Course Profile Science, Grade 11, University/College Preparation, Catholic
Unit 1: Waste Management
Time: 23 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5
The
expectations of this unit are clustered into five groupings. Starting with their
knowledge of ecosystems gained in Grade 10 Science, students develop an
awareness and understanding of the need for waste management processes within
the context of the Church’s teaching on the stewardship of the Earth. Through
research, they discover the effects of various types of waste on the
environment and develop a greater sense of respect for all living things. They
are encouraged to take responsibility for their own actions and advocate others
to do likewise. Students are introduced to chemical principles and investigate
the application of technology to waste management (concepts that will be
studied in greater detail later). This unit encourages students to become
critical thinkers, able to identify the root cause of some of the ecological problems
that face the planet. They are taught strategies for critical analysis of
contemporary and controversial issues. As part of this unit, students will be
required to create a media file to focus on local/regional/global waste
management issues. Students use the clippings collected in their media file in
the fifth cluster, as the basis for reflection in their journal. The purpose is
to help students develop a respect for the natural environment as a reflection
of God’s love for humankind.
The
first cluster focuses on explaining the meaning of waste and waste management.
Through class discussion, students define the various types of waste produced
by human activity and how it may be managed.
In
the second cluster, students identify sources of waste and explain the
principles of waste management. Through experimentation, students investigate
solid, liquid, or gaseous waste and prepare a report on a specific waste
treatment strategy.
The
impact of waste on the environment is explored in the third cluster. Students
research and report on the use of bacteria as waste decomposers. In addition,
the short and long-term effects of specific waste on the environment is
discussed. Students are asked to collect a media file of issues regarding waste
management.
In
the fourth cluster, using a case study based upon the media file or a field
trip report, the students focus on alternative treatments of waste. Students
analyse economic, political, environmental, and ethical considerations used
when choosing an appropriate waste management strategy. This must be done as a
class, to teach students the process of critical analysis in a context enriched
by faith and moral considerations - a skill they will develop and use
throughout this course.
In the
fifth cluster, students use the principles of science and technology described
in the unit, and the skills taught in the previous activity to create a local
action plan for a real (or fictitious) community waste problem. Students are
encouraged to use a case/issue they collected in their media file, if
appropriate.
Since each activity includes a cluster of
expectations, various Achievement Chart categories may be assessed; however,
one or more areas tend to have a greater emphasis. These categories have been
indicated by bold so it is clear which category should be weighted more
heavily.
|
Activity |
Time |
Expectations |
Assessment |
Task |
|
1. What is Waste? |
150 min |
WMV.01, WM1.01, SIS.06, CGE2ab, 5e, 7i |
Knowledge |
1. Teacher- directed discussion 2. Student reflection 3. Vocabulary list |
|
2.
Waste Management |
330 min |
WMV.02,
WM1.02, 1.03, 1.04, 2.01, 2.03, SIS.01, .02, .03, .04, .06, .07, CGE2bc, 4f,
7b |
Knowledge Inquiry Communication Making
Connections |
1.
Teacher- directed discussion 2.
Student investigations 3.
Research report |
|
3.
Impact of Waste on the Environment 3.1
Wheel of waste 3.2
Field trip |
300 min |
WMV.03,
WM3.01, 3.02, 3.03, SIS.10, CGE1d, 2e, 3c, 5ad, 7i |
Communication Making
Connections |
1.Video
presentation 2. Mind
map 3.
Student research 4.
Field trip 5.
Journal reflection |
|
4.
Alternative Treatments of Waste |
225 min |
WMV.01,
WMV.03, WMV.02, WM1.05, 2.04, 3.02, 3.03, SIS.05, CGE2c, 3cef, 4f, 5abg, 7bij |
Knowledge Communication Making
Connections |
1. Class
discussion 2.
Student research 3.
Class presentation |
|
5.
Improved Waste Treatment |
375 min |
WMV.02,
WMV.03, WM1.05, 2.02, 3.02, 3.04, SIS.05, .08, CGE2c, 3cf, 4f, 5aeg, 7bi |
Knowledge Communication Making
Connections |
1. Case
study analysis 2.
Issue organizer 3.
Class presentation of action plan 4.
Journal reflection |
Time: 150 minutes
This
activity helps students define the meaning of waste, its sources and the
meaning of waste management. Students are asked to begin a media file of
stories or articles dealing with waste, its problems and its management.
Strand(s): Waste Management
Overall
Expectations
WMV.01 -
demonstrate an understanding of the nature and types of waste and their
management in industry and the community.
Specific
Expectations
WM1.01 -
define, and, when appropriate, give examples of such terms as the following:
solid/liquid/gaseous waste, toxic waste, heavy metals, chlorinated
hydrocarbons, acid rain, ozone, greenhouse effect.
