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Stuff- The Local and Global Effects of Stuff

STUFF- THE LOCAL AND GLOBAL EFFECTS OF ‘STUFF’

NOTEThis is a unit designed to explore the interconnectedness of science, technology, society, the environment and social justice. It will take one month: three weeks of student research followed by one week of student presentations. In groups, students will explore the production, use and disposal of bottled water, electronics, cosmetics or food. One group can also focus on local garbage and recycling practices in Winnipeg. Through their research, students will explore their topic as it relates to science, technology, society and the environment. They will research what current scientific understandings involved are, what technology is being used, as well as the impacts on society and on the environment. After their research, they will develop a solution that demonstrates an understanding of the interconnectedness of STSE and outlines a plan for the future that focuses on sustainable development (environmental, societal, technological and scientific).

GRADE LEVEL: 11

SUBJECT AREA : SCIENCE- CURRENT TOPICS IN SCIENCE

MAIN CURRICULAR OBJECTIVES

GLO B: Explore problems and issues that demonstrate interdependence among science, technology, society and the environment.

SLO B1: Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment, both locally and globally.

SLO B2: Recognize that scientific and technological endeavors have been, and continue to be, influenced by human needs and by societal and historical contexts.

SLO B3: Identify the factors that affect health and explain the relationships of personal habits, lifestyle choices, and human health, both individual and social.

SLO B4: Demonstrate a knowledge of, and personal consideration for, a range of possible science and technology-related interests, hobbies, and careers.

SLO B5: Identify and demonstrate actions that promote a sustainable environment, society and economy both locally and globally

SOCIAL JUSTICE OBJECTIVES

Students will identify current practices that directly influence other countries equal access to their human rights and demonstrate personal actions toward greater environmental sustainability.

MATERIALS

Grade 11 Science: Current Topics of 19


o The Story of Stuff: This is a 20 min. documentary that shows the path that our goods come from and go to. The statistics and information used are from the United States, but the concepts are still very applicable to Canada. http://www.storyofstuff.com/

LESSON 1- INTRODUCING THE CONCEPTS AND THE PROJECT

NOTE

This is a very short lesson (30 minutes). Depending on time, you may want to combine Lesson 1 and Lesson 2, which is an introduction to the project.

MATERIALS

Chart paper with the words ‘science,’ ‘technology,’ ‘society,’ ‘environment,’ and ‘sustainable development.’ Markers

ACTIVATE:

1. Separate students into five groups. On separate pieces of chart paper, write the words ‘science,’ ‘technology,’ ‘society,’ ‘environment,’ and ‘sustainable development.’ Using rotational graffiti (where the five papers move between five groups and students write words or phrases or draw pictures that they think of when they hear the term) have students write what they think of when they hear these words.

ACQUIRE

1. After all students have written on all five word sheets, give each word to one group and have them create a definition of the term.

a. Science: a system of studying the world (past and present) and creating theories based on the best evidence to explain daily phenomenon that we encounter. i

b. Technology: the usage of tools or techniques to solve a problem or meet a need. ii

c. Society: a group of people, sometimes sharing cultural norms, but in this case it refers to both the local and global population

d. Environment: the physical natural surroundings, the earth and all its systems.e. Sustainable development: Development that considers the needs of both present and future

generations and integrates and balances the impact of technological and scientific practices, economic activities, the environment, and the health and well-being of the world. iii

2. After 5-7 minutes, collect the definitions; discuss each one ensuring that the general concept is covered.

APPLY

1. Place the words randomly on the board and generate a discussion on how these topics are related. Should they be place in a line? If so, in what order? Should they be in a circle? Should they be in a web? Guide discussion so


http://www.storyofstuff.com/


that students understand that each is connected to all the others and that sustainable development needs to be the focus of all of them in order to protect life on earth. Here are some possible questions to guide discussion:

a. What is sustainable development? Why is it important? b. How do our technological solutions have global impacts? c. What is the difference between science and technology? d. What does a healthy society look like?e. What does a healthy environment look like?f. How does sustainable development relate to science, technology, society and the environment?

