Course Profile Science, Grade 11, Workplace Preparation, Public
Unit 5: Examining the Human Impact on our Environment
Time: 20 hours
Activity 5.1 | Activity
5.2 | Activity 5.3 | Activity 5.4 | Activity
5.5 | Activity 5.6
Through a focus on personal consumption and production of waste students gain an understanding of the environmental impact of human activity. They examine a range of environmental issues through experimentation, data collection, reading, and discussing a variety of materials. The culminating activity enables students to focus on how the activities and decisions of other people affect them and how their activities and decisions may affect others.
Overall Expectations:
HIV.01,
HIV.02, HIV.03.
Specific Expectations:
HI1.01,
HI1.02, HI1.03, HI1.04, HI1.05, HI2.01, HI2.02, HI2.03, HI2.04, HI2.05, HI3.01,
HI3.02, HI3.03, HI3.04, MS1.02.
|
Activity 5.1 |
Environmental Issues Research Project |
240 minutes |
|
Activity 5.2 |
Ecojar Construction |
140 minutes |
|
Activity 5.3 |
Personal Consumption |
220 minutes |
|
Activity 5.4 |
What is going down my drain? |
200 minutes |
|
Activity 5.5 |
Waste Audit |
200 minutes |
|
Activity 5.6 |
Management/Action Plan |
200 minutes |
· Ecosystem concepts from elementary school science or from Grade 10 Science.
· Some experience in assessing bias in presented information
· Collect information on the local water supply and sanitary and storm sewer systems. This will be available from the local municipality or the public utility.
· Much of the work of this unit relies on the availability of ecojars for the testing of pollutants and other chemicals. If the teacher has never used these before, some trial runs should be conducted so that their characteristics will be familiar.
· The publications from the Ontario Ministry of Agriculture, Food and Rural Affairs provide simple explanations and suggested solutions for many of the issues addressed in this unit. Up to 50 copies may be ordered from the Ministry www.gov.on.ca/OMAFRA/english/products/free.html
· Collect information on local or regional waste management.
|
Teaching/Learning Strategies |
Assessment Task |
Tool |
|
5.1 Environmental Issues Research Project Article collection Summarizing articles Article portfolio Topic selection Additional research Topic presentation |
Collection of Articles Article summary Presentation |
Checklist Checklist Rubric |
|
5.2 Ecojar Construction Creating the ecojars Ecojar observation |
Observation Sheets |
Checklist |
|
5.3 Personal Consumption Log of food consumed Research on food production issues Development of glossary of concepts |
Personal food record Summary of research Glossary |
Checklist Checklist Rubric |
|
5.4 What is going down my drain? Drain audit Product research from MSDS Product testing in ecojar Sewage treatment discussion/fieldtrip |
Audit Chart of Effects Summary Paragraph |
Checklist Checklist Marking Scheme |
|
5.5 Waste Audit Individual waste collection Class discussion Collection and analysis of waste audit data Development of Waste Reduction Action Plan |
Procedure for waste audit Waste audit report Waste Reduction Action Plan |
Rubric Marking scheme Rubric |
|
5.6 Management/Action Plan Brainstorm to generate environmental issues Development of action plan |
Issue List Action Plan |
Checklist Rubric |
A variety of assessment tasks are suggested for each activity, as outlined in the chart above. Charts provided at the end of each activity show the type of tool, which can be used, along with links to the Achievement Chart and learning skills. These suggestions allow teachers to make their own decisions regarding whether to use the assessment as diagnostic, formative, or summative, and how to use the assessment data for evaluation purposes.
Andrews, W.A. and S. J. McEwan. Investigating Aquatic Ecosystems (Contours: Studies of the Environment Series). Prentice-Hall Canada, 1987.
Andrews, W.A. and S. J. McEwan. Investigating Terrestrial Ecosystems (Contours: Studies of the Environment Series). Prentice-Hall Canada, 1987.
Bosak, Susan V. Science Is. Richmond Hill: Scholastic Canada Limited, 1991.
Candido, Jack L. et al. Heath Science Connections 10. D.C. Heath Canada, 1988.
