Lesson Plan: Abundant and Passionate Trash
Subject/Course: Environmental Studies
Topic: Ecological Footprints, Personal Consumption, Waste
Grade Level: 9-10
Common Core Standards
SL.9-10.CC.1-3
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
SL.9-10.KI.4
4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
LS.9-10.VA.6
6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
SS.9-10.PK.7-10
7. Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Episode: “Abundant and Passionate Trash” (Season 11) Full audio | Transcript
Lesson Length/Time Needed: 2-3 weeks or 10-12 60-minute lessons
Lesson Created by: E. Sprague
Lesson Objectives
Define the concept of individual and institutional environmental footprints. (Bloom’s Taxonomy: understanding)
Debate how daily unconscious decisions impact the environment. (Bloom’s Taxonomy: evaluating)
Identify three paths to become active in the local community. (Bloom’s Taxonomy: analyzing)
Devise ways to resist (environmental) injustices in the community. (Bloom’s Taxonomy: creating)
Students will be able to interpret, analyze and evaluate their environmental footprint in comparison to the waste produced by people inside prison. During these activities, students will seek to understand the unique role that youth play in environmental justice, and how they can play a role in addressing important issues within their own communities.
After listening to “Abundant and Passionate Trash” for homework, students will participate in a class-wide Ear Hustle Trash Challenge. Invite students to select a specific type of waste (food, paper + plastics, etc.) that they will track over three days through photography or video recordings at home and school. Students will identify and investigate their individual and classroom waste. They will then plan and execute a deliverable aimed at raising awareness about environmental footprints in the community. Finally students will present the waste-reduction solution to school leaders (school board, principal, PTA, student government, etc.).
Materials Needed
Audio
One trash bag per student
Two plastic tarps
Two sets of gloves per student
One “Trash Challenge Journal” per student (preferably blank paper where students respond to reflection questions, brainstorm ideas, and paste photos from the Trash Challenge)
Essential Questions
What can you learn about yourself, your interests, struggles, intentions, successes, and failures by looking at the things you discard? (Ear Hustle Trash Challenge Guide)
What do you notice about the trash you produce versus that of your classmates?
How does financial privilege shape the relationships people have with the waste they produce?
How can we effectively disrupt our unconscious tendencies to produce excessive waste?
To what extent is collective action — from classrooms to prisons — necessary to sustain environmental justice initiatives?
Activities
Overview of Ear Hustle Trash Challenge: School Edition
Over the next three days we will be collecting our trash: both in the classroom and at home. We will follow the guidelines outlined in the Ear Hustle Trash Challenge. After the three-day challenge is completed, we will research the impact of waste on our environment, analyze individual and institutional environmental footprints (i.e., our school and prisons), and propose an intervention strategy to school leaders to reduce waste.
Week One: Environmental Footprint Research + Trash Collection
Intro: “Every day, we leave behind evidence of our existence, in the form of our waste. The average American produces 1,609 pounds of garbage a year, almost 4.5 pounds a day! That means five percent of the world’s population produces 40 percent of the world’s waste” (Ear Hustle Trash Challenge).
As outlined in the Ear Hustle Trash Challenge we are all going to save three days’ worth of garbage. We have to save everything, so I will give you a collection bag to carry around. Additionally there will be collection bags in our classroom, in the cafeteria, on the playground, and in the front office. Remember: if a friend gives you a sports drink during recess, you save the bottle. If your pencil breaks while doing homework, you save the lead scrap. Anything that would normally be thrown out, you save.*
Turn Pair and Share: What are some reasons you throw things away? Do you think waste is a big problem? Why or why not?
Class Hypothesis: Do you have any idea about what makes up our classroom garbage [9:15 - 10:20]? What about your personal trash [31:20 - 32:05]? What challenges do you anticipate with this project [13:45 - 15:40]?
*Note: To reduce mess, students should collect “dry” garbage items. For example, students should collect their used containers, paper waste, and packaging, but not include food waste or any other type of “wet” trash that might decompose or be unsanitary.
