Lesson 13: Can the crew cut waste before it reaches the bin? Educator guide

The last Common Room screening used about 120 cups the city won’t recycle, and a box of parts arrived half full of packaging.

  • Grades 6–12 and college
  • 45-minute lesson
  • 3 evidence documents
  • Lesson 13 of 20

Open the student page Printable pages

Anika, Dec and Sami react to a round of their tabletop game.

Overview

Students read a story in which Dec’s box of replacement parts arrives half full of packaging. The crew’s “recyclable” cups turn out to be on the city’s not-accepted list. They place items from the supply list on EPA’s waste hierarchy and check them against the city’s accepted-materials list. They then fill in an event materials sheet and propose one change with a way to measure it.

Key terms

Source reduction

Source reduction is preventing waste before it is created, for example by buying less packaging. En español: reducción en la fuente

In this case: Dec wants to combine the parts orders so less packaging arrives in the first place.

Reuse

Reuse is using an item again instead of throwing it away after one use. En español: reutilización

In this case: Borrowing washable cups from the bookshop is reuse. Washing uses water and someone’s time.

Local acceptance

Local acceptance is the list of materials that your own city's recycling or compost program actually takes. En español: materiales aceptados en tu ciudad

In this case: The cups say “recyclable,” but the crew’s city does not accept plastic-lined paper cups.

Where this example applies

No claim that one cup material is universally best. Local collection rules and practical needs must be checked.

Grade levels, subjects and time

Grade levels
6–12, plus college and community groups.
Subjects
English language arts; also public policy and civics.
Time
45 minutes for the lesson steps on this page. The student page takes 20 to 30 minutes.

Learning objectives

Students will be able to:

  • place items from an event on the EPA waste hierarchy;
  • check a “recyclable” label against a city’s accepted-materials list;
  • propose one reduction with a way to measure it and name its trade-offs.

What students should already be able to do

The student edition for each grade band assumes students can already:

Grades 6–8
read numbers in a list; sort items into groups; write complete sentences that give a reason.
Grades 9–10
read a list and pull out numbers; explain a trade-off between two goals; write a short proposal for a named reader.
Grades 11–12
collect and record counts accurately; define what a comparison includes and leaves out; write a report with a data table.
College and community
read a supply list and pull out counts; state what a comparison counts and leaves out; write a memo for a committee.

Skills, terms and roles

New skill

Count a starting point before you claim a change works

Record a baseline, make one change and count again, so any claim stays as small as the evidence.

Skills students use again

  • Weigh the trade-offs of each option (Lesson 4). Reusable cups have a cost for people who need a disposable cup or a straw.
  • Check an official source for your own area (Lesson 9). The city’s own recycling list decides what counts as recyclable here.

Key terms

New in this case
Source reduction, Reuse, Local acceptance
From earlier cases
Proposal (Lesson 4), Trade-off (Lesson 4)

Character spotlight

Dec leads. Dec is a theater tech and a likely electrical apprentice. He follows the waste back to the order form, where the decision was made.

  • Anika: She tracks parts and the budget and wants numbers before anyone says a change saves money.

The student’s role

You’re the one who counts the cups before and after the change.

Materials

Evidence handout

Evidence A Supply list

Screening supply list, last Friday

Single-use cups (plastic-lined paper, labeled “recyclable”): about 120. Paper plates: 80. Printed flyers: 150. Paper straws, on request: 40. Folding chairs: borrowed from the bookshop.

What it shows: What the screening used, including about 120 cups labeled “recyclable.”

What it leaves out: Where each item went after the event, and which items could be reused.

Ask: Which item did the crew use the most? Could it be reused?

Evidence B Delivery

The parts order

Delivered Tuesday to the theater shop. Three separate orders of small LED connectors and switches, placed over one week, arrived together. They came in one full box, about half of it plastic air pillows and foam around tiny parts.

What it shows: Three small orders arrived in one box that was about half packaging.

What it leaves out: Whether one combined order would come with less packaging.

Ask: How many orders came in this one box? Why does that matter?

Evidence C Sanitation guide

City recycling list

Accepted in recycling: metal cans, glass bottles and jars, rigid plastic bottles and containers, flattened cardboard. Not accepted: plastic-lined paper cups, plastic bags and film, foam, items labeled compostable.

What it shows: The city does not recycle plastic-lined paper cups, foam or items labeled compostable.

What it leaves out: Where the items the city does not accept end up.

Ask: Find the plastic-lined paper cups. Which list are they on?

Printable pages by grade band

Each grade band has its own student pages and educator pages for this case. The educator pages show every student page with sample answers. See every printable page for this case, including the course editions.

Real news and research for this case

These news stories and studies are real. Each link opens the original in a new tab.

Real source News NPR September 11, 2020

How Big Oil Misled The Public Into Believing Plastic Would Be Recycled

Investigation finding less than 10% of plastic has ever been recycled, which is why reduction comes first.

Read on npr.org (opens in a new tab)

Real source News New Jersey School Boards Association October 15, 2025

How New Jersey Schools Are Tackling Food Waste—One Tray at a Time

Schools cut waste at the source with audits, share tables and reusable trays before anything hit the bin.

