ENGAGING STUDENTS AND TEACHERS THROUGH FILM GARBAGE · ENGAGING STUDENTS AND TEACHERS THROUGH FILM...

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ENGAGING STUDENTS AND TEACHERS THROUGH FILM

D R E A M SGARBAGE

A F I L M B Y M A I I S K A N D E R

LESSON 2: Playing the Game

Updated 1/11/11

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Community Classroom LeadCurriculumDevelopers:

IndependentTelevisionService(ITVS) Anne SchreiberandDavid Langendoen (ElectricFunstuff)

61BrannanStreet,Suite410 http://www.electricfunstuff.com/

SanFrancisco,CA94107 Designers:Aidan HumrichandWilson Ling

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COMMUNITY CLASSROOM GARBAGE DREAMS

Photo Credit: Kryollos (12 years old)

INDEPENDENT TELEVISION SERVICE (ITVS) 651 BRANNAN STREET, SUITE 410 SAN FRANCISCO, CA 94107 PHONE: 415.356.8383 EMAIL: [email protected] WEB: WWW.PBS.ORG/INDEPENDENTLENS/CLASSROOM PAGE1

Lesson 2Playing the Game

Objectives:

StudentswillplaytheinteractiveGarbage Dreams Gameandlearnabout:

• Thebenefitsofrecyclingontheenvironment• Thedifferenttypesofmaterialsthatcanberecycled• Thedifferentbusinessstrategiesforrecyclingincludingthebenefitsofhiringworkers,acquiring

tools(trucks),andrecyclingindifferentneighborhoods

Subject Areas:

SocialStudies,LanguageArts,CulturalStudies,Economics,Math,Science

Materials:

• Garbage Dreams Gamehttp://www.pbs.org/independentlens/garbage-dreams/game.html• Computer(withFlash9installed)• Worksheet # 2 Game RulesandWorksheet #3 Strategies for Game Play

Time:

Thegamerunsforamaximumof8rounds;eachroundtakesapproximately3minutestoplay,foratotalgameplayofabout24minutes.Classintroductionanddiscussionwilltakeanadditional20minutes,foratotalofapproximately45minutesofclasstime.

Learning Style:

• Individualsorpartners• Onlinegameplay

Grades:

Highschool;grades9-12

Procedures:

Theseproceduresaredividedintobefore,during,andaftergameplay.Classdiscussionshouldcomeatthebeginningandendofgameplay.Studentscanplayinpartnersorasindividuals.Youmaywishtocyclestudentsthroughthecomputergamewhiletherestoftheclasscompletestheotherlessonactivities.Studentsmayalsobeabletoaccessthegamefromtheirhomecomputers,ifavailabletothem.Thisgameisacompaniontothefilm,Garbage Dreams,whichisavailableforpurchaseorrentthroughthefilmmaker’swebsite(http://www.garbagedreams.com/).ThoughtheGarbage Dreams Game canbeplayedonitsown,playingthegameafterwatchingthefilmwillresultindeeperculturalandcontentunderstanding.Attheveryleast,studentsshouldwatchthesix-minutetrailerprovidedonthegame’swebsite(http://www.pbs.org/independentlens/garbage-dreams/classroom.html).



1.BeforePlaying:

IntroducetheinteractiveGarbage Dreams Gametothestudents.ExplaintothemthatthestatedgoalofthegameistogetthetotalrateofrecyclinginCairoashighastheycanin8months(rounds).Studentswillreceivebonuspointsiftheyrecycleabove80%.Thisnumberwaschosenasagoalbecauseit’stheamountofgarbagethattheZaballeenpeopleareabletorecycle.RemindyourstudentsthatintheUnitedStates,mostcitieshavearateofabout30percentrecyclingefficiency.

Beforestudentsplaythegame,discusstheenvironmentabenefitsofrecycling.Askstudentstolistwhattheythinkarethebenefits.Askthemtothinkaboutwhathappenstothegarbagethatisnotrecycled.(Itgoesintolandfills,forwhichthereislimitedspace.)

Talkaboutthegameplay.Thegamehasonestatedgoal—toachieveahighpercentofrecycling.Whataresomeothergoalsthatstudentscouldachieve?Tellstudentsthattheycanplaythegamedifferentlyifthey’dlike,usingothergoalssuchasgainingthemostmoneyoremployingthemostworkers.Thiswillnotnecessarilyresultininhigherscoresduringgameplay,butwillbringoutsomebusinessstrategiesandtrade-offstothinkabout.

