Title: Residue Revolution
Educators on the team:
Jennifer Dubis and Lillian Chalifour
Trained: Dates July 27TH & 28TH Town/State Philadelphia, PA
Theme that this lesson would tie to: Sustainability: Recycle, Reduce, Reuse
Specific Topic Concept within that theme: Ecology: Creating Reused-material Collage
PROJECT IDEA
BASIC CONCEPTS
Science
Skill level (Grade Range):
Grades 4-6
Essential Concept- Breakdown of Matter, Decomposing
Goals & Objectives- Science Concepts Addressed
Essential Concepts:
Engagement Piece: ?watch a
video?
Students will understand and be able to speak knowledgably
about data supporting the following facts: (otherwise these are
not goals, just facts.)
-Conservation has become a major national issue in the United
Students will create an
original piece of Art using
STEAM pedagogy. They will
formulate theories, ideas and
impressions from
environmental issues and
generate solutions. Infusing
STEAM into the lesson,
across multiple disciplines, in
correlation with current issues
in our world has a greater
impact on the students. They
understand the big picture of
where they reside and how
humans have affected the
world. Utilizing the 3R’s they
will construct a Masterpiece
with the understanding that
States.
-Disposal of trash is a problem in today’s society.
-In order to protect the environment, it is necessary to reduce the
amount of solid waste.
-Recycling can decrease the amount of trash.
-Making art from trash is possible.
Objectives- EXCELLENT!
-Students will identify the major sources of trash.
-Students will explain the importance of recycling.
-Students will identify ways people can help solve the trash
problem.
StandardsNational Science Education Standards Physical
Science Content
Standard B:
Properties of Objects and Materials: Objects are made of
one or more materials such as paper, wood, and metal.
they can have an impact on
our future.
Concept:
Students will create a collage
using recyclable materials and
other items normally labelled as
trash. Students will learn the
definition of “The Three Rs” and
look at the work of artists
Bernard Pras and Tim Noble &
Sue Webster for inspiration.
Three types of recyclable
materials will be identified and
discussed(paper, plastic,
aluminum cans. glass)
Various items will be collected
and grouped according to size,
weight and texture.
Size of these items as well as
aesthetics will be considered to
determine relevance to the
overall piece.
A timeline of the breakdown in
trash will be developed when
discussing the recycling process.
Design and construct a
collaborative piece that factors in
space and perspective in order
to replicate a photograph or
portrait of an endangered
animal.
Summary of
Essential Concepts:
Students will research the effect
of trash in the environment and
use that as a source of
inspiration to produce a piece of
art. They will create a collage
using food/candy wrappers and
Objects can be described by the properties of the materials
from which they are made, and those properties can be
used to separate or sort a group of objects and materials.
Science in Social Perspectives:
Content Standard F:
Types of Resources: The supply of resources is limited. If
used, resources can be extended through recycling and
decreased use.
Benchmarks for Science Literacy :
The Designed World:
8B- Materials and Manufacturing K-2: Some materials can
be used over again.
The Living Environment:
5E- Flow of Matter and Energy: Many materials can be
recycled and used again, sometimes in different forms.
Careers- Chemist, Environmental Scientist, Materials
Analyst/Scientist, Entomologist (decomposition bug
specialist)
Video link:
Environmental Conservation, The 4 R's - Reduce,
Reuse, Recycle, Respond
https://www.youtube.com/watch?v=YIrKW6jXjdM
Project- Students will create a timeline of the
breakdown of trash.
?research
●
(i.e. Water bottles, paper goods, metals, plastic
bags) Specific chemicals that hinder breakdown will be
identified. Timeline will use drawings and or real examples
of items. For example, tapeing a water bottle or plastic
bag to represent plastic. (move to middle component – it
will make more sense there)
●
By identifying properties of materials, student will
be able to compare and analyze the
manufacturing/packaging to determine the impact of
environmental factors of breakdown over time.
●
Students will be able to draw conclusions about the
surplus of plastics and trash and create ideas on how to
labels.
