Profile Sheet

Problem-Based Lesson Title: Citizens Explore Methods to Reduce the Number of School Janitorial Supplies (60-gallon Garbage Bags)

Primary STEM Subject Area: ScienceOutside Subject Area: Math, Reading, Writing, Engineering, TechnologyTeachers: Laura Althouse, Elizabeth Grochan, Andrianna Hunt, Alyssa Minnich, Ayelet Peters, Crystal LoveClass: General ScienceClass Level: Regular with ESE and ESOL inclusionGrade Level: Third GradeClass Time: 2 weeks (10 science classes, 30 minutes each; 3 math classes, 60 minutes each; 5 writing classes, 60 minutes each)

Description of student roles and problem situation: Students will assume one or more of the following roles of cafeteria school custodian, Green Team Club members and a waste management engineer consultant to investigate the present issue of excessive use of garbage bags at West Ridge Elementary School. For the past two years West Ridge Elementary has run out of garbage bags in the month of January due to insufficient funds for custodial supplies. In FY14 and FY15 the SAC committee was asked to approve the use of school fundraising monies to supplement the custodial supply fund to purchase extra garbage bags for the remaining of each school year. Solutions will be presented to the School Advisory Council (SAC).

Adaptations for ESOL Students: ● Strategic planning and student partnering to match natural language learners together.● Visual directions● Picture vocabulary cards● Translate the Meet the Problem document● Show videos in native language if possible● Provide native language non-fiction science books about properties of matter when available● Extended time

Adaptations for SLD Students: ● Chunking of the project● Strategic planning and Student Partnering ● Visual directions● Frequent checking for understanding● Oral reading● Individualized instruction● Extended time● Student examples● Scaffolding for support as needed ● Verbal encouragement as needed

Adaptations for ADHD Students: ● Chunking of the project● Strategic planning and Student Partnering

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● Frequent checking for understanding● Preferential Seating● Breaks as needed● Individualized instruction when needed● Extended time● Scaffolding for support as needed ● Verbal encouragement as needed

Suggested Resources:

WebsitesDiscovery Education

● What Is Matter? Visual Learning, 2013. Video Segment ○ Students will watch a short video that introduces to the vocabulary related to matter such as the 3

states. They will see examples of each state of matter.■ Discovery Education. Web. 22/8/2015. http://www.discoveryeducation.com.

● Volume and Mass Visual Learning, 2013. Video Segment ○ Students will watch a short video that uses their previous knowledge about what is matter. They

will see how matter is measured using volume and mass.■ Discovery Education. Web. 22/8/2015. http://www.discoveryeducation.com.

● Video Quiz Visual Learning, 2013. Video Segment ○ After watching the videos on Matter, Volume and Mass, student will watch a short video quiz

that will check their understanding as well as reinforce the information previously learned. ■ Discovery Education. Web. 22/8/2015. http://www.discoveryeducation.com.

● Online Articles: ○ Digging Deep Through School Trash: A waste composition analysis of trash, recycling and

organic material discarded at public schools in Minnesotahttp://www.pca.state.mn.us/index.php/view-document.html?gid=1423

○ Cafeteria Composting in Schools Strategies, Systems and Resources for Lane County Schools http://schoolgardenproject.org/wp-content/uploads/2013/06/Cafeteria-Composting-Manual-for-printing.pdf

● Informational Books○ Cole, Ron, and Lisa Trumbauer. The World of Matter. New York, NY: Newbridge Educational

Pub., 1997. Print.

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STEM Areas

Science: Science concepts are incorporated throughout the lesson. Students will need to understand the properties of matter, specifically mass and volume to determine the best solution to the problem.Technology: Students will utilize informational videos to learn about the property of matter. Students will also incorporate technology by researching the problem on the Internet as well as and use program software of Office Word Document and PowerPoint to present their solutions. Engineering: Students will ask questions that can be investigated based on the problem and identify possible problems in the present system. Predict reasonable outcomes for solutions based on evidence collected to revise a new system to dispose of cafeteria waste without going beyond the allotted custodial supply budget. Math: Students will determine the volume and mass of the current daily cafeteria trash output and graph the mathematical data that they discover. In addition, students will compare and contrast mass and volume of filled garbage bags in relation to trash cans used in the cafeteria. They will use this data to support their solution to the problem.

