ROCKETS Recycle (Reclaim Our Community, Kids, Earth Through Service)

Teacher(s): Marcia Cisler, Judy Miheve, Brian Moore, Amy Foster, Claudia Thornton, Ben Smith, Denise Stephens
Main Contact: Marcia Cisler Email: mcisler@kvilleps.org
Date: 10/10/2012 Building: Kelloggsville Middle School Grade Level: 6th, 7th, & 8th
First Semester:   X Second Semester:   X
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Project Overview

Give a brief overview of the project you are planning.

The purpose of the project would be to improve the local and school community by finding ways to encourage recycling, reusing materials, reducing waste, and conservation of water and electricity. Recycling paper/plastic/metal, composting or anaerobic digesting, and finding partners to reuse specific products would do this.

 

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?

Currently there is no recycling underway at our school. Students and staff take notice of the amount of waste/garbage that is thrown away daily. Starting a school recycle and conservation program will help to create awareness with families throughout the district.

What service will you provide to address the need?

• Recycle bins in each classroom, offices, teacher workrooms
• Containers in cafeteria for food waste
• Compost area
• Compost to be used in the community garden
• Educational Field trips to recycle centers, waste water treatment plants, landfills
• Educational speakers from possibly Consumers Energy, MichCon
• Involve student body in maintaining the recycle bins to give them ownership of the project

 

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?

Students will create and disperse persuasive propaganda and public service announcements 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. Grade levels will use their research to form debate teams about public policy issues such as adding sports bottles to the pop can law, requiring the use of reusable grocery bags, and whether or not we should sell water from the Great Lakes.

Science:
• Researching the composting process
• Observing and documenting the process of decay
• Discussing how each necessary element influences the composting process. For example, what is the role of heat?

Math:
• Determine the volume of waste generated per day/week/month before/after recycling
• Determine the volume of food waste going into compost or anaerobic digester
• Map out composting are
• Calculate proper percentage and ratios for mixing
• Organize the scheduled rotation and mixing of contents
• Project out the cycle of each compost batch
• Figure out how much nutrient rich soil will be yielded by various quantities of garbage
• Prepare a cost/benefit analysis of the project, taking into consideration the savings in trash removal cost plus the value of the soil produced minus any expenses of the project.

Art and/or Computers:
• Create layout and artwork for brochures designed to educate students/community on the process
• Create layout and artwork for posters and flyers to promote engagement
• Create signage for the lunchroom disposal process to increase student compliance with disposal process

English:
• Create text for brochures
• Create text for posters and flyers for advertising
• Review and edit text submitted by fellow students on the composting process
• Write stories on the project to submit to the local press and media outlets

Social Studies/Geography:
• Research the evolution of human use of natural resources
• Research sustainable cultures
• Work with science classes to compare the Earth’s natural processes of decay to the process of prescribed in composting
• Work with sciences classes to help design a composting process that incorporates learning from the earth’s natural processes, earlier civilization, and other cultures.
• Provide English classes with factual content for brochures, posters, etc.

Communications/Media:
• Create public service announcements to raise community awareness
• Students write and publish stories on the project
• Contact media to arrange for interviews
• Think about and develop plans to increase student compliance with the proper disposal rules
• Create a plan to effectively implement a grassroots campaign
• Use video and writing to document the development of the project.

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: 07ELA: (Writing)
TLW: Process write a persuasive essay, intended for a specific audience, that contains a thesis statement related to a global, community, or school event. (Gist: Persuasive Essay)

Strand: 08SS: (History Social Studies Science and Technical Subjects Writing)
TLW: Write a variety of History/Social Studies, Science, and Technical Subjects related text for different purposes. (Gist: Text Types and Purposes)

Strand: 08SS: (History Social Studies Science and Technical Subjects Writing)
TLW: Participate in shared research to build and present knowledge.  (Gist: Research to Build and Present Knowledge)

 

Additional State Standards and Benchmarks

List standards and benchmarks met by this project.

