E-Waste OVERVIEW Authored by In this lesson, students learn what electronic waste (e-waste) is and why it is a growing problem for human societies and the environment. Then they work together to brainstorm a way to build awareness and change within the school community and beyond. KEY OBJECTIVES FOR STUDENTS: Define electronic waste. Understand the scope of electronics usage in the world. Describe consequences of electronic waste for humans and the environment. Work with a team to build awareness and effect change related to e-waste. ESTIMATED TIME NEEDED (MINUTES): 100 minutes GRADE LEVELS: 5, 6 PRIMARY SUBJECTS: Science SECONDARY SUBJECTS: Arts, Civics and Government, Economics, Environmental Education, Reading or Language Arts, Science TOPICS: Electronic waste, e-waste, inorganic waste, organic waste, toxic waste, the 5Rs, reduce, reuse, recycle, rot, reflect METHODS: Brain-Based Learning, Design Thinking, Multi-Disciplinary, Multiple Intelligences, Project-Based Learning, Real-World Application, Technology Integration SKILLS: Collaboration, Communication skills, Creative problem solving, Critical Thinking, Digital citizenship, Systems thinking VALUES: Curiosity, Empathy, Global Leadership, Mindfulness, Optimism, Resilience Learning Lab: learninglab.usgbc.org Course author retains full copyright of all materials. 1
PREPARE BACKGROUND INFORMATION FOR TEACHERS: In this lesson, students build a foundation of understanding about a critical waste issue: electronic waste, or e-waste. They learn that a wide variety of electronic products are rapidly becoming popular all over the world, and that many people fail to realize that these products, both in their creation and in their disposal, can have harmful consequences to humans and the environment. Students learn that people in developed countries tend to use more electronic products, while people in developing countries tend to process more of the world's electronic waste. This awareness empowers students (no matter which country they live in) to recommend progressive changes to the school community. The lesson is designed to leave much of the decision-making about how to activate change up to the students, so some flexibility is needed for the second session. Because students are given ownership of how they will address the issue, they gain a deeper understanding of how their choices have sustainable or unsustainable consequences and they develop an authentic message they can spread to others. Students also gain a sense of hope for the future as they learn their voices are powerful and will be heard, helping achieve positive change, and that by sharing their creative ideas and intentions, they can make a real difference in the world. PREVIOUS SKILLS NEEDED: critical thinking skills; cooperative learning skills IN ADVANCE: For Session 1, review the presentation and corresponding Teacher's Notes in advance, and ensure that your presentation equipment is working properly. For Session 2, you may want to do some preliminary thinking about what students could do, so that you can have materials available and so that you plan enough time in your schedule. If time is short, students are often willing to complete projects like this one on their own time. MATERIALS NEEDED: Session 1: Thinking About E-Waste N/A Session 2: Reducing E-Waste Butcher paper, chalkboard or whiteboard Markers or colored pencils Other materials as needed to carry out students ideas (e.g., button maker, poster boards, etc.) KEY VOCABULARY: electronic waste e-waste inorganic waste organic waste toxic waste the 5Rs reduce reuse recycle rot reflect Learning Lab: learninglab.usgbc.org Course author retains full copyright of all materials. 2
TEACH ACTIVITY OUTLINE: Session 1: Thinking About E-Waste Time Exercise Description 25 min. Presentation Introduce students to the concept of electronic waste. 15 min. Worksheet Students demonstrate their understanding by completing the worksheet. 10 min. Wrap-Up Conclude with a final discussion. Session 2: Reducing E-Waste Time Exercise Description 5 min. Topic Review what students learned in the last session and ask whether they've had any new insights since then. 25 min. Planning Students brainstorm ideas for spreading awareness about electronic waste. 20 min. (or more) Action Students put their plans into action. IMPLEMENTATION: Session 1: Thinking About E-Waste 1. Introduction: Begin class by showing students the Electronic Waste Presentation. Use the corresponding Teacher s Notes to guide discussion and reflection. 2. Worksheet: Have students organize their thoughts about what they learned in the presentation by completing the Thinking About E-Waste Worksheet. 3. Encourage students to find a partner and discuss their answers. Then call on volunteers to share their answers while you fill in the circle of questions on a chalkboard or electronic whiteboard. 