TEACHER NOTES - INTRODUCTION:

Understanding the life cycle of plastic wrap is a point worth exploring. This lesson not only explores the mathematical concepts of designing wraps but also the environmental significance of reducing one-time-use plastic. Plastic wrap, or cling wrap, cannot be recycled, and thus is a contributor to landfill waste. Mathematically, there are variations to explore for this lesson. Choosing different types of bowls, containers, irregularly shaped objects will allow for greater data to discuss and analyze. This is also a great activity for students to collaborate as the wider the sample, the more information there is to derive from! Selecting non-perishable items that resemble fruits and vegetables, rather than real ones, should be considered to avoid waste.

MATHEMATICAL LEARNING OUTCOMES:

• Ratios

• Area and perimeter of polygons (quadrilaterals) and circles

• Problem-solving

• Extension: Volume and surface area of spheres and irregularly shaped objects
  

SKILL-BASED OUTCOMES (Core Competencies/Approaches to Learning Skills)

• Thinking (Critical and Creative)

  • Designing and developing

  • Reflecting and assessing

• Transfer (Design skills)

• Collaboration
  

ACTIVITY SUGGESTIONS:

Active Experimentation: Find different sizes of jars, containers, bowls, etc. that could typically be plastic wrapped. This can also be extended to various irregular-shaped objects. Questions to consider: What sizes of wrap would be enough to cover the opening to these containers? What are the ratios between the area of openings to the wraps?

Concrete Experimentation: Create sample pieces using paper and ‘wrap around’ containers and irregular-shaped objects. Questions to consider: Where are the gaps? How does the shape of the object change to make wrapping it more challenging?

Abstract Conceptualization: Compare the volume and surface area of a sphere. Questions to consider: How much wrap would be required based on volume and surface area? What are the connections between these? Why does more information, other than volume and surface area, need to be considered? What shapes are trickier to wrap?

Reflective Observations: Record data and conduct discussions to evaluate findings. Why is this testing stage important to the planning process of producing Beeswax Wrap?

TEACHER NOTES - INTRODUCTION:

After the last lesson, students were able to explore possible sizes and dimensions of wraps that would be suitable for daily use. Assuming that most rolled fabric comes in 1-meter widths by n-meters length, this lesson is meant for students to explore how to maximize a 1m by 1 m (100 cm x 100cm) sheet of fabric.

MATHEMATICAL LEARNING OUTCOMES:

• Multiples and factors

• Perfect squares

• Metric system (conversion between m → cm and m² → cm²)

• Area and perimeter of polygons (quadrilaterals) and circles

• Problem-solving

SKILL-BASED OUTCOMES (Core Competencies/Approaches to Learning Skills)

• Thinking (Critical and Creative)

  • Designing and developing

  • Reflecting and assessing

• Transfer (Design skills)
  

ACTIVITY SUGGESTIONS:

Active Experimentation: Using the grid paper or the Mathigon app, choice a grid (see Google Slides) determine what sizes of wraps could be made; connect sizes and dimensions explored from lesson one.
Questions to consider: What are the challenges with using a grid? What did you find difficult? What are other ways to solve this without using the grid? What would you do differently?

Concrete Experimentation: Use 1m x 1m (fabric or rolled paper) and cut out templates for different wraps.
Questions to consider: What were some challenges?

Abstract Conceptualization: Explore types of scissors used to cut fabric. Why should this be sketched out before? What are the implications of making mistakes?

SUPPLEMENTARY MATERIAL

BeesWax Grid Slides

TEACHER NOTES - INTRODUCTION:

Now that students have explored ways of mathematically dividing up the fabric, students can actually select the fabric and collect sources for making the Beeswax Wrap. There are a number of different sources that provide step-by-step instructions. Some even offer vegan options by using candelilla wax or pine resin (Yum Universe). Some sources have been provided but feel free to explore other options as well!

MATHEMATICAL LEARNING OUTCOMES:

• Ratios

• Metric system converting volume (ml) to cm³

• Metric system (length and area conversion between m → cm and m² → cm²)

• Area and perimeter of polygons (quadrilaterals) and circles

• Problem-solving

SKILL-BASED OUTCOMES (Core Competencies/Approaches to Learning Skills)

• Thinking (Critical and Creative)

  • Designing and developing

  • Reflecting and assessing

• Transfer (Design skills)

• Research (information literacy)

ACTIVITY SUGGESTIONS:

Concrete Experimentation: Producing Beeswax Wrap and allocating raw materials for resources (linked to Budgeting and Financial Literacy series)

Reflective Observations: Consider the cost of various materials, patterns, size of fabric, wax, etc and determine the appropriate cost for Beeswax wrap. How much should each type of wrap be charged? What happens when we change the ratio of the different oils, resin, wax, etc?

SUGGESTED SOURCES:

Yum Universe: Vegan Beeswax Wrap

Mountain Rose Herbs: The Complete Guide to DIY Beeswax Wraps (AND Beeless Vegan Food Wraps!)

GoodHouseKeeping: ​​How to Make DIY Beeswax Food Wraps for a Plastic-Free Kitchen