SIXTH GRADE
Social Studies
1.6 – G6.1.1 Contemporary investigations – Conduct research on contemporary global topics and issues, compose persuasive essays and develop a plan for action.
strong>Science
1. L.EC.06.41 Describe How Humans Can Affect Earth’s Ecosystems
2. Describe how human beings are part of the ecosystem of the earth and how human activity can alter the balance of ecosystems
3. Identify the positive / negative consequences of construction / urban development
Math
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 pronoun
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.
SEVENTH GRADE
Language Arts
1. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons
and evidence logically.
CCSS/CE(s): W.7.1a; UDL1.1; UDL1.2; UDL2.1; UDL2.4; UDL3.1; UDL3.2; UDL3.3; UDL4.2; UDL5.2;
UDL5.3; UDL6.2; UDL6.3; UDL7.1; UDL8.2;
1. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CCSS/CE(s): W.7.2a; UDL3.1; UDL3.2; UDL3.3; UDL4.2; UDL5.2; UDL5.3; UDL6.2; UDL7.1; UDL7.2; UDL7.3; UDL8.2; UDL8.3;
1. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS/CE(s): W.7.7;
1. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. CCSS/CE(s): SL.7.1a; (Resource: Blue Goes G.R.E.E.N.)
1. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS/CE(s): SL.7.4;
Math
1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. CCSS/CE(s): 7.RP.1; (Resources: Grade 7 Math Claim 1 Target A SR CR 7.RP.1 7.RP.2 7.RP.3; Grade 7 Math Claim 4 PT Form 7.EE.1-4 7.RP.1-3 7.SP.1 7.SP.4)
1. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. CCSS/CE(s): 7.EE.3;
(Resources: Grade 7 Math Claim 1 Target D SR CR TE 7.EE3 7.EE.4; Grade 7 Math Claim 4 PT Form 7.EE.1-4 7.RP.1-3 7.SP.1 7.SP.4; Grade 7 Mathematics Sample ER Item 7.EE.3 7.EE.1 7.NS.2)
1. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. CCSS/CE(s): 7.SP.5;
(Resources: Grade 7 Math Claim 1 Target I SR CR 7.SP.5 7.SP.6 7.SP.7 7.SP.8; Grade 7 Mathematics Sample ER Item 7.SP.5 7.SP.7)
Science
1. TLW investigate the impact of pollution on a watershed. CCSS/CE(s): E.ES.07.41; S.IA.07.12;
S.IA.07.13; S.IA.07.14; S.IA.07.15; S.RS.07.11; S.RS.07.12; S.RS.07.15; S.RS.07.17;
As an introduction to the unit, the Secret Sink activity helps students discover the impact that human activity has on the environment.
2. TLW describe the origins of pollution in the atmosphere, geosphere, and hydrosphere and explain how pollution impacts habitats, climatic change, and threatens or endangers species. CCSS/CE(s):
E.ES.07.42; S.RS.07.16; S.RS.07.17; S.RS.07.18;
3. TLW explain how human activities change the surface of the Earth and affect the survival of organisms. CCSS/CE(s): E.ES.07.41; S.IA.07.12; S.IA.07.13; S.IA.07.14; S.IP.07.11; S.IP.07.12; S.IP.07.13; S.IP.07.14; S.IP.07.15; S.IP.07.16; S.RS.07.15; S.RS.07.17;
3. TLW analyze the flow of water between the components of a watershed, including surface features (lakes, streams, rivers, wetlands) and groundwater. CCSS/CE(s): E.ES.07.82; S.IA.07.11; S.RS.07.15;
Social Studies
1. TLW participate in periodic discussions of and collaboratively identify global policy issues relating to the Eastern Hemisphere. CCSS/CE(s): 7 – P3.1.1;
2. TLW identify an issue of significance in the Eastern Hemisphere to examine, research, debate, compose a persuasive essay and develop an action plan to address or inform others. CCSS/CE(s): 7 – P3.1.1;
1. TLW participate in periodic discussions of and collaboratively identify global policy issues relating to the Eastern Hemisphere. CCSS/CE(s): 7 – P3.1.1;
(Resource: Defining a Global Issue)
2. TLW identify an issue of significance in the Eastern Hemisphere to examine, research, debate, compose a persuasive essay and develop an action plan to address or inform others. CCSS/CE(s): 7 – P3.1.1;
(Resource: Global Issue; Teacher Resource for Current Events)
3. TLW examine as a class how people become involved and present plans of action concerning public policy issues. CCSS/CE(s): 7 – P4.2.1;
5. TLW analyze the causes and consequences, both positive and negative, of the issues. CCSS/CE(s): 7 – G6.1.1; 7 – P3.1.1;
(Resource: Global Issue T-Chart)
6. TLW debate the issue to further investigate and develop arguments supporting a future plan of action concerning the issue. CCSS/CE(s): 7 – P3.1.1;
7. TLW compose an essay discussing the history, geography, economics and governments involved in the issue, analyzing the issue’s causes and consequences, and proposing a plan of action to address the issue going forward. CCSS/CE(s): 7 – G6.1.2; 7 – P3.1.1; 7 – P4.2.2

EIGHTH GRADE
LANGUAGE ARTS:READING – INFORMATIONAL TEXT (R.IT)
• 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.