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Standards and Specific Learning Outcomes

NGSSS in Science: Big Idea 8 Properties of MatterSC.3.P.8.2 Measure and compare the mass and volume of solids and liquids.SC3.P.8.3 Compare materials and objects according to properties such as size shape, color texture, and hardness.

ELA in Reading: Cluster 1: Key Ideas and DetailLAFS.3.RI. 1.1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers.LAFS.3.RI. 1.2 Determine the main idea of a text; recount the key details and explain how they support the main ideaLAFS.3.RI.1.3 Describe the relationship between a series of historical events scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.Cluster 2: Craft and StructureLAFS.3.RI.2.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. LAFS.3.RI.2.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Cluster 3: Integration of Knowledge and Ideas LAFS.3.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Writing Standards:Cluster 1: Production and Distribution of WritingLAFS.3.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (CCL3)

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.

Cluster 2: Production and Distribution of Writing LAFS.3.W.2.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose Cluster 3: Research to Build and Present Knowledge LAFS.3.W.3.7 Conduct short research projects that build knowledge about a topic.

Mathematical Standard:MAFS.3.MD Measurement and DataMAFS.3.MD.2.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one - and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Engineering Standard:4

3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

ISTE Standards:

ISTE 3 Research and information fluencyStudents supply digital tools together, evaluate, and use information.

a. Plan strategies to guide inquiryb. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources

and mediac. Evaluate and select information sources and digital tools based on the appropriateness to specific tasksd. Process data and report results

ISTE 4 Critical thinking, problem solving, and decision makingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

a. Identify and define authentic problems and significant questions for investigationb. Plan and manage activities to develop a solution or complete a projectc. Collect and analyze data to identify solutions and/ or make informed decisionsd. Use multiple processes and diverse perspectives to explore alternative solutions

Science Standards and Learning Outcomes:

SC.3.P.8.2 Measure and compare the mass and volume of solids and liquids.SC.3.P.8.3 Compare materials and objects according to properties such as size, shape, color, texture, and hardness.

Learning Outcome #1: Using cafeteria waste materials, students will explain three accurate properties of matter.

Learning Outcome #2: After measuring the mass and volume of cafeteria waste materials, students will explain how mass and volume can be changed providing at least 3 accurate details.

Mathematics Standard and Learning Outcomes:

MAFS.3.MD.2.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one - and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

Learning Outcome #3: After analyzing data from the fiscal year of 2014, students will create an accurate scaled bar graph that displays the number of 60-gallon garbage bags used in 2014.

Learning Outcome #4: After comparing the information from 2014 and the number of bags used during August – December, 2015, students will determine the number of garbage bags that will be used during January – June, 2015 citing at least 3 accurate facts.

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Technology and Engineering Standards and Learning Outcomes:

ISTE 4. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

a. Identify and define authentic problems and significant questions for investigation.b. Plan and manage activities to develop a solution or complete a projectc. c. Collect and analyze data to identify solutions and/ or make informed decisionsd. Use multiple processes and diverse perspectives to explore alternative solutions.

3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Learning Outcome #5: Using information gained through research, students will propose at least 2 solutions to reduce the number of 60-gallon garbage bags by providing at least 4 accurate facts for recommending one solution over the other.

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Meet the Problem Method

Students will receive a memo from the principal of West Ridge Elementary School (see below), as well as FY14 and FY15 annual custodial supply budgets and purchasing orders. In addition, students will read the two articles Digging Deep Through School Trash: A Waste Composition Analysis of Trash, Recycling and Organic Material Discarded at Public Schools in Minnesota and Cafeteria Composting in Schools Strategies, Systems and Resources for Lane County Schools.

