Created byEva Benner

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Lunch Waste: Protecting Our Earth

Grade 5Science14 days

In this project, fifth-grade students become scientists who investigate and address the issue of plastic waste in their school lunches. They quantify the amount of plastic waste, research the environmental impacts of different plastics, and propose solutions to reduce waste. Students then design and implement a plan to reduce plastic waste and educate their community about the environmental impact of plastic waste through an educational campaign. The project culminates in students reflecting on their learning and the effectiveness of their solutions.

Plastic WasteEnvironmental ImpactWaste ReductionCommunity EducationData CollectionResearchSustainability

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as fifth-grade scientists, design and implement a plan to reduce plastic waste in our school lunches and educate our community about its environmental impact?

Essential Questions

Supporting questions that break down major concepts.

How does the amount of plastic waste from our lunches impact the environment?
What are the different types of plastics and their effects on the environment?
What are some ways we can reduce plastic waste in our school lunches?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to quantify the amount of plastic waste generated from school lunches.
Students will be able to explain the environmental impacts of different types of plastics.
Students will be able to propose and evaluate solutions for reducing plastic waste in school lunches.
Students will be able to design and implement a plan to reduce plastic waste in their school lunches.
Students will be able to educate their community about the environmental impact of plastic waste.

NGSS

5-ESS3-1

Primary

Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.Reason: Directly addresses the project's focus on reducing plastic waste and protecting the environment.

Entry Events

Events that will be used to introduce the project to students

Mystery Trash Audit

Students arrive to find large, unlabeled bags of 'mystery trash' collected from recent school lunches. They must analyze the contents, categorize the waste, and make inferences about the school's plastic consumption habits, sparking curiosity and setting the stage for deeper investigation.

'Plastic Apocalypse' Simulation

The classroom is transformed into a simulated environment overwhelmed by plastic waste. Students navigate this 'plastic apocalypse,' experiencing firsthand the challenges of disposal, pollution, and resource scarcity, motivating them to explore solutions.

The Case of the Missing Sea Turtle

Students are presented with a fictional news report about a sea turtle struggling with plastic pollution. They must analyze the evidence, research the effects of plastic on marine life, and propose solutions to protect the turtles and their environment, connecting the issue to a real-world problem.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Lunchbox Plastic Audit: Data Collection

Students will begin by collecting data on the amount of plastic waste generated by their own lunches over a week. This involves separating and categorizing different types of plastic, weighing them, and recording the data in a structured format. This activity introduces the concept of quantifying waste and establishes a baseline for measuring the impact of future interventions.

Steps

Here is some basic scaffolding to help students complete the activity.

1. For one week, students collect all plastic waste from their daily school lunches.

2. Students separate the collected plastic into categories (e.g., plastic bags, bottles, wrappers).

3. Students weigh each category of plastic waste using a scale.

4. Students record the weight of each category in a data table.

Final Product

What students will submit as the final product of the activityA data table showing the weight of different categories of plastic waste generated by each student's lunch over a week.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Learning Goal: Students will be able to quantify the amount of plastic waste generated from school lunches. This supports 5-ESS3-1 by having students obtain information about their community's resource use.

Activity 2

Plastic Waste Culprit ID: Research and Investigation

Students will research different types of plastics found in their lunch waste, focusing on their chemical composition, environmental impacts, and common uses. They will use credible sources to gather information and present their findings in a report. This activity builds understanding of the environmental consequences of plastic waste.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Students choose one type of plastic from their collected lunch waste (e.g., PET bottle, polystyrene container).

2. Students research the chosen plastic type using reliable sources (e.g., science websites, environmental organizations).

3. Students gather information on the plastic's composition, uses, and environmental impact.

4. Students write a brief report summarizing their findings.

Final Product

What students will submit as the final product of the activityA report detailing the composition, uses, and environmental impact of a specific type of plastic found in school lunches.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Learning Goal: Students will be able to explain the environmental impacts of different types of plastics. Supports 5-ESS3-1 by combining information about the environmental impact of resource use.

Activity 3

Solution Spark: Brainstorming and Evaluation

Students brainstorm potential solutions for reducing plastic waste in their school lunches. They will evaluate the feasibility, effectiveness, and potential impact of each solution. This activity develops critical thinking and problem-solving skills.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Students brainstorm different ways to reduce plastic waste in their school lunches (e.g., reusable containers, beeswax wraps, buying in bulk).