Scientific
Investigation Skills
SIS.06 -
compile, organize, and interpret data using appropriate formats and treatments
including tables, flow charts, graphs, and diagrams.
Ontario
Catholic School Graduate Expectations
CGE2a -
listens actively and critically to understand and learn in light of gospel
values;
CGE2b -
reads, understands, and uses written materials effectively;
CGE5e -
respects the rights, responsibilities, and contributions of self and others;
CGE7i -
respects the environment and uses resources wisely.
·
Grade
10 Academic or Applied Science, Biology strand
·
Consider
collecting samples of the waste produced in a day from one garbage receptacle
in the school (make sure gloves are available for proper safety precautions).
·
Collect
magazine and newspaper articles or pictures showing waste.
·
Find
pictures of people scavenging through garbage or land fills trying to salvage
things.
·
Introduce
student to the use of a journal for reflection using the context of the unequal
distribution of wealth and of the contrasting life-styles of people in
developed and under-developed countries by referring to the pictures found
above.
·
Find
out if your school or board has a recycling policy or program to reduce waste
in schools and use this in class discussion.
The teacher:
·
invites
students to identify as many words as possible to describe “waste” and list
different examples of waste;
·
asks
students to list all the items that they have thrown away in a day;
·
asks
students to list all the wastes produced by the school in a day (remember to
include cafeteria, art area, technical area, science labs, etc);
·
helps
students sort the different types of wastes that they have identified into
different categories such as solid, liquid, or gas; organic/inorganic;
biodegradable/non-biodegradable; toxic/non-toxic; industrial, medical or
nuclear;
·
direct
students to produce a concept map showing the relationships between the wastes
produced and the categories of waste;
·
asks
students to construct a collage depicting the various categories of waste;
·
invites
students to consider the meaning of the term “management” as applied to waste;
·
introduces
students to the concepts of “reducing, reusing, recycling, recovering” (4 Rs)
as applied to waste;
·
asks
students to reflect in their journal and compare their life styles and use of
resources with those of their peers in under-developed countries.
Students:
·
identify
words applying to waste;
·
list
examples of waste they have produced in a day;
·
list
examples of waste produced within the school;
·
construct
a concept map that relates the wastes produced and their categories;
·
produce
a collage of waste illustrating the categories;
·
consider
the term “management” as applied to waste;
·
discuss
the 4 Rs of waste management;
·
identify
how they could manage the waste they produced;
·
write
a reflection on a comparison of their life styles and use of resources with
those of their peers in under-developed countries.
·
A
paper-and-pencil task (e.g., quiz) may be assessed for Knowledge/Understanding
using a marking scheme (WM1.01, SIS.06).
·
The
collage produced may be assessed for Knowledge/Understanding and Communication
(WM1.01, SIS.06).
·
See
the Course Overview for general accommodations.
·
Possible
enrichment activities:
· Students may produce a computer created graphic presentation of their waste.
· Students may produce a slide show or a photograph illustrating their waste.
Print
Andrews,
W.A., T.J.E. Wolfe, R.S. Hedges, A. Kamel, and J.R. Percy. Science 10: An
Introductory Study. Scarborough: Prentice-Hall Canada Inc., 1988. ISBN
0-13-794629-5
Candido,
J.L., E.S. James, R.E. Phillips, B.D. Kaufman, and G. W. Wiley. Heath
Science Connections 10. Toronto: D.C. Heath Canada Ltd., 1988. ISBN
0-669-95285-0
Grace,
E., F. Mustoe, J. Ivanco, D. Gue, F.D. Brown. SciencePower 10. Toronto:
McGraw-Hill Ryerson, 2000. ISBN 0-07-560364-0
Hirsch,
Alan J., J.E. Czerneda, D.I. Galbraith, J.E. Garden, and D.A. Plumb. Science
Explorations 10. Toronto: John Wiley and Sons, 1987. ISBN 0-471-79705-7
Ritter,
Bob, D. Plumb, F. Jenkins, H. van Kessel, A.J. Hirsch. Nelson Science 10.
Scarborough: Nelson Thomson Learning, 2001. ISBN 0-17-607501-1
Video
Befriending
the Earth: Tom Berry & Thomas Clarke; Twenty Third Publications.
Earth
at Risk Environmental Series available through Educational Video from Karol Video: Science &
Problem Solving.
Toxic
Wastes available
from Hawkhill Video updated 1998.
Computer
Focus
on the Environment Series. CD-ROM. Available from EME Science Software.