Cartwright, Fraser, Gary Birchall, and Gerry Pierce. Contact Canada, 3rd Edition Oxford University Press Canada, 1999.
Caulderwood, Carol A. et al. Science Ideas and Applications (The Wiley Intermediate Science Program.) John Wiley, 1988. 414 pages
Clark, Bruce W. and John K. Wallace. Making Connections: Canada’s Geography Prentice Hall Ginn Canada 1999.
Draper, Graham and Wayne Andrew. Perspectives: Canadian Geography. Irwin Publishing, 1999.
Grace, Eric. SCIENCEPOWER 10. McGraw-Hill Ryerson Limited, 2000.
Ritter, Robert, Donald Plumb, Frank Jenkins, Hans van Kessel, and Al Hirsch. Nelson Science 10. Nelson Thomson Learning, 2000.
Wartski, Albert and Lynn Marie Wartski. Low Budget Biology. Hillsborough: Ski2 Educational Publishing, 1995 (5610 Deerfield Rd., Hillsborough, NC 27278)
Wright, Ian A., Leonard A. Swatridge, William Hildebrand, Clifford A. Oliver, and Gary D. Pyzer Canada: Exploring New Directions. Fitzhenry & Whiteside 1999.
Yack, Douglas J., Philip G. DeSantis, Garnet J. Dobsky, Ronald E. Phillips and Jean Bullard. Heath Biology Connections. Toronto: D.C. Heath Canada Ltd, 1990.
The Toronto Star
Classroom Connection Program
“It’s Your World”
416-869-4141
Groundwater Information sheets from Environment
Canada
www.ec.gc.ca/water/en/nature/grdwtr
Material Safety Data Sheets for Infectious Agents
Health Canada Laboratory Centre for Disease
Control
www.hc-sc.gc.ca/hpb/biosafty/msds/index.html
ASKME.COM
www.askme.com
Canadian Geographic Magazine
www.canadiangeographic.ca
Discover Magazine
www.discovery.com
The Toronto Star
www.thestar.ca
Ontario Society for Environmental Education
www.osee.org
Environmental Defense Fund
www.edf.org/pubs
Lycos Environmental News service - has search
engine and links for environmental topics.
http://ens.lycos.com/
Environment Canada
www.ec.gc.ca
Time: 240 minutes
This activity is ongoing - requiring a routine session of approximately 15 minutes per week. Using print and electronic media, students explore a variety of current science and environmental issues surrounding human impact on the environment. Having identified an issue of interest to them each student completes a presentation on their findings. From the issues identified several are chosen as topics for the action plans to be developed as the final task for this unit.
Strand(s): Human
Impact on the Environment
Specific
Expectations
HI1.01 - analyse interactions between the environment and human activities (e.g., analyse the interdependence of biotic and abiotic factors in a municipal waste disposal site);
HI2.04 - propose alternative solutions to a given practical problem (e.g., disposal of community garbage), identify the potential strengths and weaknesses of each solution, and select one as the basis for a plan;
HI2.05 - identify various factors (e.g., scientific data, differing points of view) that influence a decision on a science-related issue (e.g., the decision to take steps to protect wild species or plants, or to preserve a wilderness area; the decision to allow the construction of a golf course, with consideration of such issues as water usage and fertilizer run-off);
HI3.02 - compare various points of view on an environmental issue (e.g., a proposal to dump garbage in a quarry that is adjacent to a residential area; the sustainability of current agricultural practices);
HI3.03 - explain the benefits of individual and societal participation in planning, problem solving, decision making, and task completion with respect to environmental issues (e.g., summarize the results of a group project on sustainable agriculture; establish an ecosystem, modify it, and review the results);
HI3.04 - analyse the risks and benefits to society, the economy, and the environment of introducing a particular technology (e.g., nuclear power; genetically engineered micro-organisms for pollution clean-up; algae ponds to process sewage).
· Consider subscribing to a daily national newspaper for class use. Consult the teacher/librarian.
· Local community newspapers should also be used.
· Students should be encouraged to bring appropriate print materials from home.
· Establish a database of useful websites dealing with environmental issues. Update it regularly. Encourage student participation in this activity.
