Tracing the Map of Electronic Garbage

Tracing the map of electronic garbage

(Middle School)

Here we present a learning activity created under the WebQuest[1] format (Objectives, Introduction, Assignment, Process, Resources, and Evaluation). This learning project will allow the student to develop a complete comprehension of “electronic garbage” and to share the research and final discussion with a team of peers. We have chosen the Webquest format, keeping in mind the nature of the theme and that all the proposed resources for the activity can be found on the INTERNET.

As in all activities with a Webquest format, the learning objectives are first presented. Later the activity is introduced, justifying its association and the importance of the theme.

The Assignment precisely shows what the students will do and present as a final product, showing how the team will work to achieve that; while in the Process it is described, step by step, what the students will carry out until they achieve the final product. Finally, the evaluation provides three rubrics that will help to evaluate what the students have produced during the activity, individually and together, also based on the participation and performance of each team.

The theme has given place to two distinct activities, one that could apply to middle school students, and the other could apply to high school students.

It is important to realize that the presented text has been written with students in mind, so that the teachers can provide the readings without problems, and accompany them in the learning process.

Objectives

Upon completing this activity, besides deepening your understanding of geography, you will have learned about where electronic garbage comes from and what routes it crosses in the journey.

Introduction

Electronic garbage is not static, it moves across our planet. In this activity we invite you to follow its trail. We will try to find out what happens with electronic garbage. You will also try to learn what happens in your country, how much does it produce and where does it go?

To answer these questions and accomplish the activity, we invite you to form a team of 5 people.

Assignment

You and your team will create a World Map that shows:

Which countries produce the most electronic garbage in the world?

Which conutries receive the most electronic garbage in the world?

Which countries recyclte the most electronic garbage in the world?

You can make a poster on a large piece of paper, graph paper, or a piece of poster-board.

In the team, each one of you will assume the role of an expert of a continent. You will research and elaborate a map of: America, Europe, Africa, Asia and Oceania.

Objectives / Introduction / Assignment / Process / Resources / Evaluation

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Process

1. Form teams of 5 members: We said before that to accomplish this activity you must establish a team of 5 participants. If this is not possible, one group could have 6 members and two members would assume the same role. You should not form teams of less than 4 people.
2. Initiate the Team with a name chosen by your group.
3. Review the Activity: Now we invite you to slowly read, with a lot of attention: the Objectives, the Introduction, and the Assignment.
4. Designate the experts: You must decide who will ivestigate each of the continents for this assignment: America, Europe, Africa, Asia and Oceania.
5. Investigation and elaboration of each expert’s map: Each expert will review the provided RESOURCES and other you can find, searching for information or ideas that help you create your map. If you do not know how to make a map, review the resources that will help you.
6. Presentation of the individual maps: Each expert will present their map to their group.
7. Elaboration of the world map: Keeping in mind what a map is and how it will be evaluated, we invite you to begin creating your world of electronic garbage. Take pride in your creativity, just as you did with all the information you have found about electronic garbage and its effects on our world.
8. Museum of World Maps and Evaluation: Post your map on the classroom wall. planisferio en una pared del aula. The idea of the “Museum” is that before commenting on and evaluating the maps presented by all the groups, everyone can have the opportunity to calmly see and review, the projects created by the class. When everyone has passed through the museum, it is time to comment on the presented information, what has been learned in this activity, and begin a discussion on the realities of electronic garbage and its affects on our world. What are your final thoughts, worries and conclusions?

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Resources

To continue, we suggest a few resources organized in various sections, besides these, there are many more at:

HOW TO MAKE A MAP

-How can I create a map in flash:

-How to make an interactive geographic map:

-I need to create a map and I don’t know how:

ELECTRONIC GARBAGE IN EUROPE:

-Electronic garbage represents 4% of the total generated refuse:

-90% of the contamination electronic garbage is deposited into the dumps without any previous treatment:

-Europe generates enough electronic garbage to bury Nairobi:

-Electronic wastes in the dumps of Africa equal 70% of the toxic materials thrown out in the open:

ELECTRONIC GARBAGE IN AMERICA:

-Collection and recycling of electronic garbage in Mexico:

-Electronic garbage in Latin America has nowhere to be recycled:

-How newspaper companies in the United States get rid of electronic garbage:

-Argentina: 80 thousand tos of electronic garbage each year:

-EMPA-Suiza follows the route of ‘e-waste’ in South America:

-México: growing risk of contamination due to increase of electronic garbage:

-Uca Silva accomplishes the first investigation on recycling computers in Latin America “We are increasing electronic garbage”:

-American companies are very delayed in the recycling of electronic garbage:

-What is done with electronic garbage in Peru?

-Electronic garbage has nowhere to be recycled:

-Collection and recycling of electronic garbage in Mexico:

-Controversy in the U.S.A over the “sympathizing” exportation of electronic garbage:

-Electronic scrap iron for export:

ELECTRONIC GARBAGE IN ASIA

-Electronic garbage in India and China converts into a toxic moor.

-70% percent of the world’s electronic garbage is in China:

-Electronic and technological garbage in China:

-Electronic garbage in China:

-Electronic garbage: Planetary toxicity and injustice:

-Electronic garbage will be treated in new recycling plants in China:

-Electronic garbage no longer contaminates China:

ELECTRONIC GARBAGE IN AFRICA

-Where does electronic garbage go?

