Recycling, Author(s): Bette Rintrona & Judy Ehrensbeck, Grade Level: 5-6, Subject Area: Math/ELA, The students will use graphing techniques to analyze changes in recycling in their elementary school. They will be spending considerable time working in small groups to collect recycling data, give information, and persuasive speeches to try to enact a change toward better recycling.

Planning Guide

Creating Learner-Focused
Schools

* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

LU Title: Recycling	Author(s): Bette Rintrona & Judy Ehrensbeck
Grade Level: 5-6	School Address: Town of Webb Schools, Old Forge, NY 13420
Subject Area: Math/ELA	School Phone/Fax: 315-369-3222

CONTENT KNOWLEDGE

Declarative	Procedural
Concept of types of graphs	Construct and interpret several types of graphs
Concept of frequency tables	Construct and use a frequency table
Concept of statistical analysis (mean, median, and mode)	Compare and contrast data from charts and tables
Graphing vocabulary	Computer graphing techniques
Scientific process of reduce, reuse, recycle	Develop reduce, reuse, recycle lists
Persuasive and informative speeches	Write and give speeches
	Identify solutions

ESSENTIAL QUESTIONS

Is our present recycling process as effective as it could be?
How can we use graphing techniques to analyze both present recycling in our elementary school and recycling after our class information sessions?
How can we promote better recycling in our school?
How can we reduce, reuse, and recycle paper products in our classroom?

INITIATING ACTIVITY

Movie from local waste authority on reduce, reuse, and recycle
KWL chart of reduce, reuse, and recycle
Explore present garbage and recycling to determine present effectiveness of recycling practices and determine the need for change.

LEARNING EXPERIENCES

Students are prepared to do all types of graphs in this unit by producing sample graphs. While the teacher is demonstrating graphing steps on overhead flow charts, each student makes the graph on a similar sheet at his desk. These will be stored in a folder for future reference.
Students analyze present classroom recycling by actually looking through recycling containers collected by the custodians. Students decide on major categories of paper waste (e.g.-teacher produced, student produced, etc.)
Students are divided into working groups, the same for the entire unit. All elementary classrooms are assigned to various groups (groups may have 1 or more classrooms to work with). Each student in the group now constructs a bar, line, picto, or circle graph of his classroom's recycling. This way the students are given a chance to see the data appearing in different graphic displays.
The groups design a persuasive speech and go into their assigned classrooms to describe the need for better recycling on both the parts of the teacher and the students. They inform their classroom that they have looked at their recycling and will return again in a week to recount waste and analyze any changes.
After a week, the groups recount each room's recycling for a given day. They make a second frequency table and construct double line, bar, picto, and circle graphs. They spend some time analyzing the changes that occurred and draw up at least three conclusions.
A possible extension experience (especially for the 6^th or 7^th grade) would be to find mean, median, and mode and range of classrooms of approximately equal size. This data can be shown on the final line graphs, as a third line, so children and teachers can compare their recycling changes to the average. This should provide some good incentive to do a better job.
Students will now observe how the graphs they have done on paper can be produced using the computer. They will work in their groups to reproduce all graphs on the computer and eventually as overhead transparencies for use in the final presentation.

The students will now discuss in small groups, and as a whole class, ways that their classroom could both reduce and reuse paper. The teacher will guide the class in drawing up a formal list of suggestions to be handed out during the final presentation. The lists of reducing and reusing paper are generated at this time and passed on to classrooms at the final presentation. The reason being if classes were encouraged to cut down on using paper initially, the results of the persuasive speech encouraging recycling would be skewed by students actually using less paper and it would be difficult to tell if they were recycling better.
Students meet to draw conclusions, organize graphs, and create a final informative speech. Their teacher sets up a schedule either in their classroom or a central location for all elementary rooms involved with the project. These classrooms come at 15-minute intervals for a summary of the project results. As the classrooms cycle through, they will be presented with computerized graphs, on the overhead, of the changes that occurred in their classrooms. The group presenting will try to gear the conclusions and graphs presented to the appropriate grade levels. The visiting teacher and students will be shown a list of ways to reduce and reuse their class paper waste and be given a copy of these ideas to be posted in their classrooms. Copies of the graphs will also be given to the teacher.