ASSESSMENT

1. As an exit slip, ask students to think of something in their life that demonstrates the connectedness of the five concepts.



LESSON 2

This lesson is the last of formal, classroom instruction for this unit. After this lesson, students will spend their time researching their topic and presenting it to the class.

MATERIALS

Exit slips from lesson 1 Story of Stuff available at www.storyofstuff.org Story of Stuff listening guide (included)

ACTIVATING

1. Go through exit slips from Lesson 1 and share some responses with class. Discuss other examples of issues or practices in their lives that demonstrate the interconnectedness of science, technology, society and the environment but do not have sustainable development as their focus.

ACQUIRING

1. Watch “The Story of Stuff.” Hand out student listening guide for students to fill in.

APPLYING

1. Explain to students that they will be spending the next three weeks researching, compiling their research and preparing for a 30-45 class presentation.

2. Break students into 5 or 6 groups. Each group will be given a topic (either teacher or student chosen). They will follow the directions in the hand outs and, at the end of three weeks, present their information to the students. The topics are

a. Electronics: the extraction, production, distribution, consumption, disposal, and a more sustainable way

b. Cosmetics: the extraction, production, distribution, consumption, disposal, and a more sustainable wayc. Water Bottles: the extraction, production, distribution, consumption, disposal, and a more sustainable

wayd. Food: the extraction, production, distribution, consumption, disposal, and a more sustainable waye. Local Garbage and Recycling: current practices, positive and negative effects, and a more sustainable

wayf. Choice project: to be approved by the teacher

3. Have each group choose a different topic. As a class, go over all handouts, expectations and assessment expectations.

THE STORY OF STUFF LISTENING GUIDE ANSWER KEY


http://www.storyofstuff.org/


1. What are the parts of the Materials Economya. Extraction, b. Production, c. Distribution, d. Consumption, ande. Disposal

2. Why can’t you run a linear system on a finite planet indefinitely? Because you run out of resources.3. What is missing in the Materials Economy diagram? People4. Which groups of people ‘matters more’? government and corporation5. Extraction means trashing the planet6. Production

a. Toxics in, toxics outb. Neurotoxin- toxic to the brain (eg. Like in pillows)c. Highest level of toxic contaminants is found in - human breast milkd. Factory workers bear the biggest brunt of working with these toxins

7. Distributiona. Prices are kept low by externalizing the cost.

8. Consumptiona. 1% of products are still in use 6 months after the date of sale.b. Planned obsolescence (designed for the dump)- making stuff break as quickly as possiblec. Perceived obsolescence – convinces us to throw away stuff that is still useful by changing the look (e.g.

fashion).9. Disposal

a. Burning the toxins makes super-toxins like dioxin, which is the most toxic man made substance known.



THE STORY OF STUFF LISTENING GUIDE

1. What are the parts of the Materials Economya. __________________b. __________________ c. __________________d. __________________e. __________________

2. Why can’t you run a linear system on a finite planet indefinitely? ______________________________________________________

3. What is missing in the Materials Economy diagram? __________________4. Which groups of people ‘matter more’? ____________________________________5. Extraction means ____________________________________6. Production

a. Toxics __________________, toxics __________________b. Neurotoxin- toxic to __________________ (eg. Like in pillows)c. Highest level of toxic contaminants is found in - __________________d. __________________bear the biggest brunt of working with these toxins

7. Distributiona. Prices are kept low by ____________________________________.

8. Consumptiona. __________________% of products are still in use 6 months after the date of sale.b. Planned obsolescence (designed for the dump)-

______________________________________________________c. Perceived obsolescence __________________________________________________ (e.g.

fashion).9. Disposal

a. Burning the toxins makes super-toxins like __________________, which is the most toxic man made substance known.



