Recycling at Cobblestone School
An Internet WebQuest for the LMG (Lower Middle
Grades)
Created by:
Cherie Karol
Cobblestone School
Introduction
Have
you ever wondered where all your trash goes?
55% of
our trash goes into landfills. Only 31% of our trash today gets recycled!
We
need your help! The students at Cobblestone are throwing away items that can be
recycled. You and your class will form a Recycling Club and become waste reduction
experts! You will help teach your classmates about recycling items and
encourage them to become lifelong recyclers.
There are lots of ways that we can reduce waste at school. By
thinking ahead and being creative, you can reduce your impact on the
environment and save money at the same time. Our earth is our home and we need to protect
it. Lets make
everyday Earth Day!
Task
In
this web quest you will explore the three R’s of recycling and find ways to
encourage others to recycle. You will design and create a recycling brochure,
make one art project out of recycled materials and learn how to make a trash
free lunch. You will also be asked to pick one activity that you can do for one
week at school to help recycle. At the
end of that week you will make a power point presentation in class to show how
you have helped recycle. You will
present your power point presentation to the Intermediate Group.
Process
Use
the Public Policy Analyst (PPA) to assist you in researching for your
presentation:
What
policies can you create to correct the problem?
Day 1: Break into groups of three. This will be
your group through the entire unit.
A: Watch Recycling Video.
Meet as a whole class briefly to discuss the video.
B: Visit The Adventures
of Garbage Gremlin.
C: Visit Recycle
City for an introduction to the Three Rs (Reduce, Reuse, Recycle). Make
sure you check out each section of the city! We will
have
a full group discussion at the end of class.
D: Complete Worksheet #1
Step 1: Define the Problem of the Public Policy Analyst (PPA)
Day 2-5:
A: Survey your classmates. Find out how many people recycle on a
daily basis.
B: In your groups of three, brainstorm ways Cobblestone School can
reduce waste.
B: Finish completing the Public Policy Analyst worksheets:
Worksheet #2
Step 2: Gather the Evidence
Worksheet #3
Step 3: Determine the Causes
Worksheet #4
Step 4: Develop Solutions
Day 6:
In class art project using recycled materials.
Day 7:
Class discussion on how to make a “Trash Free Lunch”. How can we make this happen weekly?
Day 8-9:
A: Create
a recycle brochure that includes the following:
Title
Information
regarding the three 3 R’s (Reduce,
Reuse, Recycle).
Ways people can help recycle
Pictures
Any resources you want to include
Day 10-12:
A: Meet with your group to discuss and create your power point
presentation.
Resources
Evaluation
Brochure
Rubric
|
ACTIVITY |
4 |
3 |
2 |
1 |
POINTS |
|
Attractiveness &
Organization |
The brochure has
exceptionally attractive formatting and well-organized information. |
The brochure has attractive
formatting and well-organized information. |
The brochure has
well-organized information. |
The brochure's formatting and
organization of material are confusing to the reader. |
|
|
Content- Accuracy |
The brochure has all of the
required information and some additional information |
The brochure has all of the
required information |
The brochure has most of the
required information |
The brochure has little of
the required information |
|
|
Writing- Mechanics |
All of the writing is done in
complete sentences. Capitalization and punctuation are correct throughout the
brochure. |
Most of the writing is done
in complete sentences. Most of the capitalization and punctuation are correct
throughout the brochure. |
Some of the writing is done
in complete sentences. Some of the capitalization and punctuation are correct
throughout the brochure. |
Most of the writing is not
done in complete sentences. Most of the capitalization and punctuation are
not correct throughout the brochure. |
|
|
Graphics/ Pictures |
The graphics go well with the
text and there is a good mix of text and graphics. |
The graphics go well with the
text, but there are so many that they distract from the text. |
The graphics go well with the
text, but there are too few. |
The graphics do not go with
the accompanying text or appear to be randomly chosen. |
|
|
Sources |
There are many citations from
a variety of sources accurately listed on the brochure. |
There are some citations from
a variety of sources accurately listed on the brochure. |
There are a few citations
accurately listed on the brochure. |
Incomplete citations are
listed on the brochure. |
|
|
TOTAL POINTS |
/20 |
||||
PowerPoint
Rubric
|
ACTIVITY |
4 |
3 |
2 |
1 |
POINTS |
|
Research and Note
taking |
Note cards indicate you
accurately researched a variety of information sources, recorded and
interpreted significant facts, and evaluated alternative points of view. |
Note cards show you recorded
