’ viewpoints to reach consensus.


Developing pupils as Contributors to Society


Young people should have opportunities to:


Analyse and interpret information patterns relating to local and global trends


Learning Outcomes

Pupils should be able to:

·         Demonstrate mental mathematical capability with simple problems;

·         Research and manage information effectively to investigate and solve mathematical problems, including Using ICT where appropriate;

·         Show deeper mathematical understanding by thinking critically and flexibly, solving problems and making informed decisions demonstrating Using ICT where appropriate;

·         Demonstrate creativity and initiative when developing ideas and following them through;

·         Work effectively with others;

·         Demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance.