Recycling Route Optimization Challenge for Young Programmers
Created byAimee Goldenberg
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Recycling Route Optimization Challenge for Young Programmers

Grade 5Technology3 days
The "Recycling Route Optimization Challenge for Young Programmers" is a project-based learning experience designed for 5th-grade students that integrates technology education with environmental conservation. Through this project, students learn basic programming concepts such as algorithms, loops, and conditionals using visual programming tools like Scratch to solve real-world problems related to optimizing recycling routes in their community. The project emphasizes collaboration, problem-solving, and iterative testing, culminating in students presenting their digital solutions and reflecting on the effectiveness of their programs and the process of innovation and teamwork involved.
ProgrammingRecyclingOptimizationAlgorithmsTechnologyCommunityCollaboration
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we leverage programming to design an efficient system that optimizes recycling routes in our community, addressing both environmental and logistical challenges?

Essential Questions

Supporting questions that break down major concepts.
  • How can programming be used to solve real-world problems in our community, specifically related to waste management?
  • What are the basic components of a computer program and how do they contribute to creating an effective solution?
  • In what ways does technology facilitate collaboration and problem-solving in our local environment?
  • How can we optimize recycling routes using algorithms, and why is this important for our community and environment?
  • What challenges might we face in using technology to solve local issues, and how can we overcome them?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand and apply basic programming concepts, including algorithms, loops, and conditionals, to create a program supporting recycling route optimization.
  • Students will learn to identify and articulate community issues that can be addressed through technology, promoting civic engagement and problem-solving.
  • Students will collaborate with peers to enhance their programming skills and develop solutions that address real-world challenges.
  • Students will improve their ability to use visual programming tools effectively to develop functional and creative solutions for community problems.
  • Students will conduct short research projects to identify local environmental challenges and propose technology-based solutions.
  • Students will evaluate their programming solutions through testing and receive constructive feedback to improve their final product.

ISTE Standards for Students

ISTE-5a
Primary
Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.Reason: Utilizes programming tools to enhance learning and develop community-focused solutions.
ISTE-5b
Primary
Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.Reason: Supports collaboration and iteration in programming, essential for solving real-world problems.

Common Core State Standards

CCSS.ELA-LITERACY.W.5.7
Secondary
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.Reason: Gathers information about community issues and explores how programming can be applied.

NGSS

K-2-ETS1-1
Supporting
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.Reason: Engages students in the process of identifying problems that can be solved with technology.
3-5-ETS1-2
Primary
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.Reason: Focuses on evaluating and improving solutions using programmed algorithms for recycling routes.
3-5-ETS1-3
Primary
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.Reason: Encourages iterative testing and refinement of programming solutions.

Entry Events

Events that will be used to introduce the project to students

Journey of a Plastic Bottle

Kick off the project with a role-playing activity, where students follow the lifecycle of a plastic bottle from usage to disposal. Students will explore its journey through recycling processes, witnessing challenges and opportunities for technological intervention to optimize recycling routes.

Recycling Plant Virtual Tour

Host a virtual tour of a local recycling plant. During the tour, students will observe current practices and identify inefficiencies in the system. This hands-on experience will spark ideas for their programming project to streamline recycling routes.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Community Problem Spotter

In this activity, students will identify and discuss issues in their community that can be addressed through the use of technology. This discussion will set the foundation for recognizing the role of technology in problem-solving.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the concept of community issues and discuss technology's role in solving them.
2. Students brainstorm and list community problems they notice.
3. Students pair up to discuss and refine their ideas.

Final Product

What students will submit as the final product of the activityA list of community issues that can be addressed through technology, discussed in pairs.

Alignment

How this activity aligns with the learning objectives & standardsAligns with ISTE-5a, fostering an understanding of how technology can address community issues.
Activity 2

Programming Concept Explorer

Students will explore basic programming concepts such as algorithms, loops, and conditionals through a hands-on activity using a visual programming tool like Scratch.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce Scratch or another visual programming tool by demonstrating its features.
2. Show examples of simple programs addressing community issues.
3. Guide students to create a simple program collectively to solve a class issue.

Final Product

What students will submit as the final product of the activityA simple class-developed program using loops and conditionals, created in Scratch.

Alignment

How this activity aligns with the learning objectives & standardsSupports NGSS K-2-ETS1-1 by helping students understand problem solving with technology.
Activity 3

Recycling Route Designer

Students apply their programming knowledge to design an optimized recycling route in Scratch, focusing on real-world environmental challenges.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review concepts of algorithms and conditionals as they apply to route optimization.
2. Assign students to work individually to draft a program outline that solves a recycling route challenge.
3. Encourage peer review and collaboration for troubleshooting and improvement.

Final Product

What students will submit as the final product of the activityAn initial draft of a program designed to optimize recycling routes.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS 3-5-ETS1-2 and ISTE-5b, focusing on programming solutions to community issues.
Activity 4

Prototype Tester

Students implement, test, and refine their recycling optimization programs, learning the importance of iteration and feedback.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce methods for testing program effectiveness, focusing on variables and feedback.
2. Allow students time to test their programs, encouraging them to record failures and adjustments.
3. Facilitate sharing sessions where students present findings and receive peer feedback.

Final Product

What students will submit as the final product of the activityA refined program that considers feedback and improves recycling route optimization.

