PBI Unit Project

Lesson Plan #2

AUTHOR: Sabrina L Vasquez

TITLE OF THE LESSON: Classify Trash

TECHNOLOGY LESSON (circle one): Yes No

DATE OF LESSON:

LENGTH OF LESSON: 2 days

NAME OF COURSE: Health and Wellness Promotion

SOURCE OF THE LESSON: itt.edu

TEKS ADDRESSED:

(10) Influencing factors. The student evaluates the effect of a variety of environmental factors on community and world health. The student is expected to:

(A) assess the impact of population and economy on community and world health;

(B) analyze the impact of the availability of health services in the community and the world; and

(C) describe a variety of community and world environmental protection programs.

CONCEPT STATEMENT: Each person can produce 5lbs of waste per day.

PERFORMANCE OBJECTIVES: Students will be able to:

classify trash into the following categories: organic, renewable/recyclable, nonrenewable/recyclable, and nonrenewable/hard to recycle.
identify what options exist for dealing with trash: recycling, reusing, incenerating, use of landfill, and composting.
relate how long trash will last in a landfill to the type of trash in the landfill.
consider problems associated with landfills (including smell, methane gas, contamination of groundwater, scavenging birds, loss of natural resources, and increased traffic from trash trucks.) and describe possible design solutions to these problems.
identify the basic components of a landfill.

RESOURCES:

Classification Activity:-one shoe box with one of each of the following items

for each group of 4-5 students:

1 glass jar
1 plastic bag
1 2-L pop bottle
1 brown paper bag
1 lettuce leaf
1 Styrofoam cup
1 aluminum can

Edible Landfill Activity: (recipe is for 1 group of 4-5 students)

1 choc. graham
pie crust
2 pieces of red licorice
3-7 graham crackers
2 snack packs of choc. pudding
2 snack pack vanilla pudding
1/2 cup of each: nuts, chocolate chips, and coconut.

SAFETY CONSIDERATIONS: N/A

SUPLEMENTARY MATERIALS, HANDOUTS:

Engagement			Time: ________
What the Teacher Will Do		Probing Questions	Student Responses Potential Misconceptions
Ask the students what the following items have in common. Lettuce leaf 1 2l pop bottle Plastic bag	1 Styrofoam cup Aluminum can Brown bag Glass jar	How would you classify the waste?	Student may not think that some of the following are considered waste.

Exploration		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
In teams of 4-5, classify each item that is in your shoebox. Decide what Criteria you will use to classify each item. (Suggest that groups consider Properties, uses and the disposal of items)	Ask class what happens to garbage when it leaves the curb.	N/A

Explanation		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Once garbage is in the landfill, how long will it last? Ask students to guess how long each item will last: paper 2-4 weeks glass jar unknown length of time banana peel 4-5 weeks green bean can 100 years	What problems are associated with Landfills?	Landfills are clean and the best way to deal with trash.

Elaboration		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Show model of a cross section of a landfill. Include these components: -clay liner -drainage pipes -sand and gravel filters -alternating layers of dirt and garbage -thick layer of dirt over top covered with grass	Explain the function of each component	Layers can leak

Evaluation		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Create an edible model of a landfill with team members using the following materials: -1 choc. graham pie crust -2 pieces of red licorice -3-7 graham crackers -2 packs of choc. pudding -2 packs of vanilla pudding -1/2 cup of each: nuts, choc. chips, green coconut	Groups use the materials to best represent the components of a landfill. Explanations should include what the components represent.	N/A

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