Week Two: School Waste Analysis + Proposal
Intro: A waste audit can be a very eye-opening experience. Over the last three days we have witnessed our collection bags become fuller and feel heavier. Now we get to explore what’s actually in the bags.
Day 1: Before diving into the trash listen to [24:45 - 26:40]. Students should take two minutes to jot down what they think their trash reveals about them. Then grab a large trap and spread it on the floor (this trash investigation might be better managed outside on the playground or sports field). Hand each student a pair of gloves and ask them to spread the contents of their individual trash bag on the tarp. Ask them to photograph the contents of their collection bag that grab their attention.
Day 2: Before diving into the trash listen to [38:05 - 38:55]. Students should take two minutes to jot down what they think their trash reveals about their school and neighborhood environment. Then grab a large tarp and spread it on the floor (this trash investigation might be better managed outside on the playground or sports field). Hand each student a pair of gloves and ask them to spread the contents of the school collection bags on the tarp. As a group, record reactions on a white board to inquiry questions below. For homework, ask students to write a description of who the school is (i.e. waste habits, community values, geographic location) based on the trash collected across bins on campus.
Inquiry and Critical Thinking Questions:
What were the main components of our school’s waste? Your home waste? Why do you think the components are similar or different?
What were some of the items that could have been reused instead of thrown away?
How do you think the results would change if the Ear Hustle Trash Challenge was done in a different neighborhood/socioeconomic or racial demographic [41:40 - 46:40]?
How can we help raise awareness and effect change through announcements, monitors, signage or education?
Days 3, 4, + 5 | Waste Reduction and Education Proposal: A new movement has been arising called citizen science. Citizen science facilitates public participation in the scientific process by addressing real-world problems through research, experiments, data collection and analysis, and real-time discovery. The Ear Hustle Trash Challenge demanded that everyone pause and consider the unconscious trash habits we practice.
Let’s leverage the momentum from the trash investigations to educate the greater community about individual and classroom waste tendencies. This is your opportunity to raise awareness of the problem of waste in our school community. Our goal is to help others see the environmental impact of waste and how they might be able to effect change by advocating for prevention or educational efforts (e.g., environmental justice student clubs, educational workshops for families, explicit signage for recycling, compost, and trash on garbage cans, food donations, etc).
Potential Projects:
Students devise a Public Service Announcement to inspire younger grades to become active environmental warriors in the community.
Students outline the environmental footprint of the school and create a proposal for the School Board to reduce waste on campus.
Students write an article about the Ear Hustle Trash Challenge and submit it to a local newspaper.
Week Three: Project Presentation + Reflection
Intro: Last week we dedicated several days to designing an educational product for other community members. This is your chance to communicate with decision makers (school administrators, cafeteria staff, student government officials, Family Leaders, etc.) and stakeholders (younger students, teachers, family members, etc.) who can greatly impact our school’s environmental footprint.
Days 1 + 2: Present projects to class and/or decision makers and stakeholders.
Day 3 | Post-Project Reflection: Use journal writing or small group discussions to facilitate student introspection. Some suggested reflection questions include:
What did you learn about our school community through this process? About yourself?
Discuss the process of collecting trash, both individually and in the classroom. How did personal experience with waste impact your engagement throughout the project?
What about the process stands out for you? What was successful? Frustrating?
Explain how your experience makes you see your own waste habits differently [49:25 - 52:30].
Additional Resources
Waste + Prisons
Environmental Impact Research
Actions + Solutions
Notes
Before launching the Ear Hustle Trash Challenge:
Obtain permission from your Principal to conduct the waste audit in the classroom, cafeteria, and outdoor recreational space.
Identify which spaces on campus you will be collecting trash.
Inform the custodial staff when and where the collection bags will be placed so that they do not empty trash before the audit.
Notify families about the project and receive buy-in/consent to collect trash at home.