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The Equity of Landfills

Middle

Description

The resource "The Equity of Landfills" is a three part lesson filled with engaging activities that explore the impacts of landfills. Students also learn about the environmental justice movement and apply their learning to community action.

In part one of the lesson (inquire), the students will learn about the decomposition rates in landfills via an activity called "four corners". They move about the classroom guessing the length of decomposition of common landfill items. This activity is followed by a class discussion.

In part two of the lesson (investigate), the students explore the locations of landfills via a website link and begin to complete an assignment that includes reflection questions. Next the students will read about the dangers associated with living near a landfill and continue with the assignment.  They watch a video about the beginning of the environmental justice movement while recording their reaction and range of their emotions. They then return to the student assignment to answer questions based on the video.

In part three of the resource (inspire), the students will listen to a 3 minute interview describing the EPA's new office for the advancement of environmental initiatives while also reviewing the office's website.  As a final activity students choose one of three options identified in the assignment:

1. one page flyer for communities living near landfills

2. one page infographic on the environmental effects of landfills

3. a script for a community event about the social impacts of living near a landfill

General Assessment

What skills does this resource explicitly teach?

The goal of the resource is to build an awareness of social and environmental justice.  It does not explicitly teach skills.

Strengths

  • Easy to use resource with all of the materials provided 
  • All links are active and provide engaging materials for the lesson
  • Interesting resource, especially for middle school learners
  • Good quantity of information for the teacher

Weaknesses

  • Offers only one suggestion for assessment

Recommendation of how and where to use it

This resource is best suited for the middle school classroom.  It could be used in Social Studies to address outcomes related to citizenship and social justice.  It also would support the study of habitats and human impact on the environment in Science classrooms.

Relevant Curriculum Units

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Themes Addressed

Air, Atmosphere & Climate (2)

  • Climate Change
  • Ozone Depletion

Ecosystems (1)

  • Appreciating the Natural World

Human Health & Environment (2)

  • Environmental Contaminants & Health Hazards
  • Quality of Life

Human Rights (2)

  • Environmental Racism/Justice
  • Social Justice

Land Use & Natural Resources (1)

  • Sustainable Urbanization

Waste Management (2)

  • Solid Waste Disposal
  • Source Reduction

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

With the variety of activities and materials that are provided for the students to consider, they are able to assess the impacts of landfills and make an informed decision on the topic.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The variety of sources that are provided within this resource allow the students to explore all three dimensions of the topic of landfill impacts.  The students are exposed to information that allow them to gain an understanding of the environmental, economic and social aspects of the issue.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

The resource depicts the issue fairly and in depth. The students develop a respectful understanding of the issue and relate their own emotions to the topic.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Good

The final activity from the resource allows the students to prepare information from what they have learned to be distributed to the larger community.  Although it isn't a part of the resource to actually deliver the projects after they are completed, the teacher could include it.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

By developing an understanding of the impacts of the proximity of landfills to communities, students are able to express their own beliefs related to the topic.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Very Good

The resource develops an awareness of the environmental injustices that occur to groups of different economic means and different ethnic groups.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Satisfactory
Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory
Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

The resource develops a sense of the past and present by clearly explaining the actions that led to the beginning of the environmental justice movement and the impacts of landfills on nearby communities.  The idea of the future will have to be explored by the teacher explaining how creating an awareness of environmental injustices can lead to safer neighborhoods and communities for all.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

The quantity and quality of materials provided in the activities allow for the students to develop their own perspective and thoughts on the issue.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
  • Social Studies
  • Science
  • Literacy
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

The resource is structured in a manner where the goal is the building of awareness of the issues surrounding landfills.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

There is variety in the activities provided to suit most learning styles in an engaging manner.  There are, however, no strategies for learners with difficulties.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Poor/Not considered

The lesson does not contain any hands on experiential learning activities.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

There are no cooperative learning skills taught; however, the students do work in groups and have whole group discussions.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

There is a suggestion made for one exit pass that is to be used as an optional formative assessment.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good

The video provided depicts the beginning of the environmental justice movement with references made to Warren County, North Carolina.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good

As a final activity to summarize learning, the students are allowed to choose one of three projects.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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