West Ridge Elementary

Memorandum TO: West Ridge Elementary Green School of Excellence Stakeholders

FROM: Dr. Juanita P. Cortez Principal DATE: August 25, 2015

SUBJECT: Janitorial Supply Budget Deficit The purpose of this memorandum is to inform you that West Ridge Elementary is faced once again with a health and sanitation crisis. For the past two years the schools janitorial supply budget has been depleted by the beginning of January leaving the school without necessary supplies, particularly garbage bags. This causes a major health concern that directly impacts our students, staff members, and other community members who use the school’s facilities. In an attempt to refrain from this problem reoccurring, I am asking that a committee consisting of the custodial staff, Green Team faculty and student members, as well as a volunteer waste management engineering consultant from Palm Beach County review our present use of garbage bags for disposal. Your focus should be in the area of the school cafeteria where the majority of garbage bags are used. Committee members are asked to determine the leading cause of this shortage and recommend possible solutions to reduce the amount of garbage bags used in the school cafeteria on a daily basis. Please be prepared to present to the School’s Advisory Committee on Wednesday, October 21, 2015 @ 8:30 a.m. in the school’s media center. I have enclosed this year’s school janitorial supply budget and an invoice for FY15 to assist in finding a solution to our present problem. I have arranged with a private donor to provide a monetary budget of $500.00 to assist in the implementation of an effective solution to the current janitorial supply budget overage.

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Projected School Board of Palm Beach County Janitorial Supply Budget for Elementary Schools FY16

Palm Beach County Elementary Schools

Janitorial SupplyBudget

Projected Student Enrollment @ $6.00 per student

West Ridge Elementary FY15 675 $4,050.00

West Ridge Elementary FY16 705 $4,236.00

West Ridge Elementary Janitorial Supply Invoice FY15

Date Item Units Price per unit Total

8-1-14 Floor Striper 1 gallon 8 gallons @ $15.00 $120.00

8-1-14 Daily Floor Cleaner 1 gallon 20 gallons @ $12.00 $240.00

8-1-14 Floor polishing wax 1 gallon 10 gallons @ $21.00 $210.00

8-1-14 paper towels 12 rolls per case 20 cases @ 30.00 $600.00

8-1-14 toilet tissue paper 12 rolls per case 20 cases @ $39.00 $780.00

8-1-14 60 gallon garbage bags 200 bags per box 10 boxes @ $49.00 $490.00

8-1-14 7 gallon garbage bags 1000 bags per box 5 boxes @ $35.00 $175.00

8-1-14 multi-purpose disinfectant cleaner

1 gallon 24 gallons @ $9.00 $216.00

8-1-14 antibacterial hand soap 1 gallon 22 gallons @ $15.00 $330.00

8-1-14 all purpose latex gloves 500 count 3 @ $43.00 $129.00

8-1-14 Total $3290.00

10-5-14 60 gallon garbage bags 200 bags per box 10 boxes @ $49.00 $490.00

10-5-14 7 gallon garbage bags 1000 Bags per box 5 boxes @ $35.00 $175.00

Sub Total $665.00

10-5-14 Total $3955.00

12-5-14 60 gallon garbage bags 200 bags per box 10 box @ $49.00 $ 490.00

Sub Total $ 490.00

12-5-14 Total $4,445.00

12-5-14 Janitorial budget is showing a deficit with 5.5 months of the school year to go, therefore leaving no additional funds for other supplies.

$ 395.00

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Article: 1

Digging Deep Through School Trash: A waste composition analysis of trash, recycling and organic material discarded at public schools in MinnesotaPosted on November 19, 2010 by Laura B.

Read the full study.

In 2010, the MPCA partnered with Hennepin County and the city of Minneapolis to take a closer look at what

schools throw away. Partners, with the help of many volunteers, sorted through all the garbage, recycling, and

organic material discarded by six schools over a two-day period.

The six schools (two elementary, two middle, and two high schools) represented both urban and suburban

areas. These schools were chosen in part because the waste generated by them was likely to be similar to

other public schools statewide.

The waste was sorted into 19 different categories. This allowed analysis of total waste generation and

composition, as well as contamination of recycling and organics composting, and capture rates for recycling

and composting programs at all of the schools.

The results of the waste sort are detailed in this report. Key findings from the study include:

● Over 78% of school waste could be diverted from the trash to organics composting and container/paper recycling collection programs.

● 50% of school waste could be managed via organics composting programs that accept food waste, liquids, and non-recyclable paper.

