TOO MUCH SOLID WASTE PRODUCED IN FDA
8th Grade Living Environments
Tihira Haffoney
INTRODUCTION
Your
principal wants you (the students) to help reduce waste in our school.
You
and your group will figure out solutions (new ways) to reduce solid waste
(garbage) at FDA1.
(Real-Life
Connection)
(Google
Slides Presentation Using PPA, PSA or Design a Poster)
**
Vocabulary** -
Municipal
solid waste (MSW): includes all items from homes, schools and businesses that
people no longer have any use for. These wastes are commonly called trash or
garbage and include items such as food, paper, plastics, textiles, leather,
wood, glass, metals, and other wastes.
Public
Service Announcement (PSA): is a video created to raise awareness and change
public attitudes and behavior toward a social issue.
Public
Policy Analyst (PPA): A public policy is
a government action usually intended to deal with a social problem. Every day
policies are enacted in your school, city, state, country and throughout the
world that will affect your life.
Questions
to Think About:
Where
does all that garbage go after you eat lunch?
Do
you know how much solid waste you produce as a student in our school building?
How
can you stop the solid waste from taking over in our school?
WATCH
THIS VIDEO BELOW WHAT WE DO IN SCHOOL:
Click Here: https://youtu.be/wVMnVktbdZs
At this time
students will be broken up in groups each having a role to carry out:
Leader: make sure the group has a clear understanding of tasks to
carry out and resolve conflict if any.
Note
/ Data Recorder: Takes Notes or Records: the amount
of different types of garbage being wasted
Time
Recorder: Recording how much time good solid
waste is thrown out each day after a lunch period.
Photographer: Takes pictures before and after each lunch period of the
waste /garbage
Interviewer: Speaking to the principal, other administration teachers,
Lunch staff and other classmates about the waste produced in the cafeteria each
day
GET READY FOR YOUR TASKS:
Task 1 - You and your group will visit
to go around the school after each lunch period and observe the solid waste in
the trash cans and take notes.
Task 2- You and your group will gather
evidence from their data and make a chart of what they observed in 5 days and
write a hypothesis about the solid waste problem.
Task 3 - You and your group from your
group will be able to create a video using Google slides, PSA or Design a
Poster (rubric attached) to solutions or Paper /Digitally and adding the PPA
method.
Tasks
Rubric: Checking for Understanding
*Please check
the rubric to complete your task proving your evidence.
(Student that have accommodations will give extra
time for assignment)
|
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Observations |
All
observations are written in complete sentences and important /topic related
details |
Most
observations are written in complete sentences and key details |
Few
details observations are written in sentences and non-specific details |
Observations
not clear in sentences and details not supportive |
Data |
All
topic data collected to produce a detailed chart |
Most
data collected to produce a chart |
Few
data Collected
to produce a chart |
One piece of data collected to produce a
chart |
Timelessness |
All
tasks and work completed on time by given date |
Most
tasks and work completed on time by the given date |
Few
tasks and work completed on time by the given date |
One
task and work completed on time by the given date |
Accuracy |
All
group members met, and went to lunchroom to collect data each day for 5 days |
Most
of group members met, went to lunchroom to collect data each day for 5 days |
Few
of group members met, went to lunchroom to collect data each day for 5 days |
One
group member met, went to lunchroom to collect data each day for 5 days |
Completion |
All
tasks are completed all (PPA worksheets) are
completed with evidence, valid supportive data over the 5 days from each
group member in their presentation to the principal /class. |
Some
tasks were complete all (PPA worksheets) are
completed with evidence, valid supportive data over the 5 days from each
group member in their presentation to the principal /class. |
Few
tasks were complete, few (PPA worksheets) are
completed with evidence, valid supportive data over the 5 days from each
group member in their presentation to the principal /class. |
One
task complete, two (PPA worksheets) are
completed with evidence, no supportive data over the 5 days from each group
member in their presentation to the principal /class. |
PROCESS:
1.
Define the Problem:
Worksheet#1
2.
Gather the Evidence:
Worksheet #2
3.
Identify the Causes:
Worksheet #3
4.
Evaluate an Existing
Policy: Worksheet #4
5.
Develop Solutions:
Worksheet #5
6.
Select the Best
Solution: Worksheet#6 (Feasibility vs. Effectiveness)
create your Google Slide Presentation
(no more than 10 slides), Public Service Announcement Video or Poster
(PSA) Video (5 to 8 minutes) or Poster addressing the: Too
Much Solid Waste in our school (FDA1)
RESOURCES
(Group Choice)
Use these
videos and an article to help you start your research into solving the problem.
You and your group can use the internet as a resource.
Videos:
·
The Farm Link Project: About
Us
·
Reduce Food Waste at Schools
·
5th graders track school's food waste, spark change
Article: https://ensia.com/features/school-food-waste-solutions/about solid waste for prior knowledge and resources.
EVALUATION:
You and your
group's work will be graded based upon the rubric.
Bonus Resource:
Look up organization “Farmlink”
Valid evidence:
This organization went to 48 states, collected 50 million pounds of produce
recovered equal to 42,000,000 (million) meals for people.
1.
Complete Your PPA worksheets
2.
Check your Rubrics Matching
Your Tasks
3.
Create your Google Slides,
PSA or Poster
CONCLUSION:
Group
Presentation (Finish Strong)
What platform
did you use Google Slides, PSA or Poster?
You and your
group completed your research with resources, gathering data, making
observations and the use Public Policy Analyst (PPA) format. I hope that you
all have seen the importance of “Too Much Solid Waste” in our school FDA and
now be a part of a solution to help your school / community as a whole making
awareness to all.
STANDARDS:
Introduce claim(s)
about a topic or issue, acknowledge and distinguish the claim(s) from alternate
or opposing claims, and organize the reasons and evidence logically.
Conduct short
research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions
that allow for multiple avenues of exploration.
Evaluate or refine a technological solution that reduces impacts of human
activities on natural systems.
Construct an argument supported by evidence for how increases in human
population and per-capita consumption of natural resources impact Earth's
systems.