A
Project Critical Web Quest
Solid Waste Management and the Disposable Society
By Dr. J.
Miller
High
School for Arts & Technology
Introduction:
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The average
Another word for
garbage is solid wastes. In this city we produce about 5.1 million tons of solid
wastes a year. That’s 17,000 tons a day. That is absolutely astonishing. This is a real
“social problem”. Moreover, we are running out of space to “dump” it! Waste
creates huge hazards for all citizens. Besides destroying any neighborhood
beautification programs, waste generates severe health risks by becoming a
breeding ground for infectious diseases. Solid waste must be disposed and there
is very little space left in our city to safely rid the neighborhoods of this
toxic mess!
You have been
selected by a team of advisers to the Mayor to represent our school at a
citywide conference on controlling solid wastes production in our city.( Wouldn’t
it be great not to smell all the left over food from the restaurants and
groceries on an August night?) It is the strong belief of many in the City Council that the teenagers in our public schools
are an important voice in the solving of this problem. After all, the future of
the planet is in your hands. Mayor Bloomberg
needs some convincing that your voice needs to be heard. He has set up a
competition among the high schools in the city to research the solid wastes
problem in our city. Not only does solid waste pollute the environment, but we
are wasting valuable natural resources. You will be representing our school in
this important competition. You will present to the Mayor and the entire City
Council your plan to reduce solid wastes in your school and how this program
could be used on the large scale throughout the city. Who knows, your plan might even be applied
throughout the country or even the world! Good Luck. You have a daunting task!
Task: 
Each Group will come
up with a solution of decreasing solid wastes in the school. You will research the
problem and define it using your PUBLIC POLICY ANALYST and
its accompanying worksheets. You will identify the problem (worksheet #1) then
gather evidence to support your claim of the problem using the worksheet #2.
You will then identify
the causes of the problem, and record them on worksheet #3, evaluate the
existing Policy #4, develop Solutions #5 and select the best solutions #6. This
will be explained in more detail in the “process section of the web quest.
Using your research
and evaluations of the problem of solid wastes you will have a choice of
products.
CHOICE # 1: Your
group may develop a POSTER
BOARD with graphics and
text
CHOICE #2: 
Your group may create
a
POWER POINT
PRESENTATION to be used in a
presentation to both the principal and the City Council.
All groups will be
responsible for completing a 2-3 page report.
The details for this
will also be explained in the “process” section below. All reports must be
typed using MS Word 12 font. You may use graphic, charts or graphs in your
report to enhance your ideas.
Process:
INSTRUCTION # 1:
The class will be
divided into groups of 6. Each group member will have a specific role but all
must work cooperatively and share responsibilities.
2. Each group will
have 2 members who do the research for each Public Policy Analyst
worksheet using the resources provided. They will also complete all
segments of each worksheet
3. Each group will
have a member who searches for graphics, that may include charts and
graphs, to be used for your poster board or power point presentation.
4. One group member
will be chosen to be the report writer.
5. Another group
member will prepare the oral presentation to be given by everyone. The
roles are explained in detail below.
STUDENT
ROLES
STUDENTS # 1 AND #2: Researcher & Writer-These students will
take notes on information gathered and write an outline for the power point
slides/poster board. These notes will also be used by each member to write the
paper. This student will be responsible for completing the six step Public
Policy Analyst Worksheets Solid Waste Control. You will also work on the oral
presentation when the power point is completed. (Last day)
Student #
3: Graphics Gatherer/Time keeper and organizer-Will keep
the group on track. He/she will use computer to find graphics to be used in
power point presentation and save them for the Power Point Creator
Student #4: Lead & coordinate
group meetings and be aware of teacher made deadlines and schedules. This
student will also help in completing the two products and act as a liaison
between group members.
Student # 5: Power
Point Creator. This student will create the power point (product #1). He/she
will use the PPA worksheets and format them into slides outlining the social
problem according the PPA procedure.
STUDENT # 6: Report Writer and typist. This student will
use the research and PPA worksheets of student 1 and 2 to write the final paper
to be handed in the day of the presentation. You must include citations.