● The single most common material generated by schools was food waste–23.9% of the total waste generated.

● Recyclable paper (cardboard, white office paper, and mixed paper) accounted for 23.5% of the total waste generated by schools.

● The schools had an average per capita total waste generation of just over half a pound per day.● By extrapolation, this means Minnesota K-12 public schools generate an estimated 483,520 pounds

of waste per day.

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Article: 2

Cafeteria Composting in Schools Strategies, Systems and Resources for Lane County Schools

Why Compost at Schools? On average, a school of 200 students generates 75 pounds of compostable waste each week, or over 3,000 pounds per year. Here in Eugene, over 50% of the waste sent to landfills is compostable. These wasted resources are also a lost opportunity to teach our youth lifelong sustainable practices. By establishing composting programs at schools, we can reduce landfill waste, educate students about the relevance of resource conservation and composting, and generate a useful amendment to boost the health of school vegetable and habitat gardens. Successful programs are fundamentally student-driven, with support provided by volunteers and school staff. Numerous local schools, such as Edison, Edgewood, Adams, and Cesar Chavez, have implemented low-cost, sustainable cafeteria composting programs that represent a sound educational, economic, and environmental choice.

Read full article

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Problem Statement

How can we as a cafeteria school custodian or Green Team Club member or waste management engineer consultant reduce the number of 60-gallon garbage bags in such a way that:

● we provide the SAC committee with accurate data● we meet the deadline for the presentation on Wednesday October 21, 2015● we communicate best use of waste disposal during lunch periods● stay within the budget of $500.00 to implement an effective solution

Context explanation: Excessive garbage bag usage within the school is resulting in the custodial staff running out of janitorial supplies, especially in the use of garbage bags by January of the school’s fiscal year for the past two years in a row. Due to lower projected student enrollment the schools funding budget for custodial supplies, particularly garbage bags has been depleted for the past two years as early as January. For the past two years the School Advisory Council (SAC) has approved money collected through various school fundraisers to be used to purchase the extra garbage bags needed by the school for the remaining fiscal school year.

Audience for solution presentation: The proposed solution to the excessive use of garbage bags will be presented by the students to the School Advisory Council (SAC).

How problem is ill-structured: Waste management is inadequate at the school level. The ratio of cafeteria waste removal and funds allocated for janitorial supplies, especially in regards to garbage bags is disproportionate. The school’s custodial staff, members of the faculty, and students are uneducated in alternative waste disposal methods that would reduce waste removal through garbage bags. A system for proper trash disposal is needed to maintain a steady and proper use of the school’s limited janitorial supply funds.

How problem is high impact: The school budget provides a limited amount of monies for the purchase of janitorial supplies. Due to the inadequate waste management system in place, the amount of garbage bags allocated in the schools custodial budget is depleted by January of each year.

How problem will promote acquisition of skills/knowledge described in standards and learning outcomes : Students will be informed of the school’s issue of exceeding the budget for garbage bags and propose solutions for additional ways to dispose of cafeteria waste while limiting the excessive use of garbage bags. Through the acquisition of this knowledge, students will be learning about the properties of matter (i.e., mass and volume), how to solve mathematical problems, graph data, research information pertaining to the problem; conduct a short research paper presenting at least two solutions to the problem of excess use of garbage bags. Students will present their findings to SAC regarding the reduction of waste disposal in the cafeteria which directly impacting the amount of garbage bags used during the year.

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Know Board:

1) Make a presentation to the School Advisory Committee.

2) For the past two years, the school’s janitorial supply budget has been depleted by the beginning of January leaving the school without necessary supplies, particularly garbage bags.

3) Deadline for presentation of solutions is Wednesday, October 21, 2015

4) The lack of garbage bags causes a major health concern that directly impacts the school community.

5) West Gate Elementary is a Green School of Excellence

6) The majority of the garbage bags are used in the school’s cafeteria.

7) The allocated school budget for custodial supplies is $6.00 per student.

8) West Gate Elementary allocated custodial supply budget for FY15 is $4,050.00 and FY16 is $4,236.00.

9) There is a budget of $500.00 to assist with implementation of a solution.