2. Students discuss the pros and cons of each solution.

3. Students evaluate the feasibility, effectiveness, and potential impact of each solution.

4. Students rank the solutions based on their evaluation.

Final Product

What students will submit as the final product of the activityA ranked list of potential solutions for reducing plastic waste, with a justification for each ranking.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Learning Goal: Students will be able to propose and evaluate solutions for reducing plastic waste in school lunches. Supports 5-ESS3-1 by exploring science-based ideas for protecting the environment.

Activity 4

The Great Plastic Reduction Plan

Students will design a detailed plan to reduce plastic waste in their school lunches. This plan will include specific actions, timelines, and responsible parties. They will consider the resources needed and potential challenges. This activity encourages collaborative planning and project management skills.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Students choose the most promising solution(s) from the previous activity.

2. Students develop a detailed plan for implementing the chosen solution(s).

3. The plan should include specific actions, a timeline, and assigned roles.

4. Students identify the resources needed and potential challenges.

Final Product

What students will submit as the final product of the activityA detailed plan for reducing plastic waste in school lunches, including actions, timelines, responsible parties, resources, and potential challenges.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Learning Goal: Students will be able to design and implement a plan to reduce plastic waste in their school lunches. Directly supports 5-ESS3-1 by having students use science ideas to protect the Earth's resources.

Activity 5

Spread the Word: Community Education Campaign

Students will create a campaign to educate their community about the environmental impact of plastic waste and the benefits of reducing plastic consumption. They will use various media, such as posters, presentations, and social media, to reach a wide audience. This activity promotes communication and advocacy skills.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Students research effective communication strategies.

2. Students create educational materials (e.g., posters, presentations, social media posts) about the environmental impact of plastic waste.

3. Students present their campaign to the school community.

4. Students gather feedback and reflect on the effectiveness of their campaign.

Final Product

What students will submit as the final product of the activityA community education campaign, including posters, presentations, social media posts, or other media, designed to raise awareness about plastic waste reduction.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Learning Goal: Students will be able to educate their community about the environmental impact of plastic waste. This further supports 5-ESS3-1 by sharing information within the community to promote environmental protection.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Lunchbox Plastic Reduction Project Rubric

Category 1

Data Collection & Analysis

Accuracy and thoroughness of data collection on plastic waste, and the ability to analyze and interpret the collected data.

Criterion 1

Data Collection Completeness

Extent to which students collected and recorded comprehensive data on their lunch-related plastic waste over the week.

Exemplary

4 Points

Collected and recorded comprehensive data for all lunch days, accurately categorizing and measuring different types of plastic waste with meticulous attention to detail.

Proficient

3 Points

Collected and recorded data for most lunch days, accurately categorizing and measuring most types of plastic waste with minor omissions or inconsistencies.

Developing

2 Points

Collected and recorded data for some lunch days, with inaccuracies in categorization or measurement of plastic waste.

Beginning

1 Points

Collected and recorded incomplete or inaccurate data on plastic waste, demonstrating little effort in categorizing or measuring different types of plastic.

Criterion 2

Data Analysis & Interpretation

Ability to analyze the collected data and draw meaningful conclusions about the amount and types of plastic waste generated.

Exemplary

4 Points

Analyzed the collected data to draw insightful conclusions about the patterns and sources of plastic waste, providing clear and detailed interpretations.

Proficient

3 Points

Analyzed the collected data to draw reasonable conclusions about the types and amount of plastic waste, providing adequate interpretations.

Developing

2 Points

Attempted to analyze the collected data but struggled to draw meaningful conclusions or provide clear interpretations.

Beginning

1 Points

Did not attempt to analyze the collected data or draw conclusions about the types and amount of plastic waste.

Category 2

Research & Investigation

Quality of research conducted on a specific type of plastic waste, including understanding its composition, uses, and environmental impacts.

Criterion 1

Research Depth & Accuracy

Extent to which the research on a specific type of plastic is thorough, accurate, and based on credible sources.

Exemplary

4 Points

Conducted in-depth research using multiple credible sources, accurately explaining the composition, uses, and environmental impacts of the chosen plastic type with scientific rigor.

Proficient

3 Points

Conducted thorough research using credible sources, accurately explaining the composition, uses, and environmental impacts of the chosen plastic type.

Developing

2 Points

Conducted basic research using limited sources, providing a general overview of the composition, uses, and environmental impacts of the chosen plastic type.

Beginning

1 Points

Conducted minimal research using unreliable sources, providing incomplete or inaccurate information about the chosen plastic type.

Criterion 2

Report Clarity & Organization

Clarity and organization of the research report, including effective communication of findings and proper citation of sources.