· This activity stresses language across the curriculum.
· A discussion with the students’ English and/or Special Education teachers, if applicable, with regards to this activity is encouraged.
· The basis for this activity was begun in Unit 1 and should have been revisited on several occasions during the course.
· Ability to assess bias in material presented
· Ability to identify information from media related to a specific scientific topic
5.1.1 Student Activity: Students are introduced to their long-term project and the routine that will take them through the term.
Teacher Facilitation: The teacher announces to the class that they will be spending about 15 minutes once a week to work on a long-term project. A hand out is distributed and questions are answered. Students are asked to bring a newspaper to class for next week’s session.
5.1.2 Student Activity: Students explore newspapers to find articles with references to science in general and the environment in particular. They begin a collection of these articles.
Teacher Facilitation: The teacher makes connections between the articles collected and the course content. The teacher provides help and encouragement. Students share their findings with the class and the teacher reinforces appropriate article choices. Students are asked to save their articles for future use.
5.1.3 Student Activity: Students read and summarize a common newspaper article.
Teacher Facilitation: The teacher provides all students with the same news article concerning an environmental or science issue. The students are asked to read the article and answer the following questions - What is the problem or concern? What is causing this problem? Who is involved? How does it affect the community? What are some possible solutions? What solution would you choose and why? The class discusses their responses. The teacher keeps track using the board. Students add to their answers, if needed. For a homework assignment students are to summarize an article from their collection using the format learned in class noting that it may not be possible to find answers to all of the questions.
5.1.4 Student Activity: Students continue to collect articles.
Teacher Facilitation: The teacher continues to help students to select and collect and summarize. At this time no specific topics need to be chosen. Anything to do with science and the environment and their course of study is acceptable.
5.1.5 Student Activity: Based on their personal interests, students select a specific topic for further study. They begin to make choices for a presentation format.
Teacher Facilitation: The weekly process of article collection continues until about half way through the course. The teacher asks the students to look through articles to find a topic of interest. Students are encouraged to select a topic or issue that has a local impact. It may be necessary to prompt some students into a choice. The teacher asks students to donate unneeded articles to a class collection available to all students. The teacher suggests that one way of presenting their articles, summaries, and overall summary would be in the form of a scrapbook. Other forms of presentation are discussed. The teacher may need to discuss the final choice with individual students.
5.1.6 Student Activity: Students continue to use scheduled class time and also work on their own towards completion of the project. They expand research to include magazines, books and the Internet.
Teacher Facilitation: The teacher continues to monitor student progress. Based on student need library time may be booked for research.
5.1.7 Student Activity: Students present their projects either to the class as a whole, through small group presentations or directly to the teacher for class display.
Teacher Facilitation: The teacher facilitates the presentations.
5.1.8 Student Activity: Students participate in a class discussion of the environmental issues that emerged during this activity. Students identify particular issues on which positive action is possible, either at the individual, community, or workplace level.
Teacher Facilitation: The teacher facilitates the discussion, and introduces the final activity of this unit, which will involve students in the development of an action plan for one of the issues identified. The teacher also poses the question “What is the impact of increasing human populations on these issues?” The teacher notes that students will require additional understanding of ecological concepts which will be developed throughout the rest of the unit in order for the students to develop feasible action plans.
|
Task |
Tool |
Category |
Learning Skill |
|
Selection of articles |
Checklist |
Inquiry, Making Connections |
Work habits, works independently |
|
Article summary |
Checklist |
Knowledge, Communication |
Work habits |
|
Presentation |
Rubric |
Communication, Inquiry |
Teamwork |
· Provide newspapers and magazines with a range of reading levels.
· Monitor the student collection of articles.
· Encourage type of presentation consistent with student strengths.
· Students who are unable to extract information from written articles may need to find diagrams, photographs, or other forms of media that relate to the issue they have selected
The Toronto Star
Classroom Connection Program
“It’s Your World”
416-869-4141
Websites
ASKME.COM
www.askme.com
Canadian Geographic Magazine
www.canadiangeographic.ca
Discover Magazine
www.discovery.com
The Toronto Star
www.thestar.ca
Time: 140 minutes
This activity introduces the ecosystem concept to students. To facilitate this activity the students focus the discussion around the construction of an ecojar. Through the creation of an ecojar, students explore the concepts of population pyramids, population fluctuations, carrying capacity, food chains and food webs.