4. Wrap-Up: Conclude the class by asking students if they have any lingering comments or questions. Then encourage students to be aware of the number of electronic products they use throughout the day, both at school and at home. NOTE: If time permits, have students get started on the brainstorming activity outline for Session 2. Session 2: Reducing E-Waste 1. Topic: Begin the lesson by asking students if they made any interesting observations about their use of electronics or their family s habits related to electronics disposal, since the last class. You may wish to quickly show students the pages in the Electronic Waste Presentation again as a review. 2. Planning: Have students gather around in a comfortable space. Ask them if they think there is anything we can do to spread awareness about the issue of electronic waste at the school. Using a chalkboard, electronic board, or large sheets of paper and markers, encourage students to brainstorm ideas. For example, students may want to create posters, buttons, banners, an electronic message, etc. Perhaps they want to create a sculpture made of old electronics or set up e-waste recycling bins. Encourage students to think about whom they most need to reach with their message (students, staff, electronics purchasers, parents, etc.) and how best to reach that particular group of people. Encourage creativity! 3. If students have difficulty getting started, encourage them to review the answers they wrote on their Thinking About E-Waste Worksheets. 4. See also the ideas listed in the Extend tab of this lesson, particularly the Community Connections and Cross-Disciplinary Connection: Language Arts, for additional ideas. 5. Action: Come to a classroom consensus about which plans to activate and how. Give students the time and resources needed to put their plans into action. 6. After students have put their ideas in action, encourage them to monitor the results. Ask: Have you noticed any changes in behavior at the school? Do you have any concrete evidence to show changes? (Evidence would be, for example, changes in the school s electronics purchasing policy; changes in what the school does with old electronics; or materials collected in Learning Lab: learninglab.usgbc.org Course author retains full copyright of all materials. 3
an e-waste bin.) Learning Lab: learninglab.usgbc.org Course author retains full copyright of all materials. 4
REFLECT REFLECTION QUESTIONS: Use the following questions to prompt critical thinking and guide students to reflect about the lesson: Why is electronic waste a particularly difficult waste problem? (Sample answers: because electronics are becoming increasingly popular around the world; the inorganic materials that are needed to create electronics do not decay readily; e- waste can be toxic; people often discard electronics to get a newer, more sophisticated versions etc.) What can you do to help reduce your contribution to e-waste? (Sample answers: I can donate old electronics to a resale store or give them to someone who can use them; I can fix products that are damaged instead of replacing them; I can buy used products; I can see if the store will buy back any old products; I can recycle old electronics, etc.) ASSESSMENT OPPORTUNITIES: This lesson offers multiple opportunities for assessment. For example, you can assess students work on their Thinking About E- Waste Worksheets; use a checklist to assess students participation in the brainstorming and outreach activity; or use any of the projects on the Extend tab to assess students work. STANDARDS ASSESSMENT: This lesson, with all components included, is linked to the following standards: Common Core State Standards (CCSS): 5th Grade: RF.5.3a, RF.5.4a c, W.5.2a e, W.5.4 5.8, W.5.10, SL.5.1a d, SL.5.2 5.6, L.5.1a e, L.5.2a e, L.5.3a, L.5.5b c, L.5.6 6th Grade: W.6.2a f, W.6.4 6.8, W.6.10, SL.6.1a d, SL.6.2 6.6, L.6.1a e, L.6.2a b, L.6.3a b, L.6.5a c, L.6.6 Cloud Education for Sustainability (EfS) Standards & Performance Indicators: Grades 3 12: A4, A5, B1, B7 13, C1, C3, C4, C6, C7, C18, C24, C29, C34, C37, C42, C49, D4 8, E2, F7b, e, G1 5, H2, H7, H9, H11, H12, I27, I28, I37, I38 Texas Essential Knowledge & Skills (TEKS): Science: 5th Grade: 112.16.b.1A, 112.16.b.1B, 112.16.b.2A, 112.16.b.2B, 112.16.b.2C, 112.16.b.2D, 112.16.b.2E, 112.16.b.2F, 112.16.b.9A, 112.16.b.9C 6th Grade: 112.18.b.1.A, 112.18.b.1.B, 112.18.b.2.A, 112.18.b.2.B, 112.18.b.2.C, 112.18.b.2.D, 112.18.b.2.E, 112.18.b.3.A, 112.15.b.3B Estándares Secretaría de Educación Pública (México): Español: LIT.PA.1.1, 1.2, 1.6, 1.7, 1.9, 1.11, 1.15, PTE.PA.2.1 2.3, 2.5 2.11, PTO.PCO.PA.3.1 3.8, FUL.PA.4.2 4.6, AL.PA.5.2 5.5, 5.9, 5.10 Ciencias: CC.PA.1.7, ACT.PA.2.2 AC.PA.4.3, 4.5, 4.8 Learning Lab: learninglab.usgbc.org Course author retains full copyright of all materials. 5