Connection to State Learning Standards

Content Area: Science, Math, Technology, and ELA

Level: Intermediate grades

Benchmarks: -represent numerical relationships in two dimensional graphs
-apply a variety of reasoning strategies
-use computation skills
-make and evaluate conjectures and arguments using appropriate language

Benchmarks: -use appropriate graphic and electronic tools and techniques to process information

Standard: Math #3

Standard: Technology #5

Unit Theme: Reduce, Reuse, Recycle

Standard: ELA #3

Standard: MST #1 & 4

Benchmarks: -develop arguments with effective use of details and evidence that reflects a coherent set of data
-use standard English, precise vocabulary, and presentational strategies effectively to influence an audience
-present clear analysis of issues, ideas, data, and experiences, supporting their positions with well-developed arguments

Benchmarks:-apply mathematical knowledge to solve real life problems and problems that arise from the investigation of mathematical ideas, using representation such as pictures, graphs, charts, and tables
-learn how human decisions and activities impact on the physical and living environment

Learning Experiences

Declarative Knowledge

Please note: If you download this unit and convert it to a Word document, the activities may loose their alignment and not print as they appear on the screen.

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Activity #1, #3, and #6

Concept of :

Bar graph, line graph, pie graph, pictograph, and frequency table

Vocabulary:

Horizontal axis, vertical axis, labels, scale, interval, title, key, range

Activity #2 and #5

Concept of:

Frequency table

Vocabulary

Tally, frequency

Activity #4

Persuasive speech format

Activity #7

Concept of:

Mean, median, and mode

Activity #8

Concept of producing graphs on the computer

Activity #9

Reduce, Reuse, Recycle

Activity #10

Culminating oral presentation with overhead graphs and reduce/reuse lists

-Textbooks

-Overheads

-Teacher notes

-Textbooks

-Overheads

-Count recycling from classrooms

-Handouts

-Rubric

-List of definitions

-Computer use

-Microsoft Excel program

-Recycling knowledge from books and movie

-Handout materials

-Rubric

-Teacher presentation and modeling

-Notetaking strategies

-Compare/Contrast 4 types of graphs

-Before, during, and after strategies

-Teacher presentation of frequency table construction

-Pre-post frequency tables

-Brainstorming

-Teacher modeling

-Q.A.D. on overhead to organize information

-Mnemonics

-Teacher demonstration

-Note taking

-Linking

-KWL chart

-Brainstorming

-Graphic Organizer

-Students will construct sample graphs on model handouts. They will label parts and list the purpose of each graph.

-Students will take notes and fill in a graphic organizer as the teacher presents graphing vocabulary.

-Students will gain the concept of double bar/line/picto/circle graphs by constructing them using data from both pre and post persuasive speeches.

-Students will take notes on vocabulary and gain concept of frequency table by doing pre and post tables.

-Students will learn format for a persuasive speech by watching one modeled and brainstorming about what makes a speech persuasive.

-Students will link names of statistical measures with definitions by using mnemonic devises.

-Teacher will demonstrate computer graphing. Students will gain concept by linking previous knowledge of graphing to computers.

-Students will take notes on computer steps to graphing.

-Class will work as a group brain-storming ideas.

-Small groups will work on KWL.

-Students will use a graphic organizer to logically organize parts of presentation.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

Activity #1:

Procucing a sample line, bar, pie, circle graph

Assessment:

Rubric

Activity #2:

Create a frequency table showing frequencies of the varoius types of recycled paper products used in elementary classrooms.

Asssessment:

Match model frequency table

Activity #3:

Groups will produce one each of line, bar, circle, pictograph

Assessment:

Rubric

Activity #4:

Develop and give a persuasive speech to elementary classrooms

Assessment:

Rubric

Activity #5:

Construct second frequency table after persuasive speech

Assessment:

Match model frequency table

Activity #6:

Creation of double line, bar, circle, pictograph. Draw statistical conclusions

Assessment:

Rubric

Activity #7:

Extending activity

Statistical analysis of total recycling for all grades using mean, median, mode, and range.

Assessment:

Use model flow sheet as benchmark

Activity #8:

Learning how graphs can be created on a computer.

