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Catchy Title: What's This Trash?!
Theme/Topic of Lesson: Developing Environmental Scientists By Making Students Aware
Time Commitment: 3-4 days, 90 mins block
Subject Area(s):
Language Arts
Grade Level(s): 7
Standards Alignment:
Class Challenge Question: Where on earth does all of the garbage go after we have recycled all of the recyclables?
Overview:
This series of lessons and activities will allow students the opportunity to investigate their surroundings by taking a closer look at what happens to the trash that is deposited on a daily basis and how it may affect their environmental health. Students will learn more about the facts and myths surrounding municipal solid waste deposits. They will take an investigative look at at three areas, recycling, burning and landfill deposits. The target focus will address possible impacts of landfills on their immediate surroundings. The activities will allow students to analyze data about their surroundings, such as the average regional landfill fee ranges from $65 per ton in the Northeast. As the students read a variety of informational text, this will allow them to compare and contrast data reports on waste deposits using multiple texts. Students become aware of the different approaches that neighboring cities take to maintain their solid waste budget and other issues that impact environmental health and various economic issues such as the Nimby, and environmental treaties. The focus is to expose students to a variety of texts and resources that will help to stimulate their interest in environmentally charged careers. The students will be involved in several lessons and activities that focus on the topic of waste disposal and landfills in the urban ecosystem which will include developing vocabulary, working in literature groups (with assigned roles) to survey for information summaries, designing a research media presentation, exploring and investigating through webquests and finally developing a working relationship with the Environmental Protection Agency and other environmental research corporations through written and spoken correspondence. This series of activities will serve as a catalyst that will lead into a Career Day which will parallel a central theme focused on careers in the environmental sciences.
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Economics
(K-12) | Maryland Content Standards Indicators
Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world. | | Writing
(6-8) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.8.7.1
write to persuade an intended audience by selecting an appropriate form that
makes a clear and knowledgeable judgment
supports arguments with detailed evidence, examples, and reasoning, (MLO.W. 2.6.) differentiating between evidence and opinion
refutes counter arguments | Writing
(6-8) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.8.5.1
write letters that
address audience needs, stated purpose, and context in a clear and efficient manner
adhere to stated purposes (MLO.W. 1.6., MLO.W. 2.5.)
follow the conventional style for the type (e.g., memo, letter) using appropriate technical terms | Reading
(6-8) | Maryland Content Standards
Students examine, construct and extend the meaning of a variety of self-selected and assigned text (traditional and electronic) by applying a range of reading strategies and analytic techniques.
| Maryland State Indicators
1.8.5.1
compare and contrast information from different articles or procedures on the same topic (MLO.R. 2.2.1., MLO.R. 3.2.1.) | Reading
(6-8) | Maryland Content Standards
Students examine, construct and extend the meaning of a variety of self-selected and assigned text (traditional and electronic) by applying a range of reading strategies and analytic techniques.
| Maryland State Indicators
1.8.1.2
analyze the structure and features of functional workplace documents, including format, graphics, sequence, and headers and how authors use these features to achieve their purposes and to make information accessible and useable (MLO.R. 2.4.2., MLO.R. 3.4.1.) | Reading
(6-8) | Maryland Content Standards
Students examine, construct and extend the meaning of a variety of self-selected and assigned text (traditional and electronic) by applying a range of reading strategies and analytic techniques.
| Maryland State Indicators
1.8.5.7
summarize text in a manner that reflects the main ideas, significant details, and its underlying meaning (MLO.R. 2.1.1.) | Reading
(6-8) | Maryland Content Standards
Students examine, construct and extend the meaning of a variety of self-selected and assigned text (traditional and electronic) by applying a range of reading strategies and analytic techniques.
| Maryland State Indicators
1.8.1.3
evaluate the text features to gain meaning (MLO.R. 2.4.6.) | Economics
(6-8) | Maryland Content Standards
Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world. | Maryland State Indicators
5.4.8.3
investigate the factors that cause economic growth including investment in human resources (health, education, training) and investment in capital resources (factories, machinery, transportation, new technology) | Knowledge of Measurement
(9-12) | Maryland Content Standards
Students will identify attributes, units, and systems of measurements and apply a variety of techniques, formulas, tools and technology for determining measurements. | Maryland State Indicators
3.12.2
use dimensional analysis to convert units and check measurement computation conversion | Knowledge of Measurement
(9-12) | Maryland Content Standards
Students will identify attributes, units, and systems of measurements and apply a variety of techniques, formulas, tools and technology for determining measurements. | Maryland State Indicators
3.12.3
use techniques of measurement and will estimate, calculate, and/or compare perimeter, circumference, area, volume, and/or surface area of two- and three- dimensional figures and their parts, results will be expressed with appropriate precision (CLG 2.3.2.) | Planning and Designing Learning Environments and Experiences
(Gr. K-12) | ISTE Technology Standards
II. Planning and Designing Learning Environments and Experiences
Teachers plan and design effective learning environments and experiences supported by technology.
