About this resource
This lesson addresses a relevant concern and question for environmentally conscious world citizens: what to do with all our garbage? Various garbage will be on student tables when they enter the library (empty bottles, candy wrappers, etc…). On the overhead screen when students walk in: "One man's trash is another man's treasure…or can I just give you my garbage that I don't want?" Students will journal a response to the question on the overhead screen. Students will study and discuss a historical example of environmental conflict: the barge (known as the garbage barge) that departed from Islip, New York, in 1987, hauling nearly thirty-two hundred tons of garbage destined to be buried elsewhere. After reading Here Comes the Garbage Barge (Winter, 2010), students will view video footage of the barge and discuss their opinions of the situation. Students will learn about the amount of trash they make each day and brainstorm possible solutions. Students will be grouped in table teams and perform database research to learn possible recycling solutions. Students will compile their ideas and complete a small group project in the library makerspace to share with the class. These options include posters, infomercials, or Power Points.
Curriculum & Standards
Related General Curriculum / Common Core Area
Science, Social Studies
Related Curriculum / Common Core Standard
Kansas College and Career Readiness Anchor Standards for Literacy Learning Standard 1: Engage in literacy learning through a collaborative and community effort and in an integrated fashion, rather than as discreet skills in isolation.
What students will do
Assess what knowledge they know and what they need to know using the KWL chart.
Engages in the inquiry process by formulating additional questions.
Synthesizes prior knowledge and new knowledge and creates a presentation to share findings.
Resources Needed
Picture book: Here Comes the Garbage Barge (Winter2010); computer with internet access and projection screen for student viewing; makerspace or makerspace cart with various recyclables/craft supplies; computers and cameras or iPads with presentation software for student projects;
Maps to show the voyage of the Garbage Barge; YouTube videos of the garbage barge and a video of Here Comes the Garbage Barge (Winter2010) being created:
Lesson sequence & procedures
Direct Instruction & Guided Practice:
5 - 10 minutes:
Ask students to journal a response to the question on the overhead screen: "One man's trash is another man's treasure…or can I just give you my garbage that I don't want?" After journaling, ask students to share their response with the students sitting at their tables (groups of four to six). Share responses in class discussion format. Students will demonstrate independent journaling and positive group dynamics during the table and class discussion times. Students will be encouraged to formulate more questions and pursue additional inquiry. The librarian will encourage this inquiry by providing positive feedback and reminding students that there is not a singular solution for this problem; this is and has been a concern for decades.
10 minutes:
After the class discussion move to the story rug and read Here Comes the Garbage Barge (Winter2010).
10 minutes:
Students move back to tables and watch the garbage barge and the making of the book videos. The librarian explains that the students will research what changes have been made since the 1987 garbage barge incident to address garbage. Students will also have the opportunity to research where environmental information can be found. To begin the process students will access existing library databases: Britannica School and World Book Online. Their findings will be shared with the class and they will work in their table groups to create a presentation that details their findings. Students will use iPads at the tables.
Independent Practice:
5 minutes:
As a table group, students make a KWL chart on a piece of paper based on what they learned from the book and what they learn from their database research. The KWL chart will specify what they know, what they want to know, and what they learned.
15 – 20 minutes:
Table groups will access databases and conduct research, adding the new knowledge to their chart.
5 – 10 minutes:
Students will use the remainder of class to begin planning their presentation. Students can decide if they want to create a Nearpod/PPT/etc… presentation using the overhead screen, and iMovie, or a craft project to share their findings.
Closing/Reflection:
During the second session students will have 20 – 30 minutes to prepare their five minute presentation. The last 30 minutes will be for presenting and listening to other table presentations. Students will complete exit tickets in their table groups at the end of class. The exit tickets will provide the students the opportunity to share what inquiry processes worked and what they would do differently.
How learning is assessed
Students will be observed on the level of participation during the discussions, research, planning, and presentations.