Garbage
Disposal Methods Create
Environmental
Hazards For Bronx Residents
By Linda
Mercado
I.S. 184,
Special Education
INTRODUCTION:
Take a look around
you. What do you see? You see buildings, streets, cars, and parks. All of these things make up your
environment. Your environment is
everything that is around you.
Sometimes there are problems with the environment. Take another look around you. Do you see garbage in the street and in the
park? Does the air look foggy and smell
like chemicals? When you look at the
water in the river does it look dark and dirty? The garbage that we create causes pollution. Where does all this garbage come from? Where does all this garbage go? Why is it harmful? Together we will
investigate this problem.
TASK:
The new mayor of New York City has appointed you to a special “Sanitation Commission.” Your task will be, to investigate the causes of pollution in your community (The Bronx). At the end of this research you and your group will report your findings to the class.
PROCESSS:
Step
One:
You
will be introduced to the TIPS Public Policy Analyst Web Site https://www.maxwell.syr.edu/plegal/ppae/ppae2.html
You
are to complete the six steps outlined in the website to complete you
assignment.
Step
Two:
You
will create a graphic organizer by brainstorming with your fellow students
answering the question “What is Pollution?”
Note: Your answers to this
question will be displayed on a chart in front of the classroom.
Step
Three:
You will view a video about how pollution effects our
environment. You will then write a brief paragraph (4 or 5
sentences) about what you learned from the video.
Step
Four:
You
will be placed into groups of 3 or 4 students. You will then receive your
research topic. “Pollution” (Land,
Water, or Air.)
Step
Five:
You
will visit the school Library and our school’s computer classroom and you and
your group will research your report topic.
Step
Six:
You
and your group will report on the current public policy, and give some
suggestions about how to improve the quality of life in your community.
Note:
Some Suggestions and things to keep in mind
a)
Suggestions should be workable.
b)
Use the group’s suggestions to create a project (diorama, collage or
poster.)
INTERNET
RESOURCES:
WEBSITES:
Use
these sites to help you with your research
-Keep America Beautiful: Info on Waste Management www.kab.org/litter1.cfm
-U.S. Department of Energy: Office of Waste
Management
-Household Hazardous Waste: http://healthdept.co.pierce.wa.us/sourceprotection/water.html
-Precycling: How to Shop for Future Generations
www.edf.org/pubs/Brochures/RecyclingWorld/b_Precycling.html
-Get the Facts on Recycling
-Recycle City
-The U.S. Environmental Protection Agency
-The Environmental Defense Fund
-EnviroLink Library
-Environmental Organization Web Directory
-Environmental News Network
-EcoMall
-Where Does Garbage Go?
By Isaac Asimov
-Why Is The Air Dirty?
By Isaac Asimov
-Garbage: Our Endangered
Planet
By
Karen O”Connor
-Too Much Garbage
By Patricia Lauber
-Trash!
By Charlotte Wilcox
PLACES TO WRITE:
You
may wish to write to an organization to receive more information about your
topic. You can use the following addresses:
Household
Hazardous Waste Project
1031
East Battlefield, Suite 214
Springfield,
Missouri 65807
Greenpeace
Foundation
185
Spadina Avenue, 6th floor
Toronto,
Ontario M5T 2C6
Institute
of Scrap Recycling Industries, Inc.
1627
K Street NW, 7th floor
Washington,
D.C. 20006
Your Grade will be based
on the following items. |
BELOW STANDARDS (0-1) |
MEET STANDARDS (2-4) |
ABOVE STANDARDS (5) |
PARTICIPATION (includes)In-Class work Group Work Home Work |
-little to no homework -little to no class discussion -repeats what has already been said -little to no work within a group |
-occasionally misses homework -occasionally participates
in class discussion -able to form ideas from material -able to work with group members |
-never misses homework -always participates in class discussion -able to form own ideas and opinions -able to lead group and work well with others |
RESEARCH (includes all forms of
information) Books, Internet, Video, and Class notes |
-little or no evidence of use of resources given in
class |
-evidence of use of some resources given in class |
-evidence of the use of most or all resources given in class |
VISUAL PRESENTATION(includes)
diorama, collage or
poster.) |
-sloppy -unorganized -very little graphics -little to no captions |
--neatly done -organized -use of some graphics -use of captions |
-very neatly done -well organized -good use of graphics -all work is captioned |
ORAL PRESENTATION(includes) explanation of your project, in a clear
voice and manner. Your ability to answer questions about your topic without
the use of notes. |
-the presenter is unable to clearly and fluently discuss topic -the presenter shows little to no interest in topic -the presenter is unable to clearly answer questions |
-the presenter is able to comfortably discuss topic
and answer questions -the presenter shows a substantial interest in
topic |
-the presenter is able to clearly and fluently
discuss topic and answer questions fully -the presenter shows enthusiasm for topic |
CONCLUSION:
At the conclusion of this
project you will have accomplished several tasks. You will have gained an understanding of how your community works
and how the government helps to make life easier for everyone. You will have
had the opportunity to help the government make life even better in your
neighborhood. You will have had the opportunity to work with others to help
solve a problem in your community. You will have become an expert on a topic
about “Pollution and how it affects you and your environment
Teacher Notes:
a)
Understand the meaning of public policy and the job of the public policy
analyst.
b)
Define land, air and water pollution using Internet resources.
c)
Create their own public policy involving environmental issues and
possible new solutions.
d)
Create a power point presentation.
e)
Complete a group project, including dioramas, collages and posters
depicting pollution.
f)
Present an oral report to the class using a variety of presentation
materials.
MST 1 E SCIENTIFIC INQUIRY
A.
Ask "why" questions in attempts to seek
greater understanding concerning objects and events they have observed and
heard about
B.
Question the explanations they hear from others and
read about, seeking clarification and comparing them with their own
observations and understandings
C.
Develop relationships among observations to
construct descriptions of objects and events and to form their own tentative
explanations of what they have observed
D.
Develop written plans for exploring phenomena or
for evaluating explanations guided by questions or proposed explanations they
have helped formulate
E.
Share their research plans with others and revise
them based on their suggestions
F.
Organize observations and measurements of objects
and events through classification and the preparation of simple charts and
tables
G.
Share their findings with others and actively seek
their interpretations and ideas Investigate prior solutions and ideas from
books, magazines, family, friends, neighbors, and community members
H.
Generate ideas for possible solutions, individually
and through group activity; apply age-appropriate mathematics and science
skills; evaluate the ideas and determine the best solution; and explain reasons
for the choices
I.
Plan and build, under supervision, a model of the
solution using familiar materials, processes, and hand tools
This webquest focuses on the following English Language Arts Performance Standards:
S3: Students will read, write, listen, and speak for
critical analysis and evaluation.
This web quest focuses on the following Social Studies Standards:
S5: Civics, Citizenship and Government: use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.