Coordinating Basic Plan:
The students will learn about the
art of “trash artists” Bernard
Pras, Laura Benjamin and Tim
Noble/Sue Webster. Students
will then identify at least 5
brands and 3 colors used in
specific pieces from the
examples shown.
The origins of each material will
be explored through discussion
and research.
An investigation into the
breakdown of trash will be
created in an illustrated timeline.
Using Google Sheets, they will
create a spreadsheet/charts of
known reused materials cited in
the specific art piece.
Once charts are created,
percentages of brand and color
usage will be examined.
Using wrappers and labels from
home/school, students will
create a replica portrait/image
using the complementary color
scheme of the piece chosen.
(For example, a piece with 35%
red values would dictate a green
color scheme for student’s work.)
Complementary colors will be
reviewed as the basis for final
piece.
The final piece will be displayed
side-by-side with the original.
A rubric will be developed to
assess the success of the
replica.
Timing of Lesson:
help decrease the amounts we generate.
Links;
http://des.nh.gov/organization/divisions/water/wmb/coastal/
trash/documents/marine_debris.pdf
http://www.economist.com/blogs/graphicdetail/2012/06/dail
y-chart-3
Documents/handoutsDaily rubbish chart a global comparison
http://cdn.staticeconomist.com/sites/default/files/images/
2012/06/blogs/graphic-detail/20120609_wom915.png
AssessmentIn reference to the previously studied handout on “Years to
Decompose”, students will complete a quiz where they
must put the objects in order from shortest duration to
longest to decompose. Students will create a list of ideas
for upcycling items that cannot decompose naturally. For
example, using plastic bags as a knitting/crocheting
material.
Students timelines will be analyzed for accuracy as
compared to their research findings.
Extension- Choose a food item (i.e. slice of bread or
baked good, fruit/vegetable) and observe the process of
decomposing. Students will take notes each day to
describe and evaluate the stages of decomposition.
 Scene from Super Size Me with decomposition of
McD’s food over months.
Technology & Engineering
Concept- T = Conservation/disposal and
environmental awareness – E= new plans / systems for
reducing, reusing and recycling
Standards-Massachusetts Department of
Elementary and Secondary Education Standards
2. Engineering Design
Central Concept- Engineering design requires creative
thinking and strategies to solve practical problems
generated by needs and wants.
(T) = Make observations of possible materials that can be
used to help recycle daily school trash. What is being
used now? Is there a way to improve recycling using
different products?
Unit will take 7 weeks
One day per week
40 minute classes
Day One:
Introduction
Discuss what “Recycle, Reduce,
Reuse” means. Show examples
of artwork made from recyclable
materials. Discuss how/why
materials were used. (How did
they find these materials? Why
did they choose the specific
materials? Is it readily
available?)
Day Two:
Breakdown of Trash Timeline
Hand-out timeline of how long
materials to take to breakdown.
Students discuss how artists use
and reuse materials. Examples
of materials will be in center of
the room (for example: bottles,
plastic bags, wrappers,
containers). Students will draw
sketches of what a piece of art
would look like using these
materials.
Day Three:
Create Sheets/Charts
Using Google sheets or
Microsoft Excel chart the colors
used in a specific piece of
artwork that uses recycled
wrappers.
After data is entered the
students will create a pie chart
that represents the percentage
of color distribution.
Day Four:
(E) = Identify specific items of trash that the school sees
thrown out in excess. Use those items as the central focus
for designing a way to decrease the amount of weekly
trash (for that specific item).
2.3 Identify relevant design features (e.g., size, shape,
weight) for building a prototype of a solution to a given
problem.
Careers(E) Environmental EngineersEnvironmental Analyst, Hazardous Substances Engineer,
Sanitary Engineer, Packaging Engineer
(T) Environmental Engineering TechniciansEngineering Technician, Environmental Engineering
Assistant, Environmental Specialist, Industrial Waste
Inspector, Industrial Waste Technician – Trash Collector
(Sanitation Engineer), Waste-water treatment plant
operator
Project Element(E)Design a new trash receptacle or method to
recycle plastic cutlery from the cafeteria (addressing
an immediate community need students encounter
each day). – Have the students research needs and
come up with a variety of projects to work on solutions
for – this is a good one, but let them find the problems
and some solutions for a broader scope and bigger
impact w/o much more work for educators or
students.
