1. Introduction
Task
Process
Should Schools be
Group Rules Required to Recycle?
1 Community Waste
Plan A Math-Science WebQuest
2 School Garbage Plan
3 Student’s Garbage
4 Position Statement
5 Support
6 Opposing Views
Evaluation
Conclusion
Mrs. Walker

2. Introduction
“The average American produces about five pounds of
garbage every day. Most of this waste ends up in
landfills. Other waste from the American home gets
recycled through community recycling programs or
through natural cycles (for instance, water used on
our lawns)” (PBS American Field Guide).
Schools generate lots of waste between breakfast,
lunch, and tons of papers. Much of this waste can
be recycled which reduces the amount of waste
that ends up in landfills. Some counties do not
have mandatory recycling programs. Student
groups will research the costs and benefits of
school recycling programs.

3. Task
You are part of a student research team. You’ve been hired by your
principal to research whether your school should begin a recycling
program. When you are done, your last step will be to put together a
presentation including:
1. Description of community waste management system
2. Description of school garbage disposal plan
3. Model (graph) of how much garbage students create over time
4. Position statement FOR or AGAINST requiring schools to recycle
5. Support for your position, including opposing views (costs &
benefits)
The final challenge: Participate in a team debate in one of three
groups- Negative (against), Affirmative (for), or Judging Committee.

4. Process
• As you research each step of waste disposal processes, you
should document all your learning which may be used in
your presentation.
• Make sure to follow all the internet links in the WebQuest.
You may research outside of these links. Keep track of all
websites used to include in a References slide.
• Complete all math requirements. Show all work in your
presentation. Include explanations as needed.
• Follow Group Rules outlined on the next slide.
• Let the Quest begin!

5. Group Rules
You will be learning together and helping one another
understand the garbage cycle in your school and
community.
• Remain in your work area
• Listen to each other
• Everyone should be working at all times
• Share the work equally and DO YOUR PART!! Talk to
the teacher ahead of time if someone is not doing
his/her part
• Allow group members to use their strengths
• Save your work on your flash drive or upload to our
class wikispace “Files”

6. Step 1: COMMUNITY WASTE
MANAGEMENT PLAN
Gather some background information on
landfills and other disposal areas. Where are
the landfills in your community located?
What risks do these landfills pose to nearby
residents?

7. Step 2: SCHOOL WASTE
MANAGEMENT PLAN
Gather some information on
how your school disposes of,
recycles, reuses and reduces
trash. What recommendations
would you make to the
principal on improving your
school’s waste management
plan?

8. Step 3: A Student’s ROLE
a) You play a huge part in how much garbage ends up
in landfills. Work out problems #1,2,4,6 and 10 in
the math activity: What we do adds up!
b) Construct a table or chart to show how much -
garbage one student generates in one day and up
to 30 days.
c) Choose an appropriate graph to display your data.
d) Write an equation or rule that will help you figure
out how much garbage one student creates in a
year or longer; how much students in your class or
school generate.

9. Step 4: Position Statement
Write a statement that describes your group’s
position on the question:
Should schools be required to recycle?

10. Step 5: Support for Position Statement
Should schools be required
to recycle?
Be sure to provide clear
and useful support for
your statement or else
all your ideas may fall
apart during the
debate.

11. Step 6: Opposing Views
Be sure to think about and anticipate the views
of your opponent. You should be prepared to
give a rebuttal (disprove; knockdown) for each
of their points.

12. THE DEBATE
The basic format of the Lincoln-Douglas debates has long been used as a
debate format in competition and in classrooms. The Lincoln-Douglas Debate
format is a one-to-one debate, in which two sides of an issue are debated.
The debater who agrees with the statement of purpose/policy
(the Affirmative) begins the debate. Here is a modified version that we’ll use:
1. affirmative side (position statement with arguments FOR)
2. negative side (position statement with arguments AGAINST)
3. negative rebuttal (rebuts the affirmative arguments)
4. affirmative rebuttal (rebuts the negative arguments)
5. negative closing (summary or main points)
6. affirmative closing (summary of main points)

13. THE DEBATE TEAM
Each team will include students who assume one or more of the following
roles:
• Moderator -- calls the debate to order, poses the debatable
point/question, and introduces the debaters and their roles.
• Lead Debater -- presents the main points/arguments for his or her team's
stand on the topic of the debate.
• Questioner/Cross-Examiner -- poses questions about the opposing team's
arguments to its Question Responder.
• Question Responder -- takes over the role of the Lead Debater/Constructor
as he or she responds to questions posed by the opposing team's
Questioner/Cross-Examiner.
• Rebutter -- responds on behalf of his or her team to as many of the
questions raised in the cross-examination as possible.
• Summarizer -- closes the debate by summarizing the main points of his or
her team's arguments, especially attempts by the opposition to shoot
holes in their arguments.

14. Evaluation
Behavioral Does Not Approaching-
Objective Meets-3 Exceeds-4
Meet-1 2
Did not present Presented at least Clearly presented Clearly presented
Benefits of any logical one benefit of benefits of benefits of
School benefits of recycling recycling with recycling with
Recycling recycling adequate support more than
enough
Program supporting details
Did not present Presented at least Clearly presented Clearly presented
Costs of any logical costs one cost of costs of recycling costs of recycling
School for recycling in recycling to the with adequate with more than
Recycling schools community support enough
supporting details
Program
Did not take a Position Clearly presented Clearly presented
Evaluation of position for statement for position position
recycling in reducing waste by statement and statement and
School
schools recycling was supporting supporting
Recycling vague evidence evidence,
requirement including
opposing views

15. Conclusion
After the debate, each student will
individually answer these questions:
1. What role do I play in helping to preserve a clean and healthy
environment for the future?
– How much trash do I create each day?
– How can I reduce the amount of trash that goes to landfills?
2. How efficient is my community’s waste management system?
– Where are the landfills in my community?
– What are the effects of landfills on communities?
3. Should schools be required to recycle?
4. Rate your experience with this WebQuest. Describe your
science and math learning.

16. Credits & References
• Rockdale County Recycling Center
http://www.rockdalecounty.org/main.cfm?ID=3402
• What we do adds up (counting garbage)
http://www.pbs.org/teachers/mathline/concepts/earthday/activity
1.shtm
• Landfill Lesson
http://www.pbs.org/teachers/connect/resources/961/preview/
• How landfills are made
http://science.howstuffworks.com/landfill.htm
• Largest underwater landfill
http://seedmagazine.com/content/article/a_battle_at_midway
• http://www.educationworld.com/a_lesson/03/lp304-01.shtml
Debates