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"The city of Philadelphia paid a company to dispose of the hazardous wastes produced by the city's incinerators. In 1986, a total of 13,000 tons (11,700 metric tons) of ash were loaded on a ship called the Khian Sea. The ash contained high levels of dioxin. ...In June, 1986, the Khian Sea started its voyage over the ocean looking for a place to dispose of the toxic ash. It spent twenty-seven months at sea, stopping at Panama, Haiti, Honduras, Bermuda, Africa and the Bahamas in its attempts to unload the toxic ash, labeled "fertilizer ash."...Some of the ash that the Khian Sea left in Haiti made its way back to the United States in late 1990, when a Haitian environmental group placed small portions of the waste into envelopes and put them in the mail. About 250 envelopes were sent to Philadelphia Mayor W. Wilson Goode, and another 250 went to the head of the EPA, William Reilly. Each envelope was labeled: "Contains Philadelphia Waste. Return to sender. Delivered three years ago. Mislabeled as fertilizer." From Hazardous Waste, by Allen Stenstrup, Children's
Press, Inc.: Chicago, 1991.
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of Contents Lesson Objectives: Multiple Intelligences Developed in this Lesson: - Distribute an Household Hazardous Waste lesson packet to each student. A lesson packet includes a title page, a content outline, a group problem solving activity* and a student feedback form. Have the students complete the left side of the feedback form. -Read the quote on the title page to the students. - Have the students take turns reading the outline. Using the glossary, define any unfamiliar vocabulary for the students. Answer any questions the students may have. - Direct the students to turn to the "What can I do?" page in their packets. Read the problem aloud to the students. Read aloud the parts of the chart to the students. Divide students into groups of 3, 4 or 5 depending on class size. Direct each group to appoint a reader, a secretary and a spokesperson. Once each group has completed its chart, have the groups share their results with the rest of the class. Give the students the option of acting out the problem. - Direct the students to complete the right side of the feedback form. Collect the forms. Using the facts on these forms for dictation would be an excellent additional use of these forms. *The group problem solving lessons in this manual have a multiple intelligence focus and are adapted from a unit on social responsibility in A Guidebook for Applying MI Theory in the Second Language Classroom by Maryann Christison, Ph.D., Burlingame, CA: Alta Book Center Publishers, 1999.
I. Definitions
For questions about household hazardous waste disposal: Metropolitan District Commission
(MDC) Poison Control Center For reporting dumping of oil or other chemicals: Department of Environmental
Protection Department of Environmental
Protection For an emergency number when other numbers cannot be reached: Department of
Public Works For any problem with city services or concerns about your neighborhood: The City Action Line
Directions: Read through the problem carefully. Select a reader, a writer, and a speaker within your group. Complete the chart. Share your group's recommendation with the rest of the class. You are a carpenter and a teacher, and you love your work. You build and renovate houses. After dinner one evening, you realize that you left your tool box on the job site, and you drive back to get it. While you are there, you see a dump truck pull up and dump a truck load of dirt. You turn your flashlight off. Three more dump trucks come and empty their dirt loads. You don't remember ordering any topsoil for this site, and you think there may be something fishy going on here. What can you do? Identify the problem in your own words:
Group Recommendation:
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