Each technology develops from a societal need and uses current or new scientific understandings to meet that need. Whether it is the understanding of chemical interactions required to make a water bottle or the understanding of what materials are biodegradable in order to set up a system wide recycling program, science is interconnected with technology. But science and technology exist in a world, not a laboratory and have implications of the society and the environment they are in. Lipstick is worn by people to portray an image of beauty and the package that the lipstick came in influences the environment when it is discarded. Science, technology, society and the environment- they form an interconnected framework to look at a topic or issue. The overarching goal of all scientific, technological, sociological or environmental advances needs to be sustainable development. Without that as the goal, society may progress itself into oblivion!

Imagine your project as a puzzle. Your topic is the picture that you see. To understand the picture, you will take each piece- science, technology, the environment and society- and look at it closely. Then you will look at all the pieces and the whole picture, how the pieces relate to each other and decide if this picture is one that promotes sustainable development.


SUSTAINABLE

DEVELOPMENT

Society

Techonology

Science

Environment


QUESTIONS TO CONSIDER


Sustainable Development: A Solution for the Future

Science

What different fields of science are involved in this

issue? Think of careers, hobbies and interests.

Describe the current scientific understandings

involved in this issue.

What are the broader implications of the science

involved?

Describe any new questions that will need to be

researched.

Describe past and present science that has related to

this issue.

Technology

What past and present technologies have been used

relating to this issue?

What are alternative ways to achieve the same end? How do they compare with the

current plan?

What are the costs? Will the costs change over time?

What materials and energies will be needed?

What needs does this technology meet?

Environment

How does this issue impact the environment? locally?

nationally? globally?

If nothing changes, what will happen with the

environment in 25 years?

What is the effect on the global environment?

Society

What societal need created this product?

How is society's health affected?

What are positive societal impacts? Negative?

What is the role of individuals in this issue?

corporations? government?


SUGGESTIONS FOR TEACHERS

As a class, brain storm creative ways to present information other than a PowerPoint. For example, someone could animate the presentation like on “the Story of Stuff,” create a dance that shows a main point of their research, display their information in a photo essay or write a children’s story that simplifies but addresses the interconnectedness of STSE and sustainable development. Highlight that a presentation doesn’t only have to have one way of presenting information- it could be a verbal presentation, PowerPoint and a dance!

Set up accountability in the groups as well as to the teacher. For example, every second class could have a 10 minute group meeting to share information, check in on whether or not they can meet time lines, and planning for the next two days. Teachers can sit in on these meetings once a week to trouble shoot and make sure students are on track.

Talk about roles in the group. As a class, list the ‘roles’ that need to be filled and encourage groups to decide if they want to assign people to roles or take turns making sure the roles are filled. For example, maybe there needs to be someone as ‘leader’ of the group. This could be the same person for the whole month or someone different each month.

Clearly define time lines. Have students pick their presentation date and come up with their own timeline in conjunction with the timeline they are given as to when things are due.

Talk about what learning is and encourage students to take this project as an opportunity to engage in a topic rather than just meet the requirements.



PROJECT REQUIREMENTS

At the end of your project, you will be the experts on your topic. To share your knowledge, you will do a class presentation and prepare a short document to hand out to the class.

Class PresentationO Your group will be responsible for the entire class period.O Each presentation will

Be interactive Give opportunity for questions and answers Be a creative, clear portrayal your researched information Clearly demonstrate the interdependence of Science, Technology, Society and the Environment

with sustainable development Check for classmates understanding of topic

O Your group will provide a minimum two page document summarizing your research and the interdependence of STSE and sustainable development

Pages to hand inO Questions that emergeO ResearchO BibliographyO Self AssessmentO Peer Assessment



QUESTIONS THAT EMERGE

The goal of this part of the project is to remind you to be an active participant in your learning. It is not enough to find all the answers to the questions in the assignment. You need to be engaged in your learning- processing new information, analyzing it from multiple points of view, and asking more questions about the answers that you find. As you research, you will find more questions to ask to get a fuller understanding of your project. You will be able to answer many of these questions through further research. Some of these questions might not be easily answerable. That is the reality of science. New learning leads to new questions which lead to new learning and the cycle continues. As you research, discuss the new information with your group. Write down questions that come up.