LANGUAGE ARTS: WRITING
• 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

LANGUAGE ARTS: SPEAKING, LISTENING, AND VIEWING
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.

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

SOCIAL STUDIES • 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?

Reflections can be carried out individually or in groups and include a wide range of methodology.
• Engage in open reflection sharing as a class discussion.
• Students can write out responses individually and teachers can select (with student permission) some to share to begin a large group discussion.
• Provide specific discussion questions in large or small groups that challenge students to critically think about their service experiences.
• Students can write reflection papers.
• Provide magazine pictures and asked student to create an individual collage that best exemplifies their learning.
• Provide a table full of trinkets and then allow students to select a few different objects that represent their reflections across different levels (see description of levels of reflection above). Have the students take turns sharing the objects they chose and why.
• Create a collage of photographs relevant to the service and ask students to write reflective captions surrounding the photo. You could do one photo on a large poster board to allow diverse reflections.
• Watch a video, YouTube, or documentary to elicit discussion about critical issues that relate to the ASL project.
• Find and attend relevant community events and then process the event as a group afterwards.
• Create a video using iPads that captures the project and watch as a team and share reflections.
• Consider, discuss, and engage in action to effect change. For example, create and submit a proposed solution, contact government officials to support a cause, create a community forum, or create an alliance.
• Students will put together displays for the community to observe during community events like conferences, sporting events, and Rocket dinners.

 

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 – all students and families
• Generational – all community members
• Project Based Learning through experiences and by differentiation of grade level activities
• UDL – Varied activates geared toward multiple intelligences/learning styles

 

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 the school building and community.
• Students will create partnerships with staff members and local recycle organizations.
• Students will take ownership as they see results of their efforts.
• Students will reap the produce of the community garden that is using the compost.
• The publicity/displays will be created from a student perspective
• Students will make public announcements using videos created with iPads

 

Effective Practice: RECIPROCAL PARTNERSHIPS

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

Who will you partner with for this project?

• Kelloggsville Public Schools
• Arrow Waste – cardboard and possibly paper
• Kent County Recycling & Education Center
• Wyoming and/or Grand Rapids Waste Water Treatment Plants
• Consumers Energy
• MichCon
• RecycleBinBox for classroom/office recycle boxes
• Terracycle for reusing collectable items such as pop tabs, candy wrappers, etc.
• Local news media
• Community Media Center – Gretchen Vinnedge – create videos
• Comprenew – electronic waste (eWaste)
• Planet Green – ink cartridges, cell phones, small electronics – we get paid
• Wittenbach Wege Center in Lowell
• Family Network (food pantry on 44th St.)

How will students benefit from this partnership?

• Students will learn how to make positive connections in the community with businesses and community members that can assist with the project.
• Students will learn and teach peers about how to reduce, reuse, and recycle items instead of throwing them away.
• Students will be educated on the impact they have on the environment and how to minimize that impact.
• Students will build character by showing respect and responsibility for the earth.
• Students will build life skills that will be carried with them throughout life.

How will the partner benefit from this collaboration?

• The community will become aware of the partners services and their mission to be environmentally responsible
• The Wittenbach Wege Center exposes students how produce is grown
• Family Network help feeds families in need with the produce grown
• MichCon and Consumers Energy will benefit by having more educated clientele
• Arrow Waste will be increasing revenue and exposure to the community

 

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 partake in grade level debates about the selling of Greats Lakes water, renewable energy, adding sport drink bottles to the pop can bill
• Social Studies will look at the history of industrialization and negative affects on the earth and the importance to minimize our global footprint
• Students will prepare argumentative writings/reflections about recycle topics
• Assessments will follow the common assessments of the common curriculum

How will you assess your service goals?

• Student generated pre/post survey of peers and community
• Determine how much less waste we have going to a landfill
• Set a goal of reducing overall waste by 90% percentage

 

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?

• Learn 360 Videos
• Guest speakers
• Student focus groups
• Use Reward Days to promote/announce program
• Field trips to waste facility, recycle center, landfill

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

• Field trips
• Guest speakers from MichCon, Consumers Energy
• Classroom competitions with collecting different small items
• Sorting food trash daily, breakfast and lunch
• Collecting classroom paper and plastic waste
• Students will be an active participant of the compost process
• Celebration at the rocket dinners.

 

SUSTAINABILITY

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, as students come and go, the program will be sustainable.