unit plan revised

Gina ManaresiOctober 11, 2015

Solid and Hazardous Waste UnitGrade 12, AP Environmental Science

SED399, Dr. Donahue

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Table of Contents

Rationale……………………………………………………………………pg. 3-4

Overview……………………………………………………………………pg. 4

Considering the Learner…………………………………………………….pg. 4-6

Unit Calendar……………………………………………………………….pg. 7-8

Ubd of Unit……………………………………………………………...….pg. 9-10

Individualized Daily Lesson plans………………………………………...pg. 11-29

Summative Assessment and Key..…………………………………..…..pg. 30-32

Student Survey………………………………………………………………pg. 33

Personal Solid Waste Inventory………………………………………..…pg. 34-36

Chapter 21 Notes Handout………………………………………………..pg. 37-42

Fact or Fib? Questions……………………………………………………….pg. 43

Graffiti Pictures……………………………………………………………pg. 44-46

Landfill Design Lab Handout……………………………………………......pg. 47

Kahoot Questions and Answers………………………………………………pg. 48

Environmental Article…………………………………………………….pg. 49-51

Quotes/Reactions Chart……………………………………………………..pg. 52

Chapter 21 PowerPoint……………………………..…………………….pg. 53-89

Review Game Questions………………………………………………….pg. 90-91

Lesson Plan Revisions…………………………………………………….pg. 92-94

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Rationale

By teaching this Solid and Hazardous Waste Unit to my class, I hope to encourage

scientific literacy in my students. The ultimate goal is for the students to think deeply about all of

the waste that they produce that could be reduced as well as the waste that the world produces

and better ways that it could be managed or utilized. I also want the students to develop problem

solving skills, become better at analyzing and synthesizing information, and be able to apply life

lessons. This unit will educate students about the world around them and how humans are

impacting the environment through waste production. This unit coincides nicely with grade level

curriculum standards for the Common Core and Next Generation Science Standards, as these

standards encourage use of textual evidence to support claims and the ability to synthesize

multiple sources into possible solutions for environmental problems at the 12th grade level.

Enduring Understandings for this unit include:

Human survival depends on developing practices that will achieve sustainable systems

o A suitable combination of conservation and development is required

o Management of common resources is essential

Humans alter natural systems

o Technology and population growth have enabled humans to increase both rate

and scale of their impact on the environment

Environmental problems have a cultural and social context

Essential Questions are as follows:

1. Why is it critical that humans reduce their impact on the environment?

2. How does the steady accumulation of waste on Earth decrease humans’ quality of life?

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3. Why is waste management a necessary part of environmental efforts?

These questions and statements encourage a deeper understanding of the world around my

students and will help them to connect the factual knowledge of the lessons to themselves.

Overview

The unit that I am teaching centers on solid and hazardous wastes and the problem that

these wastes are steadily becoming. Ways of reducing, reusing and recycling municipal solid

waste are introduced to students, such as composting and utilizing reusable bags instead of

plastic ones. Students are expected to learn the difference between solid and hazardous waste and

their subcategories, how a modern landfill operates and potential ways to improve this system,

the advantages and disadvantages of different recycling strategies and ways to manage and

reduce waste at an individual, community and industry level.

Learning activities featured in this unit include Do Nows, Ending Quote tickets, Fact or

Fib?, Graffiti, Gallery Walk, Kahoot as well as a review game before the summative assessment.

These diverse activities should serve to meet the learning needs of many of the students in the

class and help keep levels of student engagement high. This unit will be taught between units

about Environmental problems and Climate Change and Ozone Depletion. This is a logical

progression of topics as it leads from basics such as pollution types and energy flow to the

effects of these problems on a global scale.

Considering the Learner

Franklin High School in Somerset, New Jersey is a highly diverse school that caters to

approximately 2,100 students from the surrounding area. The student body contains 42.6%

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African American students, 25.9% Hispanic students, 17.4% Caucasian students, and 13.5%

Asian students, with 44.9% of the total number of students considered to be economically

disadvantaged. In addition, 13% of the total students are classified as having a disability. In my

AP Environmental Science classes, this demographic is portrayed accurately. It was also

interesting to note that when considering No Child Left Behind progress targets, the only

category of students that did not meet their target for language arts and math was students with

disability. In terms of my specific discipline, Biology, the state testing revealed that schoolwide

only 14% of students were advanced proficient and 46% were proficient. This background of the

school will definitely help to inform my teaching as I begin my junior field experience.

The most pressing concern that will inform my teaching this semester is the number of

underprivileged, economically disadvantaged students that will be present in my classroom.

These kids may often come to school hungry, and have other things on their mind that they have

to worry about than learning Environmental Science. It is probable that these kids will enter my

classroom with varying ability levels in different aspects necessary for the class. For example,

from grading quizzes in these classes I have already observed that some of the students have

trouble with sentence structure and clarity in free response questions. The fact that advanced

placement twelfth grade students are having trouble forming complete thoughts out into a

paragraph is worrying to me. Although I am not teaching an English class, the students’ lack of

proficiency in that subject will certainly affect how they perform in my class in terms of literacy.

I hope to add in to my lessons some aspect of textbook work as a result of this. Mrs.

Seeber has informed me that she has 50 textbooks and over 110 students, so she is unable to have

them work with the text very often. This ties into the economically disadvantaged factor because

the school is unable to provide enough books for all of the students in order for them to succeed.

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These students are expected to complete homework and projects online often, however, so some

must have access to a computer at home.

My class also includes one student with an IEP and one student who is an English

Language Learner. I will accommodate these students and the different needs of other students in

the class by using engaging activities to break up long lecture periods. These activities will also

benefit students with multiple intelligences. Also, adding lots of images and videos to my

PowerPoints may be helpful to the ELL student in my class as well as visual learners. I will

utilize formative and diagnostic assessments to keep track of each student’s progress throughout

my teaching, and reflect upon what does and does not work with my class. To prepare my

students for the ending quiz I will be very clear about what the important points of my lessons

are, and model questions during the lecture that will help them get used to seeing how they will

be assessed.

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Day 1: November 11, 2015




Topic:Introduction of Solid and Hazardous Waste

Topic: Waste Management Strategies

Topic:Waste Management Strategies (cont.)

Topic:Landfill Design and Research

Objectives: SWBAT Identify types of

waste Demonstrate

understanding of the growing waste problem via discussion

Analyze Ending Quote about life on Earth

Objectives: SWBAT Compare waste

management strategies

Identify the challenges of a zero waste lifestyle

Analyze Ending Quote about humanity

Objectives: SWBAT Describe

pictures of different waste types and management strategies

Research landfill designs

Interpret what qualities make a good landfill

Synthesize a drawing of a landfill design

Analyze Ending Quote about BP oil spill

Objectives: SWBAT Identify facts

and fibs about waste

Interpret what qualities make a good landfill

Begin drawing their landfill model

Research scientific articles for their landfill designs

Analyze Ending Quote about the environment and the economy

Essential Question:What happens when we throw our waste “away”?

Essential Question:Why is waste a growing problem for humans?

Essential Question:Why is waste a growing problem for humans?

Essential Question:How can we improve upon the waste management strategies we currently have?