| ISTE Technology Performance Indicators
Design developmentally ap
Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
| Earth/Space Science
(6-8) | Maryland Content Standards
Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. | Maryland State Indicators
2.8.15
describe the distribution and circulation of the world’s water through ocean currents, glaciers rivers, ground water, and atmosphere. |
Learning Objectives:
The Students will:
- Apply reading and writing comprehension strategies and skills through exposure to a variety of informational text in order to produce written summaries; create expository text
- Investigate and explore the effects of landfills on the urban ecosystems; compare and contrast informational text in order to analyze common organizational patterns; summuari
- Investigate the roles of environmental scienctists through the use of various forms of communications in order toexplore technological advances in information age.
- Write electronic letters, standard hardcopy letters and engage in oral correspondence with professionals in the field of environmental science in order to develop a working relation- ship with a professional affiliate
- Develop a multi-media reasearch presentation about thhe impact of landfills in order to inform the targeted audience and community of the need for environmental science for educating the community
- Create a model landfill in order to complete a performance based task
- Synthesis the informaion about municipal waste disposal by creating a design out of simple recyclables in order to write a descriptive caption (about waste) for interpretation
Assessment
Lesson Introduction -Vocabulary Development: Rate Your Words is a warm -up activity and will serve as a needs assessment.
Formative (daily) and Summative: The students will read to answer selected response questions and write brief constructed responses. Upon reading a variety of informational text and teacher developed text compiled and organized based on information covered in class, the students will demonstrate mastery with at least 80% accuracy on summative assessment..
Electronic Media Research Presentation: The students will give an oral report presentation to the class. Each student will use a teacher created rubric to help assess presentations.
Students will use various search engines to record the links of webquest in order to research and create an annotated bibliography; summarize main points and features of the websites.[Technology Integration Assessment]
Write 2 Letters (1 electronic and 1 standard hardcopy): Each student will compose two letters to a representative of the Environmental Protection Agency (EPA) or other professional in the field of environmental sciences and health. One such letter will be in the form of email with an attachment. The other will be in a hardcopy. Letters will request materials and speakers for Career Day. Both letters will be in proper letter format. [Technology Integration Assessment]
Students will use various search engines to record the links of webquest in order to research and create an annotated bibliography; summarize main points and features of the websites.[Technology Integration Assessment]
United Streaming Quiz: This will be given at the end of the The Garbage Day segments on landfills. It will assess the following topics: Introductions to Landfills; Burying Trash, Burning Trash
Performance Based Assessments: Construct a model landfill to include seven major components (title included) discussed in class
Preparing for the HSA: Interpret printed materials with concise written explanation; design a creation for interpretation in order to synthesis the information on landfills and other ways to discard municipal waste disposals.
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Resources
| Other Technology | unitedstreaming video unitedstreaming is a digital video-on-demand service brought to you by Discovery Education. Find out what 43,000 schools and over 20,000,000 students and teachers already know—unitedstreaming works!
LANDFILLS | | Software | Inspiration Using the proven power of visual learning, Inspiration® helps 6th to 12th grade students strengthen critical thinking, comprehension and writing skills across the curriculum. Students build graphic organizers to represent concepts and relationships and use the integrated outlining capability to further organize ideas for reports.
| | www.inspiration.com | | Print Materials | Garbage, by Kids Discover Excellent resource to order for kid friendly quick information on science, social sciences and social studies.
KIDS DISCOVER IS AN AWARD-WINNING SERIES OF MORE THAN 80 SUPPLEMENTAL NONFICTION TITLES FOR STUDENTS IN GRADES 3 - 7.
"Garbage" was used to help develop this lesson.
| | kidsdiscover.com | | Articles for Comparing multiple texts A list of printed material for the lesson-"What's This Trash?!". These will add to the material that students can read to compare and contrast across multiple texts. (*) indicates that it has a URL and is placed throughout activities.