Strand(s): Human
Impact on the Environment
Specific
Expectations
HI1.02 - define population growth and explain the factors that influence it;
HI1.04 - describe and explain the production, distribution, and use of food resources, using the concept of the energy pyramid;
HI1.05 - explain the importance of biodiversity with respect to the sustainability of life within the biosphere (e.g., the danger of extinction for species that have little genetic variability or the concern about the diminishing number of species of wheat grown worldwide).
HI1.03 - evaluate the correlation between Earth’s carrying capacity and the demands on natural resources made by human population growth.
· The teacher reviews the workings of a food chain and show how it relates to a food web.
· Review local board video materials on pyramids of energy, carrying capacity, and energy flow in nature, etc.
· Construct a model ecojar using a 2-L plastic pop bottle so students have their own model.
· Locate a source of snails. Many pet shops now control their snails through chemical use but if you contact them in advance they may be able to get some.
· Have students bring in 2-L plastic pop bottles in advance.
· Fill bottles to within 300 mL of the top with water and let them sit for two to four days with no top on bottle to allow dissolved gases to dissipate.
· Add a source of algae and mico-organisms (pond water, purchased algal culture, material from existing ecojar).
· Add 20 – 40 g of topsoil (not purchased or sterilized).
· Place jar with cap loosely in place near a source of light and add one or two snails after the algal population has become established (two to three days).
· The preparation and maintenance of the ecojars should be used as an opportunity to discuss the need for biodiversity in the small, contained ecosystem and the limitation of carrying capacity.
· Students should be challenged to think about what would happen if no algae were present, no light source was available, or 50 snails had been added rather than two.
5.2.1 Student Activity: Students participate in a discussion on ecosystems, giving information on their current understanding. Students then collect materials to construct a model of an ecosystem in a 2-L plastic pop bottle. Through the creation of the model students explore a variety of concepts regarding the workings of an ecosystem.
Teacher Facilitation: The teacher introduces the topic of ecosystems and human impact on ecosystems by asking students what they already know. Students who have taken Grade 10 Science will have covered the topic. Students may also remember concepts to do with ecozones from Grade 9 Geography and ecosystem concepts, such as food chains, from elementary school. The teacher uses their knowledge as the basis to discuss the construction of the model and why specific things are placed in the jar. The teacher reviews what each item will produce for the ecosystem and what each item needs to sustain itself in the ecojar. These jars will be used for experiments that involve the addition of various pollutants later in the unit. Therefore, the use of fish should be avoided.
5.2.2 Student Activity: Students create observation tables and record information regarding their ecojar. This will focus the discussion on energy flow in ecosystems, nutrient flow, population fluctuations and pyramids, food chains/webs and carrying capacity. Students complete observation sheets for the next two to three weeks recording any visible changes in population, water colour, soil layering, etc. Students suggest explanations for what they have observed and construct population fluctuation graphs from real life data.
Teacher Facilitation: The teacher assists students in designing an observation sheet for the ecojar. The teacher will need to lead a discussion on population in the ecojar and relate this to the world around them. This discussion and note will focus on carrying capacity in nature and population fluctuations. Failures of the whole ecojar due to the extinction of one of the biological components (e.g., the algae all died) should form a part of the reports students produce. Additionally, students could construct graphs such as a population of Lynx and Hare (Science Ideas and Applications 10).
|
Task |
Tool |
Category |
Learning Skill |
|
Create ecojars |
Product |
Application |
Working Independently |
|
Population Graphs |
Rubric |
Communication |
Organization |
Andrews, W.A. and S. J. McEwan. Investigating Aquatic Ecosystems (Contours: Studies of the Environment Series). Prentice-Hall Canada, 1987.