Instruction:1. Do now2. Lecture and

PowerPoint will be used to introduce beginning concepts of waste

3. Introduce Personal Solid Waste Inventory

4. Closure: Ending Quote ticket


PowerPoint3. Closure: Ending

Quote ticket

Instruction:1. Do now2. Graffiti activity3. Intro Landfill

design project, time to work on



PowerPoint 3. Fact or Fib?

activity4. Work on Landfill

design5. Closure: Ending

Quote ticket

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Topic:The Advantages and Disadvantages of Waste Management Strategies

Topic:The Advantages and Disadvantages of Waste Management Strategies

Topic:Review of Solid and Hazardous Waste

Topic:Summative Assessment

Objectives: SWBAT Identify

advantages and disadvantages of several waste management strategies

Research scientific articles for their landfill designs

Analyze Ending Quote about plastic bag waste

Objectives: SWBAT Compare and

contrast which landfill designs would be most effective

Interpret an environmental article using a reading strategy

Analyze Ending Quote about destroying the earth

Objectives: SWBAT Collaborate in

order to answer solid and hazardous waste questions

Identify types of solid and hazardous waste

Analyze Ending Quote about hazardous waste

Objectives: SWBAT Recognize the

importance of learning about solid and hazardous waste and waste management strategies

Apply their knowledge from past lessons to answer questions on a quiz

Essential Question:Why is waste management a necessary part of environmental efforts?

Essential Question:Why is waste management a necessary part of environmental efforts?

Essential Question:Why is it critical that humans reduce their impact on the environment?

Essential Question:Why is it critical that humans reduce their impact on the environment?

Instruction:1. Do now-Kahoot2. Video discussion3. Lecture and

PowerPoint4. Last day to work

on landfill projects


Instruction:1. Do now2. Gallery walk of

Landfill projects3. Finish

PowerPoint4. Article strategy

instruction-finish for homework


Instruction:1. Do now2. Review game

with two teams


Instruction:1. Ten minutes to

review notes/ask questions

2. Quiz3. Student Survey

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Grade Level/Subject: 12th, AP Environmental ScienceUnit: Solid and Hazardous Waste

Understanding by Design TemplateStage 1 – Desired Results

Established GoalsCCSS:

1. CCSS.ELA-Literacy.RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

2. CCSS.ELA-Literacy.RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

3. CCSS.ELA-Literacy.RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

4. CCSS.ELA-Literacy.CCRA.W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

NGSS:5. HS-ESS3-2: Evaluate competing design solutions to a real-world problem based on

scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations).

6. HS-ESS3-4: Design or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.

Understandings: Human survival depends on

developing practices that will achieve sustainable systems

o A suitable combination of conservation and development is required

o Management of common resources is essential

Humans alter natural systemso Technology and population

growth have enabled humans to increase both rate and scale of their impact on the environment

Environmental problems have a cultural and social context

Essential Questions: Why is it critical that humans reduce

their impact on the environment? How does the steady accumulation of

waste on Earth decrease humans’ quality of life?

Why is waste management a necessary part of environmental efforts?

Students will know . . . The difference between solid and

hazardous waste and their subcategories How a modern landfill operates and

potential ways to improve this system The advantages and disadvantages of

Students will be able to . . . Perform a solid waste inventory for seven

days Interpret ending quotes from various

environmental topics Analyze the costs and benefits of modern

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recycling strategies Ways to manage and reduce waste at an

individual, community and industry level

landfill operation Evaluate the strengths and weaknesses

of an environmental article

Stage 2 – Assessment EvidencePerformance Tasks:

Personal Solid Waste Inventory Landfill/waste management system

design with works cited Article analysis

Other Evidence: Class discussion (participation) Group work Homework Unit Quiz Ending Quote exit tickets

Stage 3 – Learning PlanLearning Activities:

Do Now Lecture PowerPoint Article with strategy instruction Class discussion Video discussions Group work Fact or Fib? Graffiti Gallery Walk Kahoot Personal Solid Waste Inventory Landfill/waste management system design with works cited Unit Quiz Ending Quote Exit Tickets Two teams review game

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Individualized Daily Lesson Plans

Lesson 1: November 11, 2015

Topic: Introduction of Solid and Hazardous Waste

Focus Questions:

1. What happens when we throw our waste “away”?

Standards:



Learning Goals: Identify types of waste Demonstrate understanding of the growing waste problem via discussion Analyze Ending Quote about species interactions on Earth

Assessments: Do Now discussion Ending Quote Exit ticket Personal Waste Inventory

Materials:

PowerPoint Personal Waste Inventory handout Chapter 21 Notes packet Post-its Stickers Index cards

Prior Knowledge:

May not realize how much of a growing problem waste is in our society May not realize what constitutes solid or hazardous waste

Lesson Beginning:

Students will answer Do Now question regarding their preconceptions about waste on a post-it and paste on the board.

Instructional Plan:

On the first day, the students will engage in a discussion after writing down the answer to a Do Now question on a post-it. I will have these up on the board when they walk in on a PowerPoint

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slide. They will write the answers down individually and put these post-its up on the board. Five minutes after I will call on students to answer:

1. Write down the first item you think about when you hear the word “waste.”

Providing stickers when they participate. From here I will move on to introducing solid and hazardous waste through PowerPoint slides, images, graphs and videos. The students will take notes on the note packets I prepare for them that have blanks to fill in. Then I will hand out the sheet describing their seven day personal solid waste inventory project, allow them to ask questions about that, and finally move on to the Ending Quote ticket which will provide closure for the lesson. They will write a little about the quote on an index card and hand it in at the front of the room.

This lesson will be differentiated to meet the needs of students with varying multiple intelligences. Visual learners and auditory learners will be addressed through PowerPoint components, and linguistic learners will be able to write to help them remember the lesson as well as during the closing activity. One of my students in the class has an IEP that requires him to sit near the front of the classroom and to be redirected when he gets off task. He seems to enjoy drawing, so I will provide opportunities for him to do so during my lessons, which will keep him engaged. Another student was an English Language Learner, but passed the test in 2013 and is doing well in the class now. For him I will state my directions clearly and calmly and make sure he understands the tasks at hand. I will take care to make accommodations for the students when needed.

Questions for this lesson:

1. Every time you throw your trash away, where does it go?a. Landfill, ocean, litter, environmentb. It does not really go “away”, it is still contained somewhere on earth, it is just out

of our sight2. What do you think the meaning is behind these Trash People? What is H. A. Schult trying

to express with this army?a. All humans are trash, horribleb. Waste is becoming an overwhelming problemc. Humans have made lots of contributions to society, but waste is the main one

3. Why do developed countries produce 80-90% of the waste in the world?a. We have more technology and improvements—allow us to be capable of wasting

perfectly usable thingsb. We do not see the impact right in front of us of all this waste being produced

4. Compare these two environmental ads and how effective they are. Which is more effective and why?

a. The gaseous fist because it shows how our actions are beginning to, and will continue to affect us in the future

b. The plastic bottles in the ocean because it shows that our plastics are killing marine species and taking the place of our fish

Instructional Management:

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Redirect students who are not on task, seat students in a U arrangement to allow for class discussion.

Transitions:

Do Now will be 5-10 minutes, PowerPoint introducing types of waste 30 minutes, Ending Quote ticket will take 10 minutes. Any extra time will be used for videos. Lesson should flow from Do Now to lecture to Ending Quote ticket smoothly.

Closure:

Ending Quote ticket provides students the opportunity to see what they learned that day in a real world context. Pictures will be shown on a PowerPoint slide and a quote will be included that they have to analyze on an index card and hand in. This will allow me to witness what they have learned and what their thoughts are regarding these environmental topics.

Homework:

Work on Personal Waste Inventory. This allows them to identify what their impact is on the environment for a week in a visible way.


Topic: Waste Management Strategies

Focus Questions:

1. What happens when we throw our waste “away”?2. Why is waste a growing problem for humans?

Standards:




A. Learning Goals: Compare and contrast waste management strategies Identify if sentences about waste are facts or fibs using reasoning and recall skills Analyze Ending Quote about humanity and the planet

B. Assessments: Do Now discussion Fact or Fib? Ending Quote Exit ticket

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Personal Waste Inventory

Materials:

PowerPoint Fact or Fib? sheet Chapter 21 Notes packet Stickers Index cards

Prior Knowledge:

May not realize how much of a growing problem waste is in our society May not realize what constitutes solid or hazardous waste May not realize all the options available for waste management

Lesson Beginning:

Students will answer Do Now questions in their lab notebooks regarding waste items and the plot of the Disney-Pixar movie Wall-E.