Assessment:

Computer graphs must match those created by hand

Activity #9:

Identify ways to reduce, reuse, and recycle.

Activity #10:

Information speech given to classes in conclusion of project.

Assessment:

Rubric

What will be done to help students construct models, shape & internalize the knowledge?

Flow chart ( You may construct your own or contact the authors for sample flow charts)

-Demonstration lecture

-Students will shape their knowledge of graphs by seeing that graphs exhibit variations of scale and numbers.

-Brainstorming to choose categories

-Use model for frequency table

-Previous flow sheet on graphs

-Rubric-graphs

-Model rubric

-Summarize parts of speech

-Set up practice schedule

-Model for frequency table

-Rubric

-Flow chart graphs

-Guided lecture on drawing conclusions

-Flow sheet of mean, median, and mode

-Teacher demonstration

-Teacher demonstration on computer graphing

-Whole class brainstorming on reduce/reuse ideas for classrooms

-Group practice and peer evaluation

-Rubric

-Model and practice of overhead use

Describe what will be done.

For each type of graph taught, a flow chart of the steps for producing the graphs will be shown on the overhead. The students will be given a chance to fill in the flow chart and construct an actual graph modeled by the teacher.

Teacher will show variations involving different scales and examples where the vertical bar falls between values.

Working in small groups, students will be given bags of recycling gathered and marked by custodians from K-6 classrooms. They will look through the recycling and brainstorm major categories for separation. The teacher will then facilitate choosing categories that will be used by the entire class. Students will then count and use tally marks to create a frequency table that will be used to construct various graphs.

In small groups students will produce graphs using data from frequency tables.

Students will divide speech into parts:

1. Present recycling and need for change.

2. How to go about recycling.

3. Visual aids

4. Information about project

Students will rehearse speech until they feel proficient.

A few days after their persuasive speeches students will count that day’s recycling and do a second frequency table.

Students will take the new information and convert their original graphs into double data graphs. Students will come to at least three conclusions about changes in recycling.

All groups will combine data from the entire elementary, find mean, median, mode, and range. Each group will then compare their classroom to the classrooms of similar size in the elementary.

Students will observe a demonstration of how to produce the types of graphs they have been doing on the computer. They will work in small groups to master this new skill.

The groups will meet and discuss ways to both reduce and reuse recycled material. The teacher will guide the students in formalizing lists of each way to be presented to the classrooms.

Students will organize:

1. Conclusions on changes in recycling

2. Place graphs on overhead for presentation

3. Place reduce and reuse lists on overheads

4. Run off copies for each classroom

5. Give presentation in central location so all grades may attend at different times.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…	What reasoning process will they be using?	Describe what will be done.
Activity #6 from Declarative and Procedural knowledge	*Comparing* Classifying Inductive Reasoning *Deductive Reasoning* Error Analysis Analyzing Perspectives Constructing Support Abstracting Other:	Students will add new information to their original graphs and make double graphs. Students will analyze changes in their graphs and use this information to support their final conclusions on changes in recycling and ideas for reducing and reusing.

Rubric: Steps for making and interpreting a line, bar, or pictograph

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Gather and Organize Data	Displays Data on Graphs	Reads Information from Graphs	Interprets Graphing Information
Weights
4	Student has a thorough understanding of constructing a frequency table and accurately records all data by tally marks	Graph contains all the following elements: title, horizontal axis, vertical axis, labels, scale, equal units, and points, lines, pictures, and bars as appropriate	Student is able to consistently read information from graph even when non-standard cases are given	Shows strength and insight in analyzing and interpreting graphic data
3	Student understands how to construct a frequency table and makes one or two errors	Graph contains all but one or two of the criteria. There are only minor errors in its construction.	Student can read data off most graphs, but has some difficulty with nonstandard values.	Student is able to analyze and interpret graphs making only minor errors in analysis.
2	Student does not completely understand how to construct a frequency table and makes 3 or more errors	Graph is missing 3 or more of the criteria needed. There are several errors in construction	Student makes 1 or 2 errors reading information, even in standard cases.	Student does not truly understand how to interpret his graphs and makes some poor conclusions
1	Student attempts to construct a frequency table but does so incorrectly	Graph was attempted but contained many errors in format and construction	Student does not take information from the graph correctly	Student incorrectly analyzes information