2.DuringPlay:

TheGarbage Dreams Gameisself-explanatory,butyoumaywanttosharethesesimplegameruleseitherbeforeorduringgameplay.Student Worksheet #2 Game Rulessummarizestherulesofthegameandmaybehandedouttostudentsbeforetheyplay.Studentscanplaythegamewithpartnersorinsmallgroups.

1.Thestatedgoalofthegameistogetashighatotalcity-widepercentrecyclingrateasyoucanin8months(orrounds).

2.Studentsbegineachroundbyselecting“Recycle”andclickingonthe“SortGarbage”icon.

3.Studentsbeginwithonegoat(torecycleorganicwaste),onepaperrecyclingfactory,andasmallamountofmoneythattheycanusetopurchaseUpgrades(tobuydifferentrecyclingfactoriesinordertorecycleadditionalmaterials),ortoExpandintonewneighborhoods.StudentscanclickonUpgradeorExpandbeforeoraftereachturntopurchasenewinvestments.


Introduce the term, return on investments (ROI) to your students. In the Garbage Dreams Game, they will make different investments to be able to recycle different materials. How do those different investments pay off? Ask them to pay attention to their return on investment as they play the game.


Eachnewtypeofequipmentcostsadifferentamounttopurchaseandmaintain,andallowstheplayertotakeadvantageofthedifferentcashvaluesofthevarioustypesofrecyclablesthattheyarenowcapableofprocessing.Eachneighborhoodcostsadifferentamounttocontractandmaintain,andalsoprovidesadifferentcompositionofgarbage(whichisworthdifferentamounts)–higherincomeneighborhoodsproducegarbagewithmorevaluablerecycleables.Trucksprovideaccesstoadditionalneighborhoods.Addingworkersincreasesthetimeontheclock,thusallowingmoretimetogetthewholepilerecycled.

4.Inthefirstroundofthegame,sendinggarbagetotheLandfilldoesnothaveacost.Afterthefirstround,however,studentswillbechargeda$1DisposalfeeforanygarbagethatgoestotheLandfill.Thisfeerepresentstherealworldcostsofdisposingofgarbage.Afterthesecondround,anyitemsthatareleftunsortedwhentheplayerrunsoutoftimewillbeautomaticallysenttotheLandfillandwillcosta$2Haulingfee,representingtherealworldcostsofhavinggarbagethatisleftlyingaroundhauledaway.Notethatthisfeewillapplyeventorecyclablesthathavenotyetbeenrecycled.

5.AwarenessCampaigns,suchassourceseparation,encouragecommunityparticipationtohelpmakethegarbageeasiertorecycle.

Homewasteseparation(orsourceseparation)encouragesCairo’sresidentstoseparatetheirorganics(foodwaste)fromtheirnon-organicrecyclablesathome,allowinglesscontaminationandmoregarbagetoberecycled.

TheZaballeen haveavisionforCairo’swastemanagementsystemthatwouldimplementasourceseparationscheme,dividingorganicandnon-organicwasteatthesource.InthefilmGarbage Dreams,theZaballeenembarkonacommunityoutreachcampaignadvocatinghomewastesegregation.LailaandAdhamgodoor-to-door,askingresidentstosorttheirtrashastheyarethrowingitaway,placingorganicwastesuchasleftoverfoodinonecontainerandallnon-organicrefusesuchascans,papers,andplastics


The Zaballeen have a vision for Cairo’s waste management system that would implement an at-source segregation scheme, dividing organic and non-organic waste at the source. In the film Garbage Dreams, the Zaballeen embark on a community outreach campaign advocating waste segregation. Laila and Adham go door to door, asking residents to sort their trash as they are throwing it away, placing organic waste such as leftover food in one container and all non-organic refuse such as cans, papers, and plastics in another. With no organic waste to spoil the non-organic waste, recycling rates increase. When trash is not segregated at the source, 20 percent of the non-organic waste is not fit for recycling, because it has been contaminated by the organic waste. This is especially true in the case of paper. Of all the paper that gets thrown away by Cairo’s residents, only 1 percent can be used for recycling as the other 99 percent gets contaminated and spoiled by organic material. However, with an effective community outreach campaign advocating source segregation, overall recycling rates increased from 80 percent to 95 percent.