Instructional Plan:

The students will engage in a discussion when answering Do Now questions. I will have these up on the board when they walk in on a PowerPoint slide. They will write the answers down individually and five minutes after I will call on students to answer:

1. Write down one example of a waste item that takes a long time to decompose. 2. Have you ever seen the movie Wall-E? Take a guess at the plot from this picture.

Providing stickers when they participate. Next I will lead them in a Fact or Fib? Activity that will provide formative assessment, as I will be asking sentences about waste that are related to what they learned in the first lesson.

From here I will move on to introducing solid and hazardous waste management strategies through PowerPoint slides, images and videos. The students will take notes on the note packets I prepare for them that have blanks to fill in. Then I will move on to the Ending Quote ticket which will provide closure for the lesson. They will write a little about the quote on an index card and hand it in at the front of the room.

This lesson will be differentiated to meet the needs of students with varying multiple intelligences. Visual learners and auditory learners will be addressed through PowerPoint components, and linguistic learners will be able to write to help them remember the lesson as well as during the closing activity. Interpersonal learners will be able to interact with the people next to them as well as the whole class through the Fact or Fib? Activity.


1. What is the deeper meaning of the movie Wall-E?a. Humans are ruining the earth and if we do not stop now, we are going to end up

helpless like those humans

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b. All it takes is a small action and desire to change to incite a difference in the world

2. Do you think it was as easy as Zero waste girl makes it sound to fully become zero waste?

a. No way. It seems like so much workb. Maybe. I can see how eliminating plastic bags when shopping would eliminate a

lot of the waste I produce3. Do you think that building and sailing the Plastiki sends a good message to people about

how we could be utilizing our waste that we are not able to reduce?a. Yes. It shows society that there are other uses for many items that are commonly

discardedb. No. I think he could have done it in a more practical way


Redirect students who are not on task during group activities and during class discussion, seat students in a U arrangement.

Transitions:

Lesson should flow from Do Now to Fact or Fib? Activity to lecture to Ending Quote ticket smoothly. I will transition the students by introducing the activity and handing out the worksheet for it.

Closure:


Homework:



Topic: Waste Management Strategies Continued

Focus Questions:

3. What happens when we throw our waste “away”?4. Why is waste a growing problem for humans?

Standards:


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1. Learning Goals: Compare and contrast waste management strategies Describe pictures of different waste types and management strategies Research landfill designs Interpret what qualities make a good landfill Analyze Ending Quote about BP oil spill

2. Assessments: Do Now discussion Graffiti Activity Landfill/waste management design project Ending Quote Exit ticket Personal Waste Inventory

Materials:

PowerPoint Graffiti posters Chapter 21 Notes packet Poster board for Landfill design project Markers or colored pencils Stickers Index cards

Prior Knowledge:

May not realize how much of a growing problem waste is in our society May not realize what constitutes solid or hazardous waste May not realize all the options available for waste management Most likely has never seen a landfill before Most likely has no understanding of how a landfill operates

Lesson Beginning:

Students will answer Do Now questions in their lab notebooks regarding reusing items and problems with landfills.

Instructional Plan:


• Write down 2 ways that we could work to reuse more items

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• Name one problem with landfills

Providing stickers when they participate. Next I will lead them in a Graffiti Activity that will provide formative assessment, as I will be providing posters with pictures that are related to what they learned in the first and second lessons, as well as some new concepts that I will test their prior knowledge with. They will work in groups to write down the first words that come to mind about the pictures, then rotate as a group to the next picture. After they have gone to every station, I will lead the class in a discussion about their responses to each picture.

From here I will move on to introducing landfill design and the landfill design project through PowerPoint slides, images and videos. After that I will let them get into their groups and work for most of the remaining time in the period. Finally, I will move on to the Ending Quote ticket which will provide closure for the lesson. They will write a little about the quote on an index card and hand it in at the front of the room.

This lesson will be differentiated to meet the needs of students with varying multiple intelligences. Visual learners and auditory learners will be addressed through PowerPoint components, and linguistic learners will be able to write to help them remember the lesson as well as during the closing activity. Interpersonal learners will be able to interact with their groups for the Graffiti activity as well as during class discussion time.


1. Why is it so important that we improve our waste management solutions right now?a. We are running out of space in our landfills and it takes a while for another one to

be approvedb. Something has to change, we are not utilizing our waste to the best of our ability

2. Why do you think I am having you try and design a better landfill?a. To help us learn how to problem solveb. So we understand why landfills are not a good option for waste management


Redirect students who are not on task during group activities and during class discussion. Arrange their groups for Graffiti activity but allow them to pick their own project groups or to work individually. Seat students in a U arrangement during the rest of the class period.

Transitions:

Lesson should flow from Do Now to Graffiti Activity to Landfill design project to Ending Quote ticket smoothly. I will transition the students by introducing the Graffiti activity through the slides and putting them into groups. After they perform this activity and we discuss as a class, I will bring them back to their seats to introduce the landfill design project and let them go and work with their groups for most of the rest of the period. Then I will bring them back together to work on their ending quote tickets.

Closure:

Ending Quote ticket provides students the opportunity to see what they learned that day in a real world context. Pictures will be shown on a PowerPoint slide and a quote will be included that

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they have to analyze on an index card and hand in. This will allow me to witness what they have learned and what their thoughts are regarding these environmental topics.

Homework:

Work on Personal Waste Inventory and work on Landfill Design project (time will also be given in class to work on this).


Topic: Landfill Design and Research

Focus Questions:

1. What happens when we throw our waste “away”? 2. Why do companies continue their use of plastics?3. How can we improve upon the waste management strategies we currently have?

Standards:




4. HS-ESS3-2: Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations).


A. Learning Goals:

Communicate their stance on various environmental waste topics Interpret what qualities make a good landfill Begin drawing their landfill model Research scientific articles for their landfill designs Analyze Ending Quote about the environment and the economy

B. Assessments:

Do Now discussion Landfill Design Project Ending Quote Exit ticket

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Personal Waste Inventory

Materials:

PowerPoint Personal Waste Inventory handout Chapter 21 Notes packet Stickers Index cards

Prior Knowledge:

May not realize how much of a growing problem waste is in our society May not realize how a landfill operates May not understand that plastic does not biodegrade

Lesson Beginning:

Students will answer Do Now questions in their lab notebooks regarding the life cycle of plastic bottles and then will watch a video to see if their predictions were correct.

Instructional Plan:


1. Think about reasons why companies use plastic to package their materials2. There are three different possible paths in the “life cycle” of a plastic bottle. Write down

a guess for what one of the pathways is.

Providing stickers when they participate. From here I will move on to discussing plastic use in the United States through PowerPoint slides, images, graphs and videos. The students will take notes on the note packets I prepare for them that have blanks to fill in. Then I will give them time to work on their Landfill design projects. I will close with the Ending Quote ticket which will provide closure for the lesson. They will write a little about the quote on an index card and hand it in at the front of the room.

This lesson will be differentiated to meet the needs of students with varying multiple intelligences. Visual learners and auditory learners will be addressed through PowerPoint components, and linguistic learners will be able to write to help them remember the lesson as well as during the closing activity. Kinesthetic learners and auditory learners will enjoy the Walk the Line activity.


