MST Inquiry Unit PlanRadical Recycling

Professor O’Connor-PetrusoBrooklyn College

MST Advanced Study of Pedagogy & Curriculum in CE 2

August 20, 2012Mary Zoulis & Lauren P. Burner

http://www.kn.att.com/wired/fil/pages/listradicallp.html

Lesson 3: E-Waste AwarenessGuiding Question: Teacher plays this short YouTube video clip entitled “Waste Electrical and Electronic Equipment WEEE Recycling TV Advert,” which discusses the importance of recycling old electronic products instead of just wasting them. Teacher poses the following situation to the class: Imagine that your cell phone or mp3 player breaks, what do you think happens to these products when they are disposed? (Website: http://www.youtube.com/watch?v=76RQq0sEVLU)

Behavioral Objectives: 1. To write five sentences about the benefits of recycling electronic objects.2. To identify and describe the advantages and disadvantages of an unknown e-waste object on the environment by writing a letter.

Summary of Procedure: For today’s lesson, students will be learning about the importance of recycling electronics. Students will explore the website http://www.werecycle.com, and learn about the benefits of e-recycling and what some of the harmful effects e-waste has on the environment (Additive: Web 2.0 Tool- Virtual Tour). In addition, students will be working on identifying an e-waste object in groups of three. Using their observation skills as well knowledge about e-waste, each student will individually compose a letter to an editor describing the advantages and harmful disadvantages of this object to the environment (Additive: Manipulatives: Unknown Objects).

Behavioral Objective (s) Target “3” Satisfactory “2” Unsatisfactory “1” Student Rating

To write five sentences about the benefits of recycling electronic objects.

Each sentence is complete, beginning with a capital letter, and ending with a period. Each sentence 100% reflects on the benefits of recycling electronic objects.

Each sentence is complete, beginning with a capital letter, and ending with a period. However, there is one minor error in the five sentences.

Each sentence is complete, beginning with a capital letter, and ending with a period. However, there is more than one minor error in the five sentences.

To identify and describe the advantages and disadvantages of an unknown e-waste object on the environment by writing a letter.

Student’s letter includes proper format, indicating both the advantages and disadvantages the e-waste object has on the environment. Student also describes the object in detail, indicating all observations.

Student’s letter includes proper format. However there is one minor error in the details of the object and/or in how student describes the advantages and disadvantages the e-waste object may have on the environment.

Student’s letter includes proper format. However there is more than one minor error in the details of the object and/or in how student describes the advantages and disadvantages the e-waste object may have on the environment.

Lesson 3: Rubric

Student Sample: Obj #1

To write five sentences about the benefits of recycling electronic objects.

1. Recycling electronic objects can help preserve Earth’s natural resources.

2. Recycling electronic objects can prevent the contamination of our environment with lead and mercury.

3. Recycling electronic objects can help us reuse these products in other ways.

4. Donating old electronics that still work supply schools and low income families with the resources to succeed.

5. As demand for electronics recycling grows, new businesses will be forming and companies will be looking to hire more people to recover recyclable materials.

To identify and describe the advantages and disadvantages of an unknown e-waste object on the environment by writing a letter.

Dear Mr. Sherman,

I am writing this letter to talk to you about the importance of recycling electronics, and to talk to you a little about this object. After carefully observing this object, I can see that it is a cell phone. It has a key pad, where people can dial a number and communicate to someone else. I notice that this is not a newer cell phone because you have to flip open the telephone to dial a phone number. I can conclude that this phone is probably not a smart phone that one can use to search the internet. I believe that the person who owned this phone probably became bored and wanted to buy a newer cell phone that has the latest features of touch screen, and internet browsing.

By looking at this object, I notice that it can be both an advantage and a disadvantage to the environment. Although a cell phone is needed for communication to take place, many people often get rid of their cell phone when a newer one comes out. When this occurs, human beings are polluting the environment with harmful minerals such as lead and mercury. It is important that we recycle our electronics, so that we do not waste the Earth’s natural resources. This cell phone can be reused and created into something else.

Sincerely,

Timothy Petterson

Student Sample: Obj #2

Lesson 4: Shrinking My Ecological Footprint

Guiding Question: How can individual choices impact our world?