Read on njsba.org (opens in a new tab)
More news and research (5)

Real source Video FRONTLINE PBS (YouTube) March 31, 2020

Plastic Wars (full documentary) | FRONTLINE

A FRONTLINE and NPR investigation into why recycling alone hasn’t solved plastic waste (full-length film).

Watch on YouTube (opens in a new tab)

Real source Government source U.S. Environmental Protection Agency September 16, 2026

Wasted Food Scale

EPA ranks preventing waste as the best option, above composting or recycling, the case’s core idea.

Read on epa.gov (opens in a new tab)

Real source Government source Office of the New York City Comptroller April 21, 2026

Review of Schools’ Food Donation and Composting Efforts (MH25-077S)

An official audit of how city schools handle leftover food, showing that measurement changes what counts as success.

Read on comptroller.nyc.gov (opens in a new tab)

Real source Research PLOS ONE (Adjapong et al.) December 27, 2024

School and meal characteristics associated with plate waste in K-12 cafeterias in the United States

Research on which school and meal choices lead to more food thrown away, useful for planning reduction.

Read on doi.org (opens in a new tab)

Links checked September 24, 2026.

Professional standards

Many professions publish a code of ethics. These parts of real codes apply to this case.

Real source Law or regulation Federal Trade Commission (FTC) 2012

FTC Green Guides (16 CFR Part 260): § 260.12 Recyclable claims

A product or package should not be marketed as recyclable unless it can be collected, separated, or otherwise recovered from the waste stream through an established recycling program

In plain words: FTC guidance says a company should call a product recyclable only when recycling programs can collect and process it.

Ask: The crew's city rejects plastic-lined paper cups. What else must you know before saying the “recyclable” label breaks the guide?

Sample answers
Grades 6–8
I would need to know if recycling programs in other places accept these cups. One city is not everywhere.
Grades 9–10
Before saying the label breaks the guide, I would need to know whether other programs collect these cups, because the guide asks about established programs.
Grades 11–12
I would need to know whether established programs collect these cups and who put the label on them, because the guide is written for marketers.
Read the full text on the FTC website (opens in a new tab)

Real source AIGA, the professional association for design

AIGA Standards of Professional Practice: The designer’s responsibility to society and the environment

A professional designer shall take a responsible role in … the consumption of natural resources, and the protection of animals and the environment.

In plain words: Designers who belong to AIGA agree to think about the materials and natural resources their work uses.

Ask: Dec's three parts orders came in one box, about half foam and air pillows. What could the next order change?

Sample answers
Grades 6–8
The next order could put all the parts in one order and ask for less packaging.
Grades 9–10
The next order could combine the parts into one order and ask the supplier about packaging, so less foam may arrive.
Grades 11–12
The next order could combine parts instead of ordering when one breaks, so the supplier ships one box. Only the next delivery would show the result.
Read the full code on the AIGA, the professional association for design website (opens in a new tab)

Real source International Association of Business Communicators (IABC)

IABC Code of Ethics for Professional Communicators: “I do not guarantee results”

I do not guarantee results that are beyond my power to deliver.

In plain words: IABC members agree not to promise results they cannot be sure of.

Ask: The sample proposal says the change “will definitely save money.” What would the crew need to count before promising that?

Read the full code on the IABC website (opens in a new tab)
Share, schedule or open in your apps

Reading passage by grade band

Each grade band has its own longer reading passage built from this case’s story and its real sources. Real news, laws and research are cited in the text with their dates. Three “Stop and think” questions sit inside each passage. Open a band to read it, or print that band on its own.

Grades 6–8: Half a box of air

419 words

Half a box of air

The story: Air pillows and 120 cups

It is Tuesday in the theater shop. Dec opens a box of replacement parts. Three small orders of LED connectors and switches came together in one big box. About half of the box is plastic air pillows and foam. “Three tiny orders,” Dec says. “One giant box.”

There is a second problem. The supply list from last Friday’s screening at the Common Room shows the crew used about 120 single-use cups. The cups say “recyclable.” But the city’s recycling list does not take plastic-lined paper cups.

Dec wants to fix how they order parts before anyone redoes the recycling sign. Anika tracks the parts and the budget. She agrees with Dec, but she wants numbers before anyone says a change saves money. Some people need a disposable cup or a straw, so any plan has to work for them too.

Your role is to count the cups before and after the change.

Stopping waste before the bin

Source reduction is preventing waste before it is created, for example by buying less packaging. Dec’s idea is source reduction: order the parts together, not every time one breaks, and ask the supplier about packaging.

Reuse is using an item again instead of throwing it away after one use. The bookshop has washable cups the crew could borrow. But reuse has costs too. Washing takes water and someone’s time.

A “recyclable” label does not tell you where a cup will go. Local acceptance is the list of materials that your own city’s recycling or compost program actually takes. In Lesson 9, you learned to check an official source for your own area. Here, that source is the city’s list. It does not take plastic-lined cups, and it does not take items labeled compostable either.

Anika’s plan is a test. At one screening, the crew borrows washable cups. They count what they use and compare it with 120. Water and washing time go on the sheet too. That makes it a fair proposal, a word from Lesson 4. A proposal is a change that someone suggests and that has not been approved yet. It is also a trade-off: fewer cups in the trash, but more washing. The crew will keep some disposable cups and straws for people who ask.