Alignment

How this activity aligns with the learning objectives & standardsConnects with NGSS 3-5-ETS1-3, emphasizing iterative testing and refinement.
Activity 5

Tech-Driven Presentation

Students will present their programs and explain their design process and how it optimizes recycling routes, demonstrating their understanding of both computer science and community impact.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students prepare a presentation using digital tools, outlining their program's purpose and design.
2. Encourage students to practice delivering their presentation with a focus on clarity and engagement.
3. Host a class presentation day where each student presents their project and receives feedback.

Final Product

What students will submit as the final product of the activityA comprehensive digital presentation showcasing the student’s project, including programming solutions and community benefits.

Alignment

How this activity aligns with the learning objectives & standardsMeets ISTE-5a and CCSS.ELA-LITERACY.W.5.7, supporting digital tool usage and research projects.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Tech for Trash Transformation Rubric

Category 1

Understanding of Programming Concepts

Evaluates students' grasp of basic programming concepts such as algorithms, loops, and conditionals, and their ability to apply these concepts in projects.
Criterion 1

Algorithm Application

Measures the effectiveness of algorithm use to solve recycling route problems.

Exemplary
4 Points

Demonstrates innovative use of algorithms to create highly efficient recycling routes, with minimal errors and comprehensive understanding.

Proficient
3 Points

Effectively employs algorithms to enhance recycling routes, showing clear understanding and application.

Developing
2 Points

Demonstrates partial use of algorithms with some errors, showing basic understanding and need for improvement.

Beginning
1 Points

Struggles to apply algorithms effectively, with significant errors and limited understanding.

Criterion 2

Use of Programming Tools

Assesses students' ability to use visual programming tools effectively in their projects.

Exemplary
4 Points

Utilizes programming tools with exceptional skill, creating creative and functional solutions for identified community problems.

Proficient
3 Points

Shows proficiency in using programming tools, generating effective solutions with minor challenges.

Developing
2 Points

Demonstrates basic skill with programming tools, leading to partially functional solutions.

Beginning
1 Points

Struggles significantly with programming tools, leading to incomplete or ineffective solutions.

Category 2

Problem-Solving and Innovation

Assesses students' ability to identify community problems and apply programming solutions creatively and effectively.
Criterion 1

Problem Identification

Measures ability to recognize community issues that can be addressed with technology.

Exemplary
4 Points

Identifies nuanced community problems with deep insight, providing innovative technological solutions.

Proficient
3 Points

Clearly identifies relevant community problems and suggests practical solutions.

Developing
2 Points

Identifies basic community problems with superficial solutions, lacking depth.

Beginning
1 Points

Struggles to identify specific community problems, offering vague and ineffective solutions.

Criterion 2

Creativity in Solutions

Evaluates the creativity and effectiveness of students' programming solutions to community issues.

Exemplary
4 Points

Delivers exceptionally creative and effective solutions that demonstrate novel applications of programming.

Proficient
3 Points

Provides creative and effective solutions with room for further innovation.

Developing
2 Points

Offers basic solutions with limited creativity and effectiveness.

Beginning
1 Points

Presents solutions that lack creativity and effectiveness, failing to address issues adequately.

Category 3

Collaboration and Feedback

Assesses student collaboration and use of feedback to improve programming solutions.
Criterion 1

Collaboration

Measures how effectively students work with peers to enhance their projects.

Exemplary
4 Points

Demonstrates leadership and fosters collaborative spirit, significantly enhancing project outcomes.

Proficient
3 Points

Engages constructively with peers, contributing positively to group efforts.

Developing
2 Points

Participates with peers, though collaboration is inconsistent and requires improvement.

Beginning
1 Points

Limited participation in collaborative efforts, needing significant support.

Criterion 2

Feedback Utilization

Evaluates how well students use feedback to refine their projects and solutions.

Exemplary
4 Points

Proactively seeks and incorporates feedback, resulting in substantial improvements to projects.

Proficient
3 Points

Receives and applies feedback effectively, leading to noticeable project enhancements.

Developing
2 Points

Makes limited use of feedback, resulting in minor improvements to projects.

Beginning
1 Points

Demonstrates minimal use of feedback, showing little to no project improvement.

Category 4

Presentation and Communication

Assesses the clarity, engagement, and depth in students' presentation of their programming projects.
Criterion 1

Presentation Clarity

Measures clarity and coherence in describing programming projects and their impact.

Exemplary
4 Points

Communicates with exceptional clarity and depth, demonstrating thorough understanding and impact of the project.

Proficient
3 Points

Presents with clarity and logical structure, effectively conveying project details and impact.

Developing
2 Points

Presentation lacks clarity at times, omitting key details and impacts.

Beginning
1 Points

Presents incoherently, with significant gaps in information and understanding of the project.

Criterion 2

Engagement

Evaluates the engagement level in presenting the project, focusing on interactive and engaging communication.

Exemplary
4 Points

Engages the audience fully with interactive and captivating presentation techniques.

Proficient
3 Points

Maintains audience engagement through clear and structured presentation techniques.

Developing
2 Points

Shows some engagement with the audience, but lacks interactive presentation techniques.

Beginning
1 Points

Struggles to engage the audience, presenting in a monotonous and uninspiring manner.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on your experience designing and creating a program to optimize recycling routes in your community. What were the most challenging aspects of this project, and how did you overcome them?

Text
Required
Question 2

On a scale of 1 to 5, how much did your understanding of programming concepts improve through this project?

Scale
Required
Question 3

How effective do you think your final program was in addressing the recycling route challenges?

Multiple choice
Required
Options
Very effective
Somewhat effective
Neutral
Somewhat ineffective
Very ineffective
Question 4

Discuss how collaboration with peers influenced your project outcomes. What role did peer feedback play in the development of your program?

Text
Optional