- How newspaper companies in the United States get rid of electronic garbage:

-Growth of electronic garbage converts to dumps of underdeveloped countries:

-Poor countries as garbage dumps:

-Hewlett Packard to aid Africa's e-waste battle:

-Study: E-waste dumping victimizes developing nations:

-Unfair Trade: e-Waste in Africa:

-The e-Waste Association of South Africa(eWASA):

-South Africa > e-Waste:

ELECTRONIC GARBAGE IN OCEANIA

-Study confirms that thrown away cell phones are a new source of contamination:

-E-waste:

-Transforming e-waste into e-commerce:

-Tighter criteria for e-waste export:

-Electrical and Electronic Products Infrastructure Facilitation:

-Australia faces e-waste mountain:

-E-waste goes in the bin:

-Australian waste entrepreneurs take on the massive challenge of E-waste as Australians churn and burn through electronics creating a mountain of unwanted items:

-Australia targets e-waste - Computer recycling levy revived:

-E-waste worth more than gold:

-National E-waste Recyclers:

-E-Waste in New Zealand:

-E-waste:

-Computer and E-waste Recycling:

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Evaluation

Rubric to evaluate individual maps and the group’s World Map

The teacher will tell you the value of each criteria and level.

CRITERIA / Outstanding / Good / Regular / Bad
Color Selection / The student always uses appropriate colors for the specific aspects of the map. / The student usually uses the appropriate colors for the specific aspects of the map. / The student sometimes uses the appropriate colors for the specific aspects of the map. / The student does not use appropriate colors for the map.
Spelling and Punctuation / 95-100% of the words in the map are correctly spelled. / 94-85% of the words in the map are correctly spelled. / 84-75% of the words on the map are correctly spelled. / Less than 75% of the words in the map are correctly spelled.
Clarity of Labels and Features / 90-100% of the map’s features can be easily read. / 80-89% of the map’s features can be easily read. / 79-70% of the map’s features can be easily read. / Less than 70% of the map’s features can be easily read
Sharpness of Color and Lines / All of the lines are drawn with a ruler, the errors have been ingeniously corrected and the features are completely colored. / All of the lines are drawn with a ruler, most of the errors have been ingeniously corrected and most of the features are completely colored. / Most of the straight lines are drawn with a ruler, most of the errors have been ingeniously corrected and most of the features are completely colored. / Many of the lines, errors, and/or features are not ingeniously done.
Title / The title clearly reflects the purpose/content of the map, is clearly identified as the title and is printed at the beginning of the page. / The title clearly reflects the purpose/content of the map and is printed at the beginning of the page. / The title clearly reflects the purpose/content of the map but is not positioned at the beginning of the page. / The title does not clearly reflect the purpose/content of the map.
Legend / The legend is well arranged, contains a complete set of symbols and includes a compass. / The legend contains a complete set of symbols and includes a compass. / The legend contains a semi-complete set of symbols and includes a compass. / There is o legend or it is missing various symbols.
Complete Information / The project includes all the informational elements required as well as additional information. / The project includes all the informational elements required. / All, but 1 of the required informational elements are included in the project. / Various required informational elements are missing from the project.
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Rubric to evaluate the participation and collaboration within the team

This chart will permit each member (or the group together) to evaluate the participation and support of your partners’ work within the team. The teacher will tell you the value of each criteria and level.

CRITERIA / Outstanding / Good / Regular / Bad
Working with Others / Always listens, shares, and supports the work of others. Tries to maintain the unity of the group. / Usually listens, shares, and supports the work of others. Does not cause problems in the group. / Sometimes listens, shares, and supports the work of others, but sometimes is not a good group member. / Rarely listens, shares or supports the work of others. Frequently is not a good group member.
Control of the Effectiveness of the Group / Repeatedly controls the effectiveness of the group and makes suggestions to be more efficient. / Some times controls the effectiveness of the group and works to make the group more efficient. / Rarely controls the effectiveness of the group and works to make the group more efficient. / Never controls the effectiveness of the group and does not work to make the group more efficient.
Contributions / Always provides useful ideas when participating in the group and in the class discussion. / In general provides useful ideas when participating in the group and in the class discussion. / Sometimes provides useful ideas when participating in the group and in the class discussion. / Rarely provides useful ideas when participating in the group and in the class discussion.
Attitude / Never criticizes the project or the work of others. Always has a positive attitude with the work. / Rarely criticizes the project or the work of others. Frequently has a positive attitude with the work. / Occasionally criticizes the project or the work of others. Has a positive attitude with the work. / Frequently criticizes the project or the work of others. Sometimes has a positive attitude with the work.
Preparation / Always brings the necessary materials to class and is always ready to work. / Usually brings the necessary materials to class and is ready to work. / Usually brings the necessary materials to class, but sometimes needs to focus on the work. / Frequently forgets to bring the necessary materials to class, or is not ready to work.
Problem Solving / Looks for and suggests solutions to the problems. / Refines suggested solutions for others. / Does not suggest or refine solutions, but is willing to work with others. / Does not try to resolve problems. Leaves it to others to do the work.
Time Management / Uses time well during the project, being sure that things are done on time. The group did not need to adjust the due dates because of this person. / Uses time well during the project, but could have procrastinated in a few areas. The group did not need to adjust the due dates because of this person. / Tends to procrastinate but always has things done on time. The group did not need to adjust the due dates because of this person. / Rarely has things done on time and the group had to adjust the due dates because of this person.
Effort / The work reflects the best effort from this student. / The work reflects a great effort from this student. / The work reflects some effort from this student. / The work reflects very little effort from this student.
Focus on the Work / Always stays focused on the work that needs to be done. Very dependable. / Most of the time focuses on the work to be done. Dependable. / Sometimes focuses on the work to be done. Sometimes dependable, or needs encouragement. / Rarely focuses on the work to be done. Leaves others to do their work.
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[1]WebQuest is a methodology of investigation using the internet, turning over the educational process, to stimulate the investigation and the critical thinking. (Definition taken from: