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Gold Seal Lesson:
Earth-Friendly
Lunch
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Copernicus
Education Gateway
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Subject:
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Science
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Grade:
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K-4
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ICLE Standards:
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Life/Earth Science: Explore the conservation of
natural resources.
Science as Inquiry: Develop understanding about
scientific inquiry.
Measurement: Make and use measurements in
everyday situations. Statistics:
Construct, read, and interpret displays of data.
Communication: Develop the ability to
communicate in writing.
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Performance Task:
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Note to the teacher: This task should be done after
the students have some understanding about recycling and waste disposal and are familiar with the vocabulary, such as
"biodegradable." Students should be told that they are going to do a task based upon a "brown bag" lunch.
Therefore, each student needs to bring a lunch to school on that day.
Your task today is going to involve your lunch. As you eat your lunch, do
not throw anything away. Keep all your waste materials on your desk. After lunch, sort all the waste into the
following categories: paper, plastic, glass, aluminum, and food waste. Put your waste into the marked containers.
Your teacher will divide the class into five groups. Each group is to choose one of the containers of
waste material and find the weight of the waste material. After weighing it, find a way of compressing the
material and compress it as much as you can. Find the volume of your compressed waste material. Gather the
information
from the other groups in the class and, in your own group, discuss the amount of waste generated by your
class from one lunch meal.
Make a graph displaying your findings. In your small group, discuss each
type of waste and discuss how it might have been recycled, reused, or disposed of. List some inventions
and/or packaging adaptations that might reduce the amount of waste materials. How might you have packed your
lunch so that it would have been more "Earth-friendly"? Each student will now write a report in his/her journal. Include the
following: a brief discussion of the task;
findings of your group, including
the class graph showing waste collected; and recommendations. Your journal entry should demonstrate good English skills and should be clearly
written.
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Knowledge / Skills:
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Plan and apply real or hypothetical models and
constructions to facilitate investigation and learning and the solution to
practical problems. (s115)
Make observations of the local environment using
senses and instruments. Inferences and interpretations are arrived at based
on observations. Classify observable properties and organize observations
in a meaningful and logical way.
(s5)
Exhibit good data management skills by
collecting, organizing, and graphing data.
(s19)
Measure properties of the environment using
dimensional quantities such as time, length, mass, pressure, volume,
acceleration, etc. Compare quantities and consider the error involved with
measuring environmental properties.
(s23)
Use writing as a tool for learning in formats such
as learning logs, laboratory reports, note-taking, and journals. (ela40)
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Rubric:
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4 Points =
Students arrange trash into containers and are able to tell which
materials are reusable, which are recyclable, and which must be disposed
of. Students are able to construct a plan for packing a
more "Earth-friendly" lunch which cuts down on disposable trash.
Students are able to express the weight and volume of their waste
materials. They construct accurate and very neat graphs displaying their
data.
3 Points = The students work well in their group,
with each member contributing to the effort. The student's journal entry is
complete and well structured. Students arrange trash into containers, but have difficulty distinguishing
what is reusable, what what is recyclable, and what must be disposed of. They need some coaching in
constructing a plan for a more "Earth-friendly" lunch. They also need coaching to develop a
method for finding the weight and volume of the waste materials. Their graphs are fairly accurate and sufficiently
neat. The students work cooperatively in the group, but have difficulty sharing responsibilities.
The student's journal entry is complete and fairly well structured.
2 Points = Students need considerable coaching in
all aspects of the task. They show little independence. The students work
more as individuals rather than as members of a team. The student's journal
entry is incomplete and poorly composed.
1 Point = Even with coaching, the students are unable to complete the
task. They demonstrate no understanding of the concepts and skills involved
in performing the task. They are unable to work as a team. The student's
journal entry, if made, is vague and meaningless.
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Keywords:
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LIFE SCIENCE
ECOLOGY
SCIENTIFIC INQUIRY
MODELS & CONSTRUCTIONS
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Grades:
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Kg [x] - 1 [x] - 2 [x] - 3 [x] - 4 [x] - 5 [] - 6 [] - 7 [] - 8 [] - 9 [] - 10 [] - 11 [] - 12 []
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ICLE Application:
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D
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© 2000 International
Center for Leadership in Education
1587 Route 146 - Rexford - NY - 12148
518.399.2776 Fax: 518.399.7607
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