inanother.Withnoorganicwastetospoilthenon-organicwaste,recyclingratesincrease.Whentrashisnotsegregatedatthesource,apercentageofthenon-organicwasteisnotfitforrecycling,becauseithasbeenspoiledbytheorganicwaste.Thisisespeciallytrueinthecaseofpaper.Withaneffectivecommunityawarenesscampaign,oneadvocatingsourcesegregation,morenon-organicssuchaspaperarerecyclableandtheoverallrecyclingratecanreachashighas95percent.

CommunityawarenessreductioncampaignsencourageCairo’sresidentstoreducetheiruseofnon-recyclables(orthingsthataredifficulttorecycle),suchasplasticbagsanddisposablecoffeecups.Reductioncampaignsareinprogressinmanycountries,includingtheUnitedStates.Byreducingtheamountofnon-recyclableitemsinthegarbage,recyclingratesincreaseandlandfillusedecreases.

6.Asstudentsgothroughtherounds,theycantrydifferentstrategiestoachievetheirgoals.YoumaywishtohandoutWorksheet #3 Strategies for Game Play,whichencouragesstudentstothinkaboutdifferentgame-playingstrategiesandtowritetheirowngame-playingtips.

7.Asstudentstrydifferentstrategies,circulatearoundtheroomandaskstudentsthefollowingquestionsabouttheirgameplay:

• Whichrecyclingfactoriesarebesttopurchase(eveniftheyaremoreexpensive)?• Howmanytrucksistheoptimalnumber?Whichneighborhoodhasthebiggestpayoff?• Whydotheupperincomeneighborhoodsproducemoregarbagethatcontainsmorevaluable materialtorecycle?• Howareawarenesscampaignsaneffectivestrategytoimproverecyclingrates,andwhatmightbe someoftheobstaclesinimplementingthisstrategy?

8.ReintroducetheconceptofROI,ReturnonInvestment,(fromthesection“BeforePlaying”).InGarbage Dreams,therearetwowaystolookatROI.Oneistothinkabouthowmuchadditionalmoneyanupgradeorexpansionbringsineachturn,minusitsupkeepcost.Theotheristothinkabouthowanupgradeorexpansionimpactsthepercentageofgarbagethatisrecycled.

Forexample,investinginanaluminumrecyclingmachine/processorcosts$170andhasanupkeepcostof$15/permonth.Recyclingonetonofaluminumbringsin$34ofincome(onetonisrepresentedbyasinglerecycledobjectintheGarbageDreamsgame,whichisasortingmini-game).Ifaplayerrecyclesthreetonsofaluminuminaturn,thentheROIforthatinvestmentis($35*3)-$15/$170,or53%,anditwillonlytaketwoturnsatthatleveltorecouptheoriginalinvestment.

TrackingtheROIintermsofrecyclingpercentage—whichisthegoalofthegame—canbealittletrickier.Ifplayersplayaround,recordtheirrecyclingpercentage,andthenmakeasingleinvestmentorexpansion,theycanseethedifferencedirectly.Iftheymakemultipleinvestments,itwillbemuchhardertoassesstheindividualimpactthateachonemakes.

AnotherchallengeisfiguringouthowtothinkaboutROIforarecyclingupgrade,whichreducesthetimeittakesforanitemtobefullyrecycledandreadytoreceivethenextitem.Whendoesitmakesensetopurchasethesekindsofupgradesandhowwouldoneassesstheresults?

9.Studentscanalsoexperimentwithdifferentrecyclingstyles.Theymaywishtomovearoundtheirpilefirst,exposingalltheitemsinit.Ortheymaywishtopresortalloftheirmaterials.Theycantrydifferentmotorstrategiesandlookfordifferentresults.TheseideasarecapturedinWorksheet #3 Strategies for Game Play.

10.Thegameendsafterstudentshaveplayed8rounds.Studentswillthenbegiventheirfinalrecyclingpercentage,aswellasacompositescorenumberthatmeasureshowwelltheyhaveplayed.StudentsmaythenpostthesescoresontheLeaderboardstocompetewithotherstudentsplayingatotherschools.