Internet
Air and Waste Management Association –
www.awma.org/
Air Quality
Catholic
Information Network – www.cin.org/
Church
Documents – http://www.vatican.va
David
Suzuki Foundation – http://www.davidsuzuki.org
Florida
Centre for Solid and Hazardous Waste Management – www.floridacenter.org
International
Solid Waste Association – www.iswa.dk/
Ontario
Ministry of the Environment – http://www.ene.gov.on.ca
Radioactive
Waste Management – www.uic.com.au/wast.htm
Rock
Island County Waste Management Agency – www.ricwma.org/p6.html
Solid
Waste – http://solidwaste.com
Time: 330 minutes
Students
conduct investigations into different styles of waste management. They research
one of the main types of waste (solid, liquid, or gas) and present some
specific techniques to manage the waste using a creative presentation such as a
slide show, scrap book, photo essay, or multi-media style computer
presentation.
Overall
Expectations
WMV.02 -
conduct investigations/research and make inferences regarding the effectiveness
of various waste management practices.
Specific
Expectations
WM1.02 -
explain the principles related to the management of solid waste (e.g.,
industrial, toxic, medical, nuclear solid waste);
WM1.03 -
explain the principles related to the management of liquid waste;
WM1.04 -
explain the principles related to the management of gaseous waste;
WM2.01 -
investigate, through experimentation, the relationship between a type of waste
produced (e.g., solid, liquid, gas) and waste management strategies;
WM2.03 -
describe and explain, through research and reporting, the use of bacteria as
waste decomposers.
Scientific
Investigation Skills
SIS.01 -
demonstrate an understanding of safety practices consistent with Workplace Hazardous
Materials Information System (WHMIS) legislation by selecting and applying
appropriate techniques for handling, storing, and disposing of laboratory
materials;
SIS.02 -
select appropriate instruments and use them effectively and accurately in collecting
observations and data;
SIS.03 - demonstrate the skills required to
plan and carry out investigations using laboratory equipment safely,
effectively, and accurately;
SIS.04 -
select and use appropriate numeric, symbolic, graphical, and linguistic modes
of representation to communicate scientific ideas, plans, and experimental
results;
SIS.06 -
locate, select, analyse, and integrate information on topics under study,
working independently and as part of a team, and using appropriate library and
electronic research tools, including Internet sites;
SIS.07 -
communicate the procedures and results of laboratory investigations and
research for specific purposes, using data tables and laboratory reports.
CGE2b - reads,
understands and uses written materials effectively;
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE4f -
applies effective communication, decision-making, problem-solving, time and
resource management skills;
CGE7b -
accepts accountability for one’s own actions.
·
Grade
10 Academic or Applied Science, Biology strand
·
Collect
information about wastes produced from different sites.
·
Arrange
to use the Library/Resource Centre or bring appropriate resources to class
dealing with waste.
·
Arrange
to use a computer lab in order to have Internet access to research waste
generation.
·
Check
if your school is a licensed waste generator according to Ministry of the
Environment requirements (it will be, in order that waste chemicals may be
disposed of from a science lab and if there is an auto shop in the school in
order to dispose of waste oil).
·
Organize
stations for students to conduct experiments on separation techniques for
various types of wastes, for example: station A = mixture of solid wastes;
station B = mixture of liquid wastes;
and/or station C = mixture of gaseous wastes.
The teacher:
·
identifies
the main types of wastes as solid, liquid or gas;
·
leads
students to identify different sources of these wastes (e.g., homes,
industries, farms, hospitals, electrical generating plants, or schools);
·
identifies
and explains the key principles related to the management of solid, liquid and
gaseous wastes;
·
sets
up stations around the room where students can conduct experiments using
various techniques to separate samples of
mixtures of wastes; (stations suggested could include one or more of the
following; a mixture of solid wastes or
liquid wastes, or gaseous wastes);
·
choose
one technique examined above and conduct an experiment to investigate a waste
management strategy for it (e.g., minimize acidity in a closed bog system in an
aquarium);
·
allows
students to research and report on the use of bacteria as waste decomposers;
·
makes
arrangements either to use the Library/Resource Centre or to use a computer lab
for research purpose;
·
leads
a class discussion on the use of bacteria as waste decomposers and evaluates
their reports;
·
prepares
a quiz emphasizing the treatment of wastes in all three states.
Students:
·
using
the list generated in Activity 1, identify the sources of the wastes listed;
·
explain
the key principles related to the management of solid, liquid and gaseous
wastes;
·
perform
experiments to separate different types of waste following the teacher’s
direction and submit a lab report;
·
conduct
an experiment to investigate a waste management strategy and summarize their
results;
·
research
and complete a report on the use of bacteria as waste decomposers;
·
participate
in a class discussion on the importance of bacteria as waste decomposers;
·
writes
a quiz to show understanding of the treatment of wastes in all three states.
