5E Lesson
Standards:
Mathematics:
Process Standards - Problem Solving, Communication, Connections, Representation
Algebra 1 - A1.5 Data Analysis Students display data in a variety of forms and approximate linear models for
appropriate data
Geometry - G.5: Measurement Students convert between units of measures and use rates and scale factors to solve
problems. They compute the perimeter, area, and volume of geometric objects. They investigate how perimeter, area, and
volume are affected by changes of scale
G.7: Probability Students use appropriate statistical methods to analyze data and calculate probability through
independent/dependent events and compound events (including geometric probability)
Algebra 2 - A2. 5 Functions and Relations Students analyze relations, functions and their graphs
Mathematical Analysis - MA.1 Students analyze relations, functions and their graphs
Science:
Scientific Inquiry (HS) - The student will demonstrate an understanding of how scientific inquiry and technological
design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions
Biology - Bf: The student will demonstrate an understanding of the
interrelationships among organisms and the biotic and
abiotic indicators of their environments
Chemistry - Cd: The student will demonstrate an understanding of the types, the causes, and
the effects of chemical reactions
Environmental Science - Eb: The student will identify and describe current environmental issues, and considers of the
role of beliefs, attitudes, and values in proposing solutions to environmental problems.
Ec: The student will identify the effect of human activities on natural processes and interrelationships within ecosystems
21CTLL: Accessing and Analyzing Information - Accessing and analyzing information is the ability to know when there
is a need for information and how to identify, locate, evaluate and effectively use that information for solving problems
Big Idea/Essential Question:
How do humans impact the environment?
Learning Objectives:
The learner will create a mathematical model that represents the life cycle of a landfill.
The learner will analyze the impact of the life cycles of Guam landfills on the environment.
Learners will access and analyze information: Accessing and analyzing information is the ability to know when there
is a need for information and how to identify, locate, evaluate and effectively use that information for solving
problems.
Prezi:
http://prezi.com/qxtyb8rifcbq/?utm_campaign=share&utm_medium=copy
Engage
Student accesses and builds connections with prior knowledge and experiences, stimulate learner’s
curiosity, provides motivation to learn
(5 minutes)
1. Frame the big idea/essential question –
We will be exploring the impact of human activity on the environment with a focus on the island of
Guam
2. Show Video: Video - http://youtu.be/pC1u6rJkyzA
3. Share the learning objectives: You will be tasked with creating a working model that represents the life
cycle of a landfill. This model will be used to understand how different variables impact the life cycle of a
landfill.
5E Lesson
Explore
To satisfy curiosity, build background through exploration of natural phenomena, direct instruction, prereading, etc.
(20 – 40 minutes)
1. Student Question: How long does it take to fill a landfill? (What do you need to know?)
You will have 10 - 15 minutes with your team to explore and generate a list of “need to know” information.
Post at Padlet: http://tinyurl.com/ghsLandfill
2. Teams share the results of their initial exploration – teams generate a list of “need to know” information (use
the probing questions below and reminder for determining the quality of information) – determine which
variables are independent and dependent (move items on the Padlet to sort)
Probing questions:
What variables (dependent and independent) impact the life of a landfill?
What do you know about landfills?
What data exists for landfills?
Explore and gather online information and resources to help answer these questions.
*If needed, the following question and resources can be used to bring attention to evaluating the quality of
resources.
How will you determine the quality of the information and the resource? Use a guide to evaluate the resources
and information.
 http://www.emich.edu/ift/mod2/frames.php?reference=18
Evaluating Websites: PART of the Research Process by Northwest Missouri State University Owens Library offers a
checklist where "Researchers should be able to check each box for acceptable Web sites."
How does this checklist compare to the surveys?
Do you prefer the survey or checklist format? Which would be more appropriate and helpful for your students?
 http://www.emich.edu/ift/mod2/frames.php?reference=16
Evaluating Web Pages: Techniques to Apply & Questions to Ask by UC Berkeley is a great resource for learning more
about Web site evaluation.
Explore the five steps from "What can the URL tell you?" to "Does it all add up?"
After reading through the techniques and questions, review the Rationale for Evaluating What you Find on the Web.
While going through this exercise, think about a similar activity that your students can do that will teach them to
become critical Web site evaluators. You can download a copy of the Web Page Evaluation Checklist for easy
reference.
Explain
Student gains understanding of the concepts and can verify answers to questions or problems. More
abstract concepts are introduced and explained. Terms are introduced and defined as appropriate labels
for concepts and phenomena.
(40 – 60 minutes)
What data can be used to create a mathematical model of the life cycle of a landfill?
1. Teams will create a model that represents the life cycle of a landfill
2. Teams will share and explain how they created the model and what the model tells them about the life cycle
of a landfill
5E Lesson
Probes:
What variables best model the life cycle of a landfill?
What models currently exist? How are they used? How might they be used to understand human impact on the
environment?
What mathematical/scientific models exist for measuring the life cycle of a landfill?
How do these compare with your models? What modifications would you do to improve your model?
Students can use graphing calculators or other tools to analyze and model data
Expand/Extend/Elaborate
Student discovers ways to expand on what they have learned and apply their newfound knowledge to
different situations. They may expand understanding of the concept to other content areas. They test
ideas more thoroughly and explore additional relationships. Providing closure to the lesson and verifying
student understanding is critical at this point.
(30 – 60 minutes)
What landfill issues exist for people who live on the island of Guam and how might your model be used to propose
possible solutions?
http://www.mvguam.com/local/news/32385-new-layon-landfill-will-reach-its-full-capacity-by-2020.html
Be prepared to share:
What do you see as the most important issue on Guam regarding landfill?
How does your model support your perspective?
Use your model to propose and predict a solution to the issue.
Teams will present and gather feedback from peers.
Evaluate
Formally assess student understanding of concepts and skills.
Teams will prepare and present a Public Service Announcement (PSA) that communicates:
 A Landfill problem on the island of Guam and why we should be concerned
 Their model of the landfill life cycle and what if tells about independent and dependent variables and the
landfill life cycle
 A proposed solution to the problem
 Explanation of how their model supports the proposed solution
Teams will solicit feedback and make any desired adjustments and modifications to their PSA. Teams and teacher will
explore how to share with the community.
(A rubric for the PSA needs to be developed)