Real companies, real straws

In 2018, Starbucks said it would phase out plastic straws in its stores by 2020 (NPR, July 9, 2018). Two days later, NPR reported that some people with disabilities need flexible plastic straws to drink (NPR, July 11, 2018). Cutting waste works best when it still works for everyone.

Key terms in this passage

Source reduction
Source reduction is preventing waste before it is created, for example by buying less packaging.
Reuse
Reuse is using an item again instead of throwing it away after one use.
Local acceptance
Local acceptance is the list of materials that your own city's recycling or compost program actually takes.
Proposal
A proposal is a change that someone suggests and that has not been approved yet.
Trade-off
A trade-off is a choice where getting one benefit means accepting a cost or giving something up.

Real sources cited

Grades 9–10: Count first, then claim

572 words

Count first, then claim

The story: The box and the supply list

Dec opens the box in the theater shop on Tuesday and laughs, a little. Over one week, the crew placed three separate orders for small LED connectors and switches. All three arrived together in one full box, and about half of it is plastic air pillows and foam wrapped around parts the size of a fingernail.

Anika tracks the parts and the budget, so she has the other half of the picture. The supply list from last Friday’s screening at the Common Room shows about 120 single-use cups, plastic-lined paper and labeled “recyclable.” It also lists 80 paper plates, 150 printed flyers and 40 paper straws handed out on request. The folding chairs were borrowed from the bookshop.

Dec, who is thinking about an electrical apprenticeship and likes following a problem to where it starts, wants to fix the ordering before anyone redoes the recycling sign. Anika is on board, with a condition. If anyone says a change saves money, she wants the numbers. Right now, she says, they have one box and a guess.

Your role in this case is to count the cups before and after the change.

Upstream and downstream

Source reduction is preventing waste before it is created, for example by buying less packaging. Reuse is using an item again instead of throwing it away after one use. Dec’s ordering fix is source reduction. Borrowing the bookshop’s washable cups is reuse.

The cups show why checking matters. They are labeled “recyclable,” but the city’s recycling list accepts metal cans, glass, rigid plastic bottles and containers and flattened cardboard. It does not accept plastic-lined paper cups, plastic bags and film, foam or items labeled compostable. Local acceptance is the list of materials that your own city’s recycling or compost program actually takes. Lesson 9 taught you to go to the official source for your own area, and this is the recycling version of that skill. Anika adds a warning. Compostable cups are not on the list either, so switching to them would not solve anything by itself.

The new skill is counting a starting point before you claim a change works. The baseline is about 120 cups. The test is one screening with washable cups. The count covers cups used and cups left, plus the new costs of water and washing time. Lesson 4 gives you the words for the result. It is a proposal, a change that someone suggests and that has not been approved yet. It is also a trade-off, a choice where getting one benefit means accepting a cost or giving something up. Anika also rejects a total ban on disposables. Some people need a disposable cup or a straw, so the plan keeps some on request.

What the EPA and the straw debate show

The Environmental Protection Agency ranks ways to handle waste. Source reduction and reuse come first. Recycling and composting come next, then energy recovery, then treatment and disposal. The EPA also notes that no single approach fits every item (EPA, updated December 19, 2025). An NPR investigation found that less than 10 percent of plastic has ever been recycled, which is one reason reduction comes first (NPR, September 11, 2020).

In 2018, Starbucks announced it would phase out plastic straws by 2020 using a sippable lid (NPR, July 9, 2018). Two days later, NPR reported that some people with disabilities need flexible plastic straws, and advocates said few people seemed to know about the exemption in Seattle’s straw ban (NPR, July 11, 2018).

Key terms in this passage

Source reduction
Source reduction is preventing waste before it is created, for example by buying less packaging.
Reuse
Reuse is using an item again instead of throwing it away after one use.
Local acceptance
Local acceptance is the list of materials that your own city's recycling or compost program actually takes.
Proposal
A proposal is a change that someone suggests and that has not been approved yet.
Trade-off
A trade-off is a choice where getting one benefit means accepting a cost or giving something up.

Real sources cited

Grades 11–12: A claim as small as the evidence

717 words

A claim as small as the evidence

The story: Following waste upstream

Dec is a high school senior who drums, builds sets and is considering an electrical apprenticeship. He tends to follow a problem into the small places where it starts. On Tuesday, that place is the theater shop. Three orders of LED connectors and switches, placed separately over one week, have arrived together in one box. About half the box is plastic air pillows and foam.

Anika, a junior who tracks the crew’s parts and budget, brings the second data point. The supply list from last Friday’s screening at the Common Room shows about 120 single-use cups, plastic-lined paper and labeled “recyclable.” The same list includes 80 paper plates, 150 printed flyers and 40 paper straws given out on request. The crew’s first instinct might be a better recycling sign. Dec wants to start earlier, at the order form. Order parts together rather than each time one breaks, and ask the supplier about packaging.

Anika agrees and sets a standard. Nobody gets to say a change saves money without numbers, and right now the evidence is one box and a guess. She also sets a boundary. Some people need a disposable cup or a straw, so a plan that works only for most people does not work.

Your role is to count the cups before and after the change.

Hierarchy, labels and baselines

Source reduction is preventing waste before it is created, for example by buying less packaging. Reuse is using an item again instead of throwing it away after one use. Both sit upstream of the bin. Dec’s combined orders are source reduction, and borrowing the bookshop’s washable cups is reuse.

The cup label raises a verification problem that Lesson 9 prepared you for. There, you learned to check the official source for your own area rather than a general claim. Here, the official source is the city’s recycling list. It accepts metal cans, glass bottles and jars, rigid plastic bottles and containers and flattened cardboard. It excludes plastic-lined paper cups, plastic bags and film, foam and items labeled compostable. Local acceptance is the list of materials that your own city’s recycling or compost program actually takes. By that standard, the crew’s “recyclable” cups are trash, and a switch to compostable cups would be too.

The new skill is counting a starting point before claiming a change works. The baseline is about 120 cups from one screening. The intervention is washable cups at the next one. The measurement includes cups used and left over, plus the costs reuse adds, water and someone’s washing time. Lesson 4 supplies the frame for presenting the result. The plan is a proposal, a change that someone suggests and that has not been approved yet, and every option is a trade-off, a choice where getting one benefit means accepting a cost or giving something up. Anika’s rule keeps the eventual claim honest. Whatever the crew reports should be as small as one counted screening.

Evidence from agencies, reporters and schools

The EPA’s materials management hierarchy ranks source reduction and reuse first, followed by recycling and composting, energy recovery, and treatment and disposal. It also notes that no single approach suits every material or situation (EPA, updated December 19, 2025). For food, the EPA’s Wasted Food Scale likewise ranks prevention above composting or recycling (EPA, updated September 16, 2026). An NPR investigation reported that less than 10 percent of plastic has ever been recycled (NPR, September 11, 2020).

Labels are regulated for a reason. The FTC’s Green Guides say a product or package “should not be marketed as recyclable unless it can be collected, separated, or otherwise recovered from the waste stream through an established recycling program” (16 CFR Part 260, 2012).

Access belongs in the same analysis. When Starbucks announced its straw phase-out in 2018, it said a sippable lid could mean a billion fewer straws a year (NPR, July 9, 2018). Two days later, NPR reported that some people with disabilities need flexible plastic straws and that advocates saw little awareness of the exemption in Seattle’s ban (NPR, July 11, 2018). Schools offer models that measure first. New Jersey schools have used waste audits, share tables and reusable trays to cut waste before it reaches the bin (New Jersey School Boards Association, October 15, 2025). Each of those programs starts the way Anika does, by counting what is thrown away now.

Key terms in this passage

Source reduction
Source reduction is preventing waste before it is created, for example by buying less packaging.
Reuse
Reuse is using an item again instead of throwing it away after one use.
Local acceptance
Local acceptance is the list of materials that your own city's recycling or compost program actually takes.
Proposal
A proposal is a change that someone suggests and that has not been approved yet.
Trade-off
A trade-off is a choice where getting one benefit means accepting a cost or giving something up.

Real sources cited

College and community: Measuring waste reduction without overclaiming

723 words

Measuring waste reduction without overclaiming

The story: Two data points and a guess

A box of replacement parts arrives at the theater shop half full of air pillows and foam. Three small orders placed over one week have shipped together. Separately, the supply list from the crew’s last screening shows about 120 single-use cups, plastic-lined and labeled “recyclable,” plus 80 paper plates, 150 flyers and 40 paper straws given out on request.

Dec, 17, a theater tech weighing an electrical apprenticeship, traces the waste upstream to purchasing decisions. Combine orders, and ask the supplier about packaging. Anika, 16, who tracks parts and budget, accepts the diagnosis but refuses to let it become a claim. Nobody should say a change saves money on the basis of one box and a guess. She also insists that any plan preserve disposable cups and straws for people who need them.

The case turns an environmental question into a method question. What would it take to know that a change worked, and how large a claim would that evidence support?

Your role is to count the cups before and after the change.

Designing a small, honest test

Source reduction is preventing waste before it is created, for example by buying less packaging. Reuse is using an item again instead of throwing it away after one use. Both address waste upstream of disposal, which is where Dec wants to intervene.

The cups expose the gap between a label and a system. The city’s list accepts metal cans, glass, rigid plastic containers and flattened cardboard. It excludes plastic-lined paper cups, plastic film, foam and items labeled compostable. Local acceptance is the list of materials that your own city’s recycling or compost program actually takes. Lesson 9’s skill, consulting the official source for your own jurisdiction, applies directly. A package’s claim is not the city’s rule. Anika’s observation that compostable cups are also excluded prevents a substitution that would only look like progress.

The new skill is establishing a baseline before claiming an effect. The baseline is roughly 120 cups at one screening. The intervention is borrowed washable cups at the next. The measure includes cups used and unused, plus the resources reuse consumes, water and labor. Lesson 4 provides the terms for presenting it. The plan is a proposal, a change that someone suggests and that has not been approved yet, and it is a trade-off, a choice where getting one benefit means accepting a cost or giving something up. The resulting claim should be scoped to one counted screening. That is modest by design, because a single comparison cannot establish a trend or a cost saving.

Hierarchies, labels and the limits of bans

The EPA’s hierarchy places source reduction and reuse above recycling and composting, which rank above energy recovery and disposal. It explicitly notes that no single approach suits every material or situation (EPA, updated December 19, 2025). An NPR investigation reported that less than 10 percent of plastic has ever been recycled, which helps explain why reduction ranks first (NPR, September 11, 2020). FRONTLINE and NPR’s documentary examined why recycling alone has not solved plastic waste (FRONTLINE PBS, March 31, 2020).

Environmental marketing is regulated. The FTC’s Green Guides state that a product or package “should not be marketed as recyclable unless it can be collected, separated, or otherwise recovered from the waste stream through an established recycling program” (16 CFR Part 260, 2012). The crew’s cups, marketed as recyclable in a city that does not accept them, illustrate the problem the rule addresses.

The 2018 straw debate shows why access must be designed in. Starbucks projected that its lid could mean a billion fewer straws a year (NPR, July 9, 2018). Disability advocates responded that some people need flexible plastic straws and that awareness of Seattle’s exemption appeared low (NPR, July 11, 2018). Public institutions are adopting measurement. New York City’s comptroller audited schools’ food donation and composting efforts, showing how measurement changes what counts as success (Office of the New York City Comptroller, April 21, 2026). California schools use share tables so unopened food is shared instead of thrown away (California School Boards Association, October 13, 2023). Researchers have also studied which school and meal choices lead to more plate waste in K-12 cafeterias (Adjapong et al., PLOS ONE, December 27, 2024).

Professional ethics supports Anika’s caution. The IABC code states, “I do not guarantee results that are beyond my power to deliver” (IABC Code of Ethics, no date listed).

Key terms in this passage

Source reduction
Source reduction is preventing waste before it is created, for example by buying less packaging.
Reuse
Reuse is using an item again instead of throwing it away after one use.
Local acceptance
Local acceptance is the list of materials that your own city's recycling or compost program actually takes.
Proposal
A proposal is a change that someone suggests and that has not been approved yet.
Trade-off
A trade-off is a choice where getting one benefit means accepting a cost or giving something up.

Real sources cited

Pacing options

10-minute bellringer

10 minutes

One piece of evidence and one question. Use it to open the case or to review it the next day.

Go to the bellringer

One class period

45 minutes

Teach the lesson steps on this page in four parts.

Go to the lesson steps

The student edition also has a one-period plan for each grade band:

  • Grades 6–8: 45 minutes
  • Grades 9–10: 50 minutes
  • Grades 11–12: 90 minutes
  • College and community: 75 minutes

Full chapter

73 to 116 minutes

Teach every page of the student edition chapter. The educator edition has notes and sample answers beside each page.

  • Grades 6–8: 73 minutes
  • Grades 9–10: 83 minutes
  • Grades 11–12: 116 minutes
  • College and community: 94 minutes

Find the printable pages

Minutes for each page

How long each student edition page takes, and what to cut when you have one class period.

Open your grade band.

Grades 6–8: full chapter 73 minutes, one period 45 minutes
PageFull chapterOne periodHow to cut
Opener5 min5 min
Key terms5 min3 minRead the key terms aloud. Skip Who is involved.
Look at the evidence10 min10 min
Look at the evidence, continued5 min5 min
Key idea6 min2 minRead the first paragraph of the key idea aloud. Skip the rest.
Sort the evidence8 minSkipSkip this page.
Practice6 minSkipSkip this page.
Your task15 min15 min
Check your work5 minSkipSkip this page. Check the sheets yourself.
Questions to discuss8 min5 minUse question 1 as an exit ticket.
Talk about this case at homeAt homeAt home
Grades 9–10: full chapter 83 minutes, one period 50 minutes
PageFull chapterOne periodHow to cut
Opener5 min5 min
Key terms5 minSkipSkip this page. Define source reduction and local acceptance aloud in one minute.
Look at the evidence8 min8 min
Look at the evidence, continued4 min4 min
Key idea8 min2 minRead the first paragraph of the key idea aloud. Skip the rest.
Sort the evidence6 minSkipSkip this page.
Practice5 minSkipSkip this page.
Your task8 min8 min
Your draft20 min20 min
Check your work6 minSkipCollect proposals and score them with the rubric yourself.
Questions to discuss8 min3 minUse question 3 as an exit ticket.
Talk about this case at homeAt homeAt home
Grades 11–12: full chapter 116 minutes, one period 90 minutes
PageFull chapterOne periodHow to cut
Opener5 min5 min
Key terms5 minSkipSkip this page.
Look at the evidence8 min8 min
Look at the evidence, continued4 min4 min
Key idea10 min8 minSkip the code of ethics.
Sort the evidence8 minSkipSkip this page. The boundary checklist does the same work.
Practice5 minSkipSkip this page.
Your task25 min25 min
Your draft30 min30 min
Check your work8 min5 minStudents answer the Check your work questions only.
Questions to discuss8 min5 minUse question 3 as an exit ticket.
Talk about this case at homeAt homeAt home
College and community: full chapter 94 minutes, one period 75 minutes
PageFull chapterOne periodHow to cut
Opener5 min5 min
Key terms5 minSkipSkip this page.
Look at the evidence8 min8 min
Look at the evidence, continued4 min4 min
Key idea10 min8 minSkip In the news.
Sort the evidence6 minSkipSkip this page. The materials sheet covers the same ground.
Practice5 minSkipSkip this page.
Your task12 min12 min
Your draft25 min25 min
Check your work6 min5 minStudents answer the Check your work questions only.
Questions to discuss8 min8 min
Talk about this case at homeAt homeAt home

Minutes for each page are in the educator edition for each grade band.

10-minute bellringer

  1. 1 min Project Evidence A as students come in.
  2. 5 min Students read it on their own. Each student writes a one-sentence answer to the question.
  3. 4 min Take two or three answers. Then ask the follow-up questions.

Evidence A Supply list

Screening supply list, last Friday

Single-use cups (plastic-lined paper, labeled “recyclable”): about 120. Paper plates: 80. Printed flyers: 150. Paper straws, on request: 40. Folding chairs: borrowed from the bookshop.

Question Which item did the event use the most of?

Follow-up questions

  1. Which items could be reused or borrowed next time, the way the chairs were?
  2. The cups are labeled “recyclable.” What would you check before trusting that label?

Listen for: Students find the largest count (150 printed flyers) and suggest cutting or reusing items before recycling them.

This is the same bellringer as on the bellringers page, which has one for every case.

Lesson steps

This plan takes 45 minutes in four parts. Each step says what you do, what students do and how to check.

Warm-up 5 minutes

  1. 1 The packaging box 5 min

    You
    Describe Dec’s full box of packaging from replacement parts.
    Students
    Guess: where did this waste start?
    Check
    Guesses point upstream to ordering.

Read and discuss 28 minutes

  1. 2 The hierarchy 8 min

    You
    Show EPA’s hierarchy; stress it’s a general framework.
    Students
    Place five items (packaging, cups, chairs, parts, flyers) on the hierarchy.
    Check
    Students place reduction options above recycling.
  2. 3 Check local rules 10 min

    You
    Hand out the city’s accepted-materials list.
    Students
    Check whether the “recyclable” cups are accepted.
    Check
    Students find the label and the local list disagree.
  3. 4 Materials sheet 10 min

    You
    Model the event materials sheet.
    Students
    Fill in item, number used, reduction option, disposal rule, trade-off.
    Check
    Each row has a trade-off, including access.

Questions for the people in the case

  1. Dec: What would you change? Check next: Start at the order form: what, how often, and how it ships.
  2. Dec: And the cups from Friday? Check next: Check the city’s accepted-materials list, not the label on the cup.
  3. Anika: How would you test the cup idea? Check next: Pick one repeated item, set a boundary, and count before and after.
  4. Anika: Why not ban disposables completely? Check next: Ask who a reduction could leave out, and check where every alternative actually ends up.

Task 9 minutes

  1. 5 One change 9 min

    You
    Anika’s rule: pick one repeated item and measure.
    Students
    Draft a proposal for one change and how to measure it.
    Check
    Proposal has a before/after number.

Wrap-up 3 minutes

  1. 6 Exit 3 min

    You
    Ask: could reducing waste create an access problem?
    Students
    Name one and how you’d find out.
    Check
    Answer mentions asking people affected.

Educator notes by page

These notes follow the pages of the student edition chapter. The educator edition prints the same notes beside each page. Heat check tells you how likely a page is to bring up strong feelings: low, medium or high. Medium and high pages come with a cool-down. Open a page to see what to say, what to watch for and how to support students.

Opener

Heat check: Low

Say this

  • “The cups say ‘recyclable.’ Where do you think they went after the screening?” Hear guesses. Do not reveal the city list yet.

Watch for

Misconception:
Students think the label decides where the cups go.
Listen for:
“They said recyclable, so they got recycled.”
Then:
Ask who decides what a city recycles. Promise to check the city list in the evidence.

Support

  • Read What happened aloud. Show a paper cup if you have one.

Key terms

Heat check: Low

Say this

  • “Source reduction happens before the waste exists. Which item in the story could the crew stop buying?” Listen for the packaging and the cups.

Watch for

Misconception:
Students treat reuse and recycling as the same.
Listen for:
“Reusing is recycling.”
Then:
Reuse means using the same item again, like a washable cup. Recycling depends on what the city list accepts.

Support

  • Use picture cards: a washable cup, a paper cup and a recycling bin.

Look at the evidence

Heat check: Low

Say this

  • “Put the supply list next to the city list. Which item appears on both?” Wait for the plastic-lined paper cups.

Watch for

Misconception:
Students say the cup label is a lie.
Listen for:
“The label is fake.”
Then:
Ask what the city list tells us: this city does not accept them. Other places are not in the evidence.

Support

  • Give each document on its own half-page.
  • Read the city list aloud, pausing after “Not accepted.”

Stretch

Ask which document shows waste made before the event and which shows what happens after it.

Key idea

Heat check: Medium

Why: The straw story raises disability access, and students may describe their own needs or others’. Cool-down: Keep the talk to the NPR report. No one needs to say what they or anyone they know needs.

Say this

  • “The EPA ranks source reduction and reuse first. Where on that list is Dec trying to act?” Wait for “source reduction.”
  • “This card is FTC guidance, not an ethics code. Who does it apply to?” Marketers who call a product recyclable.

Watch for

Misconception:
Students treat the EPA ranking as a rule for every item.
Listen for:
“Reuse is always better.”
Then:
Reread the key idea: no single approach fits every item. Washing has costs too.