·
Student
research report may be evaluated for Knowledge/Understanding, Inquiry,
Communication and Making Connections using a task specific rubric. (WM2.02,
SIS.06)
·
Student
lab report may be assessed for Knowledge/Understanding, Inquiry, and
Communication using a marking scheme. (WM1.02, WM1.03, WM1.04, WM2.01, SIS.01,
SIS.02, SIS.03, SIS.04, SIS.07)
·
Students
write a quiz showing understanding of the treatment of wastes in all three
states.
(WM1.02, WM1.03, WM1.04)
·
See
the Course Overview for general accommodations.
·
Possible
enrichment activities:
· develop a science fair project based upon treatment of waste;
· organizes a school campaign to reduce waste in the school.
Print
Refer to
list from Activity 1.
Video
Cleaning
up Toxins at Home.
Video Project, 1996 (available through McNabb & Connolly).
Preserving
the Legacy: Introduction to Environmental Technology. Intelecom, 1999 (available through
Magic Lantern Communications).
Waste
Management: Interactions in Science and Society Series (set of 12 videos). AIT and
Wisconsin Public Television, 1990 (available through Magic Lantern
Communications Ltd. Oakville Ont).
Internet
Refer to
list from Activity 1.
Time: 300 minutes
In this activity students are introduced to the
various types of household waste and their effects on the environment. It is
recommended that students participate in a Field Trip to a local waste
management site in order to discover, analyse and evaluate the short and
long-term impact of waste on their environment.
Overall
Expectations
WMV.03 -
describe and analyse the interaction of science, society, and government in the
development of various waste management strategies, and assess the impact of
various wastes on the environment.
Specific
Expectations
WM3.01 -
illustrate, through research into a category of household waste, the effects of
waste on the environment;
WM3.02 - analyse
the impact of economic and political considerations on the choice of waste
management strategies and ultimately on the environment;
WM3.03 -
evaluate the short- and long-term impact of a specific waste on the
environment, and make recommendations for change.
Scientific
Investigation Skills
SIS.10 -
identify and collect information on careers related to the subject area under
study.
CGE1d - develops attitudes and values founded
on Catholic social teaching and acts to promote social responsibility, human
solidarity and the common good;
CGE2e -
uses and integrates the Catholic faith tradition, in the critical analysis of
the arts, media, technology and information systems to enhance the quality of
life;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE5a -
works effectively as an interdependent team member;
CGE5d -
finds meaning, dignity, fulfillment and vocation in work which contributes to
the common good;
CGE7i -
respects the environment and uses resources wisely.
·
Grade
9 Academic or Applied: Chemistry strand.
·
Grade
10 Academic or Applied: Chemistry strand.
·
Make
a mural size “Wheel of Waste” organized by specific waste categories around the
outside of the circle and inside each slice of the circle (pie) under the
categories include titles such as source, example of waste produced, the long
and short term environmental impact, for students to fill in.
·
Locate
and preview a video on types of wastes, including household waste, (see
Resources).
·
Make
arrangements for Internet access and Library/Resource Centre visits.
·
Identify
and locate an appropriate site for a Field Trip to a waste management site and
provide the facility with the student-prepared questions prior to the class
visit. We strongly recommend a Field Trip to provide students with first-hand
exposure to the amount, disposal, treatment and management of their
communities’ wastes. Plan and organize the Field Trip following board
procedures regarding permission forms, buses, etc. When choosing the site,
teachers must be aware of individual student needs, e.g., wheelchair
accessibility. Alternatively, information and data from a variety of waste
management facilities can be obtained either from a local company or through
the Internet. The students can follow the general outline given in this
activity without actually visiting a site.
The teacher:
·
introduces
types of waste (household, etc.) using a video;
·
Using
a mind map identifies the various types of household wastes and their origins
(for example grease from the kitchen);
·
discusses
the effects of these wastes on the environment, including the short term and
long term effects;
·
assigns
a specific waste category to each student for independent research;
·
provides
a mural size “Wheel of Waste” for students to add their information to,
(see Planning Notes).
Students:
·
watch
a video on waste and discuss the various types of wastes seen;
·
create
a mind map identifying various types of household wastes - by type and origin;
·
research
a specific category of household waste and identify the short-and long-term
effects of the waste on the environment, students prepare a fact sheet to be
submitted for assessment and organize their information to fit the class “Wheel
of Waste”);
·
complete
an individual copy of the class “Wheel of Waste” from the class mural.
