A Project
CRITICAL WebQuest
There is Too Much Food Waste in District 5
7th Grade Science
Ivandy N. Castro-Astor
PS/MS 123 Mahalia Jackson School
INTRODUCTION
In the United States, 30-40% of all food produced is wasted each year, that is
63 million tons of food. On average, 76% of food waste goes into landfills, and
we, consumers, are the largest source of it, more than grocery stores and
restaurants combined (Food
Waste FAQs).
New York City public schools are not different. A 2019 study of school
cafeteria food waste found that 27% to 53% of the food served in an American
school cafeteria was thrown away (Food Loss
and Waste). But there's good news, a group of
students at PS/MS 123 Mahalia Jackson School are willing to have a special role
in helping our District 5 School Community to reduce, and recycle food waste.
TASK
In order to help reduce and recycle food waste
in the District 5 School Community your task is to
create, in a period of three weeks, Google Slides and a Pamphlet to:
●
Inform students from District 5 why food waste
is a problem.
●
Provide solutions to reduce and recycle wasted
food in District 5 School Community.
PROCESS/RESOURCES
To be able to complete your task, you will use
websites to gather information about food waste in public schools in NYC,
especially in District 5, the causes of food loss and waste, the costs of
producing the food, and you will provide solutions on how to reduce and recycle
food waste in District 5.
The class will be split into teams of 4
students. Groups will be
organized based on differences (Heterogeneous), which include ethnicity
and background knowledge. Each member of the team will have a specific role.
You will use the six steps of the Public Policy Analyst (PPA) format to present
your information
- DEFINE THE PROBLEM (This step is already done for you)
Millions of dollars' worth of food ends
up in school trash cans every day. A study from 2019 about school cafeteria
food waste found that 27% to 53% of the food served in an American school
cafeteria was thrown away
To accomplish your task, you will use
websites, and visit other middle schools in District 5 to gather evidence about
food waste.
Use the following links to help you gather
information:
Does a significant
percentage of school meals wind up in the trash?
You may use the links below to gather information about the
causes of food loss and waste, and the problems associated with it.
Links:
4.
EVALUATE AN EXISTING
POLICY
You will research, and evaluate the existing policy regarding
food waste in New York City, and food waste in NYC schools.
Links:
Food Donation And Food Scraps Recycling Law
NYC Schools Guide to
zero waste
Food Waste Generators
Now Required to Recycle in New York
You will research, and provide solutions to reduce and recycle
wasted food in the District 5 School Community.
Links:
Reducing Food Waste at K-12 Schools
NYC Schools Guide to
Zero Waste
Reducing Food Waste:
Shared Table
6. SELECT THE BEST SOLUTION (Feasibility vs. Effectiveness)
Now that you have gathered information about how to reduce and
recycle food waste in New York City, and especially in the District
5 School Community, select the best solution, and create a Google Slides
presentation, and a Pamphlet to educate students, and staff on how to decrease
food waste in schools.
EVALUATION
|
GOOGLE
SLIDES |
||||
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Organization |
Information
is organized in a clear logical way. The audience is able to follow the
presentation easily. |
Most
information is organized in a clear logical way. The audience is able to
follow most of the presentation. |
Some
information is in logical order. The audience is still able to follow some of
the presentation. |
There is
no clear plan for the organization of information. The audience finds it
difficult to follow the presentation. |
|
Content |
All
information is accurate. Information is paraphrased. Students demonstrate a
strong understanding of the topic |
Most
information is accurate. Information is paraphrased. Students demonstrate an
understanding of the topic |
Some
information is accurate. Information may be paraphrased. Students demonstrate
some understanding of the topic |
Information
is not accurate. Information is not paraphrased. Students struggle to
understand the topic |
|
Text
Features |
All
required text features are included and relate to the content. The features
improve the information presented and are visually appealing |
Most
required text features are included and relate to the content. The features
improve the information presented and are visually appealing |
Some
required text features are included and relate to the content. The features
related to the information presented are visual. |
Little (if
any) required features are included and relate to the content. The features
may be related to the information presented. |
|
Slides/Visual
Components |
Presentation
is visually appealing. All graphics and text are readable and colorful.
