Solid
Waste in High Schools:
The
Need to Properly Manage Paper Waste in GLHS
Ms.
Thompson
9th
Grade-Living Environment
INTRODUCTION:
Did
you know that paper waste makes up the largest percentage of household and
business waste? Did you know how many trees
are used to produce paper? Did you know deforestation is one of the reasons of
earth heating up because of global warming?
Are you aware that any time a piece of paper is disposed the environment
is paying off? Thus, it is time for you to take control over paper waste
dispose.
TASK:
Our
principal is willing to take suggestions from the Living Environment classes to
slow down paper use and at the same time Implement an effective paper waste
disposal policies in our building. You will find reasons of the tremendous use
of paper in High Schools.
PROCESS:
You will be
assigned to a group by your teacher. The
class will be divided into groups of five.
Each student in the group will have a specific role.
Student Researchers/Scientists
Two students will be responsible for
researching the topic, and gathering the necessary information. These students will record, organize and
write the information they gathered from the Internet, their class text, and
library books that have relevant information.
Researcher/ Scientist 1:
Your job is to use the 6-Step Public Policy Analysis questions to
gather evidence about the contribution of paper waste to global warming, amount
of paper used in high schools, effective recycling program in high schools. Come up with ideas to solve the problem.
Researcher/Scientist 2:
Your
job is to take notes in a notebook like as scientist do of their research
findings. Your notes and the information you obtain should be properly cited. This
notebook will periodically checked by the teacher and it is part of the final
product.
STUDENT ORGANIZERS/REPORTERS (2)
Student 1
You job is data
collection. You will collect and measure
paper waste weekly for one month.
Student 2
Your job is to record data, graph, analyze,
and compare it to data from other schools. You should discuss results with the
group and come up with a plan to reduce the amount of paper waste produced in
the school. Students support their
findings with data collected from the school and from other sources.
These students
will be responsible for organizing the ORAL PRESENTATION using PowerPoint.
STUDENT ARTIST
One student will be the artist and will
collect and organize pictures and other graphics for the power point
presentation. In addition, this student
will create a power point design layout in the form of a sketch
first. The sketch should consist of the
10 slides with the pictures and the information that will be added to the real
power point. Once this student has consulted with his/her group about the power
point outline and everyone agrees to the design created, then the power point
can be set up.
1.
Your group will complete worksheets in the six-step
Public Policy Analyst to investigate and come up with a plan to
reduce the amount of paper waste produced by high schools. Your group will use
these worksheets as an outline for completing the tasks.
Each group will use the Internet sites listed in the resource section to
complete the worksheets. The worksheets will then be used as resource material
for completing the worksheets. ALL PRODUCTS MUST USE THE PPA AS A FORMAT. Click
on the worksheets below to access the worksheets
The Information gathered on the
Questionnaire will also be used on completing worksheets
o
Identify the Problem
using Worksheet #1.
o
Gather Evidence
using Worksheet # 2.
o
Identify Causes of the Problem using Worksheet # 3.
o
Evaluate the Policy,
using Worksheet #4.
o
Develop a solution to
the Problem using Worksheet #5.
After completing all of the worksheets, your group will now prepare to
make an oral presentation using Power
Point to the class and to School Faculty. Remember to include your research
findings and any pictures or other graphic representations you have. The class
will then score your performance based on the rubric provided below.
SPECIFIC RESOURCES
http://www.epa.gov/osw/conserve/materials/paper/basic_info.htm
http://www.epa.gov/osw/conserve/materials/paper/audiences/industry.htm
http://www.epa.gov/osw/conserve/materials/paper/faqs.htm
http://www.epa.gov/osw/conserve/materials/paper/
Glossary
| Paper Recycling | US EPA08-28-2008
http://www.epa.gov/climatechange/wycd/waste/
EVALUATION
This rubric will be used to grade all Task
products:
|
|
Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
|
|
Content |
Description of identifiable performance characteristics
reflecting a beginning level of performance. |
Description of identifiable performance characteristics
reflecting development and movement toward mastery of performance. |
Description of identifiable performance characteristics
reflecting mastery of performance. |
Description of identifiable performance characteristics
reflecting the highest level of performance. |
|
|
|
Stated
Objective or Performance |
Description of identifiable performance characteristics
reflecting a beginning level of performance. |
Description of identifiable performance characteristics
reflecting development and movement toward mastery of performance. |
Description of identifiable performance characteristics
reflecting mastery of performance. |
Description of identifiable performance characteristics
reflecting the highest level of performance. |
|
|
|
Stated
Objective or Performance |
Description of identifiable performance characteristics
reflecting a beginning level of performance. |
Description of identifiable performance characteristics
reflecting development and movement toward mastery of performance. |
Description of identifiable performance characteristics
reflecting mastery of performance. |
Description of identifiable performance characteristics
reflecting the highest level of performance. |
|
|
|
Stated
Objective or Performance |
Description of identifiable performance characteristics
reflecting a beginning level of performance. |
Description of identifiable performance characteristics
reflecting development and movement toward mastery of performance. |
Description of identifiable performance characteristics
reflecting mastery of performance. |
Description of identifiable performance characteristics
reflecting the highest level of performance. |
|
|
|
Stated Objective or Performance |
Description of identifiable performance characteristics
reflecting a beginning level of performance. |
Description of identifiable performance characteristics
reflecting development and movement toward mastery of performance. |
Description of identifiable performance characteristics
reflecting mastery of performance. |
Description of identifiable performance characteristics
reflecting the highest level of performance. |
|
|
Grade: 20-18=A
17-16=B 15-13=C 12-0=F
CONCLUSION:
You have learned from this web quest that paper waste is a major
social problem in high schools. Hence, after completing this web quest you were
able to report your finding and recommendations to the school principal. At the
same time you have become conscious of the volume of paper waste you school
produce and the consequences of this waste. Furthermore, you learned how to get
data and critically think about a serious social problem, which is PAPER WASTE
IN HIGH SCHOOLS.
STANDARDS
English
Language Arts
Standard 1:
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 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.
Standard
4: Language for Social Interaction
Students
will listen, speak, read, and write for social interaction. Students will use
oral and written language that follows the accepted conventions of the English
language for effective social communication with a wide variety of people. As
readers and listeners, they will use the social communications of others to
enrich their understanding of people and their views.
Science
Science
Standard 4, Key Idea 6: Human decisions and activities have had a profound
impact on the physical and living environment.