Rubric: Steps for making and interpreting a circle graph

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Gathering and Organizing Data	Displays Data on Graphs	Reads Information from Graph	Interprets Graphing Information
Weights
4	Student can thoroughly organize data in a frequency table and then convert information to percentiles.	Student is able to transfer percentiles to accurate approximations of sections on a circle graph.	Student is able to consistently read information from a circle graph.	Student shows strength and insight in analyzing and interpreting graphing information.
3	Student organizes data in frequency table but makes 1 or 2 errors converting data to percentiles.	Student is able to transfer percentiles to close approximations of sections on a circle graph.	Student can read data off the graph, making minor errors.	Student is able to analyze and interpret graphing information with only 1 or 2 errors.
2	Student is not accurately converting information from frequency tables to percentiles.	Student’s data does not closely match the sections on a circle graph.	Student makes several errors about graphing information.	Student’s conclusions often are not valid, based on the data given.
1	Percentiles do not reflect information from the frequency tables.	Student makes a poor match of data to the sections of circle graph.	Student’s conclusions are not correct about the data on the graph.	Student’s conclusions are incorrect based on the data given.

Rubric: Persuasive Speech

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Opening and Conclusion	Support	Language	Format
Weights
4	Student thoroughly and clearly states a personal opinion in a logical manner. Student thoroughly and clearly summarizes opinion in the concluding statement.	Provides well-developed and accurate details, reasons and examples in support of the opinion. May show more insight into the topic.	Effectively selects words for their preciseness and for their appeal (connotation). Shows extension of normal vocabulary use.	Effectively uses appropriate diction and tone throughout the entire speech, which is accurately constructed.
3	Student clearly states a personal opinion in a logical manner. Student accurately summarizes the opinion in the concluding statement.	Provides accurate and sufficient details, reasons and examples in support of the opinion.	Adequately selects words for their preciseness and for their appeal (connotation).	Uses appropriate diction and tone throughout the entire speech which is accurately constructed.
2	Student’s personal opinion is not clearly stated or is stated in an illogical manner. Student’s concluding statement did not clearly summarize the opinion.	Provides some accurate as well as inaccurate details, reasons and examples in support of the opinion.	Selects some words for their preciseness and appeal but other words are not altered which should be.	Adequately uses appropriate diction and tone throughout the speech, which is constructed with minor errors.
1	Student’s opinion is not stated or is so illogically stated the personal position cannot be clearly understood. Student’s concluding statement, if one is given, did not summarize the opinion.	Provides little or no accurate details, reasons or examples in support of the opinion.	Selects few if any words for their preciseness or appeal. Tends to use "everyday" language.	Inappropriate diction and tone are used throughout the speech, which is inaccurately constructed.

Have You Considered These Yet?

Learn to Learn Skills:

Communication skills: Cooperation skills:

-Listens effectively -Initiates ideas

-Speaks clearly and persuasively -Supports group goals

-Uses appropriate language -Shows responsibility

-Writes effectively -Respects self & others

Perceptive thinking skills:

-Applies knowledge from a variety of sources to make intelligent decisions

-Develops and applies organizational and problem solving skills

Assessment Modifications:

Resource room teacher will assist special education students according to their IEPs. Title I reading and math teachers will assist students in both push-in and pull-out situations.

Unit Schedule/Time Plan:

This unit is scheduled for two-three weeks with the students working 40-60 minutes each day.

Written Overview:

The students will use graphing techniques to analyze changes in recycling in their elementary school. They will be spending considerable time working in small groups to collect recycling data, give information, and persuasive speeches to try to enact a change toward better recycling.

Please Note:

The six overheads used in Activity#1 can be found by downloading the Learning Experience Graphing Made Easy, which is an extension of Activity #1.
The persuasive speech rubric was adapted from a "persuasive letter" rubric found in The Effective Communicator grades 3-5, by Dan Gilligan (Oneida-Madison BOCES).
Additional rubrics that may be helpful: Graphing Data, Making Line and Bar Graphs (neat and accurate), Speaking Skills (Intermediate), and Group Presentation. These may be found in Rubrics and Other Tools for Teaching Quality, by John D. Wessels PhD and Clyde Birkholz.