Behavioral Objectives: 1. To describe or dramatize how humans can harm animals and/or plant life, specifically including at least one concrete example of the environmental impact of human ecological neglect or irresponsibility (i.e. BP Oil Spill 2010).2. To select a major change they can make in their own life to reduce their ecological footprint, paraphrasing the change using at least four sentences in a community circle share-out.

Summary of Procedure: Students explore key vocabulary, namely ecology and conservation. Using technology and independent research skills, they explore and capture environmental events to write about or dramatize. Then, students turn their attention inwardly to their personal impact on our Earth, crafting an action plan to work on at home or at school.

Behavioral Objective (s) Target “3” Satisfactory “2” Unsatisfactory “1” Student Rating

To describe or dramatize how humans can harm animals and/or plant life, specifically including at least one concrete example of the environmental impact of human ecological neglect or irresponsibility (i.e. BP Oil Spill 2010).

Written description includes at least five sentences; dramatic presentation is at least one minute in length with a minimum of five lines per student. Either presentation choice highlights at least one major damaging result to animal and/or plant life due to environmental neglect or irresponsibility and cites this concrete example. Use online sources, and include an image and/or a graph that are e-mailed in APA format to the teacher before the end of class without formatting errors.

Written description includes at least three sentences; dramatic presentation is at least 45 seconds in length with a minimum of three lines per student. Either presentation choice highlights at least one major damaging result to animal and/or plant life due to environmental neglect or irresponsibility and cites this concrete example. Use online sources, and include an image and/or a graph that are e-mailed in APA format to the teacher before the end of class with a maximum of two formatting errors.

Written description includes one or two sentences only; dramatic presentation is 30 seconds or less in length with only two lines or less per student. Either presentation choice fails to highlight at least one major damaging result to animal and/or plant life due to environmental neglect or irresponsibility and fails to cite this concrete example.

To select a major change they can make in their own life to reduce their ecological footprint, paraphrasing the change using at least four sentences in a community circle share-out.

Selection of a major personal change at home or in the classroom is demonstrated by an informal oral presentation in a community circle share-out. Students describe this change in four or more sentences, noting: 1) the change or goal; 2) the environmental impact of the change; 3) a plan for making the change a lasting routine; 4) verbally citing inspiration for the change.

Selection of a major personal change at home or in the classroom is demonstrated by an informal oral presentation in a community circle share-out. Students describe this change in two or three sentences, detailing only three of the following: 1) the change or goal; 2) the environmental impact of the change; 3) a plan for making the change a lasting routine; 4) verbally citing inspiration for the change.

Selection of a major personal change at home or in the classroom is demonstrated by an informal oral presentation in a community circle share-out. Students describe this change in one sentence or less, detailing only two or fewer of the following: 1) the change or goal; 2) the environmental impact of the change; 3) a plan for making the change a lasting routine; 4) verbally citing inspiration for the change.

Lesson 4: Rubric

Student Sample: Obj #1To describe or dramatize how humans can harm animals and/or plant life, specifically including at least one concrete example of the environmental impact of human ecological neglect or irresponsibility (i.e. BP Oil Spill 2010).

2010 BP Oil Spill: No Flight in Sight (dramatization)

Thomas, Human: What seems to be the problem, Mr. Pelican?Brown Pelican: Check out my feathers - they are soaking wet with oil!Thomas, Human: How is that any different from when you float in water?Brown Pelican: Trust me, I am MUCH heavier than when I am a little damp. I almost sank today.Thomas, Human: That’s awful Mr. Pelican. How can I help?Brown Pelican: Actually, it’s Mrs. Pelican. And it would be a great comfort to me if you could feed my babies over there on the dock. They’re starving because I haven’t been able to catch fish for us to eat.Thomas, Human: I can do that. (THOMAS begins to unpack fish from a cooler, crossing to feed the nest of baby pelicans) How else can I help? You look miserable, and you don’t smell very good either . . .Brown Pelican: This oil could hurt you too. If you could direct me to that bird rescue team over there, I think they could clean me up.Thomas, Human: No problem. You sure are sticky . . .Brown Pelican: And a little grumpy. But I am very grateful for the help. My kids are too.Thomas, Human: My pleasure. Anyone else I might be able to help?Brown Pelican: Absolutely. See that sea turtle on the beach? He could use a shower and some scrubbing too . . .