1. Garbage all Around Us
2. Throwaway Society
3. From Open Dump to Landfill
4. Running out of Room
5.Separate and Sort
6. The Garbage Project
7. The Recycle Shop
8. Restoration in Urban Ecosystems
9. Why have Landfill Guidelines?
10. Life and Death in the Landfills-http://www.ilsr.org/recycling/other/landfillart.html
11. Ex-Trash heap to be Big Urban Park
12. Confessions of a Landfill Apologist
13. The 5 Most Dangerous Myths About Recycling
| | Video(s) | EnviroMysteries EnviroMysteries-Video Clip explains how mercury and other chemicals escapes the trash deposits in landfills and contaminates food and drinking water. This encourages consumers to discard toxic waste properly. | | Internet Sites | Landfills Hazardous to the Environment A closer look at the landfill and the the dumping of trash and the effects on the immediate surrounding | | http://www.zerowasteamerica.org/Landfills.htm | | How a landfill is made. This website offers reading material with step-by-step reading materials that outlines the development of a landfill. Here you can gather economical and geographical information as it relates to the making of a landfill. | | http://people.howstuffworks.com/landfill3.htm | | How Much Trash is Generated? Provides a pie graph of the amount of waste in remaining categories after recyclable waste. | | http://people.howstuffworks.com/landfill1.htm | | Environmental Glossary This site provides a glossary of which the students will use as they continute to learn about landfills and solid municipal waste. | | http://www.gdrc.org/uem/waste/swm-glossary.html | | what is a landfill? This a collection of glossaries. | | http://www.google.com/search?hl=en&lr=&oi=defmore&q=define:landfill | | Digital Landfill Clean up the Web! Dispose of your unwanted e-mail, obsolete data, HTML, SPAM or any other digital debris just by clicking the Add to Landfill button. All refuse is automatically layered into the Digital Landfill composting system.
| | http://www.potatoland.org/landfill/ | | The Basics of Landfills This site answers some of the very basics about a landfill , its makeup composition and durability. | | http://http://www.ejnet.org/landfills/ | | Operations and close of landfills How does the landfill operate with various lining and how do they close landfills | | http://www.wasteage.com/mag/waste_landfill_basics_operations/ | | Hazardous Waste This article takes a closer look at some of the issues surrounding certain cummunities in particular the impact of of hazardous waste from an economical standpoint is the article focus. | | http://www.ejnet.org/landfills/index.html#hazwaste | | Environmental Careers This site may be used for activities such as Developing Environmental Scientists. Teacher can show students how to search for careers and salaries. Use this site to develop questions for EPA representative about what the contents of such a job may involve. | | http://www.ejobs.org/ | | Environmental Research site This is taken from the EXPERTS & WEBSITEs: www.rachel.org and wastenot@ northnet.org | | http://www.rachel.org/search/index.cfm?St=1 |
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Materials
Per class
Computer
Smart Screen
LCD Projector
TV and VCR
Kids Discover Fun&Easy articles
Classroom Library w/ environmental theme
Literature Circle Role Assignment Cards (recorder, facilitator, time-kee
as determined by instructorwarm up journal
paper
pencil and pens
Manilla folder to contain all landfill research information
Urban Landfills article
graphic organizer
landfill model materials (plastic shoe box container, hard plastic, si
Per student team/group of 4Throw Away Society -article
The Garbage Shop-article
Separate & Sort-article
Manilla folder 3 articles each. maximum of 5 easy articles across the groups.