Landfill in Alaska
INSTRUCTION # 2:
Each group product
will utilize the Public Policy Analyst as the method for solving the social
problem of solid waste management. The SIX-STEP PPA is linked below. Each step MUST
be included in the power point, poster board and report. The six steps will act
an outline for your presentations and will be a vital part of the rubric
grading system. Each of the six steps has a workshop that you will access from
the links below. Use the Internet resources to answer all inquiries on the
worksheets. You may also uses outside sources as well.
STEP # 1: Define the problem.
http://www2.maxwell.syr.edu/plegal/ppas/welcome.html
STEP # 2: Gather the
evidence.
http://www2.maxwell.syr.edu/plegal/ppas/gather.html
STEP # 3: IDENTIFY
THE CAUSES http://www2.maxwell.syr.edu/plegal/ppas/identify.html
STEP #4: Evaluate the
Existing Policy
http://www2.maxwell.syr.edu/plegal/ppas/existing.html
STEP # 5: DEVELOP
SOLUTIONS
http://www2.maxwell.syr.edu/plegal/ppas/solutions.html
STEP #: SELECT THE
BEST SOLUTIONS
http://www2.maxwell.syr.edu/plegal/ppas/bestsol.html
Resources: 
Background:
http://www.eia.doe.gov/kids/energyfacts/saving/recycling/solidwaste/primer.html
http://concernedcitizens.homestead.com/FKfacts.html
Recycling
in Schools
http://www.nyc.gov/html/nycwasteless/html/recycling/recycling_schools.shtml
http://www.nyc.gov/html/nycwasteless/html/recycling/recycling_schools.shtml#1
What to Recycle
http://www.nyc.gov/html/nycwasteless/html/recycling/recycle_what.shtml#green
http://www.nyc.gov/html/nycwasteless/html/recycling/recycle_what.shtml#blue
The Need to
Limit Waste
Environmental
Problems
Look at
slides 6, 8, 9, 10, 11 and 12
http://www.nyc.gov/html/nycwasteless/html/recycling/recycling_schools.shtml#1
http://www.consumersunion.org/other/zero-waste/education.html
Solutions
http://www.consumersunion.org/other/zero-waste/recycling.html
http://www.consumersunion.org/other/zero-waste/reuse.html
http://www.consumersunion.org/other/zero-waste/compost.html
http://www.consumersunion.org/other/zero-waste/enforcement.html
Television
commercials
http://www.nyc.gov/html/nycwasteless/html/recycling/tv_campaigns.shtml
Evaluation:
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CATEGORY
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4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 UNACCEPTABLE |
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Originality |
Presentation shows considerable originality and inventiveness.
The content and ideas are presented in a unique and interesting way. |
Presentation shows some originality and inventiveness. The
content and ideas are presented in an interesting way. |
Presentation shows an attempt at originality and inventiveness
on 1-2 cards. |
Presentation is a rehash of other people's ideas and/or graphics
and shows very little attempt at original thought. |
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Text - Font Choice & Formatting |
Font formats (e.g., color, bold, italic) have been carefully
planned to enhance readability and content. |
Font formats have been carefully planned to enhance readability.
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Font formatting has been carefully planned to complement the
content. It may be a little hard to read. |
Font formatting makes it very difficult to read the material. |
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Content - Accuracy |
All content throughout the presentation is accurate. There are
no factual errors. |
Most of the content is accurate but there is one piece of
information that might be inaccurate. |
The content is generally accurate, but one piece of information
is clearly flawed or inaccurate. |
Content is typically confusing or contains more than one factual
error. |
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Spelling and Grammar |
Presentation has no misspellings or grammatical errors. |
Presentation has 1-2 misspellings, but no grammatical errors. |
Presentation has 1-2 grammatical errors but no misspellings. |
Presentation has more than 2 grammatical and/or spelling errors.
