Lakeville landfill

Purpose:1. Examine why it is important for all citizens to be science literate in order to

make informed decisions.2. Practice presenting information in a way that can be understood and used in

relevant ways.3. Practice making informed decisions under emotional settings.

The scenarioAn old landfill site in Lakeville borders an elementary school. From 1950 until 1965 it was an active landfill. During this time, the landfill was used by several sanitation and chemical companies for disposal of their wastes. Assured that the landfill site posed no health hazards, the Lakeville community opened the elementary school in 1985. Children can be seen playing in the landfill's shadow. Although the landfill has existed since 1950, no questions about its location have been raised until recently…

1. Having determined that it contains large quantities of highly toxic chemicals the Environmental Protection Agency (EPA) has designated the landfill a "Superfund" site. The landfill will be capped to reduce the likelihood that toxins will leach out. Capping will disturb the materials in the landfill. The project will last approximately 3 years.

2. A new housing development of about 100 homes has been built 3 miles from the school. Although there is an elementary school one mile from the development, it is overcrowded. Therefore, the school board decided to send children in the new development to the school next to the landfill.

The principal's home is next to the school. Her view is that the landfill poses no danger to the health of the children. She states, "If I thought it (the landfill) posed a threat, I wouldn't be willing to live where I do." Others who live near the school would like to keep the school open. In addition to favoring sending their children to a nearby school, they are concerned that closing the school will affect the value of their homes. However, residents in the new housing development are concerned about health risks to their children. They would like the school to be closed and have their children sent to another school over the next 3 years.

A special school board meeting is taking place as a result of the issue.

The environmental engineer hired by the school board states, "Although the capping process is probably harmless, there always is some risk that some type of toxic exposure could result. Still, the risk isn't high enough to force the government to close the school or require residents to leave until the work is finished. It's really the board's decision." The EPA engineer states, "There is no danger to anyone near the landfill, and the capping procedure presents very little or no risk to the surrounding school and community."

The discussion becomes very emotional, with speaker after speaker voicing their concern.

Now it is time for the board to make their decision: Do they leave the school open or close it?

Your group represents the school board. HOW WILL YOU VOTE?

Task requirements and timeline

1. Day 1: Read over scenario and construct the KWL chart. We will discuss possible questions to research as a class but you will finish the chart with your group. This needs to be initialed by the teacher before you can move onto the next step. This task is worth 10 points for completion of the first two columns of the KWL chart.

2. Days 2/3: Research your questions alone or in groups of two. Once you have the information, rejoin your board and discuss the answers. Begin to develop your board’s decision. Identify 3 reasons to support your decision along with supporting facts. You must also present a list of references. This task is due at the end of day 3 and must be initialed before moving on. This task is worth 10 points: 3 points for each identified reason and 1 point for the references.

3. Days 4/5: Assemble your decision into a PowerPoint presentation that includes a title slide and a reference slide. Print out a copy of the presentation as “handout with 6 slides per page” and submit this to the teacher. This task is due at the end of day 5.

4. Day 6: Create a business letter that addresses the members of the community. Identify your board’s decision and explain the reasoning why. Design a header for the letter and have every member of your board sign it. Alternately, you can produce a PSA announcement that identifies the same message as the letter. You can create this using Audacity. In both the letter and the PSA, clearly state the 3 reasons for your decision. This task is due at the end of day 6 and is worth 15 points.

RubricCategory 15 11 7 3Letter/PSA Letter or PSA includes a

greeting and closing. There are no grammatical/spelling errors. The letter or PSA details the three reasons for the decision. The overall tone is highly professional and friendly.

Letter or PSA includes a greeting and closing. There are 1-2 grammar/spelling errors. The letter or PSA details 2 of the reasons for the decision. The overall tone is professional and friendly.

Letter or PSA is missing either a greeting or closing. There are 3-5 grammar/spelling errors. The letter or PSA details 1 of the reasons for the decision. The overall tone is somewhat professional and friendly.

Greeting or closing is missing. There are more than 5 grammar/spelling errors. The letter or PSA does not provided and reasons for the decision. The overall tone lacks professionalism.

Teacher Comments

5. Days 7/8: Presentations – “We the board vote to….and these are the reasons why.” Students present their PowerPoint presentations. This task is worth 16 points.

RubricCategory 4 3 2 1Content Accuracy All content

throughout the presentation is accurate and the decision is supported with 3 reasons.

Most of the content is accurate and the decision is supported with 3 reasons.

The content is generally accurate and the decision is supported by only 2 reasons.

Content is typically confusing or contains more than one factual error and there is 1 or no reasons supporting the decision.

Sequencing of Information Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.

Most information is organized in a clear, logical way. One card or item of information seems out of place.

Some information is logically sequenced. An occasional card or item of information seems out of place.

There is no clear plan for the organization of information.

Background/Graphics Background does not detract from text. The use of graphics is highly appropriate for the topic. Choice of background is consistent from card to card and is appropriate for the topic.

Background does not detract from text. The use of graphics is appropriate for the topic. Choice of background is consistent from card to card.

Background does not detract from text. The use of graphics does not support the topic.

Background makes it difficult to see text or competes with other graphics on the page. The use of graphics is missing or mismatched with the topic.

Overall Effectiveness Project includes all material needed to convince the audience of the school board's decision.

Project includes most material needed to convince the audience of the school board's decision.

Project is missing information that would convince the audience of the board's decision.

Project fails to convince the audience of the school board's decision.

Teacher Comments

6. Peer Assessments: Group members will be evaluating each other’s contributions to the project.

On a scale of 1-5, rate your group on the following items. Then answer questions 7 and 8 about yourself.1-strongly disagree 2-disagree 3-neutral 4-agree 5-strongly agree

1. All members contributed to the group project equally. ___2. Our group worked well together. ___3. Disagreements were settled quickly and politely. ___4. Our group met deadlines and did not procrastinate. ___5. I felt encouraged by my group members and was free to share my ideas. ___6. I would like to work with this group again. ___7. I contributed to my group’s success by…8. Next time I would…