1. Why do companies use plastic?a. It is cheap and easy to makeb. It doesn’t cost as much as glass to manufacture

2. Why hasn’t the United States banned all bottles that cannot be reused?a. Companies fight it

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b. We don’t notice how wasteful we are being and how dangerous plastic is to the environment


Redirect students who are not on task, seat students in a U arrangement to allow for class discussion. Make sure students understand the Walk the line activity before allowing them to get up and perform it.

Transitions:

Lesson will begin with a Do Now then transition into lecture through a video. This lecture will lead into the Walk the Line activity about environmental topics. After this, I will tell everyone to return to their seats, and students will be given time to work on their landfill projects. Then I will bring everyone back together to do the ending quote ticket.

Closure:


Homework:



Topic: Advantages and Disadvantages of Waste Management Strategies

Focus Questions:

1. What happens when we throw our waste “away”? 2. How is our problem with waste affecting our planet?3. What are the benefits and costs of our existing waste management strategies?4. How can we improve upon the waste management strategies we currently have?

Standards:




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A. Learning Goals:

Identify advantages and disadvantages of several waste management strategies Interpret what qualities make a good landfill Research scientific articles for their landfill designs Analyze Ending Quote about changing the world

B. Assessments:

Do Now (Kahoot) Sorry Video Discussion Landfill Design Project Ending Quote Exit ticket Personal Waste Inventory

Materials:

PowerPoint Laptops Kahoot game Chapter 21 Notes packet Stickers Index cards

Prior Knowledge:

May not realize how much of a growing problem waste is in our society May not realize how a landfill operates May not understand how waste management strategies apply to them

Lesson Beginning:

Students will answer questions on Kahoot as a formative assessment to start the lesson.

Instructional Plan:

The students will come into the room and grab a laptop from the cart. They will log in and once everyone is there I will show them how to open the Kahoot website. Students will compete individually and answer questions, several which are from material previously covered and some that help to introduce the new material I will talk about that day. I will provide stickers for the top four. Next I will introduce the reasoning for why humans need to control the waste problem through a video and think, pair, share discussion as formative assessment. From here I will move on to discussing the advantages and disadvantages of waste management strategies through PowerPoint slides, images, graphs and videos. The students will take notes on the note packets I

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prepare for them that have blanks to fill in. Then I will give them time to work on their Landfill design projects. I will end with the Ending Quote ticket which will provide closure for the lesson. They will write a little about the quote on an index card and hand it in at the front of the room.

This lesson will be differentiated to meet the needs of students with varying multiple intelligences. Visual learners and auditory learners will be addressed through PowerPoint components, and linguistic learners will be able to write to help them remember the lesson as well as during the closing activity. Interpersonal and auditory learners will enjoy the video discussion.


1. What point is Prince Ea trying to make in his “Sorry” video?a. We have ruined the earth and destroyed so many different ecosystemsb. If we don’t change now, the earth will be ruined for future generations

2. Can we change this path that we are on that he describes in the video?a. No, we’ve ruined too many parts of the earth

3. Why do some people choose not to compost?a. It is too much workb. They don’t know how to properly do it

4. How would you encourage recycling in your town and high school?a. Provide more convenient recycling bins and clearly explain what is recyclable and

what is notb. Provide some kind of incentive for people to turn in cans and other recyclables such

as extra credit or a small amount of money


Redirect students who are not on task, seat students in a U arrangement to allow for class discussion.

Transitions:

Lesson will begin with a Kahoot Do Now then transition into the video discussion. After this waste problem discussion, I will introduce recycling and other strategies in a PowerPoint. This lecture will lead into the students finishing up their landfill design projects. Then I will bring everyone back together to do the ending quote ticket.

Closure:


Homework:


Finish up Landfill Design projects for a Gallery walk the next lesson.

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Topic: The Advantages and Disadvantages of Waste Management Strategies

Focus Questions:

1. What happens when we throw our waste “away”? 2. What are the benefits and costs of our existing waste management strategies?3. How can we improve upon the waste management strategies we currently have?

Standards:





A. Learning Goals:

Compare and contrast which landfill designs would be most effective Interpret an environmental article using a reading strategy Identify advantages and disadvantages of several waste management strategies Interpret what qualities make a good landfill Analyze Ending Quote about destroying the earth

B. Assessments:

Do Now Landfill Design Project Ending Quote Exit ticket Personal Waste Inventory Article Strategy Instruction

Materials:

PowerPoint Article Quotes/Reactions Chart Chapter 21 Notes packet Stickers Index cards

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Prior Knowledge:

May not realize how much of a growing problem waste is in our society May not understand how waste management strategies apply to them

Lesson Beginning:

Students will answer Do Now questions in their lab notebooks regarding upcycling and their Landfill Design projects.

Instructional Plan:


1. Would you use any of these upcycled materials in your home?2. Why is it better that these items get reused instead of ending up in a landfill?

Providing stickers when they participate. Next I will give the students 10-15 minutes to finish up their landfill design labs and lead the students in a gallery walk when they are finished. From here I will bring the class back together and we will talk about which landfills we found to be the most well designed and why. Then I will transition into discussing hazardous waste management strategies through PowerPoint slides, images, graphs and videos. The students will take notes on the note packets I prepare for them that have blanks to fill in.

Then I will teach them a reading strategy for an environmental article I am assigning for homework. I will give the article and Quotes/Reactions chart to the students. Then I will model the reading strategy through an example from the article, telling them that this is one of many strategies that can help them break down and understand dense science articles and readings. I will have them write down quotes or information that interested them and then write their reactions to this material on the other column of the chart.

After modeling this strategy, I will have the students work in small groups to do the next paragraph of the article together and will circulate to make sure they understand the strategy. The rest of the chart for the article will be done individually for homework. I will close with the Ending Quote ticket which will provide closure for the lesson. They will write a little about the quote on an index card and hand it in at the front of the room.

This lesson will be differentiated to meet the needs of students with varying multiple intelligences. Visual learners and auditory learners will be addressed through PowerPoint components, and linguistic learners will be able to write to help them remember the lesson as well as during the closing activity. Kinesthetic learners will enjoy walking around during the Gallery walk.


1. How do we address the problem of hazardous waste?a. Work to decrease production of it by using safer alternativesb. Figure out how to dispose of it safely

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2. What do you think is the most successful waste management strategy?a. Recycling because the energy is converted into new materialsb. Composting because I like that it is a very natural strategy that is good for the

environment


Redirect students who are not on task, seat students in a U arrangement to allow for class discussion. Make sure students are analyzing each Landfill Design project in order to discuss later which are well-designed.

Transitions:

Lesson will begin with a Do Now then transition into the gallery walk and discussion of the Landfill Design projects. After this, I will discuss other waste management strategies in a PowerPoint. This lecture will lead into strategy instruction of an environmental article. Then I will bring everyone back together to do the ending quote ticket.

Closure:


Homework:

Work on waste article using the reading strategy modeled in class. This will allow them to test their comprehension of the material and improve their critical reading skills by helping them figure out confusing words and sentences.

Study for Quiz 11/24


Topic: Review of Solid and Hazardous Waste

Focus Questions:


Standards:



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A. Learning Goals:

Collaborate in order to answer solid and hazardous waste questions Identify types of solid and hazardous waste Identify advantages and disadvantages of several waste management strategies Analyze Ending Quote about hazardous waste

B. Assessments:

Do Now Review Game Ending Quote Exit ticket

Materials:

PowerPoint Review Game PowerPoint Chapter 21 Notes packet Personal Solid Waste Inventories to hand in Stickers Index cards

Prior Knowledge:

May not realize how much of a growing problem waste is in our society May not understand how waste management strategies apply to them

Lesson Beginning:

Students will form two teams as a Do Now and come up with team names for the review game.