model landfill materials (plastic shoe box container, hard plasti
Vocabulary
- leachate - polluted rainwater from landfills
- ecosystems - environment of a select location within a community
- restoration - to clean up; re-establish
- habitat - the immediate environment in which a living organism lives
- landfills - a hole in the land filled with trash, then covered with dirt
- methane - a gas produced from the decay of living matter, food and leaves
- sanitary - to keep clean; hygienic
- microclimate - climate established within the overall climate
- decomposition - rotting as a result of decay
- porosity - landfills surrounding layer made of clay
- A Working glossary - http://www.gdrc.org/uem/waste/swm-glossary.html
Procedures
Lesson Introduction: This lesson is designed for the language arts classes using the directed teaching activity (DTA) format and delivery. Science and math classes may adapt for using the 5Es The teacher will begin the lesson by posting a picture of the Worlds Apart art sculptor with the question "What's This Trash?!" to develop inquiry. Take a few minutes to discuss how the caption of the photo requires the reader to interpret the print. Teacher may guide interpretation by simply stating "Someone's garbage was sculptor, Nancy Rubins' treasure, so much so that the sculpture made of trash was exhibited on the lawn of exclusive Watergate Apartments in Washington." Direct students to the objectives and start children to thinking by reviewing the objectives. After the teacher explains what she wants the children to learn, she moves on the warm up. [5 mins]
Warm-up: The teacher then directs the students' attention to the warm up, which asks them to write a journal entry that states, "Imagine that you could not toss any of your garbage out of your house for an entire year. What would you do?" Be descriptive in explaining your actions and how you would address this problem. After 5 mins of journaling the teacher uses the LCD projector (or smart screen) so entire class has access to Inspiration webbing (www.inspiration.com ) for discussion. Discuss warm up by helping to solicit responses for higher order thinking such as compacting items, reusing, reconstructing, recycling etc. Define garbage as wet waste such as eggshells, potato peelings or moldy bread, while trash is waste that is not food. The teacher quickly reviews recyling by asking the question to extract more information about recyling and what would happen to all other material such as garbage and trash. Explain that solid municipal waste is disposed of in three ways, recycled, burned and buried. Teacher asks, "Does anyone know what it is called when your bury waster?" Here is where the teacher leads into questioning about landfills and a closer look at our urban ecosystem. This can be done in a Did you know? format by reading the excerpt Garbage All Around Us This is an ideal time for the teacher to review "The Five Most Dangerous Myths About Recycling" The teacher points out Myth #3 Landfills and incinerators are more cost-effective and environmentally sound than recycling http://www.ilsr.org/recycling/other/fivemyths.html The teacher then tells students it is important for them to become more familiar with their surrounding in order to be environmentally safe. It could be a matter of life or death. [5 min warm up; 5-7 min. discussion]
Show United Streaming video clip: Landfill, Introduction and/or visit the website: http://people.howstuffworks.com/landfill1.htm
Vocabulary Development: The teacher states, " We are going to become environmental scientists by investigating our surroundings here in Suitland. Write the word NIMBY on the board. http://www.gdrc.org/uem/waste/swm-glossary.html . Have a student pronounce it. Ask for meaning? If no correct answers, go on to explain that it is an acronym that reads Not in My Back Yard which is an establishment that involves knowing what is in your immediate environmental health surroundings. To get started we will begin with the Rate Your Words vocabulary graphic organizer Part I. only. Pronouce the words and have students repeat after you. Allow 7-10 minutes to complete. Afterwards the teacher will review the exercise as a needs assessment by surveying for the number of A, B, C, D. Make a tally on the board. Encourage students to add words during this class sesion. http://www.gdrc.org/uem/waste/swm-glossary.html [10 min]
Show United Streaming video clip. This time take into account what NIMBY stands for. How would you apply or compare and contrast the idea to the landfill site in the video clip.
Whole Group and Independent Work:
- Have students count off by sets of 5. Reconfigure class so that students are together with corresponding numbers. Allow students to assign roles (recorder, facilitator, timekeeper, reporter, and liason) Distritbute manilla folders with trash articles to each group. Each Each folder should have the following article items: Five Myths About Recycling, Confessions of a Land Apologists, and 1 of 5 Kidsdiscover easy fun articles. Give group directions for each to find main idea, summarize by creating an informational document to share with the class.
- After 20 minutes, dismantle groups so that students return to their seats to complete their brochures. Teacher tells them to use the information from the video and what they read in order to write to create an informational brochure for an audience interested in the impact of landfills and their community. Each student is to create an acronym, such as NIMBY and include such an acronym in their informational brochure. Model by giving the example: GISHOO-Garbage is smelly home or outside.
Closure: Teacher directs students to write 2-3 sentences to describe what they learned as result of the reading, video, websites and working together within their group.
Landfills are holes filled with trash. They are smelly in some areas of town.
OR
GISHOO -Garbage is smelly home or outside (made up acronym)
3-4 days: Developing Environmental Scientists
Daily Challenge Question: What are some of the job responsibilties of various environmentalist sicentists? How can art be trash? What are the main components of a landfill? How can you inform someone of the affects of waste in landfills?
90 minutes
Set-up Directions:
Day #1--Activity A
Manilla folders
Articles
Rate Your Words worksheet
student journals
Computer LCD projector
EnviroMysteries Video or United Streaming digital clip
Inspiration software (or webbing on blackboard or chalkboard)
Day #2 Activity B
computer and LCD projector
internet
student journals
Rate Your Words
Day #3 Activity C
Make sure that each group of 6 students have the following: clear plastic shoebox, soil clay, hard plastic, straws and cylinders, plastic liners.
