**Hazardous Waste Stream (updated) by Robin Coyne :: Curriculum

Automotive General Services Technician Model

Units:

**Hazardous Waste Stream (updated) by Robin Coyne

Part of Unit: Green Concepts

Lesson Plan Overview / Details

Not in My Back Yard!

Our global society is very concerned with implementing environmentally sensitive handling of products that can or will harm the Earth and it inhabitants. "Green" practice is now becoming a global business model, and yet we are reminded daily that it is hard to enforce unilaterally and the world is in a game of "catch up" with serious consequences for future generations if it doesn't. The need for environmental oversight is clear: Without awareness,education, regulation and monitoring, toxic waste streams will continue to grow.

In today's world it is unacceptable to continue the practice of dumping or illegally disposing of toxic and poisonous waste products. The automotive industry is one of the largest contributors to hazardous waste generation over the life of a given product. This lesson series is designed to provide awareness of the problem as it relates to the automotive industry and to show that the waste stream can be managed with green practices during and after the usable life of an automobile. Also, involvement in green practices can start in your own "back yard" or community.

Lesson Time

Five class periods: 322 Minutes
Label: 0 Minutes

Standards

California Career and Technical Education Standards

California Academic Content Standards (Reinforced)

ELA.9-10.R.CAGT.2.3 Generate relevant questions about readings on issues that can be researched.2
ELA.9-10.W.RT.1.3 Use clear research questions and suitable research methods (e.g., library, elect...2

Objectives and Goals

Students will be able to identify the consequences of improper waste containment in terms of damage to living persons and the environment.
Students will identify and classify common hazardous materials generated in the automotive industry.
Students will complete classroom and shop work to gain understanding of the terms and vocabulary used in hazardous material management
Students can identify proper methods of storage and handling of hazardous materials
Students will explain how safe and proper waste management can prevent these conditions from occurring.
Students create a graphic organizer showing recyclability of vehicle parts and fluids.
Students will utilize writing materials to define terms and definition from the Power Point and lecture.
Students will create a learning log for shop activities and a study guide for a formative assessment at the end of the lesson

Activities in this Lesson

Video of Chemical exposure: 55 Minutes - Hooks / Set
An example of a response to a hazardous material exposure is depicted in this video. Have the students look for the different teams responding to the incident. Pause the video at key points to:

-Show the evacuation of employees (Evacuation Procedure)

-Treatment of victims on site (Medical Response)

-Hazardous team response-wearing PPE (Personal Protective Equipment)

-Hazardous containment at the site (Hazardous Containment)

-Law enforcement limiting access to the site by passersby
- Hazardous Waste .avi [ Watch Video ] [ Download Original Video ] local emergency response to chemical exposure at a work site(newscast)
Waste Management-155 minutes - Lecture
Power Point to introduce waste generation, control of waste products generated, overview of Autombile recycling.
- Green Practices for Automotive.ppt [ Download ] Students will view images of toxic waste sites where chemicals, tires and other waste has clearly been illegally dumped or disposed of. The PowerPoint shows an automobile and breaks down the different products that make up the construction materials (plastics, scrap tires, fluids,metals, recycling of used parts). As more images show wrecked vehicles, replacement engines being installed, discussion revolves around how many waste products are generated by the activity shown. The Power Point includes vocabulary and terms used in automotive recycling and green practice. Students will utilize writing material to define terms and vocabulary from the Power Point and lecture,creating a learning log for shop activities and a study guide for a formative assessment at the end of the lesson. This is a long PowerPoint! Chunk it out over two or three classes. There is a lot of content-stop and concentrate on each section for a half or full class...The video can be paused for discussion or to focus on key elements or sections. The students need time to absorb and process each aspect of the hazard problems and the management solution. Leading questions can be raised and discussed about the waste stream in your Automotive program. It is better to be up front about the current state of your own waste management program. Emphasize note taking to have each student document awareness of the problems and solutions.
Shop work: 110 Minutes - Lab / Shop
Students follow safety procedures by wearing glasses and following all safety rules. They will follow the instructor on a tour of the storage areas used for hazardous waste. Students will write in their journals and document the proper handling of hazardous materials by the instructor. They are to identify and map locations of the waste and the proper storage methods.

The instructor models safe handling and storage procedures for students, who will write down the methods of handling in a notebook.
Closing Activity/Synthesis - Group Work
The students need time to absorb and process each aspect of the hazard problems and the management solution. Leading questions can be raised and discussed about the waste stream in your Automotive program. It is better to be up front about the current state of your own waste management program. Emphasize note taking to have each student document awareness of the problems and solutions in their auto shop program, their own "back yard."

Assessment

Assessment Types:: Journals, Demonstrations, Teacher-Made Test, Observations, Verbal Response

Shop and class assessment-Teacher will monitor the writing of notes and findings in journals including:

Observation and monitoring during class and shop activities as to notes are big taken( corrective action if no including refocussing student engagement in the activity) Verification that legible,clear and specific notes are being taken.

*completeness of lecture and lab notes- based on overnight grading of journal elements,providing written or verbal feedback to students as they progrees through the work..

*maps of hazardous materials location

Rubric (1) incomplete map, little or no work attempted (2) missing some terms or not showing location of all hazardous materials ) some elements missing (4) complete map with correct terms and showing locations of all hazardous materials.

Use the same rubric for class notes and lab records.

- Formative asessment-a pre assessment will allow students to respond via Smart Response if they are grasping the content knowledge or if they need help. A simple "Press 1 if you understand, press 2 if you don't" sort of thing. I can assess this data and reteach accordingly.

Instructor will conduct a verbal response (Knowledge Probe) asking 3 questions/ student based on shop work. Ask the questions in the shop when students are engaged in the activity.Knowledge Probe-Score 1,2,3 for # of correct answers. Carry a list of questions to ask based on the assessment and activity, mark on an attendance based list individual student scores.

Alternately, a student can respond to the questions electronically (and remotely) from the shop using Smart Response unit and a list of questions.. This is quick and grades/scores are entered automatically if responders are used. I will assess the probe questions to verify understanding of concepts.

I will observe and monitor the students to make sure they are wearing their PPE and following safe work practices(observation). The instructor will have a checkoff list (I use an attendance based list to record rubric scores for PPE -1) no safety glasses 2) safety glasses removed more than once/ not stored properly after use 3) safety glasses worn during entire lab activity and properly stored afterwards.

- Summative assessment-questions will be embedded in Power Point shown at the beginning of activities in the form of questions with matching answers. Students can create paper based or electronic answer sheet (Smart Response units or computer-based). Students can respond during the slide show, completing the summative assessment.

No resources are included, yet.

Materials/Set up list

Safety Glasses

Writing Materials (Make sure students know when this is tio be turned in!)

Personal protective equipment for Instructor: gloves, respirator (disposable or cartridge style), shop coat

Smart Response Units (Operational check batteries, remotes)

Computer

LCD Projector

Flashlight

Wiping rags

Lab Set up: All waste areas should be clean and ready for use. It is not neccessary to actually pour or load waste, just model. Fluids should actually be poured if students will perform the task during lab activities in the future. Show where PPE goes, where drain pans are stored, spill containment materials funnels in place, checking levels (and funnel placement!) in barrels before pouring. Use a flashlight to show how to do this.