Increased Paper Disposal at GLHS


Prepared by L. Thompson

Gregorio Luperón High School

Living Environment

9 - 10 Grade




          Every year, our school is getting more and more paper trash. Any given day that you do a walkthrough, all paper bins are full.  They contain draft paper, post it paper, classwork copies, construction paper, and so on. l ask my students:  Why there is an increased paper disposal at GLHS?  What can we do to reduce paper disposal?





In order to promote less paper disposal at GLHS you need to develop one online product such as  a

    Persuasion Podcast to engage students and teachers in wise paper use in the classroom.

Creating Podcasts

    Persuasion Short Video to motivate less paper use by administrators and faculty.

Creating Videos


Include in your product effective regulations to maintain a Earth friendly classroom / school.




You will be assigned to a group by your teacher.  The class will be divided into groups of four.  Each student will have a specific role within the group. 


Student Researcher (2) 

Two students will be responsible for researching the topic and gather  evidence to support increased paper disposal at the school.  These students will record, organize and write relevant information from the Internet, textbook, and library books.


Researcher 1: 

Your job is to gather evidence about paper disposal effects to the environment.  focusing on deforestation, climate change, and solid waste elimination.


Researcher 2:

Your job is data collection.  You will find out how much paper the school buys every year.  How much paper each teacher and administrators use.  You will record, graph, and analyze your data. You should discuss results with the group and come up with a plan to reduce the amount of paper disposal in the school.  


Student Artist

Your job is figures (pictures, cartoons, graphics, and other graphics) collection and organization for the online product.  This student will write footnote for each figure and explain why it is used.


Tech Student

Your job is to create a Google document for information and figures gathered by the group. All information should be properly cited How to cite properly. Your document will be shared within the group and the teacher. This document will be periodically checked by the teacher and it is part of the final product.  Working with the group you will agree on information and figures to be used for the online final product.


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 disposal at the school. Your group will use these worksheets as an outline for completing the task.

Click on the worksheets below to access the handouts. 


Links to PPA Worksheets

1.  Define the Problem: Worksheet#1

2.  Gather the Evidence: Worksheet #2

3.  Identify the Causes: Worksheet #3

4.  Evaluate an Existing Policy: Worksheet #4

5.  Develop Solutions: Worksheet #5

6.  Select the Best Solution: Worksheet#6  (Feasibility vs. Effectiveness)





The worksheets will then be used as resource material for completing the final product. 


After completing all of the worksheets, your group will be ready to make your online product.



General search engines




Specific resources on “Push”

    Green Schools

    Recycling Statistics

    Paper Waste



The class will score your performance based on the rubric provided below.




Increased paper disposal at GLHS is a major social problem. You have become conscious about paper disposal volume and the effects in the environment. Finally, you learned how to use the PPA format to get evidence and critically think about a serious social problem. 





9-10R1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. (RI&RL)


9-10W1: Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence.


9-10SL2: Integrate multiple sources of information presented in diverse formats (e.g., including visual, quantitative, and oral), evaluating the credibility, accuracy, and relevance of each source.


9-10L6: Acquire and accurately use general academic and content-specific words and phrases, sufficient for reading, writing, speaking, and listening; demonstrate independence in applying vocabulary knowledge when considering a word or phrase important to comprehension or expression.



Science Standard 4, Key Idea 6: Human decisions and activities have had a profound impact on the physical and living environment.


7.1c Human beings are part of the Earth’s ecosystems. Human activities can, deliberately or inadvertently, alter the equilibrium in ecosystems. Humans modify ecosystems as a result of population growth, consumption, and technology. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems may be irreversibly affected.


7.3b The decisions of one generation both provide and limit the range of possibilities open to the next generation.