EXTEND COMMUNITY CONNECTIONS: Encourage students to do research to find out if any electronics stores in your area have buy-back or recycling programs. Many electronics stores will buy back or recycle old cell phones and other products. Students could also look into places that accept other types of electronics, such as blenders, toasters, and refrigerators. Some local utilities have appliance buyback programs. Students could then create a poster showing where to take a variety of common items, hang the poster in the school, and post an electronic version on the school website. Organize a field trip to an electronic waste collection center so students can see the facility, learn what is recycled, and ask questions about what happens to the materials and about how the facility handles toxic wastes. Students could pick one or more types of electronic waste, such as batteries or cell phones, and organize a collection campaign. They could offer a prize to the classroom that collects the most products for recycling, such as a special E- Waste Winner poster for the classroom or a party where the students parents provide the winners with homemade goodies. Then students could take the materials to an e-waste collection center or a charity that fixes and donates old electronics to people in need. CROSS DISCIPLINARY CONNECTIONS: Language Arts You may wish to focus students work in this activity in one direction, such as creating a slogan that students can put on a button, poster, bumpersticker, or other awareness-building tool. Teach students how to do that one thing very well. For example, you could explain that a slogan is a word or a short phrase designed to be catchy and memorable, and to encourage a particular type of behavior. Slogans should be original and fun, and usually are designed for a very specific audience. To create an effective slogan, students should first identify their primary audience and then the ideas and priorities of that audience. They might want to do research on how to market to that group. Remind students to remember their goal at all times: reducing e-waste. You can help students get started by providing examples of well-known slogans from the advertising world and asking them if they remember any slogans from advertisements that they have seen or heard. Mathematics Suggest that students analyze the electronic appliances in their household and then create a data chart or graph to share the information. For example, students could count the number of electronic appliances in the household, then estimate how old each appliance is and when it will likely be replaced. Students could then compare and compile data for the class. Social Studies Students could do research to determine which countries create the most electronic products, which buy the most electronic products, and which create the most e-waste. Next, they could create a presentation or infographic to share their results with the class. Economics Suggest that students pick a particular product, such as the iphone 5.0, and research the life cycle of that product. In other words, when was the product introduced? When was its peak sales period? When did the market consider the product mature? When did it start to decline? Make sure students research the meaning of each stage of a product life cycle. Students could then present their findings to the class. Encourage discussion about how the life cycle of electronics products exacerbates the e-waste problem. Art Students could use discarded electronic products to create recycled art, such as a sculpture or a picture. Then hang students creations on the walls of your classroom or in a school display. CULTURAL ADAPTATION NOTES: Electronics are often expensive, so they can be a marker of socio-economic differences. Be sensitive to any socio-economic differences within the classroom when asking students what products they have at home or own personally. You could also use Learning Lab: learninglab.usgbc.org Course author retains full copyright of all materials. 6
this topic as one for a cultural study. If your students do not have very many electronics, they may be interested in knowing more about groups that do, and vice versa. Students could, in particular, investigate studies on the positive and negative impacts of electronics on various cultures. TECHNOLOGY: A powerful way to educate students about the harmful effects of e-waste is to show them a video such as E-waste: How big of a problem is electronic waste? Lawmakers around the world are beginning to understand the harmful consequences and disposal challenges related to e-waste, so they are creating laws and regulations to better protect people and the environment. Encourage students to do research to find out about the latest laws and regulations related to electronic waste in your community, region, or country. Learning Lab: learninglab.usgbc.org Course author retains full copyright of all materials. 7