Learning to Go Green

Teacher(s): Emily Milanowski & Brian Conway
Main Contact: Emily Milanowski Email: emilanowski@godfrey-lee.org
Date: 6/28/12 Building: Lee Middle School Grade Level: 6-8th Grade
Semester: Global Safari Summer Program

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Project Overview

Give a brief overview of the project you are planning.

This project will build on “The Recycle Project” that the sixth grade team started last year; organizing a school-wide paper recycling program. Over the course of six weeks, the Global Safari students will explore the question, “Why should we recycle?” Students will research and develop a plan to implement a recycle program in the cafeteria for paper, plastic, metal, and food that can be composted.


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 have question why our school only recycles paper and not cans or plastic bottles. Usually, cans and bottles that could be recycled are simply thrown in the trash by students. By learning about why recycling is important and what steps students can do to start a recycling program, they will be able to increase awareness not only to their peers but also to community members outside of our school.

What service will you provide to address the need?

– Containers in the cafeteria for recyclable materials
– Organize a kick-off program to introduce the rest of the student body and building staff to the new recycling program
– Create a plan to educate students about the benefits of recycling not only at school but also in their own homes
– Develop ideas about how to keep students and staff interested in the recycling program throughout the school year


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:
Students will need to research and organize information to share with school principle, superintendent, head of maintenance, and possibly school board about why a recycling program should be implemented. Students will also need to create a recycling campaign to advertise the new program to the entire school.

Math and Science:
Students will research and learn about the positive affect that recycling has on the environment as well as what the negative affects are by choosing not to recycle. Students will need to consider what the costs are for starting a recycling program.

What are the educational goals?

1. Students will answer the question, “Why should I recycle?”
2. Students will collaborate with one another to create a planning guide for creating a recycling program.
3. Students will learn to look realistically at any obstacles or setbacks they may encounter.
4. Students will learn to network and communicate with contacts throughout the local community.
5. Students will learn what it means to “think globally, act locally” and how they can be a part of this effort.


Curriculum Crafter Connections www.curriculumcrafter.com

Strand: 03SCI: (Earth Science)
TLW: Identify and classify renewable and nonrenewable natural resources and describe the human impact on the environment. (Gist: Natural Resources)

Additional State Standards and Benchmarks

List standards and benchmarks met by this project.

• 2. S.DS.08.02 respond to multiple text types in order to explore problems and pose solutions supported with evidence; take a stand on an issue and support it; and identify personally with a universal theme.
• 3. L.RP.08.03 paraphrase a speaker’s main ideas, purpose, and point of view, and ask relevant questions about the content, delivery, and purpose of the presentation.
• 5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
• 8. W.GN.06.03 formulate research questions using multiple resources and perspectives that allow them to organize, analyze, and explore problems and pose solutions that culminate in a final presented project using the writing process.

• Write arguments to support claims with clear reasons and relevant evidence (W.GN.06.02, R.MT.05.02, R.IT.07.04, S.DS.07.02)
o Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.(W.GN.08.03, W.PR.07.04)
• 7 – Anticipate and answer questions, offer opinions and solutions, and to identify personally with a universal theme

LANGUAGE ARTS: Research to Build and Present Knowledge
• 7. W.GN.06-07.03 formulate research questions using multiple resources and perspectives that allow them to organize, analyze, and explore problems and pose solutions that culminate in a final presented project using the writing process

Comprehension and Collaboration
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

LANGUAGE ARTS: Presentation of Knowledge and Ideas
• 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 pronunciation.

• L.EC.06.41 Describe how humans can affect Earth’s ecosystems
• Describe hoe human beings are apart of the ecosystem of the earth and how human activity can alter the balance of the ecosystem

• 6 – G6.1.1 Contemporary Investigations – Conduct research on contemporary global topics and issues, compose persuasive essays and develop plan for action


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?

By the end of the summer program, students may not have implemented the recycling program yet but will reflect on their experience on collaborating on a single project and what they have learned about the benefits of recycling.


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)

• Cultural
• Generational
• Learning through a variety of activities and experiences


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?

Students will gain ownership of this project by having to do background research and become knowledgeable about creating a recycling program. They will need to collaborate with one another to brainstorm how this program will be presented to their peers and carried out. The students working on this project will be encouraged to share their opinions and create contacts in the community to support them.



Service learning partnerships are collaborative, mutually beneficial, and address community needs.

Who will you partner with for this project?

• Go Green Initiative (reference for planning guide)
• Recyclekent.org
• Justin Swan at Organicycle Inc.
• Kim Holt, Director of Innovation at Sustainability Simplified

How will students benefit from this partnership?

By creating these partnerships, students will not only become connected with valuable resources for their project but will also learn how to make positive connections with community members and learn what it means to “work as a community”.

How will the partner benefit from this collaboration?

Partners collaborating on our project would have the benefit of spreading their mission to be environmentally responsible and also will be passing on crucial knowledge to a younger generation.



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?

At the beginning of this project, the students will collaboratively decide on goal(s) they would to see themselves accomplish at the end of six weeks.

How will you assess your service goals?

Assessment for the service goals would be dependent on what goals students set for themselves and where the project ends up at, at the end of six weeks.



Service learning has sufficient duration and intensity to address community needs and meet specified outcomes.

How will you prepare students for this experience?

Students will be able to choose if they would like to participate in this project. The students who choose to participate would be given questions to reflect on then discuss as a group. We will look at different forms of media for examples of what has already happened to the environment due to a lack of recycling in the past.

What are some sample possible activities students might do as part of this project?

• Field trips to local recycling center
• Creating advertisements and/ or PSA to promote recycling program
• Compiling a list of local recycling areas in our community



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?

• Educate students about improving not only their quality of life but also the lives of future generations
• Address the issue of preserving natural resources globally as well as locally
• Create a program that students over a variety of grade levels can participate in and that future students will continue