Learning to Give, Philanthropy education resources that teach giving and civic engagement

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Digging For Dirt

Lesson 3:

From Unit Global Garbage

Lesson

Handouts

Academic Standards

Philanthropy Framework

6th-8th Grade

Subjects:

Language Arts, Library / Technology, Math, Philanthropy, Science and Social Studies

Key Words/Concepts click to view

ELA:	Journaling; Letter Writing; Listening; Reflection; Research; Summarizing/Paraphrasing; Teamwork; Technology; Understanding/Interpretation
MAT:	Graphs/Charts/Tables
PHIL:	Community; Corporate Philanthropy; Environmental Stewardship; Recycling
SCI:	Cause/Effect; Environment; Pollution
SOC:	Choices/Consequences; Compare/Contrast; Environment; Pollution

Purpose:

The purpose of this lesson is to introduce learners to concepts related to trash removal, as well as to evaluate statistics regarding the production and removal of trash products.

Duration:

Three to Four Forty-Five Minute Class Periods

Objectives:

The learner will:

explain the different methods being used to eliminate trash.

answer questions regarding facts on the production and removal of waste products through interpretation of graphical and written statistics.

create a graphic display of statistical information.

draft a letter, in the form of an extended response, to a governmental official regarding the information gathered.

Materials:

A recording, which is dominated by loud city noises; including traffic, construction, and verbal outbursts. As a alternative if such a recording is not available, ask the first four or five learners entering the room to join you off to the side of the room, solicit their help to introduce this lesson. Ask them, on cue, to simulate loud noises of a big city type, i.e. car horns blaring, whistling for taxis, loud music, hawkers of newspaper/magazines, jackhammers in the street/construction/repair, etc…
Fact Finder Recording Sheet (Attachment One).
Research Cards (Attachment Two)
A copy of your communities recycling efforts, which includes disposal of hazardous trash (Can be obtained through City Hall.)
Teacher’s Key for Fact-Finder (Attachment Three).
Speaking Out (Attachment Four).
Mailing materials (optional)

Handout 1: Fact Finder Recording Sheet
Handout 2: Research Cards
Handout 3: Teacher's Key for Fact Find
Handout 4: Speaking Out

Instructional Procedure(s):

Anticipatory Set:
Begin the class with the recording of city noises or alternative. Ask the learners to create a journal entry explaining how the recording (or learner performance) differs from what they heard in Lesson One (The Nature Sounds). Ask what feelings, if any, they have associated with what they heard today and the change in what they heard. Ask them to define the cause and effect of these changes.

Place the learners in groups of four and distribute to each learner a copy of the Fact Finder Recording Sheet (Attachment One).
Explain to the learners that they are on a fact-finding mission; that they are to be the first detectives to uncover all of the facts. Tell them you are looking for the top detectives, those who can gather the needed information most quickly and thoroughly and accurately.
Review the information on the Fact Finder Recording Sheet (Attachment One) and answer any questions the learners might have concerning what they are to do.
Give each team a copy of Research Cards (Attachment Two) and access to the Internet. Tell them they can work as a team to uncover the answers by dividing the questions, or any other way of working together to find the answers.
When a team has completed their investigation, have them self-correct their Fact Finding Recording Sheet (Attachment One) using a copy of the Teacher’s Key for Fact-Finder (Attachment Three).
As each team completes the self-correcting of their responses and turns them in, hand each learner in the group a copy of Speaking Out (Attachment Four). Go over the instructions together group by group. If available, it is recommended that the learners use a ‘word program’ on the computers to reduce class time used for editing and revising. Have learners start with a rough draft allowing them time for peer editing and completing a final draft.
When the learners complete their final draft meeting the requirements set forth in Speaking Out (Attachment Four), supply mailing materials or plan to deliver the letters to the local government.

Assessment:

The learners will be assessed on their involvement in the class discussion and group work as evidenced by the satisfactory completion of the Fact Finding Sheet, as well as the depth and accuracy of their “speaking out” assignment.

School/Home Connection:

Interactive Parent/Student Homework:
Tell learners to gather information regarding any trash they see that is disposed of incorrectly. Have them categorize the items. Tell them to discuss this with an adult. During the week, have learners look for, and record, the different types of trash they see along the road/sidewalks.