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Sequencing of Information |
Information is organized in a clear, logical way. It is easy to
anticipate the type of material that might be on the next card. |
Most information is organized in a clear, logical way. One card
or item of information seems out of place. |
Some information is logically sequenced. An occasional card or
item of information seems out of place. |
There is no clear plan for the organization of information. |
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Use of Graphics |
All graphics are attractive (size and colors) and support the
theme/content of the presentation. |
A few graphics are not attractive but all support the
theme/content of the presentation. |
All graphics are attractive but a few do not seem to support the
theme/content of the presentation. |
Several graphics are unattractive AND detract from the content
of the presentation. |
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Effectiveness |
Project includes all material needed to gain a comfortable
understanding of the topic. It is a highly effective study guide. |
Project includes most material needed to gain a comfortable understanding
of the material but is lacking one or two key elements. It is an adequate
study guide. |
Project is missing more than two key elements. It would make an
incomplete study guide. |
Project is lacking several key elements and has inaccuracies
that make it a poor study guide. |
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USE OF PPA |
INCLUDES ALL STEPS OF THE PPA |
INCLUDES MOST STEPS OF THE PPA |
INLCUDES ALL STEPS OF THE PPA BUT WITH INACCURACIES |
DOES NOT INLCUDE PPA AS A FORMAT OR HAS MANY INACCURACIES |
27-32=90-99 22-27 =80-89 18-21=70-79 16=65
> 16=55
RUBRIC FOR RESEARCH
PAPER
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CATEGORY |
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 NEEDS IMPROVEMENT |
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Organization |
Information
is very organized with well-constructed paragraphs and subheadings. All steps in the PPA are used correctly. |
Information
is organized with well-constructed paragraphs. Most steps in the PPA are used correctly. |
Information
is organized, but paragraphs are not well-constructed. All steps are in the PPA are used but some are incorrectly. |
The
information appears to be disorganized. Few steps in the PPA are used and they are used incorrectly. |
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Amount of Information |
All
topics are addressed and all questions answered with at least 2 sentences
about each. |
All
topics are addressed and most questions answered with at least 2 sentences
about each. |
All
topics are addressed, and most questions answered with 1 sentence about each.
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One or
more topics were not addressed. |
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Quality of Information |
Information
clearly relates to the main topic. It includes several supporting details
and/or examples. |
Information
clearly relates to the main topic. It provides 1-2 supporting details and/or
examples. |
Information
clearly relates to the main topic. No details and/or examples are given. |
Information
has little or nothing to do with the main topic. |
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Mechanics |
No
grammatical, spelling or punctuation errors. |
Almost
no grammatical, spelling or punctuation errors |
A few
grammatical spelling or punctuation errors. |
Many
grammatical, spelling, or punctuation errors. |
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Paragraph Construction |
All
paragraphs include introductory sentence, explanations or details, and
concluding sentence. |
Most
paragraphs include introductory sentence, explanations or details, and
concluding sentence. |
Paragraphs
included related information but were typically not constructed well. |
Paragraphing
structure was not clear and sentences were not typically related within the
paragraphs. |
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Cover Page |
Cover
page Types using proper format and group number and group names |
Cover
page typed with Group Number and Names |
Cover
page not typed |
Has No
cover page |
GRADING: “90-99”= 18-20 “80-89”= 15-17 “70-79”= 11-14 “65” = BELOW 11=”55”
CONCLUSION: 
From this web quest you should have learned that solid
wastes are rapidly building in our society. Some causes are out of our control
but we can make a contribution to this problem in a small way by beginning with
our school policies. Raising awareness
of the seriousness of Solid Wastes control is a problem not only in our local
community but a concern throughout the country with our “disposable
attitude” Will we be able to change our ways? Can we
change our old habits? Can we raise public awareness? That was your job as a public policy analyst. You were a social scientist who evaluate
social problems and recommended solutions that save millions. You have taken a
critical role in this web quest. Let’s hope that you made a difference. The
City Council surely hopes so. Thanks for your participation!
STANDARDS 
English
Language Arts
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 3: Language
for Critical Analysis and Evaluation
Students will listen, speak, read, and
write for critical analysis and evaluation. As listeners and readers, students
will analyze experiences, ideas, information, and issues presented by others
using a variety of established criteria. As speakers and writers, they will use
oral and written language that follows the accepted conventions of the English
language to present, from a variety of perspectives, their opinions and
judgments on experiences, ideas, information and issues.
Science
–Living Environment- Standard 1
Standard
1
Students
will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose
questions, seek answers, and develop solutions
Standard 4
Students
will understand and apply scientific concepts, principles, and theories
pertaining to the physical
Setting and living environment and recognize the historical
development of ideas in science.