relevant information from multiple sources of information, evaluated and
synthesized relevant information. |
Note cards show you
misinterpreted statements, graphics and questions and failed to identify
relevant arguments. |
Note cards show you recorded
information from four or less resources, did not
find graphics or sounds, and ignored alternative points of view. |
|
|
Introduction |
The introduction presents the
overall topic and draws the audience into the presentation with compelling
questions or by relating to the audience's interests or goals. |
The introduction is clear and
coherent and relates to the topic. |
The introduction shows some
structure but does not create a strong sense of what is to follow. May be
overly detailed or incomplete and is somewhat appealing to the audience. |
The introduction does not
orient the audience to what will follow. The sequencing is unclear and
does not appear interesting or relevant to the audience. |
|
|
Content |
The content is written
clearly and concisely with a logical progression of ideas and supporting
information. The project includes
motivating questions. The project gives the audience a clear sense of the
main idea. Information is accurate and
current. |
The content is written with a
logical progression of ideas and supporting information. Includes persuasive
information from reliable sources. |
The content is vague in
conveying a point of view and does not create a strong sense of purpose. Includes some persuasive
information with few facts. Some of the information may
not seem to fit. Sources used appear
unreliable. |
The content lacks a clear
point of view and logical sequence of information. Includes little persuasive
information and only one or two facts about the topic. Information is incomplete,
out of date and/or incorrect. Sequencing of ideas is
unclear. |
|
|
Text
Elements |
The fonts are easy-to-read
and point size varies appropriately for headings and text. Use of italics, bold, and
indentations enhances readability. Text is appropriate in length
for the target audience and to the point. The background and colors
enhance the readability of text. |
Sometimes the fonts are
easy-to-read, but in a few places the use of fonts, italics, bold, long
paragraphs, color or busy background detracts and does not enhance
readability. |
Overall readability is
difficult with lengthy paragraphs, too many different fonts, dark or busy
background, overuse of bold or lack of appropriate indentations of text. |
The text is extremely
difficult to read with long blocks of text and small point size of fonts,
inappropriate contrasting colors, poor use of
headings, subheadings, indentations, or bold formatting. |
|
|
Layout |
The layout is visually
pleasing and contributes to the overall message with appropriate use of
headings, subheadings and white space. |
The layout uses horizontal
and vertical white space appropriately. |
The layout shows some
structure, but appears cluttered and busy or distracting with large gaps of
white space or uses a distracting background. |
The layout is cluttered,
confusing, and does not use spacing, headings and subheadings to enhance the
readability. |
|
|
Citations |
Sources of information are
properly cited. All sources of information
are clearly identified. |
Most sources of information
are cited. |
Some sources are cited. |
No way to check validity of
information. |
|
|
Graphics,
Sound and/or Animation |
The graphics, sound and/or
animation assist in presenting an overall theme and enhance understanding of
concept, ideas and relationships. There is a consistent visual
theme. |
The graphics, sound/and or
animation visually depict material and assist the audience in understanding
the flow of information or content. Images are proper size,
resolution. |
Some of the graphics, sounds,
and/or animations seem unrelated to the topic/theme and do not enhance the
overall concepts. Images are too large/small in
size. Images are poorly cropped or
the color/resolution is fuzzy. |
The graphics,
sounds, and/or animations are unrelated to the content. Graphics do not enhance
understanding of the content, or are distracting decorations that create a
busy feeling and detract from the content. |
|
|
Writing
Mechanics |
The text is written with no
errors in grammar, capitalization, punctuation, and spelling. |
The text is clearly written
with little or no editing required for grammar, punctuation, and spelling. |
Spelling, punctuation, and
grammar errors distract or impair readability. (3 or more errors) |
Errors in spelling,
capitalization, punctuation, usage and grammar repeatedly distract the reader
and major editing and revision is required. (more than 5 errors) |
|
|
TOTAL POINTS |
/32 |
||||
Conclusion
Through
extensive research through a variety of resources you have become waste
reduction experts! I am very proud of you and all that you have accomplished.
You are on your way to making your school and this planet an environmentally
better place. Good job!