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## Description

## General Assessment

#### What skills does this resource explicitly teach?

#### Strengths

#### Weaknesses

#### Recommendation of how and where to use it

## Relevant Curriculum Units

## Themes Addressed

#### Waste Management *(1)*

#### Water *(1)*

## Sustainability Education Principles

## Pedagogical Approaches

In this STEM activity, students learn about environmental, civil, and sanitation engineering by designing and building model landfills that hold the most garbage, minimize costs, and prevent trash and contaminated rainwater from polluting the nearby city. Teams test their landfills, and graph and compare designs for capacity, cost, and performance.

Students will:

- design and build model landfills using materials similar to those used by engineers.
- test their landfills with a rainstorm and other erosion processes.
- attempt to create a landfill that holds the most garbage while spending the least amount of money
- learn about environmental damage by attempting to keep trash and contaminated water inside their landfill
- compare their designs for capacity, cost and performance

This resource teaches the following skill:

- following a budget

This resource has the following strengths:

- good background information for the teacher
- pictures within the lesson plan to help illustrate the steps
- real world applications of the problem
- extension activities included
- suggestions for altering the lesson for older or younger students
- links to illustrations of different landfill types

The resource has the following weaknesses:

- no suggestions for students who may need accommodations
- no assessment tools provided

This activity is an excellent resource for a STEM group or teacher who is discussing waste management with their class. It is most suitable for upper elementary and middle school students.

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

**Step 1**Select a province- Alberta
**Step 2**Select a grade level- Grade 4
**Step 3**Select a subject- Science
**Step 4**Relevant matches- Applying logical thought and creativity enables us to achieve outcomes, solve problems, and develop computational thinking skills
- Matter and Energy Understandings of the physical world are deepened through investigating matter and energy.

- Grade 5
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Geometry: Shapes are defined and related by geometric attributes.
- Measurement: Attributes such as length, area, volume, and angle are quantified by measurement.
- Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating.
- Statistics: The science of collecting, analyzing, visualizing, and interpreting data can inform understanding and decision making.

- Grade 6
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating.
- Statistics: The science of collecting, analyzing, visualizing, and interpreting data can inform understanding and decision making.

- Grade 7
- Grade 8
**Step 3**Select a subject- Science
**Step 4**Relevant matches- Freshwater and Saltwater Systems

- British Columbia
**Step 2**Select a grade level- Grade 5
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Computational fluency and flexibility with numbers extend to operations with larger (multi-digit) numbers
- Data represented in graphs can be used to show many-to-one correspondence
- Numbers describe quantities that can be represented by equivalent fractions

- Grade 6
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Computational fluency and flexibility with numbers extend to operations with whole numbers and decimals
- Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
- Linear relations can be identified and represented using expressions with variables and line graphs and can be used to form generalizations
- Mixed numbers and decimal numbers represent quantities that can be decomposed into parts and wholes
- Properties of objects and shapes can be described, measured, and compared using volume, area, perimeter, and angles

- Grade 7
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Computational fluency and flexibility with numbers extend to operations with integers and decimals
- Linear relations can be represented in many connected ways to identify regularities and make generalizations

- Manitoba
**Step 2**Select a grade level- Grade 4
**Step 3**Select a subject- Science
**Step 4**Relevant matches- Habitat and Communities

- Grade 5
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Number
- Shape & Space
- Statistics & Probability

- Grade 6
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Number
- Statistics and Probability

- Grade 7

- New Brunswick
**Step 2**Select a grade level- Grade 3
**Step 3**Select a subject- Science
**Step 4**Relevant matches- Our Local Environment : :Scientific Literacy
- Our Local Environment : Learning and Living Sustainably

- Grade 5
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Number
- Shape and Space
- Statistics and Probability

- Grade 6
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Number
- Statistics and Probability

- Grade 7
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Number
- Patterns and Relations

- Newfoundland & Labrador
**Step 2**Select a grade level- Grade 4
**Step 3**Select a subject- Science
**Step 4**Relevant matches- Habitats

- Grade 5
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Number
- Shape & Space
- Statistics & Probability

- Grade 6
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Number
- Statistics & Probability

- Grade 7

- Northwest Territories
**Step 2**Select a grade level- Grade 4
**Step 3**Select a subject- Science
**Step 4**Relevant matches- Life Systems: Habitats & Communities

- Grade 5
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Computational fluency and flexibility with numbers extend to operations with larger (multi-digit) numbers
- Data represented in graphs can be used to show many-to-one correspondence
- Number
- Numbers describe quantities that can be represented by equivalent fractions
- Shape & Space
- Statistics & Probability

- Grade 6
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Computational fluency and flexibility with numbers extend to operations with whole numbers and decimals
- Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
- Linear relations can be identified and represented using expressions with variables and line graphs and can be used to form generalizations
- Mixed numbers and decimal numbers represent quantities that can be decomposed into parts and wholes
- Number
- Properties of objects and shapes can be described, measured, and compared using volume, area, perimeter, and angles
- Statistics and Probability

- Grade 7

- Nova Scotia
**Step 2**Select a grade level- Grade 4
**Step 3**Select a subject- Science
**Step 4**Relevant matches- Science 4: Habitats

- Grade 5
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Mathematics 5: Measurement
- Mathematics 5: Number
- Mathematics 5: Statistics & Probability

- Grade 6
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Number
- Statistics and Probability

- Grade 7

- Nunavut
**Step 2**Select a grade level- Grade 4
**Step 3**Select a subject- Science
**Step 4**Relevant matches- Life Systems: Habitats & Communities

- Grade 5
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Number
- Shape & Space
- Statistics & Probability

- Grade 6
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Number
- Statistics and Probability