The teacher:
·
brainstorms
with the class other sources of waste in the community including various solid,
liquid, and gas wastes, e.g., from hospital, industry, agriculture, etc.;
·
prepares
the class for the Field Trip by outlining the activity;
·
aids
class in preparing a questionnaire that will allow students to gather
appropriate information at the site. Some suggestions for headings include:
types of waste treated, source of wastes, treatment procedures, environmental
impact (include residual wastes), regional policies and laws that govern the
waste management strategies, costs involved in the treatment, educational
requirements for jobs at this site;
·
divides
class into groups of 3 Investigative Reporting Teams, assigns each team a
specific heading, and instructs them to design four to five questions that will
be used to create the class questionnaire;
·
collects
and verifies the appropriateness of the questions (having students edit where
necessary) then compiles the questionnaire. Students can submit their questions
on a disk for easy compilation and teacher forwards a copy of the final
questionnaire to the site prior to the class visit to help the facility prepare
for the class visit;
·
arranges
transportation and collects permission forms, etc., in preparation for the
trip;
·
provides
each Investigative Reporting Team the opportunity to report their findings to
the class;
·
aids
students in collating a final report and provides a summary sheet for each
student.
Students:
·
compile
a list of various sources of wastes in their community;
·
in
groups of three, students form Investigative Reporting Teams where they: 1)
design relevant questions on the assigned heading to be used to construct a
questionnaire for the Field Trip. These questions could be saved on disc, and
2) ask and record the answers to their questions at the site;
·
participate
in Field Trip activity (they are encouraged to collect pamphlets and brochures,
if available, related to waste management to add to their media file);
·
in
their Teams, prepare a report summarizing the information gathered (each Team
presents their report to the class);
·
submit
their findings, to be collated into a final class report;
·
make
a journal reflection on how their community deals with waste and how the
disposal can be improved to respect the sacramental character of the natural
environment.
·
Fact
sheet may be assessed for Knowledge/Understanding and Making Connections using
a marking scheme or checklist (WM3.01, 3.03);
·
Field
Trip report may be assessed for Knowledge/Understanding, Communication,
Inquiry, and Making Connections using a rubric (WM3.01, 3.02, 3.03, SIS.10).
·
Students
with physical limitations should be paired with other students to enable them
to participate in the Field Trip;
·
For
enrichment, students can make recommendations for improvements of the site
visited. Students could write an article for the school (or local) newspaper
reporting on the purpose and findings of their class trip and include a
reflection on the need for responsible stewardship.
Refer to
list from Activity 1 plus the following:
Text
Canadian
Green Consumer Guide.
McClelland & Stewart, 1989. Prepared by Pollution Probe.
Hazardous
Wastes in Your Home.
Environment
Internet
Environment
Pamphlets
Beyond
the Blue Box, Your Guide to Waste Reduction and Recycling in Metropolitan
Household
Hazardous Waste. Water Environment Federation.
Video
Befriending
the Earth. Tom
Berry & Thomas Clarke. Twenty Third Publications.
Deadly
Deception. INFACT
International;
Farm
Pollution. Lantern
Communications Ltd.
Time: 225 minutes
This
activity is organized as a continuation of the Field Trip (see Activity 3).
Students in groups research the advantages and disadvantages of alternate waste
management treatment strategies and may make recommendations for changes to the
site visited. The role of science and technology in the development of waste
management treatment strategies is investigated.
Overall
Expectations
WMV.01 -
demonstrate an understanding of the nature and types of waste and of their
management in industry and the community;
WMV.02 -
conduct investigations/research and make inferences regarding the effectiveness
of various waste management practices;
WMV.03 -
describe and analyse the interaction of science, society, and government in the
development of various waste management strategies, and assess the impact of
various wastes on the environment.
Specific
Expectations
WM1.05 -
explain how science and technology are used in the development of new waste
management strategies;
WM2.04 -
evaluate the advantages and disadvantages of alternative waste management
systems;
WM3.02 -
analyse the impact of economic and political considerations on the choice of
waste management strategies and ultimately on the environment;
WM3.03 -
evaluate the short- and long-term impact of a specific waste on the
environment, and make recommendations for change.
Scientific
Investigation Skills
SIS.05 -
locate, select, analyse, and integrate information on topics under study,
working independently and as part of a team, and using appropriate library and
electronic research tools, including Internet sites.
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE3e -
adopts a holistic approach to life by integrating learning from various subject
areas and experience;
CGE3f -
examines, evaluates and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic and ecological) for the development of a just
and compassionate society;
CGE4f -
applies effective communication, decision-making, problem-solving, time and
resource management skills;
CGE5a -
works effectively as an interdependent team member;
CGE5b -
thinks critically about the meaning and purpose of work;
CGE5g -
achieves excellence, originality, and integrity in his/her own work and
supports these qualities in the work of others;
CGE7b -
accepts accountability for his/her own actions;
CGE7i -
respects the environment and uses resources wisely;
CGE7j -
contributes to the common good.
