The Recycling Project
Teacher(s): Melissa Gill, Sonna Pohlson, Andy Steketee, Amanda Wigent, SuAnn Bruggink
Main Contact: Melissa Gill Email: firstname.lastname@example.org
Date: 10/01/11 Building: Godfrey-Lee Middle School Grade Level: 6th
First Trimester: X Second Trimester: X Third Trimester: X
First Semester: Second Semester:
Give a brief overview of the project you are planning.
To improve local community by finding ways to encourage recycling, reuse waste materials and creatively “recycle” those materials that cannot be reused or recycled directly. Multiple recycling programs will be planned, implemented, and reworked to be successful by best fitting the needs of our local community.
Effective Practice: MEANINGFUL SERVICE
Service learning actively engages participants in meaningful and personally relevant service activities.
What community need will you address and how did you determine the need?
Students had noticed an increased amount of trash outside within their community. Their goal is to create awareness and opportunities for recycling and trash programs to help keep their community clean to decrease pollution and save the animals.
What service will you provide to address the need?
• Recycling bins strategically placed inside of school buildings and outside on school grounds
• Assembly/meeting for community awareness
• Creating a sustainable recycling program
Effective Practice: LINK TO CURRICULUM
Service learning is intentionally used as an instructional strategy to meet learning goals and/or content standards.
How is this project related to your curriculum?
Language Arts & Social Studies
To determine the needs of a recycling program and the placement of bins, students will conduct a trash survey by collecting trash on the ground (both inside and outside). They will compare the amount of trash and the locations. Students will create and disperse persuasive propaganda promoting their recycling program. Students will also research and write a proposal for a program they see best fit for the community and present proposals to select staff and administrators.
Math & Science
Students will research and analyze the affects of trash on the environment. They will create/find ways to recycle items that do not fit basic recycling requirements based on that items environmental impact. Students will also design, test, and analyze different materials based on biodegradability to create shipping containers that are less harmful to the environment.
What are the educational goals?
Students will work on establishing connections from the planning, creating, and concluding of experimentation to proper data analysis and bias avoidance. Most importantly, students will be involved in project based learning that integrates all core curricula and real world experience. This project will help bring relevance to school standards and their lives. Character traits that each student will learn and practice include; respect, responsibility, caring, and citizenship.
Curriculum Crafter Connections www.curriculumcrafter.com
Strand: 06SCI: (Life Science)
TLW: Identify the interactions and interdependence of populations, communities, and ecosystems and explain the factors that affect ecosystems. (Gist: Environmental Impact of Organisms)
Strand: 06SS: (Public Discourse, Decision Making, and Citizen Involvement)
TLW: Identify and investigate a public issue in the Western Hemisphere, analyze information about it, and develop a solution to present to others. (Capstone project) (Gist: Western Hemisphere – Global Issues Project)
State Standards and Benchmarks
List standards and benchmarks met by this project.
1. 6 – G6.1.1 Contemporary investigations – Conduct research on contemporary global topics and issues, compose persuasive essays and develop a plan for action.
1. L.EC.06.41 Describe How Humans Can Affect Earth’s Ecosystems
1. describe how human beings are part of the ecosystem of the earth and how human activity can alter the balance of ecosystems
2. identify the positive / negative consequences of construction / urban development
1. M.PS.06.02 Draw patterns (of faces) for a cube and rectangular prism that, when cut, will cover the solid exactly (nets).
2. M.TE.06.03 Compute the volume and surface area of cubes and rectangular prisms given the lengths of their sides, using formulas.
3. M.UN.06.01 Convert between basic units of measurement within a single measurement system, e.g., square inches to square feet.
4. A.RP.06.08 Understand that relationships between quantities can be suggested by graphs and tables
5. N.MR.06.13 Solve contextual problems involving percentages such as sales taxes and tips.*
6. N.FL.06.10 Add, subtract, multiply and divide positive rational numbers ﬂuently.
Language Arts CCSS
1. RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. W.6.1. Write arguments to support claims with clear reasons and relevant evidence.
3. W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
4. W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
5. W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
6. W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
7. W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
8. W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
9. SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
10. SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronun
11. SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
12. SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Language Arts GLCE
1. L.RP.06.07 Identify persuasive and propaganda techniques used in television, and identify false and misleading information
2. R.CM.06.01 Connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.
3. R.CM.06.03 Analyze global themes, universal truths and principles within and across texts to create a deeper understanding by drawing conclusions, making inferences, and synthesizing.
4. R.CM.06.04 Apply significant knowledge from grade-level science, social studies, and mathematics texts.
5. S.CN.06.01 Adjust their use of language to communicate effectively with a variety of audiences and for different purposes by asking and responding to questions and remarks to engage the audience when presenting.
6. S.DS.06.01 Engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversational protocols.
7. S.DS.06.04 Plan a focused and coherent informational presentation using an informational organizational pattern; select a focus question to address and organize the message to ensure that it matches the intent and the audience to which it will be delivered.
8. W.GN.06.02 Write a personal, persuasive, or comparative essay that includes organizational patterns supporting key ideas.
Effective Practice: REFLECTION
Service learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.
What form(s) of reflection will you use with the students to help them identify what they have learned and accomplished?
• Pre/Post KWL forms
• Reflection Papers
Effective Practice: DIVERSITY
Service learning promotes understanding of diversity and mutual respect among all participants.
What types of diverse perspectives and experiences will be explored as part of your project?
(i.e.: cultural, generational, abilities/disabilities, learning styles, etc)
• Learning through experiences
• Varied activities geared toward different learning styles (written, social, kinetic)
Effective Practice: YOUTH VOICE
Service learning provides youth with a strong voice in planning, implementing, and evaluating service learning experiences with guidance from adults.
How will students gain ownership of the project?
• Create and implement recycling programs throughout our school buildings and community.
• Students will create partnerships with staff members and local recycling programs.
Effective Practice: RECIPROCAL PARTNERSHIPS
Service learning partnerships are collaborative, mutually beneficial, and address community needs.
Who will you partner with for this project?
• Paper Gator
• Kent County Recycling & Education Center
How will students benefit from this partnership?
• By participating in the service learning project the students will gain a better understanding and experience in helping the community with a global issue.
How will the partner benefit from this collaboration?
• The community will be made aware of their business and their mission to be environmentally responsible.
Effective Practice: PROGRESS MONITORING
Service learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability.
How will you assess the student learning goals?
• Students will write a proposal the recycling program they would like to implement in the school and community
• Implementation of the program
• Students will design more economically friendly packaging of technology products used by the school
How will you assess your service goals?
• Changes school-wide pre and post survey
• The amount of recyclable products collected from our community
Effective Practice: DURATION AND INTENSITY
Service learning has sufficient duration and intensity to address community needs and meet specified outcomes.
How will you prepare students for this experience?
• The project was student initiated. After students brought the idea to the attention of the staff, a KWL (learning strategy) was done to see what was already known, what they want to know, and eventually… what they have learned.
What are some sample possible activities students might do as part of this project?
• Trash and recycling collection
• Working with HS science to create a compost pile to use in the future for gardening soil
The three arms of sustainability are environmental stewardship, economic growth, and social progress. Think planet, profit, and people.
Describe how your project addresses the issue of sustainability?
The recycling program will address the issue of environmental stewardship and will be planned in a way that no matter the students the programs will be able to continue.