Source: Illustrative Example SC04.1

Alberta Education

 

Background

Topic A: Waste and Our World, students distinguish between wastes that are readily biodegradable and those that are not. Also, students develop and implement a plan to reduce waste, and monitor what happens over a period of time. In this task the class brainstorms possible sources of information about waste management. Also, students brainstorm a list of questions to be asked. The students work in groups and have various electronic options to find their answers. Students should have access to at least the Internet, a fax machine, and a telephone to contact the sources identified. The results of this study are used to design a plan to be implemented in the school.

 

Related Curricular Outcomes

Topic A, SLE 4 and 12

*       distinguish between wastes that are readily biodegradable and those that are not

*      develop and implement a plan to reduce waste, and monitor what happens over a period of time

 

Student Task

While Therese was on the playground, she noticed a great deal of garbage. She saw banana peels, juice boxes, plastic wrapping and other materials. She was disturbed by this sight and wondered what she could do to help solve this problem.

*      Where could Therese go to find information about waste management?

*      What can Therese do at her school to address this problem?


In a group of two or three, create a list of questions that will help your group address the issues involved in reducing waste at the school. Use this list to gather information. Use at least two electronic means; e.g., the Internet, a telephone, a fax machine, to gather your information. If you know of other means, please use them as well. Use this data to come up with a plan to reduce the waste in your school. Each group will present its plan to the class. This presentation will include a reflection that describes the steps taken to complete the project.

 

 

Scoring Guide

4   

–  

follows a specific search path to gather predominantly relevant information

   

–  

contacts, electronically, several authorities to gather relevant information

   

–  

provides multiple perspectives on the issues in the presentation

   

–  

uses several electronic means to gather information

3   

–  

follows a specific search path to gather mostly relevant information

   

–  

contacts more than one authority, electronically, to gather relevant information

   

–  

provides at least two perspectives on the issues in the presentation

   

–  

uses some electronic means to gather information

2   

–  

follows a specific search path to gather some relevant information

   

–  

contacts at least one authority, electronically, to gather relevant information

   

–  

provides one perspective in the presentation

   

–  

uses two electronic means to gather information

1   

–  

follows no specific search paths, or there was no relevant information

   

–  

contacts no authorities, electronically, to gather relevant information

   

–  

does not provide any perspective in the presentation

   

–  

uses no electronic means to gather information

 

Related Tech Outcomes

C.4.2.1 design and follow a plan, including a schedule, to be used during an inquiry process, and make revisions to the plan, as necessary

C.2.2.1 seek responses to inquiries from various authorities through electronic media

C.5.2.3 extend the scope of a project beyond classroom collaboration by using communication technologies, such as the telephone and email

C.4.2.3 reflect on and describe the processes involved in completing a project