·
Grade
9 Academic or Applied: Chemistry strand
·
Grade
10 Academic or Applied: Chemistry strand, Biology strand, and Earth and Space
strand
·
If
the Field Trip was not done in Activity 3, then the teacher may choose an
appropriate media article from the students’ files on a waste management
strategy for research.
·
Make
available Internet access and Library/Resource Centre resources.
·
One
main aim of this activity is to help students develop and refine skills in
research and analysis of issues.
The teacher:
·
using
the Field Trip Report or a specific and appropriate article from students’
media files, leads a discussion on the advantages and disadvantages of the
specific waste management treatment in place;
·
directs
students to make a list of alternative waste management treatment strategies,
identifying the role of science and technology in their development, and as a
class, agree on which of the alternative strategies listed is the most viable;
·
divides
the class into groups of ten students. Each group is further subdivided into
two groups, where one group researches the advantages and the second group
researches the disadvantages of the agreed upon alternative strategy;
·
each
group of five must consider the following subtopics: the science and technology
involved, the long and short term environmental impacts, economic, political
and ethical considerations. Individual
students are assigned to research one of the listed subtopics;
·
directs
students to compile an individual and a
group summary and then instructs each group of five students to present
their summary to the larger group of ten students (original group);
·
allows
the students to discuss their findings and conclusions as a class;
·
instructs
students, after hearing all the findings, to individually evaluate and make
recommendations for change, answering the question “Given our belief in our
responsibility for the Earth and of all that is in it, is it really a better
alternative?”;
·
collects
individual summaries, evaluations, and recommendations for assessment.
Students:
·
discuss
with the class the advantages and disadvantages of a specific waste management
treatment;
·
make
a list of alternative waste management strategies and agree on which strategy
is the most viable;
·
form
groups of ten, further divide into two sub-groups of five students - one
sub-group to research the advantages and one to research the disadvantages of
the agreed strategy. Individually research and make a summary of, the assigned
subtopic (see teacher strategies). Students should include a list of works
cited with their work;
·
individually
present their findings to their group of ten classmates and as a group prepare
a brief summary (200 words);
·
each
group presents their summary to the entire class and as a class discuss the
overall findings;
·
individually
add to their summary their recommendations for change answering the question
“Given our belief in our responsibility for the Earth and of all that is in it,
is it really a better alternative?”
·
Individual
summaries and recommendations for change may be assessed for
Knowledge/Understanding, Communication, and Making Connections using a
checklist
(WM1.05, 2.02, 3.02, 3.03, SIS.05)
·
Roving
conference may be used for formative assessment of Knowledge/Understanding
(WM2.04, WM3.02, WM3.03)
·
For
enrichment, students could build a model of the alternative strategy suggested.
Students could research where in the world this alternative strategy has been
used and write a report or make a presentation to the class.
Refer
to list from Activity 1 plus the following:
Pamphlets
and brochures from the site visited (see Activity 3)
Managing
Hazardous Wastes.
Toronto: Ontario Waste Management Corporation, 1990
Closing
the Loop, the 3Rs of Waste Management. Environment Ontario. Toronto: Queen’s Printer
for Ontario, 1990.
Nature’s
Way: How Wastewater Treatment Works for You. Water Environment Federation. Alexandria, Va
22314-1994.
Biosolids
Recycling. Water
Environment Federation. Alexandria, Va. 22314-1994.
Videos
Deadly
Deception. INFACT
International: P.O. Box 80013, Minneapolis, MIN 55408, USA.
The
New Alchemy. Magic
Lantern Communications Ltd. Oakville Ont. 1992.
The
New Alchemy Update.
Lantern Communications Ltd. Oakville Ont. 1994. 859-31-839.
Time: 375 minutes
This activity is designed as a case
study of one particular resource and its waste management strategies. Students
will develop and present an action plan using an issue organizer. This activity
provides students with a wide conceptual framework which incorporates all
sciences as well as other disciplines including geography, environmental
studies, and business. Working independently, students further develop their
problem solving skills and their ability to critically analyse issues as
informed, responsible, Catholic citizens.
Strand(s): Waste Management
Overall
Expectations
WMV.02 -
conduct investigations/research and make inferences regarding the effectiveness
of various waste management practices;
WMV.03 -
describe and analyse the interaction of science, society, and government in the
development of various waste management strategies, and assess the impact of
various wastes on the environment.
