UPT

Universal Planning Tool


 * Working Title:**

Reducing Waste and Improving the Environment at Heavner-Gargano Senior High School


 * Content Standards:**

D26- Describe human efforts to reduce the consumption of raw materials and improve air and water quality. D25- Explain how land development, transportation options and consumption of resources may affect the environment.


 * Information Literacy/Inquiry Standards/21st c. Skills:**

AASL Standards

1. Inquire, think critically, and gain knowledge 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

3. Share knowledge and participate ethically and productively as members of our democratic society. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.5 Connect learning to community issues.

Big6 Skills 3. Location and Access (finding appropriate information) 4. Use of information 5. Synthesis (taking all the appropriate information and creating a final product)


 * Purpose:**

To list materials used on a daily basis in the school, identify which have a negative impact on the environment (especially air and water quality), and find alternatives for those materials. Once alternatives are found, present those alternatives to the decision makers at the school.


 * Essential Question connecting content to purpose:**

What impact does human existence have on the environment? How can we reduce the impact we are having on our school environment?


 * Work habits:**


 * Managing time and organizing work
 * Working collaboratively
 * Thinking Critically
 * AASL Indicator 1.2.3- Demonstrate creativity by using multiple resources and formats
 * Sample behavior: Collect needed information from resources in a range of formats.
 * AASL Indicator 1.2.6- Display emotional resilience by persisting in information searching despite challenges
 * Sample behavior: Brainstorm new ways of searching for information when the existing strategy does not work.
 * Sample behavior: Analyze challenges faced in the research process and identify the possible barriers.
 * AASL Indicator 2.2.2- Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
 * Sample behavior: Explore a wide range of possible conclusions and analyze the evidence to support them.
 * Sample behavior: Bring together information to solve a problem or reach a conclusion.
 * AASL Indicator 3.2.1- Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
 * Sample behavior: Present findings of an inquiry project in an organized, articulate, and poised delivery.
 * Sample behavior: In small group and large group settings freely communicate ideas and opinions that are thoughtfully supported.

List materials used on a daily basis. Describe the impact these materials have. Compare old materials used with new products and procedures. Draw conclusions. Defend position on use of alternative materials/persuade administration to implement plan. Implement plan. Evaluate websites for quality and accuracy of information.
 * Thinking skills:**


 * Formats of Products and/or Performances:**

Create and implement a class plan to use alternative materials. Create and implement a school plan to use alternative materials. Write a persuasive letter to the school administration/board of education to suggest that your plan be put in place.


 * Audience:**

Class/school/district


 * Role of learner in task:**

Student Scientist Advocate Citizen


 * Instructional arrangement(s):**

individual (some components) small group (some components) large group whole class (some components)


 * Technology or resources suggested: **


 * School Recycling-Keep Philadelphia Beautiful **


 * Reduce, Reuse, Recycle Video/Song **





Environmental Protection Agency- Waste

[|Creating a Chart]

How to Search Science in Context via iConn

Website Evaluation- RADCAB model


 * Collaborative teaching roles and responsibilities:**

Classroom Teacher:
 * Introduce the concept of pollution and provide real-world examples
 * Guide students in creating, promoting, and implementing plans to use alternative materials
 * Review components of a persuasive letter (CAPT) style with students, using template to guide as needed.

Library Media Specialist:
 * Website evaluation skills
 * How to access resources from the Science in Context database via iConn.org
 * Assist students in collecting information on alternative materials and synthesizing ideas as needed
 * How to enter data into PowerPoint/Excel to make a chart

1 day to introduce unit (both teachers) 1-2 days in LMC to research materials 1-2 days in small groups to compile product (class plan, school plan) 1 day to write persuasive (CAPT style) letter
 * Timeline:**