Instructional Plan:

The students will form two teams for their Do Now and sit in two different areas of the room. I will begin by explaining the rules of the review game and then launch into the first question. One student from each team will stand at the white board and after I read the question, the two students will race to write the correct answer on the board. Whichever team answers correctly first will get a point. Each member of the team will need to take a turn at the white board before the game is over. Before these steps, if necessary I will finish up the last of the Chapter 21 PowerPoint. After the game is over, I will let the students ask any remaining questions they have and close with an Ending Quote ticket which will provide closure for the lesson. They will write a little about the quote on an index card and hand it in at the front of the room.

This lesson will be differentiated to meet the needs of students with varying multiple intelligences. Visual learners and auditory learners will be addressed through PowerPoint components, and linguistic learners will be able to write to help them remember the lesson as well as during the closing activity. Kinesthetic learners will enjoy the review game which will get them up and moving.


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1. How did working on this personal solid waste inventory make you think about how much waste you make?a. It makes you realize how much waste we really make in a week, which is more than I

expectedb. We had to write down every single thing we used, which was exhausting and made

me want to try and use less. If everyone had to do this every week there would be a lot less waste produced in the world

2. For the people that chose to do the extra credit of carrying their waste around with them for three days, how was that experience for you?a. I liked that it really made me think about how much waste I was producing, but I

hated carrying around all of itb. It was really annoying, but worth the extra credit


Redirect students who are not on task during the review game. Make sure noise stays at a reasonable level by bringing the students back together to talk as a class if they are becoming too loud.

Transitions:

Lesson will begin with the students forming two teams as a Do Now. If needed before this, I will finish the last slides of the PowerPoint. Then I will explain the way to play the review game, and launch into the first question. At the end of the period I will bring everyone back together to do the ending quote ticket.

Closure:


Homework:

Study for quiz tomorrow on Chapter 21!


Topic: Summative Assessment

Focus Questions:


Standards:

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A. Learning Goals:

Recognize the importance of learning about solid and hazardous waste and waste management strategies

Apply their knowledge from past lessons to answer questions on a quiz Identify types of solid and hazardous waste Identify advantages and disadvantages of several waste management strategies

B. Assessments:

Quiz Student Survey

Materials:

Quiz Student Survey Stickers

Prior Knowledge:

May not realize how much of a growing problem waste is in our society

Lesson Beginning:

Students will have ten minutes at the beginning of the period to review their notes and ask any last minute questions before the quiz.

Instructional Plan:

The students will be able to review for ten minutes before taking the quiz. After these ten minutes, I will hand out the quizzes and they will have the rest of the period to complete them, although it should not take the full time. Then I will have them answer a short student survey as a closing activity to allow them to give feedback about their experience having me as a teacher.

This lesson will be differentiated to meet the needs of students with varying multiple intelligences. Visual learners and linguistic learners will be addressed through the quiz with words and images.


1. Make an argument that when you throw away your garbage, it never truly goes “away.” Include 2 reasons in your answer.

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a. When we throw away our garbage, it never goes away because it does not dissolve or disappear into the air. It gets recycled, composted or goes into a landfill

b. The trash gets taken “away” from our houses but does not go away from our planet. It stays in a landfill

2. What is one problem with a modern landfill? (Drawings are fine too)a. Eventually leachate builds up and can leak into surrounding groundwaterb. It releases greenhouse gases such as methane into the air


Tell students before the quiz that talking or cheating will not be tolerated. Have students sit every other seat and spread out to lab tables before taking the quiz.

Transitions:

Lesson will begin with the students reviewing their notes and asking any questions they still have. After ten minutes, I will discuss the no tolerance policy for talking and cheating and distribute the quizzes. Students will pick up a student survey after they hand in their quizzes and complete that as a closing activity.

Closure:

The student survey provides students the opportunity to give feedback about my teaching. This will allow me to witness what their thoughts are regarding the whole experience and help me to understand what I can improve upon for future years.

Homework:

None.

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Summative Assessment and Key:Name:_____________________________ Date:___________ Period:_____

1. Developed countries produce ____-____% of hazardous waste. 80-90%

2. What is the “Not in My Backyard” approach?a) When companies do not want more landfills to openb) When citizens want a landfill to open, but not near

themc) When citizens reduce the amount of things in their backyardd) When citizens want a landfill to open near them

3. Give an example of one of each:

One waste item that takes a long time to decompose (over 15 years):____________Plastic of any kind, glass, etc.

An item that can be composted successfully: ______________________Banana peel, fruit, leaves, etc.

One item that can be recycled: _________________________________Bottles, cans, cardboard, etc.

4.

__?__47%

Yard Waste15%

Food Waste14%

Plastic14%

Metals10%

What is the other 47% of Municipal Solid Waste made up of?a) Clothb) Paper and cardboardc) Packagingd) Bubble wrap

5. Make an argument that when you throw away your garbage, it never truly goes “away.” Include 2 reasons in your answer.

Goes to landfills/ends up in the oceans, etc.

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6. What is one problem with a modern landfill? (Drawings are fine too).Liners leak, methane production, etc.

7. Why do companies continue to use and create plastic packaging for their products?

a) They think it is nicer than glassb) They make less money using plastic packagingc) It is faster to make than glass or other optionsd) It is a cheaper alternative than using glass or other

optionsQuestions 8-11 refer to the following possible waste management strategies. Write the letter of the best choice on the line next to the question.

(A) Recycling(B) Composting(C) Landfilling (same as burying)(D)Incineration(E) Sending it away

8. The burning of solid waste as a disposal method. ________ D9. Decomposers use yard trimmings, food scraps, and other organic wastes to

create soil that can be used as fertilizer. _________ B10.The use of waste materials, also known as secondary materials, to produce

new products. ________ A11. Most MSW in the U.S. is managed by this strategy. Advantages are that it is a

low cost method and can be built quickly. _________ C

TRUE OR FALSE? Circle True or False next to the statement12. Waste reduction is different from waste management because it deals with

the waste that is already created, instead of trying to minimize the amount produced. TRUE FALSE

13. One way that companies can help with waste management and reduction is to develop products that are easy to repair, reuse, remake, compost, or recycle. TRUE FALSE

14. Storing hazardous wastes is the most commonly used method because it doesn’t cost as much. TRUE FALSE

15. Using lots of plastic bags helps the environment. TRUE FALSE

_____________________________________________________________________________________16. What is the difference between primary and secondary recycling?

a) There is no differenceb) In primary recycling, materials are converted into different

productsc) In secondary recycling, an item is turned back into the same

item

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d) In primary recycling, an item is turned back into the same item

17.Is the first picture an example of a solid waste or a hazardous waste?

__________SOLID

18.Is the second picture an example of a solid waste or a hazardous waste? _______HAZARDOUS

19. If you were a billionaire and had unlimited resources to help with the Earth’s waste management problem, what would you change or do?

Answers will vary…create new landfills, send the trash to Mars, etc.

20. What is one of the six methods used to detoxify hazardous wastes?a) Phytoremediationb) Transpirationc) Burningd) Landfilling

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Name: ______________________________ Date:___________ Period:________

Student Survey:

1 = Never; 7 = Frequently

1 Treats students with respect 1 2 3 4 5 6 7

2 Explains material clearly 1 2 3 4 5 6 7

3 Indicates important points to remember 1 2 3 4 5 6 7

4 Shows genuine interest in students 1 2 3 4 5 6 7

5 Effectively directs and stimulates discussion 1 2 3 4 5 6 7

6 Provides helpful comments on projects and quizzes 1 2 3 4 5 6 7

7 Is tolerant of different opinions expressed in class 1 2 3 4 5 6 7

12 Seems well-prepared 1 2 3 4 5 6 7

13 Stimulates interest in material 1 2 3 4 5 6 7

15 Is effective, overall, in helping me learn 1 2 3 4 5 6 7

16. Name one thing you enjoyed about my teaching.

17. Name one thing you did not enjoy about my teaching.

18. What was your favorite activity or topic and why?

Personal Solid Waste Inventory Due: Monday, November 23

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IntroductionDuring the next seven days, you will record all of the materials that you use. Materials recorded should include all solid waste as well as any items that may be recycled or reused in some way.