Caulderwood, Carol A. et al. Science Ideas and Applications (The Wiley Intermediate Science Program.) John Wiley, 1988. 414 pages
· Provide a glossary for student of terms that may be new to them
Time: 220 minutes
Students investigate their daily consumption of food, and identify the sources and resources utilized. They then investigate the resources required to support food consumption for growing populations, developing concepts of biodiversity, sustainability, and carrying capacity as they relate to food production. They relate these to concepts of sustainability and population growth from Grade 9 Geography, reviewing the concepts in this new context.
Strand(s): Human
Impact on the Environment
Specific
Expectations
HI1.02 - define population growth and explain the factors that influence it;
HI1.03 - evaluate the correlation between Earth’s carrying capacity and the demands on natural resources made by human population growth;
HI1.04 - describe and explain the production, distribution, and use of food resources, using the concept of the energy pyramid;
HI1.05 - explain the importance of biodiversity with respect to the sustainability of life within the biosphere (e.g., the danger of extinction for species that have little genetic variability or the concern about the diminishing number of species of wheat grown worldwide);
HI3.01 - describe the historical development of a technology (e.g., crop fertilization), and analyse why and how it was developed and improved over time;
HI3.02 - compare various points of view on an environmental issue (e.g., a proposal to dump garbage in a quarry that is adjacent to a residential area; the sustainability of current agricultural practices);
HI3.04 - analyse the risks and benefits to society, the economy, and the environment of introducing a particular technology (e.g., nuclear power; genetically engineered micro-organisms for pollution clean-up; algae ponds to process sewage).
· Collect information on food production and standard sources for items such as milk, sugar, wheat for the record of what they eat.
· Check with Geography teachers to see what related activities were done in Grade 9, especially on sustainability, resource use, ecological footprint and population growth.
· Collect resources for use on the research of food production issues.
· Concepts of sustainability and ecological footprint from Grade 9 Geography
5.3.1 Student Activity: Students participate in a class discussion about what they eat each day and what resources are used to produce it. They develop a recording chart with headings such as: food item, source, packaging, energy required for transportation, resources required for production, and where it is on the energy pyramid (producer, primary consumer, secondary consumer). They record what they eat for at least a day, breaking down food items into components, if possible. Students use information from labels as to ingredients and source for the record.
Teacher Facilitation: The teacher uses focused questions to elicit a range of answers, including questions on what impact food production has on human communities. It is important to identify the resources used in addition to the food itself such as fertilizers, pesticides, and fuel for tractors and transportation, water and energy for processing, and materials for packaging. As an extension have students identify the wastes produced in the production of animals for food. The teacher again poses the question “What happens when the human population increases?” The teacher reminds students about their study of sustainability in Grade 9 Geography.
5.3.2 Student Activity: Students participate in a class discussion about how food was produced when Canada was first settled, and then make notes on the historical development of crop fertilization, and a summary of fertilizers as a present day issue.
Teacher Facilitation: The teacher poses questions about life over 100 years ago and then outlines the development of fertilizer use as an example of a technology that affected food production, reviewing both the benefits of increased yields that resulted, and the problems associated with runoff and subsequent water pollution, as well as increased use of energy resources in the production of fertilizers. Alternatively the teacher provides text or written resources with the information. The teacher presents a summary of the issue of fertilizer use today.
5.3.3 Student Activity: In pairs students then carry out research, using the teacher summary from 5.3.2 as a model, on a food production issue such as: destruction of rainforest for cattle farming in Latin America, use of pesticides on an Ontario fruit or vegetable crop, fertilizer requirements for grain crops such as corn or wheat, loss of genetic diversity in agricultural crops such as wheat or apples, the development of farm facilities for large populations of farm animals such as pigs.
They prepare a one-page point form summary of their research, which they present to two other pairs in a small group discussion, so that each student is familiar with three issues.
Teacher Facilitation: The teacher provides resources for their research, and facilitates use of the Internet and/or library, if desired. The teacher also provides assistance with narrowing the topics and directs the student work as needed. The teacher should encourage choice of topics which are consistent with student ability, as some of these issues are quite complex.
5.3.4 Student Activity: Students create a glossary of terms they have encountered in the activities so far in this unit, including both definitions and examples from the issues they have investigated. Terms should include biodiversity, carrying capacity, natural resources, sustainability, population, or energy pyramid.