Specific
Expectations
WM1.05 -
explain how science and technology are used in the development of new waste
management strategies;
WM2.02 -
communicate effectively the results of research on the use and management of a
resource and the resulting waste that is generated;
WM3.02 -
analyse the impact of economic and political considerations on the choice of
waste management strategies and ultimately on the environment;
WM3.04 -
advocate for an improved waste management system at the local, regional, or
national level of government.
Scientific
Investigation Skills
SIS.05 -
locate, select, analyse, and integrate information on topics under study,
working independently and as part of a team, and using appropriate library and
electronic research tools, including Internet sites;
SIS.08 -
research and evaluate specialized knowledge, and apply it to the world outside
the school.
Ontario
Catholic School Graduate Expectations
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE3f -
examines, evaluates and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic and ecological) for the development of a
just and compassionate society;
CGE4f -
applies effective communication, decision-making, problem-solving, time and
resource management skills;
CGE5a -
works effectively as an interdependent team member;
CGE5e -
respects the rights, responsibilities and contributions of self and others;
CGE5g -
achieves excellence, originality, and integrity in one’s own work and supports
these qualities in the work of others;
CGE7b -
accepts accountability for her/his own actions;
CGE7i -
respects the environment and uses resources wisely.
·
Choose
an issue of interest and prepare a case study (real or fictitious)(refer to
Appendix I for a sample scenario).
·
Make
copies of Appendix I, II, and III (or similar directions) for each student.
·
Ensure
Internet access and Library/Resource Centre resources are available.
·
Students
may be organized into groups of 4 for this activity.
The teacher:
·
distributes
the scenario and outlines the activity, (see Appendix I – Is Bigger Always
Better?);
·
leads
discussion on the scenario and helps students construct an Introductory Web
which includes questions that students will need to answer in order to carry
out their investigation (for example: What is the resource involved?);
·
introduces
the “Three Legged Stool of Waste Management” as a way to group the main
categories that define the issue. The seat of the stool = Title (Waste
Management), leg 1 = Science and Technology, leg 2 = Environment and Politics,
leg 3 = Economy and Policies;
·
distributes
the Issue Organizer (see Appendix II), and directs students to complete it by
identifying the resource, its use and management, the resulting waste
generated, and the waste management strategies used. Students may work in
groups of four and divide the questions among the group members;
·
directs
students to use their completed Issue Organizer to construct a flow chart and
propose an Action Plan advocating for an improved waste management system;
·
allow
students, using their individual strengths, to present their Action Plan, e.g.,
video, TV broadcast, mural, bulletin board;
·
directs
students to make a journal reflection on waste management practices.
Students:
·
read
and discuss the given scenario and construct an Introductory Web;
·
using
the Issue Organizer provided, research the issue under discussion (students may
be organized into groups of four);
·
use
their completed Issue Organizer to construct a flow chart and propose an Action
Plan advocating for an improved waste management system;
·
using
their individual strengths, present their Action Plan to the class;
·
reflect
in their journals as informed, responsible, Catholic citizens on their role in
advocating for and maintaining safe and environmentally sound waste management
practices.
·
Individual
Issue Organizers may be assessed for knowledge/understanding, communication,
and making connections, using a checklist (WM1.05, 2.02, 3.02, 3.04, SIS.05,
.08);
·
Individual
Action Plan presentations may be evaluated for knowledge/understanding,
communication and making connections, using a rubric (see Appendix III)
(WM1.05, 2.02, 3.02, 3.04, SIS.05, .08).
·
For
enrichment, students could carry out Activity 5 for a specific community
resource, and write an article for a local newspaper advocating for an improved
waste management system or arrange to present their findings at a town or
municipal meeting.
Refer to list from Activity 1 plus the
following:
Zero
Waste America – www.zerowasteamerica.org
Pamphlets
From
Forests of Canada to the Markets of the World. Sponsored by the Canadian Pulp and Paper
Industry, Montreal: Canadian Pulp and Paper Association, 1989.
Video
Deadly
Deception. INFACT:
International: P.O. Box 80013, Minneapolis, MIN 55408, USA.
Organic
Cleanup: Microbes and Pollution. Films for Humanities and Sciences. Fort Erie. DMJ6312.
The
Poisoned Dream: The Love Canal Nightmare. Films for Humanities and Sciences. Fort Erie.
DMJ9031.
Mine
Garden. Lantern
Communications Ltd. Oakville Ont. 1996. 859-31-833
Dirt
Police. Lantern
Communications Ltd. Oakville On. 1994. 859-31-278
Wetlands:
Cradles of Life.
Lantern Communications Ltd. Oakville Ont. 1995. 859-31-799
Appendix
I – Is Bigger Always Better? - An Environmental Issue Scenario
Appendix
II – Sample Issue Organizer
Appendix
III – Action Plan Presentation Rubric
You
are an environmental chemist working for the Ontario Ministry of the
Environment.