Animations and transitions are timely and effective Students efforts are
easily shown |
Presentation
is very visual. Most graphics and text are readable. Student effort is
recognized throughout most of the work. |
Presentation
is somewhat visual. Some graphics and text are readable. Student effort is
recognized throughout most of the work. |
Presentation
is not very visual. Most graphics and text are not readable. Student effort
is lacking throughout the work. |
|
Spelling
& Grammar |
Presentation
has no misspellings or grammatical errors |
Presentation
has a few (2-3) errors, but doesn't distract from the presentation. |
Presentation
has frequent (4) errors in grammar and spelling and begins to distract from
presentation |
Presentation
has many errors (5 or more) in spelling and grammar that are distracting from
the presentation |
|
PAMPHLET |
||||
|
Attractiveness
& Organization |
The
brochure has attractive formatting and well-organized information. |
The
brochure has some formatting and organized information. |
The
brochure has limited formatting and organization of information. |
The
brochure has no formatting and organization of material. |
|
Content:
Accuracy/ Quantity |
Use of
facts and quantity of information is very good. |
Use of
facts and quantity of information is good but not consistent. |
Use of
facts and quantity of information is present but limited. |
Use of
facts and quantity of information is limited. |
|
Writing -
Organization |
Brochure
has very good organization. |
Brochure
has good organization. |
Brochure
has limited organization |
Brochure
has no organization |
|
Writing -
Grammar |
There are
no grammatical mistakes in the brochure. |
There are
very few grammatical mistakes in the brochure. |
There are
some grammatical mistakes in the brochure. |
There are
several grammatical mistakes in the brochure. |
|
Graphics/
Pictures |
Graphics
go well with the text and there is a good mix of text and graphics. |
Graphics
go well with the text, but there are so many that they distract from the text |
Graphics
go well with the text, but there are too few and the brochure seems
"text heavy". |
Graphics
do not go with the accompanying text or appear to be randomly chosen |
|
Sources |
Careful
and accurate records are kept to document the source of all of the facts and
graphics in the brochure. |
Careful
and accurate records are kept to document the source of most of the facts and
graphics in the brochure. |
Careful
and accurate records are kept to document the source of some of the facts and
graphics in the brochure. |
Sources
are not documented accurately or are not kept on many facts and graphics. |
CONCLUSION
You have done an excellent job trying to understand the
problematic behind food waste in the District 5 School
Community. You have learned what food waste is, its impact on the environment
and economy, and you came up with the best solution on how to reduce and
recycle it to decrease the amount of food ending in the garbage. Keep in mind
that all your effort is worthy, and action makes all the difference.
STANDARDS
Next Generation Science Standards
(NGSS)
Disciplinary Core Ideas
ESS3.C: Human Impacts on Earth
Systems
MS-ESS3-3:
Human activities have significantly
altered the biosphere, sometimes damaging or destroying natural habitats and
causing the extinction of other species. But changes to Earth’s environments
can have different impacts (negative and positive) for different living things.
Science and Engineering Practices
Engaging in Argument from Evidence
Engaging
in argument from evidence in 6–8 builds on K–5 experiences and progresses to
constructing a convincing argument that supports or refutes claims for either
explanations or solutions about the natural and designed world(s).
MS-ESS3-4: Construct
an oral and written argument supported by empirical evidence and scientific
reasoning to support or refute an explanation or a model for a phenomenon or a
solution to a problem.
Crosscutting
Concepts
Influence of Science, Engineering,
and Technology on Society and the Natural World
MS-ESS3-4:
All human activity draws on natural resources and has both short and long-term
consequences, positive as well as negative, for the health of people and the
natural environment.
Common Core
Standards Alignment and Instructional Focus Connections
Reading
& Writing
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.7.7:
Compare and contrast a text to an
audio, video, or multimedia version of the text, analyzing each medium's
portrayal of the subject (e.g., how the delivery of a speech affects the impact
of the words).
CCSS.ELA-LITERACY.RI.7.8: Trace and evaluate the argument and specific claims in a
text, assessing whether the reasoning is sound and the evidence is relevant and
sufficient to support the claims.
Speaking & Listening
(Discussion)
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.7.1: Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others' ideas and expressing their own
clearly.