The Quest for Less Waste:
Recycling at IS228
7th Grade Social Studies
Sheila Damato
INTRODUCTION
What happens with all the
garbage we throw out? How much of it ends up in landfill? How much is recycled?
New York City only recycles about one
fifth of its garbage.
The Department of Education is searching for a
model school of the GrowNYC’s Zero Waste Schools Program (ZWS). You will
investigate waste in New York City, identify possible solutions to the problem
and create a Public Service Announcement (PSA)!
Begin by clicking the link and watching the video.
TASK
At the end of this WebQuest you and your group
will:
1. Learn about waste here in New York City.
2. Brainstorm potential solutions to the problem of waste in
schools.
3. Create a Public Service Announcement (PSA) and share it with
the class.
PROCESS/RESOURCES
Step 1: Define the Problem
-
Let’s see what you know
about waste in New York City. Take this short survey to show what you already know about waste
and garbage in NYC.
Step 2: Gathering Evidence
-
Click the link to the Jamboard and think about waste at IS 228.
Step 3: Identifying the Causes
Read the
articles by clicking the links below to gather evidence about waste and
recycling in New York City:
1.
What a Waste! New York
City’s Trash and Recycling
Complete the worksheet using the evidence you found.
Step 4: Evaluate an Existing Policy
-
Read New York City’s School Guide on Zero Waste
Click the
link to the Padlet and answer the questions
to evaluate this policy.
Day 5: Develop Solutions
Now that
you have investigated waste in New York City and learned about the policy of
waste and recycling in New York City public schools, what are some possible
solutions? Brainstorm with your group.
Day 6: Select the Best Solution
After
discussing with your group, determine which solution is best for tackling waste
in our school.
Day 7: Create your Final Product
With your
group prepare, plan, and present a Public Service Announcement (PSA) to the
class. A Public Service Announcement is a message spread to the public to bring
awareness to a particular issue in order to make the public think, feel or do
something.
Click below
to watch a few examples of PSAs:
Use this Google Doc to plan and prepare your
PSA.
EVALUATION:
PSA Rubric
|
|
4 |
3 |
2 |
1 |
|
Content |
Demonstrates full grasp of the topic, presenting complete and accurate information. |
Demonstrates accurate information. |
Demonstrates inaccurate information. |
Statements are incorrect and unsupported. |
|
Message |
The combination of creativity, technical skill, and audience appeal are very effective in delivering a strong message about the selected topic. |
The combination of creativity, technical skill, and audience appeal deliver a clear message about the selected topic. |
The intent of the PSA is understood, but it has little motivational value. |
The message is not clear in the PSA. |
|
Technical Production |
Tone and voice convey emotions and enthusiasm. The recording is clear and loud enough to be heard. Background sounds and effects blend with the PSA’s message. |
Tone and voice frequently convey emotions and enthusiasm. The recording is clear and loud enough to be heard. Background sounds and effects usually blend with the PSA’s message. |
Tone and voice frequently convey emotions or enthusiasm. Most of the recording is clear and loud enough to be heard. Background sounds and effects sometimes distract from thee PSA’s message. |
Tone and voice rarely convey emotions or enthusiasm. Recording is unclear and/or not loud enough to be heard. Background sounds and effects absent or distract from the PSA’s message. |
|
Collaboration with Peers |
Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. |
Usually listens to, shares with, and supports the efforts of others in the group. |
Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. |
Rarely listens to, shares with, and supports the efforts of others in the group. Does not work well as a team. |
CONCLUSION
In this
activity, students analyzed and researched waste in New York City. Students
learned about the current policy towards waste in public schools and evaluated
the policy. Finally, students considered how they could help eliminate waste in
schools by creating a PSA.
If students
would like to extend their knowledge and advocate beyond a PSA for the class,
students can write a letter to the principal or city council members with their
potential solutions to the problem.
You can extend your learning using the PPA steps to solve
your other social problems:
4. Evaluate
an Existing Policy
STANDARDS
Literacy
6-12 Anchor Standards for Reading
STANDARD 1:
Read closely to determine what the text says explicitly/implicitly and make
logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
STANDARD 2:
Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas
Literacy
6-12 Anchor Standards for Writing
STANDARD 1:
Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
STANDARD 2:
Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection,
organization, and analysis of content.
NYC Scope
and Sequence : Civic Participation
3. Identify
and explain different types of political systems and ideologies used at various
times in colonial history and the early history of the United States and
explain the role of individuals and key groups in those political and social
systems.
6. Identify
situations in which social actions are required and determine an appropriate
course of action.