1. ______________________________________________________________________________________________________________________________________________________________________________________________

2. ______________________________________________________________________________________________________________________________________________________________________________________________

3. ______________________________________________________________________________________________________________________________________________________________________________________________

4. ______________________________________________________________________________________________________________________________________________________________________________________________

5. ______________________________________________________________________________________________________________________________________________________________________________________________

6. ______________________________________________________________________________________________________________________________________________________________________________________________

7. ______________________________________________________________________________________________________________________________________________________________________________________________

8. ______________________________________________________________________________________________________________________________________________________________________________________________

9. ______________________________________________________________________________________________________________________________________________________________________________________________

10.______________________________________________________________________________________________________________________________________________________________________________________________

11.______________________________________________________________________________________________________________________________________________________________________________________________

12.______________________________________________________________________________________________________________________________________________________________________________________________

13.______________________________________________________________________________________________________________________________________________________________________________________________

14.______________________________________________________________________________________________________________________________________________________________________________________________

15.______________________________________________________________________________________________________________________________________________________________________________________________



WHO IS DOING WHAT AND BY WHEN?

Job Specifics Person Responsible Deadline

Eg. Contact Winnipeg Water and Waste

Email, using 311 to find out who to talk to

Sally Tuesday, Mar 15, 2011



TIMELINE

Project piece Notes Due ByOutline of Presentation

Presentation

Draft of student hand out

Final copy student hand out

Draft of student assessment

Final copy of student assessment

Research

Self Evaluation

Peer Evaluations

Questions that Emerged



ASSESSMENT

Name: _____________________

Topic: _____________________

1. Content: clearly describes each of the following as it relates to topic in presentation (incl. student handout)a. Interdependence of science, technology, society and the environment................................/30b. Current and historical scientific developments and their impact on individuals, societies and the

environment......................................................................................................................../10c. Current and historical technological developments and their impact on individuals, societies and the

environment....................................................................................................................... /10d. The societal demand influencing their product/topic........................................................... /10e. Careers and hobbies involved in this topic........................................................................... /10f. Actions that promote sustainable environment, society and economy................................./20g. Historical, current and potential local and global impacts.................................................... /20

2. Presentation and Materialsa. Creative.............................................................................................................................../10b. Clear, easy to understand...................................................................................................... /5c. Grammar, spelling, etc.......................................................................................................... /5

3. Self- Assessment............................................................................................................................../204. Total.............................................................................................................................................../150

Teacher Comments:



SELF ASSESSMENT

Name: ______________________

Topic: ______________________

For each section, give yourself a mark out of 5 for the first three and clearly justify your mark. Include evidence wherever possible. The last question will be marked by the teacher based on the evidence of thought and metacognition.

1. Working with others: How did you work in your group? Did you contribute to discussions? Did you listen to and validate others ideas? Were you a leader? Were you a follower? How did your group benefit from having you with them? How can you improve next time? Did you follow through with your part of the project? Were you dependable? How did you hold yourself accountable? What were you responsible for?

2. Engagement: Were you interested in your topic? Did you actively interact with information and develop new questions to guide your research? (Hand in your Questions that Emerge paper with this question.)

3. Presentation: How did you articulate the information to the class? What were your strengths in the presentation? What were your weaknesses?

4. If you were able to go back and start all over, what would you do differently next time?


i http://www.sciencemadesimple.com/science-definition.html, February 17th, 2011ii http://en.wikipedia.org/wiki/Technology, February 17th, 2011

iii http://www.edu.gov.mb.ca/k12/cur/science/found/c_topics30s/glo_b.pdf, February 16th, 2011

http://www.edu.gov.mb.ca/k12/cur/science/found/c_topics30s/glo_b.pdf

http://en.wikipedia.org/wiki/Technology

http://www.sciencemadesimple.com/science-definition.html

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