- Grade 7

- Ontario
**Step 2**Select a grade level- Grade 4
**Step 3**Select a subject- Science & Technology
**Step 4**Relevant matches- Life Systems: Habitats and Communities

- Grade 5
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Data
- Number

- Science & Technology
**Step 4**Relevant matches- Structures and Mechanisms: Forces Acting on Structures

- Grade 6
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Data
- Number
- Spatial Sense

- Grade 7
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Algebra
- Data
- Number

- Science & Technology
**Step 4**Relevant matches- Life Systems: Interactions in the Environment

- Prince Edward Island
**Step 2**Select a grade level- Grade 4
**Step 3**Select a subject- Science
**Step 4**Relevant matches- Habitats

- Grade 5
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Number
- Space and Shape
- Statistics and Probability

- Grade 6
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Number
- Statistics and Probability

- Grade 7

- Quebec
**Step 2**Select a grade level- Grade 4
**Step 3**Select a subject- Science & Technology
**Step 4**Relevant matches- Living Things

- Grade 5
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Arithmetic
- Measurement: Estimating and Measuring

- Science & Technology
**Step 4**Relevant matches- Material World

- Grade 6
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Arithmetic
- Measurement: Estimating and Measuring

- Science & Technology
**Step 4**Relevant matches- Material World

- Grade 7
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Arithmetic and Algebra
- Geometry

- Science & Technology
**Step 4**Relevant matches- The Technological World

- Grade 8
**Step 3**Select a subject- Science & Technology
**Step 4**Relevant matches- The Technological World

- Saskatchewan
**Step 2**Select a grade level- Grade 4
**Step 3**Select a subject- Science
**Step 4**Relevant matches- Habitats and Communities

- Grade 5
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Mathematics 5: Number
- Mathematics 5: Shape and Space
- Mathematics 5: Statistics and Probability

- Grade 6
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Mathematics 6 : Number
- Mathematics 6: Statistics and Probability

- Grade 7

- Yukon Territory
**Step 2**Select a grade level- Grade 5
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Computational fluency and flexibility with numbers extend to operations with larger (multi-digit) numbers
- Data represented in graphs can be used to show many-to-one correspondence

- Grade 6
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Computational fluency and flexibility with numbers extend to operations with whole numbers and decimals
- Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
- Linear relations can be identified and represented using expressions with variables and line graphs and can be used to form generalizations
- Mixed numbers and decimal numbers represent quantities that can be decomposed into parts and wholes
- Properties of objects and shapes can be described, measured, and compared using volume, area, perimeter, and angles

- Grade 7
**Step 3**Select a subject- Math
**Step 4**Relevant matches- Computational fluency and flexibility with numbers extend to operations with integers and decimals
- Linear relations can be represented in many connected ways to identify regularities and make generalizations

- Solid Waste Disposal

- Watershed Protection

Principle | Rating | Explanation |
---|---|---|

Consideration of Alternative Perspectives | Satisfactory | The resource is structured in a way that biases are not really stumbling blocks. The students are approaching the landfill problem scientifically so in that vein there is no need for differing opinions or points of view. It is simply a fact of does the landfill function properly or not. |

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 | Very Good | |

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 students are faced with the challenge of building a functional landfill all the while keeping the cost of the project as low as possible. |

Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||

Acting on Learning | Satisfactory | The activity in this lesson does not provide an opportunity to make a change in the community; however, the material discussed can help the students to become more aware of their generation of waste and the impact it has on the environment. |

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 | Poor/Not considered | This is not the aim of the resource. |

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

Empathy & Respect for Humans | Poor/Not considered | This is not a focus of this activity. |

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 | Good | At the end of the activity students will be able to explain the alternatives to dumping human-made garbage in landfills and ways to decrease the amount of waste that ends up in landfills. |

Personal Affinity with Earth: Encourages a personal affinity with -the natural world. **Satisfactory:**connection is made to the**Good:**fosters appreciation/concern for the natural world**Very Good:**fosters stewardship though practical and respectful experiences out-of-doors
| ||

Locally-Focused Learning | Poor/Not considered | While the resource does not have a local focus, a teacher could easily make this connection for the students by including a field trip to a community based landfill to see how the problem is addressed in their own area. |

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 | Satisfactory | While the resource addresses the current situation in terms of waste management, the teacher could extrapolate the ideas of the past and the future by discussing how waste management was dealt with in the past and how this is an important topic moving forward as our population and the demand for land both increase. |

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

Principle | Rating | Explanation |
---|---|---|

Open-Ended Instruction | Very Good | The students are asked to design, build and test their own model of a landfill without any teacher influence. |

Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||

Integrated Learning | Very Good | As this lesson is a STEM activity the subjects are well integrated. |

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 | Very Good | The students need to assume the responsibility for the plan of the landfill and how to solve any problems that arise with their design. |

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 | Good | There are no strategies provided for learners who may experience 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 | Good | |

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 | Good | Within the resource there is a Roles and Optimization worksheet that is provided. This worksheet outlines each team members roles and responsibilities. A teacher could take this one step further and develop a self or peer evaluation sheet based on the criteria set out in the worksheet. Another option would be to develop a rubric of participation for each role. |

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 | Poor/Not considered | There are no tools or suggestions made for assessment and evaluation. |

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 | Poor/Not considered | This is not addressed in this lesson. |

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 â€˜presenting')
| ||

Case Studies | Satisfactory | Although there aren't thorough descriptions of real events provided, there are a number of links to graphics of actual landfills that are used in different cities. |

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 | Satisfactory | The students are able to choose how they wish to build their landfill, what materials to use and how much; however, the other elements of the lesson have been decided for them. |

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. |