(T) Students will bring in 3 items or unexpected materials
from home to use as building materials for creating and
building the design.
Assessment(T)Test new receptacle/strategy in the community (home
or school) for effectiveness, using a feedback sheet for
others to comment. Announce results on morning
announcements to get the whole school involved.
Sketch a layout
Students will draw a sketch on
paper of basic shapes and
outlines, labelling where colors
will go(referencing Sheets from
previous lesson)
Day Five:
Paint/Collage
Students have a studio day to
begin final piece.
Day Six:
Paint/Collage
Students continue work on final
piece.
Day Seven:
Gallery walk/critique
Students display the final piece
beside the inspiration piece and
participate in a gallery
walk/critique
(E) Students will create a list of what parts worked/what
needs to be reevaluated or redesigned. They will read
other student/staff/community comments and explain why
they believe something was not as effective and retest one
of the identified issues.
ExtensionReach out to public green spaces & local businesses in
town. Ask them for feedback on the generated designs and
have them choose the most feasible designs that could be
put into production and used locally.
Ask them to fill out survey on trash, upcycling and recycling
and wishes for amendments in the community. Tally the
results and present them to the Town/City officials. Work
with the town to help them solve trash and recycling
issues.
Create a system for the school to recycle or upcycle
clothes and toys for kids – possibly with a local thrift store
or pawn shop as a partner.
Organize a school wide yard-sale or web-page to use like
a school network craigslist/freecycle trading network.
Math
Extension:
Concept- Measurement and Data,
multiplication, fractions
Standards- Mass DESE / Math Frameworks
Have a reception for the final
work, inviting the school
community and having students
answer questions about the
process/environmental issues
learned.
Measurement and Data
Represent and interpret data
Operations-Fractions
6. Solve real-world problems involving multiplication of
fractions and mixed numbers, e.g., by using visual fraction
models or equations to represent the problem.
CareersBasic Supplies:
Computer with internet and a
printer.
paper, pencils, rulers, recycled
food wrappers, labels, paint, glue
& brushes
Mapping Technician, Statistician, Quality Control Analyst,
Remote Sensing Technician
Project Element-
A list of basic questionnaire about water and electricity
usage in the home will be generated and given to students
to take home. Students can ask parents/people in their
household to help estimate what is used and then bring
IT Resources:
that information back to class. Students will then calculate
Bernard Pras video
their own carbon footprint using the calculator found at:
https://www.youtube.com/watch? http://www.nature.org/greenliving/carboncalculator/
v=s3x5fwv0UdU
Pacific Trash Vortex
http://www.greenpeace.org/inter
national/en/campaigns/oceans/fit
-for-the-future/pollution/trashvortex/
Breakdown of Trash
http://des.nh.gov/organization/div
isions/water/wmb/coastal/trash/d
ocuments/marine_debris.pdf
Marine Debris Art
Also lots of math in the timeline and decomposition science
work.
AssessmentStudents will compare their results with class outcomes
and list at least two ways to lower their scores.
Students will use a graphic of a footprint to create a visual
diagram of the results. LOVE this!
http://ocean.si.edu/slideshow/wa
shed-ashore-beach-trash-oceanart
Video:
Diver and garbage patch
http://ocean.si.edu/oceanvideos/diver-encounters-floatinggarbage-patch
Gifted:
Trying to replicate a popular
song using only trash
instruments.
Creating a sculpture or collage
entirely of one material.
Challenged:
If student has a wheelchair,
he/she could roll over
wrappers/materials to help
flatten and prepare them for use.
Variations :
Future projections for
size/location and visual mapping
of trash vortexes around the
world
Photos:
http://bakersartclass.weebly.com
ExtensionCreate a timeline and graph of how the carbon footprint
has changed in the last 100 years in 10 year cycles in the
US http://www.carbonfootprint.com/calculator.aspx
Language Arts /English Language Arts
Concept- understanding facts, analyzing data,
reporting results. Research, present
Shocking facts about trash – not an LA concept
(Pacific Trash Vortex)
Standards- Mass DESE Writing Standards Pre-K-5
Research to Build and Present Knowledge
8. Recall relevant information from experiences or gather
relevant information from print and digital sources; take
notes and categorize information, and provide a list of
sources.
