What litter is generated at homes?

SCP leader:                          Mr Daniel P. Bartolo & Ms Fiona Vella Ciangura

Participating school:      Maria Regina College, Mosta Sec. School (Lily of the Valley)

Students’ Age:                    14-15 years

Project time frame:          Project Year 1

  • Research question: What was the research question? What are the underlying regional problems?  
  1. What types of waste is mostly generated at homes?
  2. How can waste be reduced?

The project aims to:

  • sensitize students and their families about the concept of conscious littering
  • enhance English language learning through project-based learning
  • promote learning through games, surveys and other innovative practices
  • engage families in identifying what type of waste is mostly generated
  • link waste generated in households to bigger world problems
  • explore creative solutions about how to reduce waste at home and at school
  • use crafts / other ways to showcase ideas learnt
  • communicate through social media the results of the project
  • Approach: How did you proceed?

The students dedicated one week for learning about waste in various ways and linking it to English language and literature. Poetry and reading comprehensions [see Photos (a)] were linked to gamification activities.

Students were given scales to weigh the waste generated in their homes for one week [see Photos (b)]. They also carried out a survey to analyze the type and amount of waste they created.

Based on their observations they discussed with their respective families solutions and creative ways how to reduce waste and portray these through messages. Furthermore students had a writing exercise related to the topic: “Practice what you preach! Let’s reduce our waste!” Write practical ways how each household can reduce its waste. (Links to websites were also given to help with the writing task.)

Students were asked to present their findings and messages through creative ways (including dance and models).

  • Solution: What are your findings?

The solutions proposed were grouped under the following categories:

  • most of the waste was related to food waste that could be reduced through better planning of cooking
  • there was a high degree of plastic bags that could be reduced by the use of reusable shopping bags and refillable bottles (in supermarkets that offer this option)
  • a lot of the waste produced included packaging that could be reduced through bulk buying
  • Recommendation: What solutions have you developed for the regional problem(s)?
  • compost the organic waste and/or use the national organic waste collection scheme
  • use the national recyclable waste collection scheme
  • Dissemination: How did you promote your recommendations?
  • students gave class presentations during which they presented their work to the rest of the class  [see Photos (c)]
  • results will be posted on the school and Eco-Schools FB Pages
  • a journalistic report was written and submitted as a Young Reporters for the Environment entry
  • a model showing how plastic waste ends up as marine litter was created by a student  [see Photos (d)]
  • Issues
  • COVID restrictions prevented students from completing their creative presentations.
  • Some parents did not understand how such project-based learning was effectively linked to English learning and complained to the Headmaster.
  • Photos

(a) Examples of English texts about waste

(b) Data recording sheet to measure waste generated at home

(c) Student presentations

(d) A model created by a student showing how plastic waste ends up as marine litter