AfterPlaying:

WhenallyourstudentshavecompletedtheGarbage Dreams Game,haveaclassdiscussion.Allowstudentstodiscusstheirdifferentstrategiesforgameplay.Ifyouhavenotalreadydoneso,handoutWorksheet #3 Strategies for Game Play.

Askstudentsthefollowing:

• Weretherekinestheticandmotordifferencesinhowstudentsnavigatedthegameboard?How didstudentssortthegarbage,andhowdidthataffecttheirgameplay?

• Whatwerethedifferenttypesofgarbagethatcouldberecycled?Whatgarbagecouldnotbe recycledatall(lookattheRecyclingBackgrounder)?Listthem(adirtydiaper,DVDs,soiled paper,etc)andtalkaboutwhy.

• Whydosomematerialsbringinmoremoneythanothers?Whatisorganicwaste,andwhere coulditgoiftherewasnogoatorcomposter?

• Talktoyourstudentsaboutcomposting–certain(organic)wastecanbecompostedand turnedbackintosoil,insteadofbeingthrowninalandfill.

• Didyourstudentstrytoexpand?Wasitagoodideatoexpandateveryturn?

• Askstudentsiftheypurchasedtrucksornewneighborhoodcontracts.Whatdidthatexpansion doforthem?Howdidhavingworkershelporhurttheiroverallgameresults?

• WhyareDisposalfeesandHaulingfeesincludedinthegame?Doesitactuallycostmoneyto disposeofgarbageinalandfill?Whataboutthenon-economiccostsofgarbagedisposal(i.e. thecostoftheenvironmentalproblemscausedbylitteringandpollution)?Inreallife,who actuallypaysthosecosts?Whodostudentsthinkshouldpaythosecosts?

• Dosomeupgradesprovidemoreeconomicreturnthanrecyclingbenefit?(orvice-versa) Howshouldonecompareeconomicreturnvs.recyclingreturn?Whatisafivepercentincrease inrecyclingworthevenifitreturnsnomoneytotherecycler?Wouldstudentswanttorecycle forthegoodofthecommunity?

• Didanystudentstrytoreachthegoalofmaximizingtheirprofits(moneyonhand)?Didothers trytomeetthestatedgoalofmaximizingtheirrecyclingefficiency?Werethesegoalseverin conflict?Whydothestudentsthinkthatmightbetrue?Didanystudentusetheoptionof advancingtothenextroundwithoutspendinganymoney?Whatdidthatdototheirgameplay?

InvitestudentstocompleteWorksheet #3 Game Playing Strategies,whichcomparesdifferentgameplayingstrategies.Theymayworkinsmallgroupstomaximizediscussion.

AdditionalQuestions:

Iftimeremains,askstudentswhatthegametaughtthemaboutrunningarecyclingbusiness.Howcanexpanding,byaddingmorefactories,helpabusinesstogrow?Howcanexpanding,bygainingmoreterritories,help?Whydotheythinkhavingworkersaddedtimeontheclock?

Havestudentsresearchwhatcanandcan’tberecycledintheirowncommunity,thencreatechartsorartworkbasedontheirfindingstobringhomeandsharewiththeirfamiliesandneighbors.



Askstudentstocomparethisgametoreallife.Whatdidtheylearnaboutrecycling?Whatdotheythinkthedifferentmaterials,oncerecycled,mightbeusedfor?Whydotheythinkthedifferentmaterialsarealldifferentprices?Whatbenefitsaretheretorecycling?Askstudentstosharethem.Comparethislisttoyourstudents’ideasbeforeplayingthegame.

Talktostudentsabouttherecyclingfactsincludedinthegame.Didstudentsreadthesefacts?Weretheysurprisedbythem?Didtheyfeelliketheylearnedmorefromplayingthegameorfromreadingtherecyclingfacts?

Whatdidstudentsthinkaboutthegamedesign?Whatwouldtheyhavedonedifferently?

Forstudentswhohaveseenthefilm,askthemwhattheythoughtabouttheZaballeenasrecyclers.HowisitpossiblefortheZaballeentobesuchefficientrecyclers?