Need to Know Board:

1) What is the allocated school budget for custodial supplies for FY16?

2) How much of the annual custodial supply budget is used for garbage bags?

3) What is the average amount of garbage bags used in the cafeteria for food waste per day?

4) What is the average amount of garbage bags used school-wide per day?

5) What is the average amount of garbage bags purchased for the school in the past two years?

6) How frequently are used garbage bags thrown away during the school day?

7) Is recycling in the cafeteria a viable option for our school or would an extra cost result from it?

8) Is the weight of the bags a factor for persons disposing cafeteria waste?

9) What is the maximum weight/volume capacity of garbage bags used in the cafeteria?

10) What is the average weight of the garbage bags being disposed of in the cafeteria?

11) How can the properties of matter affect the volume of waste placed in garbage bags?

11) How can mass and volume of cafeteria wastes be changed?

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Capstone Performance

The capstone performance for the problem contains two parts; an individual report and a group presentation. Individual students will be assessed on both of these parts via two different rubrics-a written research report rubric and oral presentation rubric. Students will be given 2 weeks to prepare reports and presentation.

In a written research report, the student will take the part of the school’s Green Team Members, custodial staff and a waste management engineer. Each student will share his/her individual report that includes at least two possible solutions and four justifications for recommending one solution over the other to members of his group. Using the research from the individual reports, each group must determine and describe two feasible solutions for reducing the amount of garbage bags used in the cafeteria per day.

In the oral presentation, members of each group will present the two solutions created based on individual reports. One student will then present the team’s overall “best” solution. Each member of the group must provide at least one justification for the group picking this solution, with the total number of justifications for the team being four. The presentation should be between 5-8 minutes.

The team will listen and rate each group's possible solutions, by devising a suitable solution from one or portions of several presented solutions.

Students will present to the school administrator and SAC in the school media center. The SAC members will be prepared to ask each member of the group a question related to the physical properties of matter in its relation to reducing excessive use of garbage bags in the cafeteria.

The presentation will be conducted in the media center. The room will be arranged with projection screen at the front of the room. The presenters will be facing the audience of shared stake holders. Presenters waiting for their turn to present will be sitting to the side of the room. A representative from each group will present using a podium, computer, document camera, screen, and visual aids. The remainder of the class will sit with the audience of shared stake holders at the remaining tables in the media center.

Student autonomy and metacognition are encouraged as the individual student will be asked to set a goal for their own learning and how they are going to achieve it. Decide which part of the solution to present during the group presentation and how they would like to present the information (visual representation of diagram, charts, graphs, illustrations or PowerPoint). Students will self-reflect on why they chose that method to represent the information and self-reflect on his/her own part in the presentation. In addition, each student will complete a reflection questionnaire after the group presentation to reflect of how the group did as a whole.

Sample reflection questions are the following:

ReflectiveHow did you decide what to include? Why did you write that/put that there? How did you start off? What did you find the most difficult bit? How did you tackle it? Did you use any images in your head to help you? What have you learned about (e.g. decision making)? How did you tackle sequencing/organizing the statements? How did you work together? Did it help?

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How did you did you decide to leave information out? What assumptions have you made? What connections have you made? What makes a good connection? Did you have a plan and did you have to change it?

Reasoning Why do we have different criteria at different times? Has anyone got an answer you like? Why? Which statements did you ignore? Why? Challenge Why do we need criteria? Could the statements be placed in more than one place? What were the long-term/background causes? What were the short-term/trigger causes? Application Are some criteria more important than others? Where could you use what you have learned today over the weekend? How might you use what you have learned today in another subject? How is this like the work of (job)…..? Why is being able to reason/organize/evaluate important?

14Presenters Podium

Presentation Screen

Media Center Room Arrangement

Capstone Performance Written Research Report Rubric

Student Name: __________________________

Category 25-Exemplary(EX)

20- Proficient(PR)

15-Approaching (AP)

10- Needs Developing

(ND)

Points Earned

ContentAccuracy

All information in written report is 100% accurate.

Information in written report is at least 90% accurate.

Information is written report is at least 80% accurate.

Information in written report is less than 80% accurate.

