Designing Environmental Solutions

Have students work individually to complete the following questions. You may then have a discussion about some or all of the questions.

1. Pick one game board square that involves a technology. Explain what the technology is and how it fits the definition of technology.

   A number of the actions on the game board involve technology. You may need to remind students of the definition of technology. Plastic bottles and bags, Styrofoam™, washable containers, recycling centers, and recycling tires to make playground materials are some examples of technologies. Students should recognize that the item they choose has solved a problem for humans by extending human limits in some way. Accept any reasonable answer if students are able to justify their choice.

2. In this chapter, you have learned about how the type and amount of garbage have changed over time. Technology has played a part in that change.

   1. Describe one way you think that engineering or technology has improved the type or amount of garbage people produce.

      Student answers may vary. Examples of student answers might be that engineers have created washable containers so that we can carry our lunch without adding to garbage or that recycling centers have given people a place to put their recyclable items so that we can throw away fewer items.

   2. Describe one way you think that engineering or technology has made the type or amount of garbage people produce worse.

      Accept any reasonable answers. One possible answer is that technology has created plastic bags, which make it easier for humans to carry items; however, plastic bags have created more trash that did not exist in the past.

3. The name of this activity is Reduce, Reuse, Recycle Choices.

   1. How do you already reduce, reuse, and recycle?

      Student answers will vary. They may recycle aluminum soda cans or papers that they have used and discarded. Many students use hard plastic or metal water bottles as a way of reducing and reusing. Other answers are acceptable. This question is meant to help students understand the link between the concepts they are learning and their own lives.

   2. What are three actions that you could do differently in the future to affect the amount of garbage you produce? Choose actions that you would be willing to try for a week.

      Student answers will vary. If students seem to be having difficulty, refer them to the game board. If you had students post examples of actions on the walls, they might also look around the room to see what they would be willing to try. Reinforce to students that small actions they can take can make a difference in the amount of trash they produce.

   3. What are actions that you could encourage at home or at school to reduce your garbage?

      This question may be more difficult for some students because it involves encouraging other people to take action. For that reason, a specific number of actions is not required. Some students may be able to take actions at home such as making a sign reminding family members to recycle items or asking family members to recycle particular items. Other students might say that they could start a recycling campaign at school. If students focus most of their actions on recycling, you might ask them what they could encourage others to do to reuse or reduce.

4. Why do you think it was important that your team came to a consensus in Steps 3 and 4?

   Students should realize that their team needed to have a single decision on the consequences of the action, so a consensus was needed. Furthermore, the class needed their ideas in order to get the game boards ready for play, so they needed to have their own ideas and discussion ready to contribute to the class. Students may have a more general answer about why consensus building is important. They may say that a consensus makes sure that all ideas are heard and considered before reaching a final decision.