ExtensionActivities:

Ifyouhavelimitedaccesstocomputers,orwanttodothisasawholeclassactivity,youcanplaythisgameoffline.Dividestudentsintogroups.Offereachgroupastackofdifferentcoloredindexcards.Eachcolorcardhasadifferentobject,madeofdifferentmaterial,drawnonit(tin,glass,plastic,etc),thenumberofthegroup,andthepriceofthematerial.Providedifferentbinsforthedifferentmaterials.Starteachgroupoutwithacertainamountofmoney.Studentsneedtousethemoneytogainaccesstoacertainbin,ortopurchaseadditionalworkers(membersoftheirgroupwhocanparticipate),ortonewstacksofindexcards(garbage).Oncetheyhaveaccesstoanewbin,theycandroptheirindexcardsintheproperreceptacle.Newworkersaddtimetotheirclock.Purchasingtrucksunlocksnewneighborhoods,whichmeansadifferentstackof“garbage.”Richerneighborhoodscostmoreandhave“better”(morevaluable)garbage.Timethedifferentgroupsastheyplayagainsteachother.Agroupwinswhenithasthemostoverallgarbageinrecyclingbins.

Forstudentswithmoreadvancedunderstanding,anothergoalcouldbetorecyclethemosthigh-pricedgarbageforthegreatestROI.

Assessment:Studentsdemonstratesuccessfulcompletionofthelessonbyplayingthegameandthendemonstratinganunderstandingofthedifferentmaterialsthatcanberecycledduringclassdiscussion.



Worksheet #2 Game Rules

Lesson Two: Playing the Game

Game Rules

1.ClickonRECYCLEtostartthegame.

2.Youwillstartthegamewithonehungrygoatandapaperrecyclingfactory;thesegiveyoutheabilitytorecycleonlycleanpaperandorganic(foodwaste)materials.Clickanddragthosematerialsoutofthepileofgarbageandontothematchingrecyclingfactories.Eachtimeyouuseaparticularrecyclingfactory(orthegoat),itwilltakeafewsecondsforittoprocessandbereadyforthenextitem.

Youmayneedtomoveanobjectoutofthewaytogetyouritemout.Throwoutmaterialsthatcan’tberecycledintothegarbagecan(Landfill).Ifyouclearthepilebeforetimerunsout,youwillgetasmalltimebonus.

3.Asthegamebegins,youwillbegivenseedmoneytostartyourrecyclingbusiness.YoucanchoosetoUpgradeorExpandusingthemoneyyouhaveonhand,oryoucanjustbegintoplaythegame.Itis,however,highlyrecommendedthatyoustartbyspendingyourseedmoney.

Attheendofeachturn,youwillagainbeabletospendmoneyimprovingyourrecyclingcapabilities.Themoreyourecycle,themoreyoumoneyyou’llearn,andthemoreyou’llbeabletospend.

InUpgrade,youcaninvestinnewfactories(bins)torecyclenewmaterials(tin,glass,plastic,andaluminum),oryoucanimproveanexistingfactorybymakingitmoreefficient(animprovementwillreduceprocessingtimeorallowyoutorecyclenewtypesofmaterials).

YoucanalsoinvestinWorkers(whichincreasethetimeontheclockduringtheRecyclephase);Education(whichincreasestheamountoftimethatWorkersaddtotheclock);orAwarenessCampaigns(whichteachcitizenswaysthattheycanhelptoimprovetheoverallrecyclingrate).

InExpand,youcanbuytrucksthatletyoucollectgarbagefrommoreneighborhoods.ToExpand,firstbuyatruckandthenchooseanewneighborhood.Thiswillincreasetheamountofgarbageyoucollect,whichincreasesthesizeofyourgarbagepileduringtheRecyclephase.Themoreneighborhoodsyoucollectfrom,thehigheryourCity-Widerecyclingratecangrowbytheendofthegame.

Remember,ifyoufindyourselfrunningoutoftimeduringRecycle,itmightbetimetoinvestinWorkers!



4.Eachinvestmentandexpansioncomeswithamaintenancefee(theUpkeepcost)thatmustbepaideachturn.Ifyouinvestintoomuchtoosoon,youmaynotbeabletorecycleenoughtocoveryourcostsandyou’lllosethegame.

