Resource Title:

CSI

Description:

In this activity, you’ll investigate the answer to a big question - and save energy as you do.

Target Grade Level:

Grades 5-8

Discipline or Course (Audience):

Science

Time Frame:

Two to three 45-minute sessions without extensions

Suggested Grouping:

3-4 students

Educator Prep:

Students often associate recycling with the blue bin at the curb or a receptacle in the cafeteria. But that’s just the beginning. Every year scrap recyclers transform more than 135 metric tons of used materials into new, useful products. In a world where both raw materials and energy are in short supply, this is a vital component of both conservation and economic growth.

In this activity, students build understanding through research to answer a question with four subcomponents. They use a spreadsheet to compile and graph their data. Directions are given for Excel software, but they can easily be changed to accommodate other software that might be available at schools.

Tell students you came to school with some interesting questions on your mind. The questions can be anything that might be interesting, like:

• Is there life in clouds?
• How many national championships has your favorite team won?
• Who was the first permanent resident of your community?

Ask students where they might help you find the answers. For most students today, the first answer that would come up would be the Internet. One of the most crucial issues for human communities today involves the use of our planet’s resources. As populations grow, we are constantly challenged to find new sources of minerals and energy, and to conserve and reuse those we have already found. It’s a big and complex problem with many components—a systemic problem. Misinformation abounds. But there are many clues to a solution, and some can be found with Internet research.

Gather Data: Teacher Directions

Have students consider the question, “Why is recycling important?” Explain that this will be the focus of today’s quest for information. Review with students how to search and how to determine whether an Internet site is providing reliable information.

Preparation Directions:

• Gather materials.
• Arrange for Internet access for research.
• Review graphing through Excel or other software as applicable.

Hand graphing, or graphing the lower-volume quantities separately, helps. While a material like lead may not be recycled in the quantities of steel or copper, its high toxicity makes recycling even more important.

Finally, help students conceptualize the time scales mentioned in the texts. For example, plastic might last for 500 years in a landfill; glass for a million!

Guide students as they create their graphs. You may differentiate as needed based on student abilities and experience (some students might be using computer software; others may be drawing on graph paper). Students may find that the scale of recycled plastic and tires is so much greater than the tonnage of other materials that their graphs don’t show the smaller quantities. You might have students create two separate graphs to allow for the different data ranges.

Investigate Further: Teacher Directions

Assign teams one of the five questions under Investigate Further. You might also give teams choices or have them come up with their own question. Have students record the websites they use and indicate sources on their presentations.  

Facilitate class presentations. Students should explain their poster, chart, or graphic to other groups. Emphasize that these presentations contribute to a broader understanding of the issues involved. This models how real-world scientists collaborate. 

Reflect and Apply: Teacher Directions

Students should discuss how this may not adequately provide a comparison. Since paper is so much lighter than steel, one ton of paper is actually bigger in volume than one ton of steel. Using weight also does not illustrate the importance of recycling each material. For example, lead is recycled in smaller quantities than steel or copper. Yet, because lead is very toxic to the environment and to human health, it is even more important that people recycle it.

Extension: Teacher Directions

Have students imagine that the town has called a public hearing to discuss the cost-benefits of recycling and whether or not there should be more community action. Have students create a one-page statement that argues for civic action. Students should use evidence to support their claims. Have them use their data collected during the activity as key to arguments they present. Further research regarding a cost analysis of recycling may be necessary.

Remote Learning Adaptations:

This resource is appropriate for remote learning; no adaptations or modifications are necessary.

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