Support

  • Draw the ranking as a staircase, with source reduction and reuse on the top step.

Stretch

Use the AIGA card: what could the next parts order change before anything reaches the shop?

Sort the evidence

Heat check: Low

Say this

  • “Follow the washable-cup choice. What new costs appear?” Model the first chain together.

Watch for

Misconception:
Students list only benefits for the washable cups.
Listen for:
“Washable cups are just better.”
Then:
Point to the new-costs box: water, washing time and volunteers.

Support

  • Let students draw arrows before writing labels.

Practice

Heat check: Medium

Why: Talk about bans can turn to who “really” needs a straw. Cool-down: Say: “Nobody has to prove a need.” Keep the focus on how the plan offers items on request.

Say this

  • “You are planning the next screening. Which plan would you try first?” Vote before any discussion.

Watch for

Misconception:
Students choose C because a ban cuts the most waste.
Listen for:
“Just ban them all.”
Then:
Ask who at the screening might need a disposable cup or a straw. Point to the straw story.

Support

  • Read the three options aloud before students choose.

Your task and draft

4 grade bands

The task is different in each grade band. Open yours.

Grades 6–8

Your task

Heat check: Low

Say this

  • “Pick the item you would change first. Why that one?” Listen for the cups.

Support

  • Let groups share one sheet.
Grades 9–10

Your task

Heat check: Low

Say this

  • “Your organizers will ask two questions: what changes, and how will we know? Answer both in your planner.” Write the two questions on the board.

Watch for

Misconception:
Students choose a new “recyclable” cup.
Listen for:
“Just buy better recyclable cups.”
Then:
Send them back to Evidence C. The list decides, and it rejects items labeled compostable too.

Support

  • Before-and-after table headings: item, count last time, count next time, new costs.

Your draft

Say this

  • “Read your proposal as the organizer who has to wash the cups. What would you ask?” Partners trade drafts and write one question.

Watch for

Misconception:
Proposals promise savings.
Listen for:
“This will save money.”
Then:
Ask what the crew has counted so far. Replace the promise with a plan to count.
Grades 11–12

Your task

Heat check: Low

Say this

  • “Before you count, write down what you will not count.” Sample answers use the case’s screening. Students use a real school event.

Watch for

Misconception:
Students plan to dig through trash to count.
Listen for:
“We’ll go through the bins after.”
Then:
Count supplies before and leftovers after instead. Nobody sorts trash with their hands.

Support

  • Boundary checklist: items, washing, transport, disposal. Mark each counted or not counted.

Your draft

Say this

  • “Every claim in your findings should point to a number in your table.” Partners check each sentence against the table.

Watch for

Misconception:
Limits are left out or hidden at the end.
Listen for:
“There are no limits.”
Then:
Ask what the boundary checklist marked “not counted.” That list is the limits paragraph.

Support

  • The overprinted sample holds findings and limits. Full reports run 500 to 600 words with a data table.
College and community

Your task

Heat check: Low

Say this

  • “The case gives you counts for one screening. What would you need to count on your own campus?” Students who apply the memo to their campus check that campus’s recycling list.

Watch for

Misconception:
Students claim the “recyclable” label breaks the law.
Listen for:
“The cup company is breaking the FTC rules.”
Then:
Ask what else they would need to know. The guide asks about established recycling programs, not one city.

Support

  • Plain paraphrase of the Green Guides row: call a product recyclable only when recycling programs can collect and process it.

Your draft

Say this

  • “Your committee will ask what this costs. Where does your memo answer that?” Look for the boundary and the washing costs.

Watch for

Misconception:
Memos promise savings.
Listen for:
“This will save the club money.”
Then:
Replace the promise with the count you will report after the event.

Support

  • The overprinted sample holds the first part of the memo. Full memos run 300 to 400 words.

Check your work

Heat check: Low

Say this

  • “Find the sentence that says what you will count. Is there a number in it?” If not, that is the revision.

Watch for

Misconception:
Proposals still promise savings.
Listen for:
“It will definitely save money.”
Then:
Ask what the crew has counted so far. Replace the promise with the count.

Questions to discuss

Say this

  • “Use a number or a document in every answer.” Hear one answer per question, then ask for a different view.

Stretch

Design the count sheet for the next screening: items, numbers before and after, and new costs.

Talk about this case at home

Say this

  • “Bring this page home or read it with someone you trust.” Nobody needs to share personal needs or health information.

Sample response

Worked example, grades 9–10

Prompt: Write a proposal to the event organizers for one purchasing change, with a measurement plan.

Student response

Proposal: Replace most single-use cups at the next screening. Last Friday we used 2 about 120 single-use cups, and 1 the city’s accepted-materials list doesn’t take that kind of cup, so they all went to the trash even though they say “recyclable.” We propose borrowing 60 washable cups from the bookshop and running a wash station. 3 We’ll keep compostable cups available for anyone who needs a disposable one, like people who can’t use a heavy cup. 4 This change will definitely save money and cut our waste in half. To measure it, we’ll count the cups used and thrown away after the event and compare with last time.

  1. Evidence. Strong: the writer checks the local rule instead of trusting the label.
  2. Evidence. Good use of a count as the baseline for the proposal.
  3. Strength. Good: the access concern is built into the plan rather than added as an afterthought.
  4. Revise. Nothing has been measured yet, and washing has costs of its own. Say what you expect and let the count after the event decide.