Teacher Facilitation: The teacher provides suitable text material to assist students with their glossary.
|
Task |
Tool |
Category |
Learning Skill |
|
Personal food record |
Checklist |
Knowledge, Inquiry, Making Connections |
Work habits, Initiative |
|
Research summary |
Rubric |
Knowledge, Communication |
Teamwork |
|
Glossary |
Rubric |
Knowledge, Communication |
Works independently |
· Provide a range of reading materials.
· Provide a template for the glossary.
· Provide peer assistance with the research.
· Use an oral presentation as an alternative assessment for the research summary.
Grade 9 Geography Course Profiles
Cartwright, Fraser, Gary Birchall, and Gerry Pierce. Contact Canada 3rd Edition Oxford University Press Canada, 1999.
Clark, Bruce W. and John K. Wallace. Making Connections: Canada’s Geography. Prentice Hall Ginn Canada, 1999.
Draper, Graham and Wayne Andrew. Perspectives: Canadian Geography. Irwin Publishing, 1999.
Wright, Ian A., Leonard A. Swatridge, William Hildebrand, Clifford A. Oliver, and Gary D. Pyzer Canada: Exploring New Directions. Fitzhenry & Whiteside, 1999.
Time: 200 minutes
Students keep track of all materials that are put into the sanitary sewer or septic tank at home or at the work place. They investigate the potential effects of these products through research and lab activities and discuss the impact of their activities on the environment.
Strand(s): Human
Impact on the Environment
Specific
Expectations
HI1.01 - analyse interactions between the environment and human activities (e.g.. analyse the interdependence of biotic and abiotic factors in a municipal waste disposal site);
HI1.02 - define population growth and explain the factors that influence it;
HI2.01 - formulate scientific questions about the effects of various conditions and pollutants on aquatic life (e.g., What are the effects of acidity, temperature, phosphate, oil, etc., on the growth rate of algae?), and plan procedures to investigate the effects;
HI2.02 - conduct and report on an investigation into the effects of pollutants on aquatic life;
HI3.01 - describe the historical development of a technology (e.g., crop fertilization), and analyse why and how it was developed and improved over time.
MS1.02 – demonstrate an understanding of important safety legislation (e.g., WHMIS legislation, the Fire Code, the Building Code, the Occupational Health and Safety Act);
· Assign students the task of performing the drain audit in sufficient time.
· Collect the appropriate MSD sheets.
· Ecojars should already have been produced in a previous activity.
· If students do a workplace audit make sure they obtain permission of their employer first.
· Students should be familiar with the contents and requirements of the ecojars.
5.4.1. Student Activity: Students complete a drain audit at home or at the workplace for the time period assigned by their teacher. During the audit, students record everything that is put into the sanitary sewer or septic tank using a form with the headings: Date, Material, Purpose.
Teacher Facilitation: The teacher introduces the drain audit as a follow-up to keeping a record of what they eat. This, and the next activity, both concentrate on the waste produced directly from our consumption. The school could be used as an example and information added to the School as a Workplace from Activity 6.1. The audit is assigned for a period of 24 hours, 48 hours, or 1 week, depending on the individual student and the class. The teacher should stress that everything that goes down the household drains (sinks, tubs, showers, toilets) should be included. The teacher may wish to have all students list human waste once, then focus on other products that go down the drain including cleaning products, cooking water, food, etc. This is a good chance for students to involve their families in a school project. The teacher may provide the audit form or assist the students in designing their own. Either way, the form should ensure that students record what goes down the drain (using the product name, wherever possible) and why it was put down the drain (so students may consider alternatives after they have examined the effects of their actions). Again the teacher poses the question “What happens when the human population increases? What impact does it have?”
5.4.2 Student Activity: Students use MSD sheets to research the effects of the products from their audit on the environment. They summarize the effects, with a focus on the biohazards, in a chart.
Teacher Facilitation: The teacher may provide the MSD sheets or assist students in finding the appropriate sheets using the Internet. The teacher should group students with similar products together and allow them to share the results of their research. The teacher may need to suggest alternative product names if an MSD sheet can not be found for a specific brand of product.