Information on Problem

Both solutions align and support the Problem Statement and all of its conditions.

Both solutions align and support the Problem Statement and 3 of its conditions.

One solution aligns and supports the Problem Statement and all of its conditions. The second solution supports the Problem Statement and 3 of its conditions.

Neither solution aligns and supports the Problem Statement and its conditions.

Required Components

Report includes:1. The group’s problem statement.2. Three accurate properties of matter.3. An explanation of how mass and volume can be altered citing 3 accurate details.

Report includes:1. Two accurate properties of matter2. An explanation of how mass and volume can be altered citing 2 accurate details.3. Scaled bar graph with at least

Report includes:1. One accurate property of matter.2. An explanation of how mass and volume can be altered citing 1 accurate detail.3. Scaled bar graph with at least

Report includes:The report contains less information that what is described in the “Approaching” level.

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4. Scaled bar graph with 100% accuracy5. An explanation of future number of garbage bags providing 3 accurate facts.6. Two possible solutions7. Four justifications for why one solution is better than the other.

90% accuracy.4. An explanation of future number of garbage bags providing 2 accurate facts.5. Two possible solutions.6. Two justifications for why one solution is better than the other.

80% accuracy.4. An explanation of future number of garbage bags providing 1 accurate fact.5. One possible solution.

Mechanics Few (2 or less) grammatical, spelling or punctuation errors.

Minor (5 or less) grammatical, spelling or punctuation errors.

Some (10 or less) grammatical, spelling or punctuation errors occur.

More than 10 grammatical, spelling or punctuation errors occur.

Total Points

Scoring GuideA: 90-100 pointsB: 75-89 pointsC: 60-74 pointsD: 50-59 pointsF: Below 50 points

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Capstone Performance Oral Presentation Rubric

Student Name: __________________________

Category 25-Exemplary(EX)

20- Proficient(PR)

15-Approaching (AP)

10- Needs Developing

(ND)

Points Earned

Delivery Establishes eye contact with everyone in the audience during the presentation. Projects voice and can be heard by all members of the audience.

Establishes eye contact with the majority of the audience during the presentation. Projects voice and can be heard by the audience 75% of the time.

Establishes some eye contact with the audience during the presentation. Projects voice and can be heard by the audience 50% of the time.

Establishes no eye contact with the audience during the presentation. Projects voice and can be heard by the audience less than 50% of the time.

Individual Comprehension of Content

Student answers question from audience member providing at least 2 accurate scientific facts.

Student answers question from audience member providing at least 1 accurate scientific fact.

Student answers question from audience member but does not provide accurate facts.

Student fails to answer question.

Quality of justification

Student justifies group’s best solution with 2 accurate scientific facts.

Student justifies group’s best solution with 1 accurate scientific fact.

Student’s justification of group’s best solution is not based on accurate scientific facts.

Student fails to justify the group’s best solution.

Reflection Student answers all reflection questions.

Student answers at least 90% of reflection questions.

Student answers at least 80% of reflection questions.

Student answers less than 80% of reflection questions.

Total Points

Scoring GuideA: 90-100 pointsB: 75-89 pointsC: 60-74 pointsD: 50-59 pointsF: Below 50 points

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Two Alternative Solutions and “Best” Solution Analysis

Solution 1:As cafeteria school custodians, we believe that the current, large cafeteria trash cans (approximately 60 gallons.) should be replaced by smaller, more manageable sizes (approximately 32 gallons). Currently, we are unable to fill the trash bags to capacity. They become too heavy, and our custodial staff is unable to lift them. Usually the 60 gallon trash bag is only filled halfway. We are paying for trash bags that we are not using to their full volume capacity. By using smaller trash cans and trash bags, we will be able to fill each bag completely and payless per bag. We believe this could be a viable option for the School Advisory Council to consider.

Pros and Cons:

Pros Cons

A 200 count box of 60 gallon trash bags is $49.00. The trash bag is only being filled to half of its volume. A 500 count box of 33 gallon trash bags is $53.00. By using the 33 gallon bags, we are getting an addition 300 bags with similar volume capacity use.

