The Arizona STEM Acceleration Project

Solutions to School Waste Part 2

Solutions to School Waste Part 2

A 6th-8th grade STEM lesson

Renee Lang

Date 9.26.22

Notes for teachers

• Context: This lesson takes place in a classroom for one or more hours/days
• These lessons also require that you have the time, space and permission from administration.
• This lesson requires students to complete research by collecting compostable materials from school lunch and collecting the weight.

​

List of Materials

• science notebook
• colored pencils
• pencils
• scale
• plastic bins
• graph paper
• access to chromebook or computers

​

​

Science Standards

6.L2U3.11 Use evidence to construct an argument regarding the impact of human activities on the environment and how they positively and negatively affect the competition for energy and resources in ecosystems.

​

​

Science and Engineering Practices

Plan and Carry out Investigation

● Evaluate the accuracy of various methods for collecting data.

Analyzing and Interpreting Data

● Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships.

Analyzing and Interpreting Data (background)

● Analyze and interpret data to determine similarities and differences in findings.

​

• ​
• ​

Standards

ELA Standards

6.RI.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

6.SL.1 Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed, draw conclusions, and demonstrate understanding of multiple perspectives through reflection and paraphrasing

Objective(s):

1. Students will understand what compost is and how it is used.
2. Students plan and carry out an investigation to obtain information on school waste.
3. Students will analyze data collected from the investigation.
4. Students construct an explanation for the data collected from the investigation.
5. Using the data collected students will develop a plan to reduce school waste.

​

​

​

Agenda (lesson time)

Review Solutions to school waste (5-10 min)

What is compost and how is it used?

Investigation: ongoing over the course of a week

Analyze and Explanation on data: 60 min.

​

Teacher Notes:

This part of the lesson could take 2-3 class period depending on how much time you allow for research.

Solutions may vary (the vision was to guide them to collection stations/school compost)

Since the end result solution is a school compost, working in a compost lesson before the investigation would be helpful.

Intro/Driving Question/Opening

​

​

School Lunch and waste:

What solutions did you come up with?

What is compost?

​

​

Compost is decomposed organic material made from leaves, grass clippings, and food scraps. When exposed to the right conditions it turns into useable compost that can be added to soil to enhance growing conditions in gardens.

Investigation

1. Collect compostable items from the school cafeteria after middle school lunch.
2. Weigh the compostable collection bins and collect data.
3. Create a collection schedule and plans for the waste after collection.

​

​

​

Teacher Notes:

-prior to investigation teach what can be composted

-students will need to explain to school the plan (unless you plan to only collect as a class)

-Attached is an activity informing students of the collection plan.

-If collecting from the cafeteria, students can also create a collection bin schedule of who is responsible for collecting an weighing that day.

-Also included is the waste collection sheet

-During the time of collection, the waste (uneaten food) was given to an adult who had a turtle at home. Think of what can be done with this uneaten food during the data collection time. Make sure to discard daily and to put the bins back in the cafeteria collection station.

Explanation

1. In your group, provide an explanation using evidence of your investigation on the amount of food waste in the cafeteria.
2. Present explanation to the class.

​

​

​

Assessment

Assessment for this part of the lesson will be focused on the data collection and graphing. I am also checking on the explanation looking for the evidence collected from the investigation.

Differentiation

students may need guidance during the investigation. Pairs are helpful when thinking about collection and data collection.

Remediation

Extension/Enrichment

This whole process is a side investigation that is taking place while you are teaching/guiding towards a recycling station or compost bin.

Students can start researching compost bins that would best be suitable for the class or school.

Compost Bin Research

Rubric for Compost Bin (these requirements were based on our needs as a school)

Students can write a letter to an organization for funding.

Students can build a compost bin (I had a student build one!)

To extend, measure garden areas to see how much compost could be utilized.

​