Examples of items to be recorded include mailed letters, junk mail, food wrappers, beverage containers, other product packaging (e.g., shampoo bottles, deodorant containers, toothpaste tubes), newspapers, aluminum foil, plastic and paper grocery bags, cardboard pizza boxes, paperboard roll from toilet paper, etc.

You are to keep a running inventory of your solid wastes throughout the week, with a final tally of the number of items in each major material category (e.g., paper, paperboard/cardboard, plastic, aluminum, Styrofoam, mixed metals, glass) being tabulated at the end of this time period. Use the data sheets provided.

For 10 stickers: You may choose to carry all of your solid waste materials. Students who choose to do this extension of the assignment must carry any and all of the solid waste materials they generate or use during the first three days of the inventory period, except for those materials that might present a health concern, such as used hygiene items and food waste.

Students who choose to do the bonus portion of this assignment must carry their solid waste bag(s) with them at all times during the school day. They may not simply store their solid waste bag in their locker or car. (Students who participate in a sport or other extracurricular activity do not have to carry their solid waste bag during this activity.)

Solid Waste Inventory Tally SheetName _________________________________________ Date _________________________

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Directions: Complete the tally sheet for your solid waste inventory, then complete the questions that follow. Use additional paper if you need more space. Use the “Other” category for any materials that do not easily fit in those provided.

1. Total Plastic = ____________.Item category tally: PlasticsItem Number of Pieces Item Number of PiecesBeverage containers/lids = ________ Straws = ________Food wrappers = ________ Forks/spoons = ________Non-food wrappers/packaging = ________ Other plastic = ________

2. Total Paper = ____________.Item category tally: PaperItem Number of Pieces Item Number of PiecesSchool-related papers = ________ Store receipts = ________Pages of newspaper = ________ Mail pieces = ________Pages of magazines = ________ Pages of

catalogs= ________

Paper towels/napkins = ________ Paper bags = ________Toilet paper (squares of or estimate of)

= ________ Other paper = ________

3. Total Paperboard/Cardboard = ______ Paperboard/cardboard pieces = _______________

4. Total Aluminum = ________.Item category tally: AluminumItem Number of Pieces Item Number of PiecesCans = ________ Foil = ________Other Al containers = ________

5. Total Glass = _________.Item category tally: GlassItem Number of Pieces Item Number of PiecesBottles = ________ Jars = ________Other glass = ________

6. Total Mixed Metals = __________.Assorted tin and other metals = ________

7. Total Styrofoam = ___________.Assorted Styrofoam pieces = ________

Totals1. Total Solid Waste Items for the 1 week inventory period =______ Items.

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2. Total Solid Waste Items for 1 year = ______ Items. (Multiply total items for the week x 52 weeks in a year).

Questions1. Based on your experiment, which type or category of municipal solid waste seems to be the most abundant?

2. If your parents completed this same solid waste project, how do you think their inventories would differ in terms of types and amounts of materials used in a week?

3. Did you alter your choices about foods you ate or the items you purchased or used during the last seven days due to the type or amount of packaging? Why or why not?

4. Describe two methods used to deal with solid waste.

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Chapter 21 Solid and Hazardous Waste Notes21.1 Waste

• “In nature there is essentially no waste because the wastes of one organism become nutrients for others.”

• Solid Waste- any waste that is not __________ or gas

• Hazardous Waste- waste that threatens human health or the ___________.

Solid Waste Types

1. Industrial: produced by mines, agriculture, and industries that supply people with goods and services

2. Municipal: produced by ___________ and ___________. Paper, cardboard, food, cans, bottles, metals, plastics and e-wastes.

Types of Hazardous Waste

• Organic Compounds- solvents, pesticides, etc.

• Toxic Heavy Metals- lead, mercury, arsenic

• Radioactive waste- from power plants. Must be stored for up to _______ years!

Developed countries produce - % of hazardous waste: The U.S. is #1, China is #2.

Why does all of this matter?

90% of the things we waste could be reused or recycled Instead, we ______, ______, _______ and ______ these materials We create air pollution, water pollution and greenhouse gases

The United States

Produces 1/3 of all solid waste in the world, even though our population is 4.6% of the world’s

98.5% of our solid waste is from agriculture, mining and industry Other 1.5% is from municipal waste

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Municipal Solid Waste

Every Year… (These next couple slides are a lot of big numbers—don’t get caught up trying to memorize all the little facts)

186 Billion pieces of _________ are created Enough tires to circle around the planet 3 times are thrown away The entire state of _____________ could be carpeted Enough diapers to travel to the moon and back 7 times are thrown away Consumers throw out enough paper to build a wall 3.5 m high from New York to

California

Every day

• 274 million plastic shopping bags (3,200 bags per second) are thrown out

• 425,000 cell phones and 132,000 computers are thrown out

Every hour

• 2.5 thousand plastic water bottles are thrown out

21.2 How do we handle this waste problem?

• Waste management-ways of reducing the environmental impact of MSW without trying to actively reduce the amount _________.

• Waste reduction-less waste and pollution are produced (preventative)

In Waste reduction…The wastes that are produced are viewed as ________ to be reused, recycled or composted

What is the best method?

• A combination of waste reduction and management

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Currently in the U.S.:

54% MSW is buried 25% ___________ 14% burned 7% composted

What can companies and ___________ do?

Redesign manufacturing process and products Develop products that are easy to repair, reuse, remake, compost, or recycle Eliminate or reduce packaging

Reusing

• Waste reduction strategy • Decreases matter and energy required• Decreases pollution• Creates local ________• Saves money

What we often don’t think about…

• In developing countries, the lower class often hunt through garbage for ________ items to sell

• Items are usually exposed to toxins and diseases

How we can reuse more:

• European Union requires that 95% of a damaged car be reused• Support flea markets & second-hand clothing stores• www.freecycle.org A site where neighbors are giving away household items for

FREE!

Why do companies use plastic?

• __________ bottles=reusable but more expensive to manufacture• Plastic is the cheap alternative• Big companies make more money producing and shipping plastic bottles that are

just thrown away• These companies have used their __________ power to keep the U.S. from

passing bottle laws that would require the companies to take back any bottle

Other countries stance on plastic:

• Denmark and __________ have banned all bottles that cannot be reused

• Why hasn’t the U.S.?

What about plastic bags?

http://www.freecycle.org/

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• Reusable bags can be used instead of paper or plastic• In Ireland a tax of 25 cents per bag has been implemented. This has caused bag

litter to be cut by 90%! • The ____________ industry has mounted a successful campaign against this tax

2 Types of Recycling

• Primary or closed-loop recycling: Turning an item back into the same item.

• ____________ recycling: Materials are converted into different products.

Consumer waste types:

• ______-consumer or internal waste-generated when products are produced• Post-consumer or external waste-generated by the consumers using the product

Around the World

• The U.S. recycles 25% of MSW• Japan and Switzerland recycle about 50%

We do recycle…

56% of our aluminum cans, 56% of our paper, 36% of our tires, 22% of our glass, and 5% of our plastics.

With education, experts predict that all levels could be up to _____%!!

One way to recycle:

• Send the mixed urban wastes to materials-recovery facilities. ________ _________ is separated out of the waste and the rest gets recycled or burned to produce steam power.