Would have to replace the current trash cans with new cans. The new trash cans would be approximately $26.00 a piece, and at least five are needed.

Custodial staff will have an easier time lifting and disposing of the smaller trash bags.

We would need to find a use for the old 55 gallon trash cans, or dispose of them.

Students would have an easier time helping with cleanup if the trash cans were more ‘their size’

A minimalistic solution only addressing the garbage bag issue and budget.

We would stay below the $500 start-up budget Solution does not include recycling recyclable materials.

Consequences:1. We would have to spend more at the beginning when we are switching the old trash cans out. 2. We would be able to more than double the amount of bags we are able to purchase for the same price

per gallon used.

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Solution #2:As waste management engineers, we believe that by creating a recycling system as well as a compost heap, we would eliminate much of the outgoing waste. Organic materials, such as food waste and liquids would go into the compost bin. Materials that can be recycled, such as paper, bottles, and cans would be placed into designated recycling bins. By pouring liquids and foods out into the compost bins, containers would be able to be crushed into a smaller size so that they take up less space. By placing recyclables into designated bins, the amount of waste going into the trash bags would be decreased. We believe this could be a viable option for the School Advisory Council to consider.

Pros and Cons:

Pros Cons

For an on-site compost heap, there would be a one- time start-up cost, but after, it would require little money to maintain.

An effective, on-site compost heap will require approximately 5-10 hours a week to maintain. There would need to be at least 1 adult supervisor, as well as students willing to actively participate.

Reduce landfill waste and lead to an appreciation and understanding of school vegetable and habitat gardens.

Will need teacher and staff buy-in in order to effectively implement and support initial construction and maintenance long term.

Having a compost bin and recycling bins will greatly reduce the amount of garbage bags needed to dispose of waste. Most of the waste leaving the cafeteria will be recycled.

On-site composting is slow. It will take between 3 months to a year or more for a finished product.

Educate students about the relevance of resource conservation and composting.

A safe and secure location would need to be identified on campus for the compost heap to be set up.

Off-site removal of compost would initially cost the school less money up front, with approximate removal fee of $30.00 a month or $270.00 a year. Resulting in little additional on-site labor.

Teachers, staff, students and volunteers would need to be trained and educated about how to build and maintain a compost.

Recycling bins are distributed to school from the county waste management system at no additional cost.

On site compost set up would initially cost the school more money up front, approximately $400.00.

Consequences:1. This will be a long term plan, and participants will need to be committed to participating and maintaining recycling and compost bins. 2. There are 3 main compost programs to choose from, on-site bin system, an off-site commercial compost program, and a combination of on-site bin system and commercial compost program. Financial, time and long term maintenance will have to be considered in choosing program. 3. Starting the recycling and compost systems will keep us under our $500 dollar budget.

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Justification for “Best” Solution:

Best Solution:

Solution #1 is the best solution to the problem because it will be the quickest and easiest solution to implement at the school level. The start-up cost will consist of the purchase of five 32 gallon trash cans at $26.00 each and one box of 500 33-gallon garbage bags at $53.00. The total start-up cost would be $186.00 and no change to the present collection of waste in the cafeteria would impede the plan. Custodians, students, and staff members’ roles for this solution would not change. Solution #2 will require more staff and stakeholder buy-in to effectively implement. It would also require more manpower and extra workload on the custodians, as they would be required to take multiple trips to different locations. For example one trip to the dumpster, another to the compost heap and one to the recycling bins. Solution #1 would not require any additional change except, lighter garbage bags that are being filled with the maximum capacity.

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Debriefing Plan; Essential Concepts; Coaching Questions

Debriefing Plan: Each group of students will present their solutions to the School Advisory Council in the presence of the other students, administration, custodial staff, and the remaining Green Team Club members to be sure that all solutions are recognized and heard. The teacher will act as the facilitator to record details of each solution given by each group. Students will be given a handout listing all details from each solution the day after their presentation. After that, each group will rate each solution and declare which they perceive to be the best solution and reasons why they believe this would be the best solution to the present problem. Each student will get a handout listing all the solutions and the Green School of Excellence teams will rank them in order from 1-5. There will be points awarded for each “Place.”

