Message-Id: <v01540b00b0602b447aea@[192.174.2.171]>
Date: Tue, 7 Oct 1997 10:18:31 -0800
To: pinhole@exploratorium.edu
From: karenm@exploratorium.edu (Karen A. Mendelow)
>Date: Fri, 03 Oct 1997 14:34:29 -0400
>From: SARA GRIFFEN <GRIFFEN@nwf.org>
>Mime-Version: 1.0
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>Reply-To: syh-exchange@igc.org
>Sender: owner-syh-exchange@igc.org
>To: syh-exchange@igc.org
>
>NIKE Project: Teacher's Resource Kit on Reusing a Shoe
>
> FIELD TESTERS NEEDED
>
> Who:
>
>5th and 6th grade teachers (public and private schools)
>
> What:
>
>Teacher's resource kit that contains 10 lessons plus pre- and
>post-assessment activities based around the product cycle of a shoe.
>The product cycle serves as the focus in a curriculum designed to teach
>about conserving resources and working towards sustainable
>communities. Each lesson takes approximately 45 minutes, although
>some of the experiments require "drying time." See the enclosed sheets
>for an overview of themes and unifying concepts, plus descriptions
>of each specific lesson / activity and what each teachers' resource kit
>will include. The lesson plans were developed in keeping with Project
>2061's benchmarks for science literacy and designed to reflect
>environmental education themes.
>
> Where:
>
> Teachers in schools (urban and suburban) in and around the following
> cities: 1) Boston, 2) Philadelphia, 3) Atlanta, 4) Dallas, 5) San Francisco,
> 6) New York, 7) Los Angeles, 8) Detroit, 9) Chicago, 10) Washington,
> DC. These cities have NIKE shoe collections points and are NIKE's major
> US markets.
>
> When:
>
>Field testing must be done the week of October 20-24, 1997 (this would
>require you to do two 45 minute lessons per day to complete 10
>lessons). The kit would be sent to you the week of October 13-17. A
>short evaluation form will need to be completed and sent to the author of
>the kit by October 29, 1997.
>
>What you will receive:
>
>Each participating teacher who field tests at least 10 lessons (2 lessons
>of the 10 are optional) will be eligible to receive:
>
> 1) a $100 stipend or $100 NIKE product
> 2) acknowledgment (they will be listed as reviewers on the
> acknowledgment page of the final version of the resuse a shoe kit)
> 3) a final copy of the reuse a shoe kit
>
> If you are interested in serving as a field tester, please contact David
> Starnes at the North American Association for Environmental Education
> (NAAEE) by phone: (202) 884-8942; fax: (202) 884-8701; or e-mail:
> <dstarnes@aed.org> by October 8, 1997.
>
>***************************************************************************
>**********
> NOTE TO REVIEWERS
>
>The teachers' resource kit will include "front matter" comprised of the
>following components:
>
>I. Welcome letter from NIKE-NAAEE (1 page)
> * Table of Contents
> * How to Use this Kit
> * A Word about Benchmarks for Science Literacy and
>Compliance with Environmental Education Materials: Guidelines for
>Excellence
> * Acknowledgments
>
>II. Lessons and Activities
> * Text of Concepts and Learning Outcomes
> * Matrix of Lessons, Concepts, Learning Outcomes, and
>Subject/Skill Areas
> * Lesson Overview
> * Modules/Lesson Plans
>
>III. Reference Material
> * Glossary
> * Reuse a Shoe process
> * Background on Sustainable Businesses and Communities
> * ???NIKE Green Sheets??? (TBD)
> * Additional Resources (Books, Videos, Internet Addresses)
>
>IV. Hands-On Materials
> (List to come)
>
>V. Information on Shoe Collection Points/National Competition
> (To come from NIKE)
>
>***************************************************************************
>**********
>DRAFT SEQUENCE OF LESSONS/ACTIVITIES
>
>Themes:
>Conserving Resources and Sharing Responsibility for Sustainable
>Communities
>
>Unifying Concept:
>Consumers and businesses can promote sustainable societies by
>conserving resources at each stage of a product's life cycle.
>
>Module 1
>Businesses can make products that are both marketable and
>"environmentally intelligent" in how resources are conserved.
>
>OOPre: Pre-Assessment: Life cycle of athletic shoe
>
>Lesson 1: Students tell where old shoes go and calculate the amount of
>solid waste produced. They speculate about alternatives to disposal and
>learn that some companies have strategies to downcycle shoes into
>other products.
>
>Lesson 2: Students view video on product life cycle and use research
>strategies to learn how resources can be conserved at each stage of
>the shoe's life. Research is ongoing through project and as students
>collect information, pieces of it are mounted (using post-it notes or
>something similar) on a poster that illustrates the stages of product life.
>Information is consolidated later in the unit.
>
>Lesson 3: Students conduct interviews to learn what factors govern
>consumers buying decisions with regard to athletic shoes. Students
>explore decisions that shoe companies make when deciding to develop
>particular shoe products.
>
>Module 2
>Products are made from materials that have different properties such as
>weight, density, and resilience. These properties influence the use of
>separation techniques with respect to recycling products. Product
>materials are chosen for various purposes and vary in their ability to be
>recycled. Recycled materials can be studied and used to make new
>products for other purposes.
>
>Lesson 4: (Optional) Students conduct experiments with density.
>
>Lesson 5: Students use what they know about density and other
>material properties to separate recycled, ground-up shoe materials.
>
>Lesson 6: Students make a model of a sports surface from recycled
>shoe material.
>
>Lesson 7: Students test various sports surfaces, including the model
>constructed in the previous lesson, for shock absorption/energy return.
>
>Lesson 8: Students conduct controlled experiments to determine how
>the proportion of materials with different densities can affect shock
>absorption/energy return. They explore how these results influence the
>benefits and drawbacks of various sports/play surfaces.
>
>Lesson 9: (Optional) Students use what they've learned to invent a
>product that solves a problem and has a sports application.
>
>Module 3
>Promoting shared responsibility for sustainable communities depends on
>increased public knowledge of environmental issues and of the need for
>natural resource conservation.
>
>Lesson 10: Students consolidate what they've learned about resource
>conservation in the design, development, production, and disposal of
>athletic shoes. They discuss what businesses and consumers need to
>know about how manufacturing and purchasing decisions either help
>foster or help inhibit sustainable communities. They create a grid that
>dovetails business and consumer goals.
>
>Lesson 11: Students plan an environmental action project that involves
>closing the product life cycle loop.
>
>00Post: Post-assessment: Life cycle of an athletic shoe
Karen Mendelow
Program Manager/Educator
Exploratorium Teacher Institute