5.4.3 Student Activity: Students choose a product to add to an ecojar, and determine what concentration would be reasonable to use. They make predictions about the effects of adding the product based on their research. Students examine the contents of the ecojar after a few days and record their observations. Students write a paragraph in their science notebook about the effects of the product on the environment, and what action they will take in the future (e.g., continue to use the product, choose an environmentally friendly alternative, eliminate the use of the product, change their disposal methods, etc.).
Teacher Facilitation: The teacher assists students in formulating their predictions and organizes the students so that as many different products are tested as possible. If a variety of products with a similar purpose are listed in the audit, the teacher should ensure that each is tested in an ecojar so that students can compare their effects. (For example, if a variety of drain cleaners are listed, test each one so that students can determine if one is less harmful than the others). Some students may wish to design an experiment to compare different products and should be encouraged to do so. The teacher must ensure that safe lab practices are used at all times.
5.4.4 Student Activity: Students discuss the effects, in any, of the sewage treatment process (discussed earlier) on the products listed in their drain audit.
Teacher Facilitation: The teacher leads the discussion of the effects on household products during sewage treatment. If this has not already been done, a visit to a sewage treatment plant should be arranged.
|
Task |
Tool |
Category |
Learning Skill |
|
Drain Audit |
Checklist |
Communication Knowledge/Understanding |
Work habits Works independently |
|
Chart of harmful effects |
Checklist |
Knowledge/Understanding Making Connections |
Teamwork Organization |
|
Summary Paragraph |
Marking scheme |
Communication Making Connections |
|
· Provide assistance with interpreting MSD Sheets.
· Pair students for research/lab work.
· Provide templates for reports.
Bosak, Susan V. Science Is. Richmond Hill: Scholastic Canada Limited, 1991.
Material Safety Data Sheets for Infectious Agents
Health Canada Laboratory Centre for Disease Control
www.hc-sc.gc.ca/hpb/biosafty/msds/index.html
Time: 200 minutes
Students complete a waste audit, analyse the results and then develop an action plan based on their analysis of the audit.
Strand(s): Human
Impact on the Environment
Specific
Expectations
HI2.03 - conduct an environmental study (e.g., a study on the effects on the environment of building a power line through a wetland) by gathering, integrating, and analysing information from various sources, and present the results using appropriate formats (e.g., diagrams, charts, tables, graphs);
HI2.04 - propose alternative solutions to a given practical problem (e.g., disposal of community garbage), identify the potential strengths and weaknesses of each solution, and select one as the basis for a plan;
HI3.02 - compare various points of view on an environmental issue (e.g., a proposal to dump garbage in a quarry that is adjacent to a residential area; the sustainability of current agricultural practices).
· Collect information on local waste management.
· If completing a full-scale waste audit consult with the school custodian regarding collection of garbage, and ensure access to large-capacity scales.
· Prepare for safety precautions when dealing with garbage, including use of rubber gloves and tongs.
· Locate additional resources or sets of waste audit data.
· Use of calculator and understanding of percent.
· Use of graphs.
5.5.1 Student Activity: Students participate in a class discussion of waste. Students then collect the waste they individually produce in a day by carrying around two plastic bags, one for waste including compostables and one for recyclable materials. Students mass the materials collected and identify the categories of waste such as glass, plastics, metal, fine paper, newsprint, organic materials, etc. They then identify how they could reduce some of the materials produced.
Teacher Facilitation: The teacher reminds the students of the packaging involved in their personal consumption of food in Activity 5.3 and then asks them how much waste they produce. The teacher facilitates the follow-up discussion in which they focus on what kinds of waste they produced, how much, and whether the act of collecting it affected choices they made. The teacher may bring in a “simulated” bag of garbage which students could sort into recyclable and non-recyclable materials, and identify reduction and reuse strategies for both groups of waste.
5.5.2 Student Activity: Students participate in a real or modified school waste audit. In small groups they analyse the data available and then develop an action plan based on the results. A sample is shown in Appendix 5B.