Kellaher, K. & Davison, L. (2010, May 17). Animals in danger as huge oil spill spreads. Scholastic News Online, Retrieved from http://www.scholastic.com/browse/article.jsp?id=3754273

To select a major change they can make in their own life to reduce their ecological footprint, paraphrasing the change using at least four sentences in a community circle share-out.

This school year, my goal for shrinking my ecological footprint is to ride my bicycle to and from school at least once a week. Not only is it a healthy form of exercise, it reduces my ecological footprint. When a bike is on the road instead of a car, carbon dioxide emissions are reduced, plus car traffic is reduced. Keep in mind that when cars idle, or stand still, in traffic, CO2 is still emitted, hurting our environment. To make this change sustainable, I am going to place a bicycle sticker on our classroom calendar on days I bike from Brooklyn to The Lang School in Manhattan on the Brooklyn Bridge. I may also upgrade my single speed bike to a seven-speed folding bicycle to a) help me tackle inclines and b) store my bike in the classroom instead of locking it outside on the street. I found eye-opening statistical data on BikesBelong.org, and a study specific to NYC from Transportation Alternatives, an organization that hosts an annual bike tour to support bike and public transit advocacy. This study, from 2008, states: ‘If 10% of NYC commuters biked to work instead of driving or taking transit just once per week, they could save 120 million pounds of CO2 emissions per year, equivalent to the amount released by the homes of 25,000 New Yorkers.’ ("Bikes belong -," )

Bikes belong - environmental statistics. (n.d.). Retrieved from http://www.bikesbelong.org/resources/stats-and-research/statistics/environmental-statistics/

Student Sample: Obj #2

Lesson 5: Recycle City Scavenger Hunt

Guiding Question: What kind of waste can be safely recycled?

Behavioral Objectives: 1. To classify types of hazardous waste and recyclable/reusable items.2. To construct a pictograph measuring the waste in Dumptown (in tons per day).

Summary of Procedure: Students digitally travel to Recycle City, where they interactively explore on laptops or iPads. By categorizing materials, they not only learn the dangers waste products pose to the environment, but how to problem solve by recycling and making “green” choices as individuals. As city planners for Dumptown, they choose programs to benefit the city, then they see the results of their planning in the resulting web-based bar graph. At the end of the gaming period, they must use web 2.0 tools to graph their successes using a pictograph.

Behavioral Objective (s) Target “3” Satisfactory “2” Unsatisfactory “1” Student Rating

To classify types of hazardous waste and recyclable/reusable items.

Students classify types of hazardous waste and recyclable/reusable items using Education World’s multiple choice handout.

Students classify types of hazardous waste and recyclable/reusable items using Education World’s multiple choice handout. There is only one omission or incorrect answer.

Students classify types of hazardous waste and recyclable/reusable items using Education World’s multiple choice handout. There is more than one omission or incorrect answer.

To construct a pictograph measuring the waste in Dumptown (in tons per day).

Pictograph correctly entitled, both x and y axes are labeled, all data from website (type of waste and accurate, corresponding images; amount of waste in tons per day) is 100% correct.

Pictograph correctly entitled, both x and y axes are labeled, all data from website (type of waste and accurate, corresponding images; amount of waste in tons per day) is accurate except for a single omission.

Pictograph is not correctly entitled, and/or both x and y axes are not labeled, some data from website (type of waste and accurate, corresponding images; amount of waste in tons per day) is incorrect. There is more than a single omission.

Lesson 5: Rubric

Student Sample: Obj #1To classify types of hazardous waste and recyclable/reusable items.

To construct a pictograph measuring the waste in Dumptown (in tons per day).

Student Sample: Obj #2

Multimedia

http://www.werecycle.com/

PODCAST - http://www.smallstepspodcast.com/

Multimedia

http://www.youtube.com/watch?v=cJ-J91SwP8wFILM/ANIMATION - 300 Years of Fossil Fuels in 300 Seconds

Multimedia

iPad APPLICATION - Bin It!

http://itunes.apple.com/us/app/bin-it!/id474171458?mt=8