Exemplary

4 Points

Presented the research findings in a clear, concise, and well-organized report, effectively communicating complex information and properly citing all sources.

Proficient

3 Points

Presented the research findings in a clear and organized report, effectively communicating information and citing most sources.

Developing

2 Points

Presented the research findings in a somewhat organized report, but clarity was lacking and some sources were not properly cited.

Beginning

1 Points

Presented the research findings in a disorganized and unclear report, failing to communicate information effectively or cite sources properly.

Category 3

Solution Development & Planning

Ability to brainstorm, evaluate, and propose effective solutions for reducing plastic waste, and to develop a detailed plan for implementing the chosen solution(s).

Criterion 1

Solution Brainstorming & Evaluation

Extent to which students brainstormed a variety of potential solutions and thoroughly evaluated their feasibility, effectiveness, and impact.

Exemplary

4 Points

Brainstormed a wide range of innovative solutions, thoroughly evaluating their feasibility, effectiveness, and potential impact with detailed justifications for each ranking.

Proficient

3 Points

Brainstormed several potential solutions, evaluating their feasibility, effectiveness, and potential impact with reasonable justifications for each ranking.

Developing

2 Points

Brainstormed a few potential solutions, but the evaluation of their feasibility, effectiveness, and potential impact was limited or superficial.

Beginning

1 Points

Struggled to brainstorm potential solutions, and the evaluation of their feasibility, effectiveness, and potential impact was minimal or non-existent.

Criterion 2

Plan Development & Implementation

Detail and feasibility of the plan for implementing the chosen solution(s), including specific actions, timelines, roles, and resource considerations.

Exemplary

4 Points

Developed a comprehensive and highly feasible plan, including specific actions, a realistic timeline, clearly defined roles, and detailed resource considerations, demonstrating excellent project management skills.

Proficient

3 Points

Developed a detailed and feasible plan, including specific actions, a reasonable timeline, defined roles, and resource considerations.

Developing

2 Points

Developed a basic plan with some specific actions, a vague timeline, unclear roles, and limited resource considerations.

Beginning

1 Points

Developed an incomplete or unrealistic plan with few specific actions, no clear timeline or roles, and a lack of resource considerations.

Category 4

Community Education Campaign

Effectiveness of the community education campaign in raising awareness about plastic waste reduction and promoting behavior change.

Criterion 1

Campaign Creativity & Engagement

Creativity and engagement of the educational materials (e.g., posters, presentations, social media posts) in capturing the audience's attention and conveying key messages.

Exemplary

4 Points

Created highly creative and engaging educational materials that effectively captured the audience's attention and conveyed key messages about plastic waste reduction, inspiring behavior change.

Proficient

3 Points

Created engaging educational materials that captured the audience's attention and conveyed key messages about plastic waste reduction.

Developing

2 Points

Created educational materials that were somewhat engaging but lacked creativity or clarity in conveying key messages about plastic waste reduction.

Beginning

1 Points

Created uninspired educational materials that failed to capture the audience's attention or convey key messages about plastic waste reduction.

Criterion 2

Campaign Impact & Reflection

Evidence of the campaign's impact on the school community and the ability to reflect on the effectiveness of the campaign and identify areas for improvement.

Exemplary

4 Points

Demonstrated a significant impact on the school community, providing compelling evidence of behavior change and offering insightful reflections on the campaign's effectiveness with specific suggestions for improvement.

Proficient

3 Points

Demonstrated a positive impact on the school community, providing evidence of behavior change and reflecting on the campaign's effectiveness with some suggestions for improvement.

Developing

2 Points

Demonstrated a limited impact on the school community, providing minimal evidence of behavior change and offering superficial reflections on the campaign's effectiveness.

Beginning

1 Points

Demonstrated no discernible impact on the school community, failing to provide evidence of behavior change or reflect on the campaign's effectiveness.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Now that you've completed your project, what was the most surprising thing you learned about plastic waste and its impact on the environment?

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Question 2

How effective do you think your 'Great Plastic Reduction Plan' was in reducing plastic waste in your school lunches? What evidence do you have to support your answer?

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Required

Question 3

If you could do one thing differently in your community education campaign, what would it be and why?

Text

Required

Question 4

To what extent do you agree with the statement: 'Individual actions can make a significant difference in addressing global environmental problems like plastic pollution.'?

Scale

Required

Question 5

Which part of the project – data collection, research, planning, or community education – did you find the most challenging, and what did you learn from that challenge?

Multiple choice

Required

Options

Data Collection

Research

Planning

Community Education