• CON: Expensive and produce toxic ash. Need a constant flow of garbage to make a profit so they actually _________ garbage production.

What is a better option?

• Have people sort their own trash at home, it would cost much less and produce _______ pollution.

• In some areas, homeowners are charged a fee per bag of trash. This has increased recycling up to 85% in these areas!

What can you compost?

Food scraps, yard trimmings, other organic wastes

• Composting : ____________ recycle wastes, which can then be added to the soil to supply nutrients, slow soil erosion, retain water, and improve crop yield.

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• Over 6 million homes in the U.S. compost and the number is rising.

RECYCLING:

Good: Reduces air and water pollution, Saves energy, Reduces________ __________, Reduces solid waste production and disposal, Saves landfill space, Important part of economy

Bad: More expensive, May lose money for items like glass and some plastics, Reduces profits for landfill and incinerator owners, _________ separation is inconvenient

How can we encourage recycling?

• Tax breaks to companies that recycle, Keep one price for recycled goods, Encourage fee-per-bag system.

Burning

• We burn 16% of total MSW• Decreases the amount of waste, but emits _________ __________(CO2, carbon

monoxide, mercury)• To make $, _____________ must burn large amounts of waste daily

Burying (in landfills)

There are two types of landfills:

• Open _________-fields or holes in the ground where garbage is deposited and sometimes burned. Rare in developed countries.

• Sanitary landfills- solid waste spread in thin layers, compacted, and covered daily with a fresh layer of clay or plastic foam. This layer keeps the trash dry and stops leaks.

Advantages & Disadvantages

• Good: No burning required, Built quickly, Cheap, Filled land ______________• Bad: Releases Greenhouse gases, Slow decomposition, Leaks, Encourages

waste production

Dealing with hazardous waste:

FIRST: Collect & Detoxify by1. Physical methods- Distilling or using charcoal2. Chemical methods- Add chemicals to ________ _________3. Nanomagnets- Attract oil to remove it from water.4. Biological methods- Release bacteria and/or enzymes5. Phytoremediation- Plants absorb, filter and remove ___________6. Plasma arc torch- Uses plasma to burn the hazardous waste

Storing hazardous waste is the most common “solution”

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• Deep well disposal- Liquid hazardous waste is piped down underground below drinking waters. These sites are limited and often the waste ends up in _____________ anyway.

• Surface impoundments- liquid hazardous wastes are poured into ponds that have a liner. EPA studies have shown that 70% of these in the US have no liner and 90% threaten drinking water.

To be a low-waste society:

• People must reduce the overall amount of waste they produce

• “Not in my Backyard” mentality “Not in _________’s Backyard!”

Environmental Justice

• Everyone is entitled to protection from environmental hazards• Most polluting factories, hazardous waste dumps, incinerators and landfills are

located in communities populated by minorities. • The environmental justice _____________: Pressures the government to act to

prevent and stop injustice.

Treaties

• For decades, developed countries had been ____________ hazardous wastes to developing countries

• In 1989 UNEP developed a treaty known as the Basel Convention.

• It banned this activity without permission from the developing country.

• By 2008 152 countries had ratified this treaty EXCEPT for Haiti, Afghanistan, and the US.

Persistent Organic Pollutants

• In 2000, delegates from 122 countries completed a treaty to control 12 persistent organic pollutants.

• They are insoluble in water and soluble in fat. This means that they can accumulate in the _______ ________ of humans and animals.

• A study showed that EVERY person on earth has detectable levels of these POPs. Health effects are unknown. The US has not ratified this treaty.

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Fact or Fib Questions

1. Plastic bottles take longer to decompose than a banana peel FACT2. Hazardous waste is waste that people create in their homes usually FIB3. Global warming is made up FIB4. Mrs. Seeber likes Disney FACT5. Radioactive waste must be stored for 5 years to be safe FIB6. Developed countries produce 80-90% of hazardous waste FACT7. Municipal solid waste includes paper, food waste, plastics and other things FACT8. The U.S. is one of the countries that produces the least waste in the world FIB9. Harry Potter is a movie about wizards and magic FACT10. People should be able to throw their trash everywhere in the environment FIB11. Ms. M goes to TCNJ FACT12. The environment is in danger and we need to change our waste production habits to

help save it FACT13. Wall-E is a happy movie about humans taking care of the Earth the right way FIB14. Industrial and Municipal waste are the same thing FIB

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Pictures for Graffiti Activity

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Landfill Design LabIn groups or individually, design and draw a landfill that would be an improvement over a modern landfill. What you decide to improve upon is up to you, but you must be able to explain why this design is an improvement over current landfills in class. Get as creative as you would like with the design!Use 2 online sources as evidence to support your design. Create a works cited and print or write this out to go with your poster.

Important parts of this lab:Accuracy of the landfill design improvement

Works citedNeatness and Organization

Creativity

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Kahoot! Questions and Answers1. Which of these waste items takes the longest to decompose (or never decomposes)?

A. Leather ShoesB. Banana PeelC. Plastic BottleD. Paper Bag

2. Pick the two main categories of Solid Waste:A. Municipal and HazardousB. Municipal and IndustrialC. Food and HomeD. Industrial and Food

3. Developed countries produce ___-___% of hazardous waste.A. 10-15%B. 50-60%C. 30-60%D. 80-90%

4. What organ is the hall pass that sits at the back of the room?A. LungB. KidneyC. LiverD. Heart

5. What is one problem with a modern landfill?A. Liners leakingB. It smells goodC. It is cheapD. It is easy to build

6. Fresh Kills Landfill in New York can be seen from space.A. TrueB. False

7. What is Mrs. Seeber’s favorite Disney character?A. ElsaB. RapunzelC. Snow WhiteD. Cinderella

8. Waste reduction is different from waste management because:A. It prevents wasteB. It includes recycling

9. When you throw away your garbage, it never truly goes “away.”A. TrueB. False

10. Wall-E is a movie about humans treating the planet well.A. TrueB. False

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4 Cities That Are Getting Rid Of All of Their GarbageAchieving "zero waste" might seem impossible, but these cities have implemented plans that are getting them very close. Now it's time for the rest of the world to follow along.

New York City not too long ago was rumored to have a landfill that you could see from space. Now it has a plan to get to "zero waste" in the next 15 years—a task that might seem impossible to anyone who has wandered the city’s litter-strewn streets on a weekend and tried to find a public trash can that’s not overflowing.

So how does the nation’s largest city go about getting rid of its garbage? And what is zero waste anyway? Since the term became a buzzword two decades ago, it’s been adopted as a goal by many cities around the world. In practice, however, "zero" is a goal that's out of reach for even the most well-meaning cities. They can go far—even to 90% reduction of landfill waste—but the last bit requires a higher-level of change than cities can usually achieve, such as getting more industries to design their products for zero waste in the first place.

But there are a few cities around the world that have become leaders in the zero-waste movement. While New York City has gotten a start—with a pilot composting program and a long-needed ban on styrofoam containers—it still has a long way to go.

Drpixel/Pete Niesen via Shutterstock

San Francisco’s Composting ParadiseSan Francisco became the largest U.S. city to commit to zero waste in 2002, promising to divert 100% of its waste from landfills by 2020. Likely, it will be the first to come close to this goal. Doing this, according to the Guardian, has taken "great political determination," including passing unpopular legislation (such as banning plastic bags and making composting mandatory) and working with restaurants, hotels, landlords, and the construction industry to get them to participate. It’s helped that the city had a good partner in the employee-owned, local waste management company Recology, which, for example, offers 20% discounts to residents who skip waste collection days twice a month.