Teacher Facilitation: To provide reliable results a full waste audit should involve the collection and sorting of a week’s garbage from the school, including the recycling and cafeteria waste. Students could be involved in the development of the procedure. The material is sorted into predetermined categories in buckets and massed under controlled conditions using rubber gloves, tongs as necessary, and large capacity scales. It requires the cooperation of the custodian, and provides another example of the School as a Workplace (connect to 6.1). However, the teacher could also suggest the students examine just the recycling collected, or examine the cafeteria waste from just one day for the collection of data, and then supplement these results with audit data from another school for analysis.
(See http://elem.wrdsb.edu.on.ca/~nlakewoods/shadows_den/activities/w_audit_report2.htm for data from an elementary school.)
The most effective school action plans are developed from actual school data.
5.5.3 Student Activity: Students design a waste audit procedure for their own home or workplace, collect, analyse and present the data, and then develop an individual action plan based on the results and considering the various stakeholders in the waste management process.
Teacher Facilitation: The teacher challenges the students to take individual responsibility and use the skills they have just practised to develop a waste reduction action plan for their home. The discussion should include the perspectives of the different individuals, organizations, and points of view that exist within the community. The plan should consider the challenges to the community that will result from implementation.
|
Task |
Tool |
Category |
Learning Skill |
|
Waste Audit Procedure |
Rubric (See Appendix 5C) |
Inquiry, Making Connections |
Initiative |
|
Waste Audit Report |
Marking Scheme |
Inquiry, Communication |
Work Habits |
|
Waste Reduction Action Plan |
Rubric (See Appendix 5C) |
Inquiry, Making Connections, Communication |
|
· As an extension encourage students to locate workplace data and develop a work waste reduction plan.
· As an extension encourage students to take responsibility for implementing the action plan.
· Provide assistance with development of graphs.
· As an extension, have the class role-play the organizations and individuals affected by a change in waste management strategy.
http://elem.wrdsb.edu.on.ca/~nlakewoods/shadows_den/activities/w_audit_report2.htm
Recycling Council of Ontario site, contains
extensive information and factsheets as well as links to a variety of related
sites
www.rco.on.ca
Trash Tally: School-Based Waste Audit and Reduction Work Plan Procedures Handbook, Ontario Public School Boards’ Association, August, 1993. (One copy was sent to each member board.)
Time: 200 minutes
During this activity students develop a plan to involve themselves with issues that relate to the environment. They identify an issue, consider the costs and benefits to society involved, then propose a solution or course of action to address the issue.
Strand(s): Human
Impact on the Environment
Specific
Expectations
HI2.03 - conduct an environmental study (e.g., a study on the effects on the environment of building a power line through a wetland) by gathering, integrating, and analysing information from various sources, and present the results using appropriate formats (e.g., diagrams, charts, tables, graphs);
HI2.04 - propose alternative solutions to a given practical problem (e.g., disposal of community garbage), identify the potential strengths and weaknesses of each solution, and select one as the basis for a plan;
HI2.05 - identify various factors (e.g., scientific data, differing points of view) that influence a decision on a science-related issue (e.g., the decision to take steps to protect wild species or plants, or to preserve a wilderness area; the decision to allow the construction of a golf course, with consideration of such issues as water usage and fertilizer run-off);
HI3.03 - explain the benefits of individual and societal participation in planning, problem solving, decision making and task completion with respect to environmental issues (e.g., summarize the results of a group project on sustainable agriculture; establish an ecosystem, modify it, and review the results);
· Contact guest speakers, if appropriate.
· Obtain literature from special interest groups.
· Determine which local community projects have environmental significance.
· Arrange field trips, if planned.
· Some ability to assess bias in presented material.
5.6.1 Student Activity: Students finalize the list of environmental issues that was begun in 5.1.7. They discuss why action needs to be taken, and what benefits will accrue as a result of their plan for action.
Teacher Facilitation: Assist students in preparing a list including local and regional issues that have shown up in their collection for Activity 5.1.7. Encourage students to see the different sides of an issue, the relevance of cost, and on narrowing the focus so that an action plan is feasible.
Possible topics include:
· Workplace waste management plan
· Workplace plan for hazardous materials
· Farm plan
· Community hazardous waste management
· Stream rehabilitation program
· Adopt-a-highway programs
· Park cleanup