5.Earlyinthegame,sendinggarbagetotheLandfillisfree.Laterinthegame,youwillstarttobechargedforgarbagethatgoestotheLandfill.AnyitemofgarbageyouputintheLandfillyourselfwillcosta$1DisposalFee.Anyitemsthatareleftunsortedwhenyourunoutoftime(includingrecyclables)willbeautomaticallysenttotheLandfillforyou…andwillcosta$2Haulingfee.

6.Continuetoclick“Recycle”andgothroughtheturns(months)untilyouhavereachedtheendofthegame.Atthatpoint,youwillseeyouroverallCity-Widerecyclingpercentageandbegivenatotalscorethatrankshowwellyouhaveplayed.ThisscoreismostlybasedonyourCity-Widerecycling,butalsoaccountsforyourmonthlyincomeandcashonhand.

Onceyougetyourscore,youmaythenpostitontheLeaderboardstocompetewithotherstudentsorfriends.



Worksheet #3

Lesson Two: Playing the Game

Game Playing Strategies

AsyouplaytheGarbage Dreams Game,thinkaboutthedifferentstrategiesyoucanusetowinthegame.Whatkindsofgameplayingtechniquescanyouemploytobeamoreefficientrecycler?

Eachgameareabelowhastwohintsorgameplayideas.Whichonedoyouthinkisbetter?Tryeachoneasyouplaythegame.Usetheseideastocreateyourownstrategiesandaddthemtothissheet.

Game Area: Getting Started• Investincommunityoutreach;youwillgetmuchmorerecyclablepaper,andthecostislow.

Youcanalsoaffordmoregoats(theorganicsupgrade),sothatyoucanclearoutorganicmaterial efficiently.• Investyourstartingmoneyintoplasticsrecycling,sothatyouquicklygetahighervalue

recyclabletoearnmoremoney(andsoyouwon’thavetothrowplasticinthegarbage).

Game Area: Sorting• Pre-sortgarbagewhenpossible.Forexample,ifyourpaperrecyclingisbusy,youcanplacethe

nextpaperrightaboveit,sothatit’seasytodropitinlater.• Focusonthemostvaluablewaste.Itisbettertofindallthealuminumthanitistospendtime

feedingthegoat.

Game Area: Expansion• Ifyou’reafastsorter,bettertechnologiesmakemoresensethanmoreworkers.Ifyou’reslow

withthemouse,thenworkersarethebestwaytogetmoretime.• Whenyoubuyatruck,studytheneighborhoodsandaddtherichestonesfirst.They’remore

likelytohavethemostvaluablewaste.Caution:Richerneighborhoodsalsohaveahigher upkeepcost,somakesureyouhavetheabilitytorecyclemanydifferentmaterials.

Addyourownhintinthespacebelow._____________________________________________________________________________________________

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Additional Resources

UsetheselinkstoreviewedwebsitestolearnmoreabouttheZaballeen people,theGarbage Dreamsfilm,thescienceofwastemanagement,andrecycling.Youwillalsofindsiteswithadditionallessonplansonrecyclingandonlearningaboutothercultures.

About the Film

The official Garbage Dreams website

http://www.garbagedreams.com

The Independent Lens/PBS companion site

http://www.pbs.org/independentlens/garbage-dreams/.html

This Discussion Guide for the film (PDF):

http://www.pbs.org/independentlens/garbage-dreams/resources/garbagedreams_discussion.pdf

Additional Lesson Plans

Scholastic Teachers:Lessonplanactivityonpapermaking

http://www2.scholastic.com/browse/lessonplan.jsp?id=1329

The National Health Museum:AccessExcellence:WasteManagement:Activitiesforreusingandrecycling

garbagehttp://www.accessexcellence.org/AE/AEPC/WWC/1991/waste.php

The Educator’s Reference Desk: Pollution and Recycling

http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Health/Environmental_Health/ENH0002.html

Pennsylvania Department of Environmental Protection

Eightqualitylessonplansonrecycling,packagingandwaste

http://www.dep.state.pa.us/dep/deputate/enved/Rec_lessons/contents.htm

Recycling

Environmental Protection Agency (EPA): Recycling Games & Activities

http://www.epa.gov/recyclecity/activity.htm#Information

University of Oregon: The Recycling Process After Collection

http://www.uoregon.edu/~recycle/after_collection.html

Offerscleardetailsongarbageprocessingtechniques.