Point System for Priority List:

Place Points Awarded

1st Place 10 points

2nd Place 7 points

3rd Place 5 points

4th Place 3 points

5th Place 1 point

If there are two solutions with the same amount of points, they will be reviewed in the next class period. Teacher will encourage students to see if there is a way to create a single solution while combining ideas from both of these solutions to come up with the ‘very best’ and final solution. The teacher will then discuss reasons for choosing final solution and will provide details on the whiteboard to the whole class.

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Sample Rating Form:

Please rate the following solutions according to the scale above.

Name of Group: ____________________________________From each group, write solutions and use the Rating Scale to rate.

Solutions Ratings Scale Total Points

Ratings scale:

3: This solution will work for sure; there are no changes that need to be made.2: Maybe this solution will work; we may need to change a few things to make it work.

1: This solution will not work; there are too many changes that need to be made in order for this work.

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Essential Concepts:Through active discussions with students, the teacher will ensure that these concepts must be addressed throughout their research, report writing, and oral presentations.

1. Facts about the waste disposal containers and options about how this will effectively minimize the amount of mass and volume waste is taking up.

2. Properties of matter3. Measurement of mass and volume4. Development of a Scaled Bar Graph to represent data5. Analysis of data to make predictions

Throughout the problem-based learning lesson, the teacher will circulate between groups of Green Team members, janitorial staff, and volunteer waste management engineer ensuring that all are focused on the essential concepts. The teacher will provide the Green School of Excellence with questions for the teams that will guarantee eliciting responses to the essential concepts. In the event that a concept doesn’t get addressed or the response is “of the mark” the teacher will step in ask a prompting question.

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Coaching Questions:

Key

C Cognitive

M Meta-cognitive

E Epistemic

Type of Question Question

MEET THE PROBLEM

C How can you describe the problem from the information that you were given?

M Which strategies will you use in order to help you find a solution?

E What can you do to solve this problem?

KNOW / NEED TO KNOW BOARD

C What have the members of the Green School of Excellence already been trying to do to solve the problem?

M Which resource did you find most helpful in your search for your best solution?

E What makes you think that your solution will work?

PROBLEM STATEMENT

C What waste management system would be the easiest and most cost effective to implement in the cafeteria?

M What are the consequences of choosing the wrong waste management system?

E How can we find a solution that effectively reduces the amount of money we currently spend on garbage bags, stay below or within the custodial budget, and maintains our current Green School of Excellence title?

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RESEARCH

C What steps can you take in order to provide information for the problem?

M Which piece of information was most helpful to you? How?

E What resources are available to you that will provide you with the most reliable information?

GENERATING POSSIBLE SOLUTIONS

C What facts will help you come up with a solution for the implementation of the best waste management system that will effectively stay within or under the current custodial budget?

M How did your group come up with the best solution? How did you decide it was your best solution? Explain.

E Will this solution be a permanent solution? Why or why not?

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Safety Concerns

● When moving locations around the school, students will maintain the school-wide F.A.M.E. line (Facing forward, Arms by side, Mouths closed, Eyes open)

● When researching, if handling trashcans or trash, students and teachers will wear gloves. ● All students using computer must turn in the technology permission form signed by parent. Teacher will

monitor computer use by circulating throughout the room to ensure students are on school approved websites related to the research parameters.

The teacher will have the three safety concerns written on chart paper, posted up on the whiteboard (in front of the classroom) so it is visible to everyone in the classroom. The teacher will also make sure to convey the safety concerns to the students by reviewing each rule before the first group makes their presentation. The teacher will make sure each student knows that he/she is responsible for his/her own actions, and any transgressions can/will result in points being lost. The students will sign a contract.

Safety Contract

I, ______________________, hereby agree to all of the safety concerns listed below:

1. Students will be sure to walk when going to and from the presentation area. 2. If students need to plug anything into an outlet the teacher will do it for the student.3. Each student will have an Internet safety permission slip/contract signed by the individual, and the individual's parent/guardian.

If I do not adhere to the safety rules, I understand that my actions could lose points for my group/presentation. By signing below, I understand that I am responsible for my actions in the classroom.

Signed,________________________

Date: ________________________

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