Presentation of Knowledge and Ideas
5. Make strategic use of digital media and visual displays
of data to express information and enhance understanding
of presentations. Students will import their information and
create an artistic visual representation of the information
and knowledge using Google slides or PowerPoint. They
will present/share this information with the other students
/6th-grade-art.html
and staff. The slideshow will be at least fifteen slides with
supporting details and visuals that support their topic.
CareersResearcher, Journalist, Speaker
Project ElementPSA (public service announcement) i.e... pamphlet,
brochure, blog, or video. Students will target a specific
cause/statement to inform the public about and use factual
information, citing real life examples to create impact and
create their PSA. – this should be longer to explain the
parameters better
AssessmentUse a rubric to evaluate the student presentation on
specific data and visual content.
Rubric will evaluate: Content, Craftsmanship/Technical
Production and Overall Effectiveness.
Example: http://oiep.cofc.edu/documents/creativethinking-rubric-repository/marshall-psa.pdf
ExtensionOn a global perspective how do different countries resolve
their waste issues? Choose three different countries and
research how waste is reused, reduced and recycled.
Students will then see what similarities and differences
exist from various countries usually a visual diagram(i.e.
Venn Diagram)
https://www.pinterest.com/pin/265149496786105918/
Social Studies
Concept - Environmental impact of trash heaps on
wildlife.
Standards- NCSS Standards
j. apply knowledge of economic concepts in developing a
response to a current local economic issue, such as how to
reduce the flow of trash into a rapidly filling landfill.
CareersLEED (Leadership in Energy & Environmental Design)
energy specialist, Recycling and Waste Reduction Analyst
Project ElementSlideshow focusing on a type of wildlife or specific
geographical region, with at least one slide referencing the
history of recycling materials. – this should be longer to
explain the parameters better
AssessmentUse a rubric for the informational text and visual elements
of the finished presentation.
Making a Brochure: Recycling Brochure Scoring Guide
Rubric Categories
Writing—Style and Purpose
Writing—Grammar, Mechanics, and Usage
Writing—Vocabulary
Visual Appeal, Graphic Design, and Organization
Extension 1.Recycling Brochure Scoring Guide PDF
Link: Rubric- URL
http://www.intel.com/content/dam/www/program/education/
us/en/documents/project-design/trash/trash-brochurescoring-guide.pdf
Extension 2.Create your own reusable lunch bag
NOAA “Keep the SEA Free of Debris” Art Contest
http://marinedebris.noaa.gov/outreach/artcontest.html
Fine Arts
Concept- Collage and Technique, Use of materials,
Elements and Principles of Design
Standards- Pre-K–12 STANDARD
2: Elements and Principles of Design
2.7 For color, use and be able to identify hues, values,
intermediate shades, tints, tones, complementary,
analogous, and monochromatic colors.
Demonstrate awareness of color by painting objective
studies from life and free-form abstractions that employ
relative properties of color.
2.11 For space and composition, create unified 2D and 3D
compositions that demonstrate an understanding of
balance, repetition, rhythm, scale, proportion, unity,
harmony, and emphasis. Create 2D compositions that give
the illusion of 3D space and volume.
CareersAssociate Environment Artist, Green Designer,
Environmental Media Association, Product/Apparel Design
Project ElementCreating a collage using wrappers and other trash items to
recreate a portrait while matching colors.
Links:
Triplets of Belleville song
https://www.youtube.com/watch?v=qgrpvVSwrS4
Music with Trash Trash Beatz
https://www.youtube.com/watch?v=ZPz4nG_2bKY
Children's Orchestra Play Instruments Made from
Trash
https://www.youtube.com/watch?v=yiYFcuIkBjU
AssessmentGallery walk and critique:
All students and and teachers will view the arts pieces and
following the observation of the work there conversions
and student and teachers will share and give positive
feedback and suggestions to each artist.