Some
members of a Northern Ontario town are concerned about the potential
environmental impact on a proposed re-opening and expansion of a nickel mine.
They have approached the Ministry of the Environment and have asked for a full
investigation into the proposed plans. The Ministry has contacted your company
and you have been hired to do a complete investigation.
In an
effort to prepare yourself for this job, you get on the Internet and review a
recent article from the local newspaper. The following is the article.
|
News
clipping from The Gazette: “Town Approves New Deal” Mine to
be expanded! Great news for this
depressed Northern Ontario town. The Minerals Canada Company (MCC) has just
announced plans to expand the old Brock Nickel mine. The MCC has bought the
old mine which was downsized in 1986 and employs only 78 people today. The
new company plans to expand and modernize the mine. It expects to employ
several hundred more people. In
addition to the changes to the mine, an area 10 km from the old mine has just
been approved by Town Council for the location of a new residential
community. Local people are welcoming this news. The development will mean
500 new family dwellings. The local community is embracing the proposed
developments because they know that both projects will bring many new job
opportunities. The company has already invested tens of thousands of dollars
into initial planning and is anxious to begin. |
After
reading the article, you are immediately concerned for the welfare of the
residents in the proposed residential community. You decide to visit the
Northern Ontario town immediately to begin your investigation.
The issue
chosen essentially combines the integrated approach to dealing with waste
management under a variety of headings. Through this approach a number of
questions are asked and the subject matter is analysed from three perspectives:
science and technology; environment, politics and ethics; economy and policies.
|
Issue |
Science and Technology |
Environment, Political
Considerations and Ethics |
Economy and Policies |
|
What is
the resource? |
Identify
the chemical nature of the resource. |
Identify
the environmental nature of the resource. Does it
pose a hazard to the rest of the environment or health of the community? |
How
important is this resource to the economy (of individuals, community, and
larger society)? |
|
What
will be the use and management of the resource? |
What
properties of this resource make it useful? |
How
much of an impact on the environment does the use of this resource have? What
are the current environmental laws/policies governing the use and management
of this resource? |
What
are the different applications of this resource? What is
the manufacturing process and its corresponding costs? |
|
What
will be the resulting waste generated? |
Identify
the chemical nature of the waste generated and how it is released into the
environment. |
What
effect will the waste have on the environment and any new residential
development? What
are the laws/policies governing the disposal of the waste? |
Who is
responsible for the disposal of the waste generated? What is
the cost involved? |
|
What is
the best waste management strategy proposed? |
What
technological options are available? What
scientific research is presently being done? |
How can
it have less of an impact on the environment? What
steps are being taken to alleviate possible impacts? How
should environmental concerns be considered when developing government
policies? Are
people made aware of possible hazards to their health, if any such exist? |
What
are the energy considerations and production costs for the proposed waste
management system? Who
should pay? What
are the financial costs limiting the waste management system? What
policies encourage the best waste management strategy and ultimately a
reduction in waste? |
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge
of how science and technology are used in the development of new waste
management strategies. (K) |
-
demonstrates limited knowledge of how science and technology are used. |
-
demonstrates some knowledge of how science and technology are used. |
-
demonstrates considerable knowledge of how science and technology are used. |
-
demonstrates thorough knowledge of how science and technology are used. |
|
Communicates
the results of research on the use and management of a resource and the
resulting waste generated. (C) |
-
communicates the results of research with limited clarity and effectiveness. |
-
communicates the results of research with moderate clarity and effectiveness.
|
-
communicates the results of research with considerable clarity and
effectiveness. |
-
communicates the results of research with a high degree of clarity and
effectiveness. |
|
Analyses
the impact of economic and political considerations on the choice of waste
management strategies. (I, MC) |
-
analyses the impact with limited effectiveness. |
-
analyses the impact with moderate effectiveness. |
-
analyses the impact with considerable effectiveness. |
-
analyses the impact with a high degree of effectiveness. |
|
Assesses
the impact of economic and political considerations on the environment. (MC) |
-
assesses the impact with limited effectiveness. |
-
assesses the impact with moderate effectiveness. |
-
assesses the impact with considerable effectiveness. |
-
assesses the impact with a high degree of effectiveness. |
|
Advocates
for an improved waste management system at the local, regional, or national
level of government. (MC) |
-
advocates for an improved waste management system with limited effectiveness. |
-
advocates for an improved waste management system with moderate
effectiveness. |
-
advocates for an improved waste management system with considerable
effectiveness. |
-
advocates for an improved waste management system with a high degree of
effectiveness. |
K – Knowledge I – Inquiry C
– Communication MC – Making Connections
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
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