Benchmarks for Science Literacy and Compliance with Environmental Education Materials: Guidelines for Excellence
Project 2061: Benchmarks for Science Literacy
The study of the life cycle of the aluminum beverage can offers a snapshot of the role scientific and environmental concerns play in the development and use of packaging — issues that relate to scientific benchmarks targeted at the intermediate level. The following benchmark themes were used as guidelines for developing the kit's concepts and learning outcomes.
Students should learn to identify different ways to investigate things, as well as the reasons for different outcomes and analyses. (Adapted from The Nature of Science: 1B, Scientific Inquiry)
Lessons 1 and 2, with their emphases on classifying packaging and identifying properties of metals, provide opportunities for students to use experimentation, investigation and inquiry.
Students should be encouraged to describe things mathematically in terms of numbers, shapes, graphs, operations and geometric drawings. (Adapted from The Nature of Mathematics: 2C, Mathematical Inquiry)
Lessons 2 and 5 ask students to observe, record their observations, calculate "what-if" scenarios, and evaluate the results of their activities. Extension activities throughout the unit suggest ways students can use graphs or other mathematical concepts as they extend their knowledge of aluminum cans and aluminum can recycling.
Students should know that the use of technology enables scientists to make better observations. (Adapted from The Nature of Technology: 3A, Technology and Science)
Lessons 2, 3, and 4, which introduce students to chilling, closed-loop recycling, precycling/lightweighting, acquaint students with the role of technology in scientific observation.
Students should know that there are many trade-offs in design considerations. (Adapted from The Nature of Technology: 3B, Design and Systems)
Lessons 1 and 4 examine the properties of packages and the need to conserve resources, which are factors manufacturers evaluate in package design.
Students should know that used products contribute to the problem of waste disposal. Sometimes they can be made into new products, but materials differ widely in the ease with which they can be recycled. (Adapted from The Designed World: 8B, Materials and Manufacturing)
Lessons 1, 3, 4 and 5 discuss the issues of waste disposal and recycling as they relate to the aluminum beverage can.
Environmental Education Materials: Guidelines for Excellence
Information presented in the lessons has been peer-reviewed with the North American Association for Environmental Education (NAAEE) Environmental Education Materials: Guidelines for Excellence. An advisory committee composed of representatives from NAAEE and from the Can Manufacturers Institute (CMI) ensured that the content reflected fairness, accuracy and depth; that activities emphasized skills building and an orientation to action; and that the plans demonstrated instructional soundness and usability. Concepts presented herein feature knowledge that is integrated across the curriculum: critical thinking for problem solving; the interrelationship of human and environmental systems; and the role of attitudes, values and committed action.
