TCE Contamination and Cleanup Curriculum
Writing about the Problem and the Solutions
Author: Catharine Niuzzo Honaman
Time:
3 classes
Preparation
30 minutes to read lesson
Time:
Materials:
Computer lab for the students to write their papers
Abstract
Now that students have had practice finding factual information for an environmental health
problem by separating neutral information from emotionally packed words and phrases or
irrational lines of reasoning and by reviewing how to take notes properly and summarize without
plagiarizing they are ready to write about the TCE situation. They will write a researched 5paragraph paper that explains some of the problems encountered with TCE in a specific
community and proposes solutions to which both the individual and the government can
contribute.
Purpose
This is the apply lesson. Students will write a researched 5-paragraph paper to show the extent
of their knowledge of the problem of TCE contamination in Tucson and possible solutions.
Objectives
Students will be able to:
1) Synthesize information from multiple sources to create a new document
2) Write a five paragraph expository theme
3) Write a paper that both explains an environmental health problem and its possible
solutions
4) Apply the skills of summarizing main ideas and picking out significant details from texts
about scientific matters to be able to write about a particular environmental
health issue
5) Write using the conventions of English properly
National Language Arts Education Standards:
Standard #1
Students read a wide range of print and nonprint text to build an understanding of texts,
of themselves, and of the cultures of the United States and the world, to acquire new information,
to respond to the needs and demands of society and the workplace, and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.
Standard #5
Students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a variety of
purposes.
TCE Contamination and Cleanup Curriculum
Standard #7
Students conduct research on issues and interests by generating ideas and questions,
and by posing problems. They gather, evaluate, and synthesize data from a variety of sources
(e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that
suit their purpose and audience.
Standard #8
Students use a variety of technological and information resources (e.g., libraries,
databases, computer networks, video) to gather and synthesize information and to create and
communicate knowledge.
Arizona State Standards
READING
Strand 1: Concept 6: Comprehension Strategies
PO 4. Connect information and events in text to experiences and to related
text and sources.
Strand 3: Concept 2: Functional Text
PO 1. Synthesize information from multiple sources to solve a problem.
WRITING
W-P1. Use transitional devices; varied sentence structures; the active voice;
parallel structures; supporting details, phrases and clauses; and correct spelling,
punctuation, capitalization, grammar, and usage to sharpen the focus and clarify
the meaning of their writings.
PO 1. Use transitions where appropriate.
PO 2. Vary sentence structure.
PO 3. Use active voice as appropriate to purpose.
PO 4. Use parallel structure appropriately.
PO 5. Sharpen the focus and clarify the meaning of their writing through the
appropriate use of:
- capitalization,
- standard grammar and usage,
- spelling (with the use of a dictionary/thesaurus),
- punctuation.
W-P4. Craft a cohesive research document that develops a logical argument or
thesis; contains comprehensive, supporting information from a variety of credible
and cited resources; and conforms to a style manual.
PO 1. State a point of view, position, or argument about the subject
PO 2. Organize with a beginning that states the thesis, a middle that develops
the thesis, and an end
PO 3. Support a point of view, position, or argument, utilizing facts, examples,
details, and/or quotes from credible accurate sources
PO 4. Follow the guidelines of a selected style manual consistently
Teacher Background
TCE Contamination and Cleanup Curriculum
It is important to know what is involved in writing a five paragraph expository theme.
Related and Resource Websites
http://its.leesummit.k12.mo.us/writing.htm (A website with information about expository writing)
Activity
1. Begin the apply lesson by sharing with the class the requirements of the brief research
paper that they will be writing using the information gathered in the explain lesson. It will
follow a 5-paragraph expository theme structure to help the students present their ideas
and supporting evidence in a concise format and that will hopefully make the paper easy
to write.
2. The students will write using a traditional five paragraph expository theme format about
the TCE contamination problem in South Tucson using the information that they have
researched. The purpose of the paper will be to explain some of the problems
encountered with TCE in a specific community and to propose solutions to which both the
individual and the government can contribute. The emphasis of the paper is to describe
the problem accurately, using as much scientific terminology and evidence as possible.
The paper is to have a neutral tone. It will be a vehicle for the students to demonstrate
understanding of the problem and acknowledgement of the solutions, which are working.
3. In the paper they will:
 Develop a thesis that states a position that South Tucson has a historical
experience with TCE contamination
 Support the thesis with relevant examples from your research.
 Analyze the information
 Present solutions (those that are being used or others that could be more
beneficial)
 Organize the analysis with a clear beginning, middle, and ending.
4. Their papers will also demonstrate their ability to use correct spelling, punctuation,
capitalization, grammar, and usage in writing as well as effective transitions, varied
sentence structure, parallel structure, and active voice.
Closure
5. The purpose of the paper is to help the students realize that through scientific knowledge
a community can identify environmental health problems and empower itself to find
solutions. If time permits you could have a wrap-up discussion with the students asking if
they know of any other environmental health concerns that we have in southern Arizona.
How can the experience with the TCE identification and clean-up act as a model to help
with other situations?
TCE Contamination and Cleanup Curriculum
Embedded Assessment
The five paragraph paper is to be graded along traditional lines, or using any rubric which you
have previously introduced in class and the students have come to use as a measure of their
success on a piece of writing. Correct grammar, spelling, punctuation, and usage as well as
effective transitions, varied sentence structure, parallel structure, and active voice should all be
utilized with proficiency. In terms of subject matter, the student should introduce his/her idea
accurately in the first paragraph, thoroughly explain how three different literary devices
Homework
None