ExtensionUsing only materials from school recycle bins; create a
sculpture to display in a public space to raise awareness.
Have the students separate the recycled materials into like
categories. examples;
● Plastic
● Paper
● Metals
● Styrofoam
They will make sculptures of like materials or combine
materials, and report on the percentages/totals of materials
that are recycled in their school using a spreadsheet.
What I would prefer to see here would be for students to
research an analyze packaging and come up with lowerimpact packaging to propose to companies that sell widely
used products with the least environmental packaging.
Or to make usable products from trash.
Physical Education
Five Lessons Teach Students To Reduce, Reuse, Recycle
- See more at:
http://www.educationworld.com/a_lesson/FiveLessons-Teach-Students-to-Reduce-ReuseRecycle.shtml#sthash.CxVFfFlr.dpuf
The Recycle Games You've heard of the Olympic Games.
How about the Recycle Games? The Recycle Games
provide great exercise as they teach about the importance
of recycling. (Grades PreK-12) - See more at:
http://www.educationworld.com/a_lesson/FiveLessons-Teach-Students-to-Reduce-ReuseRecycle.shtml#sthash.CxVFfFlr.dpuf
Lesson: Choose My Plate
http://www.learningzonexpress.com/media/wysiwyg/do
cuments/EnergyEverydayforEveryone/MyPlateLesson
Plans.pdf
Concept- To assist students in making healthy eating
choices.
Standards- Massachusetts Health Curriculum
Frameworks / PreK–12 Standard
13: Ecological Health
Students will gain knowledge of the
interdependence between the environment and
physical health, and will acquire skills to care for
the environment.
National Health Education Content Standards:
2. Students will demonstrate the ability to access
valid health information and health promoting
products and services.
3. Students will demonstrate the ability to practice
health-enhancing behaviors and reduce health
risks.
6. Students will demonstrate the ability to use
goal-setting and decision-making stills to enhance
health.
Careers-
Health Inspector, US Health and Human Services
Department, Nutritionist, Homeopathic Medicine
Project ElementFirst Course “We Are What We Eat”
(http://www.choosemyplate.gov/sites/default/files/printable
materials/ServingUpMyPlate-level3-TeachersGuide.pdf
Students will create a quiz show game to play in teams
that will display knowledge of:
Identify the five food groups and name a variety
of
examples from each.
Explain how My Plate serves as a reminder to eat
from all five food groups.
Create and describe a healthy meal containing
foods from each food group, including whole-grain
options and a variety of vegetables.
Discuss the importance of physical activity as part
of a healthy lifestyle
Needs to include an analysis of nutrition – best to do
between fresh and processed food.
Possibly discuss the packaging nature provides and the
packaging created by people for freshness and health
necessities vs. ‘selling’ a product.
Analyze ‘food product’ vs. ‘food’ labels – like ‘juice drink’
vs. ‘juice’ and GMO labeling.
AssessmentSee page 16 of the above website PDF
Please copy this here and expand on it or it’s plagerism.
ExtensionHow does food affect your energy levels and health?
Students will create cards with a food item and instruction
( i.e. apple, 5 steps forward or candy bar, 2 steps back)
and create a game showing the effect of nutrition on our
bodies.
Music
Concept- Manipulation of Sound
Standards- Massachusetts Visual and Performing
Arts Framework
5.6 Describe and demonstrate audience skills of listening
attentively and responding appropriately in classroom,
rehearsal, and performance settings
Careers(UNEP)United Nations Environment Program, Music and
Environment Initiative, Bucks New University(Music
Management/Sustainability)United Nations Environment
Programme
Project ElementCreating unique sounds using recyclable items and found
trash objects.
Look at the orchestra in S. America made from trash. –
great youtube video.
Link:
Triplets of Belleville song
https://www.youtube.com/watch?v=qgrpvVSwrS4
AssessmentPlaying a piece of music with multiple unique sounds and
recording the performance.
ExtensionWatch Blue Man Group or Landfill Harmonic performance
and write a review.