Presentation on theme: "E- WASTE By Rocío Lijó “Currently, most discarded consumer electronics end up in our landfills or are exported abroad, creating potential health and environmental."— Presentation transcript:
E- WASTE By Rocío Lijó “Currently, most discarded consumer electronics end up in our landfills or are exported abroad, creating potential health and environmental hazards and representing a lost opportunity to recover valuable resources such as rare earth minerals”. President Barack Obama
I NTRODUCTION In 2005, Americans bought more than $100 billion worth of electronics including computers, digital cameras, MP3s and cell phones 70% of heavy metals in landfills come from electronic wasteheavy metals electronic waste Only 10-15% of e-waste is recycled 60 to 80% of the United States e-waste is dumped overseas in third world countries such as China, Nigeria and India In this WebQuest, we will research global and local problems and solutions related to the consumption and disposal of consumer electronics.
O UR T ASK I Our goal is to help the Blessed Sacrament School parish, and our community become knowledgeable about e-waste and its effect in our environment. After doing background research, the class will be divided in groups of two. Each group will need to work together to create a product that helps explain the following: The effect e-waste is having in our world. What e-waste is and which components can be recycled. Strategies for reducing e-waste or how to recycle it.
O UR T ASK II To present the information, each group will create a poster, and a Power Point based on what they learned. Parents, parishioners, and the community will be able to see the presentations at an information booth at our annual Fiesta.
T HE PROCESS The problem of e-waste is a large topic of debate within our country. Read through the websites below to get a sense of the background of the problem and the ways governments and corporations are dealing with the issue. Review the information and start gathering data that will help you show your knowledge of computer recycling issues. Step I Here are websites with important background information on e-waste: FRONTLINE/World Ghana: Digital Dumping Ground | PBS Recycling Legislation Mining Home – Electronics Take Back Coalition Basel Action Network (BAN) Microsoft 10 tips for donating a computer - Google Search Action Tips: Start a School Recycling Program | Do Something
T HE PROCESS Step II After you have finished reading this page and have read through all the websites, pick up a packet with your name on it. This will tell you what group you are in and project requirements. Project Requirements Step III Work with your group and find a way to let the school, parish, and your community know about the e-waste problem and some suggestions for recycling. Once your group has decided on a project, submit the bottom part of your Project Requirements Page.
P ROJECT R EQUIREMENTS Presentations should be filled with enough information so that the audience will be able to understand the following items: What e-waste is. Why the recycling of e-waste is important. What, Where, or How we can reduce or recycle e-waste. Although there is no specific length or page requirement, students are expected to show a significant amount of research about the project. See the attached rubric for more information. A typed bibliography is required (either included within the project itself or as a separate document). _________________________________________________________________________________________________________________________________________________________________________________________________________________________ Once your group has decided on a project, complete the bottom of this form and turn it in for approval. Group Participants: ______________________________________________________________ Project Type: ____________________________________________________________________ Project Title: ____________________________________________________________________
E VALUATION Each students will receive three grades: one for the Poster, the second one for the Power Point, and the last one for how efficiently they work in their group. Poster Rubric.doc Multimedia Rubric.doc Group Rubric.doc
Multimedia Project : Multimedia Rubric Teacher Name: Mrs. R Lijó Student Name: ________________________________________ CATEGORY4321 Organization Content is well organized using headings or bulleted lists to group related material. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Content is logically organized for the most part. There was no clear or logical organizational structure, just lots of facts. Content Covers topic in-depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal OR there are several factual errors. Sources Source information collected for all graphics, facts and quotes. All documented in desired format. Source information collected for all graphics, facts and quotes. Most documented in desired format. Source information collected for graphics, facts and quotes, but not documented in desired format. Very little or no source information was collected. Originality Product shows a large amount of original thought. Ideas are creative and inventive. Product shows some original thought. Work shows new ideas and insights. Uses other people's ideas (giving them credit), but there is little evidence of original thinking. Uses other people's ideas, but does not give them credit. Mechanics No misspellings or grammatical errors. Three or fewer misspellings and/or mechanical errors. Four misspellings and/or grammatical errors. More than 4 errors in spelling or grammar. Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Making A Poster : Poster Rubric Teacher Name: Mrs. R. Lijó Student Name: ________________________________________ CATEGORY4321 Graphics - Originality Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display. One or two of the graphics used on the poster reflect student creativity in their creation and/or display. The graphics are made by the student, but are based on the designs or ideas of others. No graphics made by the student are included. Graphics - Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. All graphics relate to the topic. Most borrowed graphics have a source citation. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. Mechanics Capitalization and punctuation are correct throughout the poster. There is 1 error in capitalization or punctuation. There are 2 errors in capitalization or punctuation. There are more than 2 errors in capitalization or punctuation. Grammar There are no grammatical mistakes on the poster. There is 1 grammatical mistake on the poster. There are 2 grammatical mistakes on the poster. There are more than 2 grammatical mistakes on the poster. Content - Accuracy At least 7 accurate facts are displayed on the poster. 5-6 accurate facts are displayed on the poster. 3-4 accurate facts are displayed on the poster. Less than 3 accurate facts are displayed on the poster. Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness. The poster is attractive in terms of design, layout and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. It is not attractive.
Collaborative Work Skills : Group Rubric Teacher Name: Mrs. R. Lijó Student Name: ________________________________________ CATEGORY4321 Preparedness Brings needed materials to class and is always ready to work. Almost always brings needed materials to class and is ready to work. Almost always brings needed materials but sometimes needs to settle down and get to work Often forgets needed materials or is rarely ready to get to work. Focus on the task Consistently stays focused on the task and what needs to be done. Very self-directed. Focuses on the task and what needs to be done most of the time. Other group members can count on this person. Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. Rarely focuses on the task and what needs to be done. Lets others do the work. Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. Time-management Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
CONCLUSION By completing this Web Quest activity, you and your group learned about the benefits of recycling e-waste. What is your opinion on e-waste? Do you think that e-waste is really a problem that needs to be dealt with? Does it matter that we are sending what the environmentalists consider “hazardous waste” overseas ? Explain your answer. environmentalists hazardous Have you been able to make a decision, or do you need further information? What can you do at home to make sure that your family is part of the solution and not the problem? Use the last page of you packet to answer these questions.
L EARNING STANDARDS Social Studies Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface. Standard 4: Economics Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
R EFERENCES – OTHER SITES Environmental Issues Recycling Wireless Devices - Go Wireless Go Green ecomall - Computer Junk Is Growing Recycle: Getting rid of Europe's e-waste Europe leads e-waste recycling Recycle Resources Computer Rescue Classic Computer Rescue Squad