Rubric to outline the performance task.
Computer LCD projector
Day #4 Activity D
Illustration of World's Apart handout
Teacher Presentation & Motivation:
Teacher Talk may be helpful to peers. The focus of this lesson is to help students become environmentally aware and to investigate the effects of what they do with their trash. It appears that students may begin to look at recycling and garbage disposal a little more critically as it relates to their day to day opertions. In developing this lesson I found that there is so much information that is pertinent to this topic. I have included some interestiing weblinks as a sample of ways you may want to develop this lesson even more. Begin by sharing the many resources available though this lesson design.
http://sc94.ameslab.gov/tour/dc.html
http://www.epa.gov/grtlakes/seahome/housewaste/src/glossaryl.htm#top
http://www.inspirationonline.com/Brainteaser/rubbish.htm
http://www.ejc.cau.edu/summit2/EnvironmentalReparations.pdf
Activity 1 - Informational Brochure
Studnet will work together within groups to read and discuss various articles in order to locate and comprehend information on the development and operation of landfills; and the impact of landfills and watershed residue on their immediate community. Students will then work independently to complete an informational brochure of which will require an environmental acronym such as NIMBY.
Activity 2 - Investigating Roles of Environmental Scientists
Students will review their vocabulary list of words introduced in previous lessons. The teacher will remind them that they should plan to use some of the words when searching the internet for information about landfills and the environment. In addition, the students will plan to use the words when writing and communicating with people resources within the environmental field.
Student should have their notetaking material out on their desks as the teacher advances through the lesson using the computer and LCD projector.
As the teacher signs on the internet, students observe the step by step process that the teacher used to access the internet. Teaacher explains that she is going to do a "google search" for information on landfills to help build more vocabulary and gain information about environmental careers . In doing so, students should add more words to the vocabulary list. Students are to note this. The teacher will search by accessing various links to gain information about the topic. After the search for additional vocabulary surrounding landfills, the teacher will do a "google search" for Environmental Careers. Each student is to record the basic steps of access in their journal. Teacher prints the list of environmental careers in order to copy for students. Finally, the teacher will access email and at this time the teacher will show where to type the email address by typing in the email address to EPA representative. The teacher will write to inform the representative of the contents of this lesson. In additon, inform EPA rep that she is with the class for the next hour and that any correspondence of receipt of this email would be great for momentary teaching. Student records the basic steps to doing this 1st-Turn on computer. 2nd-Sign onto internet using the E icon. 3rd-Click onto email icon.
Within leveled reading groups the students are to complete the following activities:
Group #1-- Students are to review the list of vocabulary words and rate any new words. Then develop concept maps for all words with the letters C or D.
Group #2 Students are to review their list of careers and begin writing a draft letter to the Environmental Protection Agency. The draft should include what job or career they are interested in and vocabulary words used in the proper context.
Group #3Students work with the teacher to continue with the internet search for environmental issues that surrounds landfills nearest their school. Teacher prints two appropriate articles and works with small group to read and apply comprehension strategies Select 5 vocabulary words from the list and make a concept web.
After working independently within their groups for 20 minutes, the students are to move to the next activity. The teacher directed group begins with the lowest performing readers.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The students record simple step-by-step directions in writing (unless LA teacher takes students to the computer lab to introduce this activity). The lesson is designed so that students visit the lab as a second step to this (ongoing) activity in order to meet the overall objective of this lesson.
The students will observe the teachers use of the the computer with LCD projector in a whole group; then within individual leveled reading groups.
The students will rotate within their groups to work with teacher. The focus within teacher directed group is the "google search" and email to EPA representative.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
See previous box, Focus for Media Interaction
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Students will use the searching techniques when they are in the computer lab or home to continue to access information on the environmental issues surrounding landfills and its affect our on our environmental health.
A students goal should be to develop an electronic communication link with someone in environmental profession. [Parents will be required to sign a permission slip as the electronic communication begins.]
A students goal in searching the internet for this project is to begin to gather as much information as possible for the upcoming media research presentation.
Activity 3 - Creating a Landfill
Students will work with select material in order to create a model landfill.
The students will use the teacher created rubric that outlines the seven parts of the landfill.
Each student will work with a clear plastic shoe box, straws or other cylinder, makeshift garbage, clay or hard plastic, plastic liners, and soil to create a miniature model landfill.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The teacher will revisit the United Streaming video clip or use EnviroMysteries video to show a visual of a landfill.