Today, at more than 80% landfill diversion, San Francisco is well on its way to zero waste, but the last bit may be the hardest. The city says it can get to 90% landfill diversion by continuing its

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current activities. The last 10%, however, will require state or national laws that require or incentivize more product manufacturers to get on board with the program.

Huguette Roe/William Perugini via Shutterstock

Sweden Has No Trash, So It Has To Import ItSweden (and every city in it) has a slightly different approach to zero waste. It fuels itself off of trash, burning about 2 million tons of trash a year in waste-to-energy plants, replacing a not-insignificant amount of the nation’s fossil fuel use, and drastically reducing landfill waste. This, however, has a caused a problem: Sweden has also become so efficient at recycling and reducing waste that it doesn’t have enough trash to burn to power its facilities. It imports about 800,000 tons of trash annually from neighboring countries to feed its incineration plants.

As the Huffington Post notes, Sweden’s success was rooted in a cultural shift around attitudes towards trash that began in the 1970s and took decades to bear fruit.

Buenos Aires’ Grassroots Garbage PickersThis city of 3 million struggles under its heaping amounts of trash. In 2005, it set a zero-waste policy goal on an ambitious 2020 timeline that banned landfilling of recyclable and compostable waste. But with the amount of trash generated by the city growing and the city’s trash services mostly run by private companies that have a profit motive to keep landfilling, this goal has been hard to meet.

The heroes of Buenos Aires’ recycling program are the cartoneros, or waste pickers, who sort through trash every night on the streets, pulling out recyclables and leaving the rest for waste haulers. In the last decade, these impoverished workers have organized into cooperatives that the city is only now starting to embrace. According to City Scope, about 5,000 are now working in city-built warehouses where they can sort in cleaner and safer working conditions and negotiate better prices with recycling companies. The city, however has a far ways to go before meeting its goals to capture 100% of its recyclable waste.

Capannori, Italy’s Work To Change Companies

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Capannori is a small town that is leading Europe towards its continent-wide zero-waste goal. It started in 1997 when local activists defeated a proposal for an incineration plant and developed an alternative instead: a waste tax that would reward residents for reducing non-recyclable waste. According to IPS News, the town gave residents garbage bags with codes on them to track each household’s waste production. This was only the beginning of a long education effort that saw a nearly 40% reduction in the amount of waste generated per person between 2004 and 2012. Because of recyclables it sells, its zero-waste program is financially self-sufficient and even makes money for the city.

Like San Francisco, the city is nearing its zero-waste goal but will have trouble with the remaining small bit that keeps getting sent to landfills. But it won’t take no for an answer: The city is working to convince companies to change. The coffee company Lavazza, for example, responded to the town’s concerns with a pilot that changes the coffee capsules in espresso machines to recyclable materials.

Zero waste is a full-fledged movement today, one that is spreading from cities to states to countries as well as the corporate world. The cities above show just a fraction of the work that is happening, but represent a spectrum of approaches to the problem of waste. The biggest barrier is the shift that needs to happen in the mindsets of everyone who produces waste, which, of course, is all of us.

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Quotes/InformationEXAMPLE:

“New York City not too long ago was rumored to have a landfill you could see from space.”

Reactions This landfill must have been

gigantic for people to think that it could be seen from space. Where in NYC was this landfill?

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Review Game Questions1. Write one item that can be composted successfully.

Food scraps, yard trimmings2. What is solid waste?

Any waste that is not liquid or gas3. Why do companies continue to use plastic to package and make their

products?Cheap

4. What are the two types of solid waste?Industrial and Municipal

5. Developed countries produce 80-90% of hazardous waste. What are the top two countries that produce this waste?U.S. and China

6. What is waste reduction?Preventing waste

7. Zero Waste girl is lazy and throws her trash anywhere she wants.False

8. Hazardous waste is waste that people usually create in their homes.False

9. What college do I go to?TCNJ

10. What is one thing that companies can do to reduce their waste?Eliminate/reduce packaging, etc

11. What is the best method of solving our waste problem?Waste reduction and management

12. What is one problem with landfills?Leachate, methane production, etc

13. What is one pathway in the life cycle of a plastic bottle?Ocean, recycled, landfill

14. What two countries have banned all bottles that cannot be reused?Denmark and Finland

15. What is primary recycling?Turning an item back into the same item

16. Japan and Switzerland recycle a higher percentage of waste than the U.S.True

17. Sorry by Prince Ea was a powerful video that made me think about how our generation is affecting the planetTrue

18. What is one bad thing about recycling as a waste management method?

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Expensive19. Name one harmful chemical/pollutant that is created by

burning/incinerating waste.Co2, carbon monoxide, mercury

20. What is phytoremediation used for?Detoxifying hazardous waste

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Lesson Plan Revisions (After Teaching)Lesson 1:

o Would have liked to add more engaging components to this first lesson. Post-it activity worked as an engaging Do Now, but should have had the students place the post-its into groups instead of me doing the work for them

o Need to work on shutting down side conversationso How to address these conversations for the next lessons: add

more interpersonal and discussion components to the lectures—group work and class discussion

o Handed out personal waste inventory project. Should have commanded the attention to read over the directions instead of letting them talk

o Forgot to do ending quote at the end of this lesson and finished 15 minutes early—always over-plan. Believed that the PowerPoint would take me longer to cover

o Add more relevant, controversial videosLesson 2:

o Strong Do Now. Students were very excited to discuss Wall-E and connect it back to their own lives and the future of the planet

o Video clips helped introduce Wall-E to students who had not seen it previously

o How to engage IEP student?o Zero Waste Girl video really got more students participating and

making connectionso Told students what I wanted them to focus on about the video

and how they would be discussing this in small groups after the video played

o Plastiki video not as impressiveo Ending Quote tickets very, very well-written

Lesson 3:o Do Now not very engaging, but questions reviewed previous

lesson topicso Graffiti activity brought the environmental pollution problems

discussed to lifeo Activity could have been structured better by me timewise and

by using more guiding questions during the activity to push the students’ thinking

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o Landfill Design Labs were received well. Students using inquiry to guide their research

Lesson 4:o Plastic water bottle Do Now, engagement by connecting to real

worldo Lecture could have been broken up more with real world

exampleso Fact or Fib activity was a successful form of formative

assessmento Time given to work on landfill labs, made sure that they had an

idea to work off of and rough draft by todayLesson 5:

o This was my best day of teaching in the whole unito Kahoot! As a do now was a great formative assessment and a

way for students to transition into environmental science that day

o The Sorry video continued the momentum and allowed the students to discuss controversial environmental topics. This was one of my favorite components of the unit because all of the students wanted to express their opinions and participate as much as they could in their small groups and then with me

o I followed this up with a few PowerPoint slides and then let them continue to work on their landfill designs

Lesson 6:o Had to extend time to work on landfill designs into this day, gave

them 30 minutes and they still needed more timeo Pushed back the gallery walk and article strategy for the next

lessono Finished lecture this day. In retrospect I wish I had less

information crammed into this day, but I wanted to finish the notes packet before the lesson right before the exam

o Should have closed with a discussion of landfill designs instead of rushing an Ending Quote ticket in the last few minutes

Lesson 7:o Did a gallery walk of landfill designs this day and discussed

which designs were the best improvements

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o Modeled a reading strategy for an article about four cities that are trying to go zero waste. This provided interesting real world examples of what we learned to the students

o Finished with a review game that provided a chance for the students to see what they knew in preparation for the quiz the next day

Lesson 8:o Quiz day. Students performed exceptionally well on the quiz,

with the class average being 95%o Students also responded to the student survey this day. Reading

these made me cry because the students really appreciated everything I did. As I was leaving this day they even thanked me for teaching them, which was really touching

unit plan revised

Documents

Transcript of unit plan revised