Environmental Issues

No-Burn.org: The Global Alliance for Incinerator Alternatives

http://www.no-burn.org

Providesfactsandcalls-to-actioninoppositiontoincinerationasawastemanagementstrategy.

UNESCO: Teaching and Learning for a Sustainable Future

http://www.unesco.org/education/tlsf/

Vermont Education for Sustainability

http://www.vtefs.org/index.html

Providesinformationaboutsustainabilitycurriculaandotherresources.

Green Learning

http://www.greenlearning.ca/

ComprehensiveCanadiansiteincludesavarietyofdownloadablecurriculaonsustainability.

The Zaballeen

Coptic Cairo

http://www.coptic-cairo.com

ProvidesabackgroundonCopticChristianculture.

The Zaballeen Recycling School Fan Page on Facebook

http://www.facebook.com/group.php?v=wall&ref=search&gid=121855759600

Independent Lens Garbage Dreams Discussion Guide

http://www.pbs.org/independentlens/garbage-dreams/getinvolved.html


GUIDE CREDITS

CURRICULA DEVELOPERS

Anne Schreiber is a thought leader in new media and education with over 20 years experience as a multi-media publisher, product designer and educator. She is currently consulting for various publishing and media companies as founder of Indigo Media. David Langendoen is a founding partner of Electric Funstuff, a company that specializes in applying game design to experiences with educational outcomes.

ITVS STAFF

Duong-Chi DoAssociate Director of Communications

Annelise WunderlichNational Community Engagement and Education Manager

Cathy FischerSenior Content Producer

COMMUNITY CLASSROOM NATIONAL ADVISORS

Carole LesterAmerican Association of Community Colleges

Maxine EinhornKQED Education Network

Kara ClaytonNational Association for Media Literacy Education

Wendell Bourne & Michael YellNational Council for the Social Studies

Joseph FathereeNational State Teachers of the Year

Donelle Blubaugh & Jenny BradburyPBS Teachers

SPECIAL THANKS TO:

Mai IskanderDirector of Garbage Dreams

Jeremy BernsteinLead Designer/Producer for Garbage Dreams the Game

Duane DunfieldLead Developer for Garbage Dreams the Game

Julie SmithEditorial review of the lesson plans

About ITVS:The Independent Television Service (ITVS) funds and presents award-winning documentaries and dramas on public television, innovative new media projects on the Web and the Emmy Award-winning weekly series Independent Lens on Tuesday nights at 10 PM on PBS. ITVS is a miracle of public policy created by media activists, citizens and politicians seeking to foster plurality and diversity in public television. ITVS was established by a historic mandate of Congress to champion independently produced programs that take creative risks, spark public dialogue and serve underserved audiences. Since its inception in 1991, ITVS programs have revitalized the relationship between the public and public television, bringing TV audiences face-to-face with the lives and concerns of their fellow Americans. More information about ITVS can be obtained by visiting itvs.org. ITVS is funded by the Corporation for Public Broadcasting, a private corporation funded by the American people.

About Independent Lens:Independent Lens is an Emmy® Award-winning weekly series airing Tuesday nights at 10 PM on PBS. The acclaimed anthology series features documentaries and a limited number of fiction films united by the creative freedom, artistic achievement and unflinching visions of their independent producers. Independent Lens features unforgettable stories about a unique individual, community or moment in history. Presented by ITVS, the series is supported by interactive companion websites, and national publicity and community engagement campaigns. Further information about the series is available at pbs.org/independentlens. Independent Lens is jointly curated by ITVS and PBS, and is funded by the Corporation for Public Broadcasting (CPB), a private corporation funded by the American people, with additional funding provided by PBS and the National Endowment for the Arts. The series producer is Lois Vossen.

About PBS:PBS is a media enterprise that serves 354 public noncommercial television stations and reaches almost 90 million people each week through on-air and online content. Bringing diverse viewpoints to television and the Internet, PBS provides high-quality documentary and dramatic entertainment, and consistently dominates the most prestigious award competitions. PBS is a leading provider of educational materials for K-12 teachers, and offers a broad array of other educational services. PBS’ premier kids’ TV programming and Web site, PBS KIDS Online (pbskids.org), continue to be parents’ and teachers’ most trusted learning environments for children. More information about PBS is available at pbs.org, one of the leading dot-org Web sites on the Internet.



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