Afterwards, the teacher will have the graphic design of a landfill from the website, howstuffworks.com displayed on LCD projector. Each student will have a copy of the diagram article, From Open Dump to Landfill for an additonal viewe of the Cross-section of a Landfill.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will be responsible for comparing and contrasting the different examples of landfills. Compare the digital video or VHS video with the print copy of the landfill diagram.
Record any notes to help prepare for construction of the actual model landfill.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Students will be responsible for ustilizing the information they gathered for comparing and contrasting the different examples of landfills. Compare the digital video or VHS video with the print copy of the landfill diagram.
Record any notes to help prepare for construction of the actual model landfill.
Activity 4 - Design for Written Interpretation-Preparing for HSA
Students will use any items of which could be thrown away, but they will recycle the material in order to create any design of which they will add a caption for interpretation.
Review the picture of World's Apart art sculptor. Do you think the art looks like the picture of art or a picture of trash? Keep this concept in mind when you create your design. Your design should allow for interpretation according to the caption you include.
Activity 5 - Looking at Suitland with an Environmentalist Eye
Studnets will develop a multi media presentation to share with the student population within a classroom; via closed circuit TV ; at parent night meeting and finally at the Career Day held in late spring . The presentation will reflect on the information that was covered in class. Students will use all of the information gained during this study on landfills to help with development of their informational presentation.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
All websites listed in Resources
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students are responsible for using most of the multi-media materials within their own presentation.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Students will develop a multi media presentation to share with the student population within a classroom; via closed circuit TV ; at parent night meeting and finally at the Career Day held in late spring . The presentation will reflect on the information that was covered in class. Students will use all of the information gained during this study on landfills to help with development of their informational presentation.
Wrap Up:
Day #4-Display each design with caption. Write a written interpretation for the design according to its looks and design.
Each day will have its own individual closure for lesson activity. [See the activity for each corresponding day]
Enrichment Options
Parent-Home Connection
The parents will be involved in most aspects of the lesson. At the beginning of the school year the parents partner with the language arts department by signing a Parents as Very Important Partners (VIP) pact which states that they agree to sign off on the reading logs. This year we will add a new statement to ask for support in our attempts to improve our environment. The parents can support by agreeing to serve as an audience that will help to mobilize the school community's efforts to maintain and preserve environmental health.
www.rif.org
When students begin to use internet as a means of corresponding with people in the various environmental entities, parents will be asked to partner with us by signing a permission slip that supports internet correspondence with the an assigned adult.
Field Experiences
Field Trip to the Environmental Protection Agency in Washington, DC
Book Distribution through Reading is Fundamental (RIF) with an Environmental Theme www.rif.org
Field Trip to Waste Management Department located in Laurel, MD
Field Trip to closest watershed (Anacostia, Potomac, Occoquan) to inquire of the impact of landfills on the waterhed.
Write a speech to support the Environmental Treaty signed by the mayors in most cities. Present to the Mayor.
Continue the partnership with County Councilman and the Gorgeous Prince Georges' Beautification Project.
Cross-Curricular Extensions
Math--Measurement and Statistics- Record investigate the consumption of waste for the school. Analyze the data to determine the size of landfill in comparison to the population.
Economics-Landfills and the Impact on the surrounding Suitland area.
Science and Health- Research methods of waste disposal , landfills and watersheds to inform the community of its impact on environmental health.
Technology-Require students to use technology to address the need to maximize learning; utilizing various research methods to help extend life for citizens in a particular area in this new information age.
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This lesson building experience has provided me the opportunity to revisit just how important it is to address the developmental pathways of a child. Environmental health is an area of study that sometimes go unaddressed in areas or schools where the need seems greatest. I have learned some very valuable information. This only reinforces the need for schools to change and address the overall needs of the community. If a school community is collectively concious about the health of the school, it appears that such an attitude would help to bring about more inquisitive learners.
Overall, this was a great opportunity to look at several interconnecting relationships. When teachers set out to address the curriculum, it is important to start by setting the tone for a healthy relationship within their classroom. Together the school staff working closely with the teacher will provide an avenue for change and a project such as this environmental project will serve as not only an experience with reading and comprehending informational text, but it will allow all to gain better knowledge and health by working together in communal relationships.
Author: Brenda J. Davis
Program: EnviroHealth Connections
Author's School System: Prince George's County Public Schools
Author's School: Drew Freeman Middle
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