The learners will be involved in identifying and planning a service project that  will feature the collection of designated recyclable items.
 

Anticipatory Set:
Prior to the learners’ arrival to the classroom, place four grids on the display board. As a title for each grid use one of the following labels: Elementary /Middle Schoolers; Peers; 21-55 Yr Olds; 56+ Year Olds.  Divide each grid into  two equal columns placing a ‘T’ (True) in the first column and an ‘ F’ (False) in  the second column. Down the left-hand side of each grid, number down 1 through 12.  As the learners enter the room have them make accessible their four  completed survey response sheets Recycling Survey Worksheet (Attachment  One-Lesson One). Remind the learners that in the previous lesson they made  some predictions and now the results of the survey will either prove or disprove  their assumptions. Proceed having the learners relate the responses of each  group to each of the twelve statements while you tally these responses under the  appropriate grid and grid number (using tally marks)

• Once all of the information has been successfully recorded and comparison with earlier predictions have been made, begin the process of looking at the results in an effort to identify patterns and trends by placing the learners in groups of three for the specific purpose of analyzing the data as recorded.
  
  
• Share with the learners that the expectation is that each group will compose a statement or two that they feel best summarizes the data and the rationale that supports their summary.
  
  
• Reconvene the class and give each group time to share their summary and summary rationale without comment.
  
  
• After hearing each group’s summary and summary rationale, work toward a consensus of opinion as to what the data reveals.
  
  
• Once this consensus has been reached, ask the learners, if as a class they were to be involved in a month-long recycling effort in the community or school, what specific age group, if any, might be the best one to target for this activity? Why?
  
  
• Reorganize the learners into four equal groups and assign each group one of the age levels identified and based on the information gathered from the data and group summaries. Ask each group to come up with a strategy to involve their assigned age-level group in a recycling effort to be set up at the school and other cooperating community locations.
  
  
• Assign each team one of the following additional responsibilities and set a date by which the groups will need to be able to report their findings:

1. Contact local recycling centers/recycling businesses to see what is  being accepted at these sites for recycling and report back to the class.
2. Contact the school administration indicating the reason for and  seeking approval of a request to allow space for a recycling project  at the school and report back to the class.
3. Contact the local media to determine their willingness to ‘advertise’ a recycling project and report back to the class.
4. Contact volunteers/volunteer groups in the school and community  soliciting their help in manning (if appropriate) and transporting  recycling materials at the conclusion of the project.

• On the assigned due date for all reports to be given, give each group time to present their findings and facilitate a group discussion that results in the following decisions being made:

1. Designate one or two items that will be collected for recycling (paper, glass, aluminum cans, etc.) for this project.
2. Establish the month long dates for this recycling effort.
3. Establish sites where these items will be collected for recycling.
4. Promote this recycling effort in the school and community. 
5. Contact volunteers/volunteer groups in the school and community to assist at the collection sites as needed and to transport recycled collections to the appropriate recycling centers at the conclusion of the project.

• Once these decisions have been made, have each group re-contact their assigned agency/business/volunteers to update, finalize and get the approval for the recycling plans.
  
  
• Announce that everyone will be involved in the promotion campaign for the project appropriate to their assigned targeted age-level group. Have them reorganize themselves into these original groups and indicate the availability and location of supplies for developing posters, flyers, hand outs, displays, etc.
  
  
• Inform the groups that they are to use what they uncovered in their research and what they found on the surveys to assist them in developing their promotional item(s) and that they are to create and distribute/display these promotional items in areas appropriate to their age-level group based on The Rubric for Promotion (Attachment One).
  
  
• Conclude this lesson by having the learners reflect on how far they have come in determining profiles of recyclers, designing a recycling project complete with promotion and community involvement.  Solicit learner volunteers to be responsible for keeping the designated collection areas in the school(s) and if appropriate, the non-recycling business collection sites in the community neat and orderly by checking them every other day for the duration of the month-long collection. In addition, solicit interested learner volunteers to take action photos of the project in process, being sure to touch base with all the learner volunteers for updates, questions, and/or concerns.
  

Interactive Parent / Student Homework:
The learners are required, as a part of this lesson, to make contact with various school and community agencies and volunteers to solicit information and support for the recycling project.

• Attachment One, Lesson One: Just the Facts, Madame!, The Recycling Survey Worksheet
• Attachment Two, Lesson One: Just the Facts, Madame!, Recommended Web Sites for a comprehensive listing.
• Attachment One, Lesson Two: If There’s a Profile, Let’s Work with It!, The Rubric for Promotion
• For Additional Related Units/Lessons: www.learningtogive.org