Before: This change will definitely save money and cut our waste in half.

After: We expect fewer cups in the trash, but we won’t claim savings until we compare the counts and the cost of running the wash station.

Why: The revision matches the claim to the evidence and names a cost the original sentence ignored, which makes the proposal more credible to organizers.

Educator commentary: The proposal picks one specific change, checks local acceptance, uses a baseline count and builds in an access option and a measurement plan. One sentence overclaims results that have not been measured and ignores the cost of washing. Qualifying it moves the proposal to Advanced on Reasoning.

Task answers by grade band

What a strong student in each grade band writes in the student edition task.

Open your grade band.

Grades 6–8

Make a materials sheet for the next Common Room screening and pick one change to try.

Students make: Materials sheet plus 3–4 sentences.

Steps students follow

  1. Count the items on the supply list in Evidence A. Write the number for each.
  2. Place each item on the hierarchy: reduce, reuse, recycle or throw away.
  3. Check the city list in Evidence C. Does it accept the cups?
  4. Pick one change for the next screening.
  5. Write 3 or 4 sentences in the Your draft box. Say how you would count whether it worked.

Sample answers for the task boxes

Item I will change, and how many were used
Cups: about 120.
Where it is on the hierarchy now
Throw away. The city won’t recycle them.
My change
Borrow washable cups from the bookshop.

Sample draft: Your sentences

Sample answer Grades 6–8

1 We use about 120 single-use cups at a screening. We could borrow washable cups from the bookshop. A problem might be that someone needs a disposable cup, 2 so we would keep some. We would count the cups after the next screening and 3 compare with 120.

  1. Starts with a count from the supply list.
  2. Names a problem and a fix.
  3. Gives a way to measure the change.

Check your work questions

  1. Does your sheet list the items and how many were used?
  2. Did you pick a reduce or reuse change?
  3. Did you name a problem the change could cause?
  4. Did you say how you would count whether it worked?
One change I made
I added “we would keep some” because some people need a disposable cup.

My take: sample answers

I think the crew should ___ because ___.
I think the crew should borrow washable cups because the city won’t recycle the old ones.
The evidence that changed my first guess is ___.
The city list changed my first guess. It does not accept the cups that say “recyclable.”
One question I still have is ___.
One question I still have is who will wash the cups.
Grades 9–10

Write a proposal to the event organizers for one purchasing change, with a measurement plan.

Students make: Proposal, 250–350 words.

Steps students follow

  1. Choose one item from the screening supply list in Evidence A.
  2. Check the city list in Evidence C to see whether the city recycles that item.
  3. Name one way to reduce or reuse the item before it reaches a bin.
  4. Add a backup plan for people who need a disposable item, such as a cup or a straw.
  5. Plan what you will count before and after the next screening, including any new costs.
  6. Write your proposal of 250 to 350 words on the Your draft page.

Sample answers for the task boxes

The item and how many were used
Single-use cups: about 120.
Does the city list accept it?
No. Plastic-lined paper cups are not accepted.
Reduce or reuse option
Borrow washable cups from the bookshop and run a wash station.
Backup for people who need a disposable item
Keep single-use cups and flexible straws available on request.
What we will count, before and after
Cups used and left over, compared with about 120, plus water and volunteer time for washing.

Sample draft: Your proposal, 250 to 350 words

Sample answer Grades 9–10

To the event organizers: For the next Common Room screening, we propose one change to the cups. At the last screening, we used about 120 single-use cups. They are plastic-lined paper and labeled “recyclable,” but 1 the city’s recycling list does not accept plastic-lined paper cups. The EPA ranks source reduction and reuse above recycling, so we want fewer cups before any reach a bin. We propose borrowing washable cups from the bookshop and running a wash station during the screening. We will ask Rafa and Jordy to run it. Some guests need a disposable cup or a straw, so 2 single-use cups and flexible straws will stay available on request. This change has costs. Washing uses water and someone’s time, and the bookshop may not be able to lend cups every time. To measure the result, we will count the cups used and left over after the event and 3 compare the total with about 120. We will also record how long the wash station took. We expect fewer cups in the trash, but 4 we won’t claim savings until we compare the counts and the cost of washing.

  1. Checks local acceptance instead of trusting the label.
  2. Builds the access concern into the plan.
  3. Uses the supply-list count as a baseline.
  4. Avoids promising results that have not been measured.

Check your work questions

  1. Does your proposal name one specific change?
  2. Does it rely on the city list instead of the label on the item?
  3. Does it keep an option for people who need a disposable item?
  4. Does it say what you will count, without promising savings you have not measured?
One change I made after feedback
I replaced the promise that the change will definitely save money with a plan to compare the counts, because nothing is measured yet.

My take: sample answers

My claim: ___.
The crew should test washable cups at one screening and count the result.
The best evidence is ___, because ___.
The city list, because it shows the “recyclable” cups are not accepted.
Someone who disagrees might say ___.
Washing cups uses water and time, so it might not help.
I would change my mind if ___.
The count showed washing cost more than it saved, or guests could not use the cups.
Grades 11–12

Investigate a real school event’s waste with a defined boundary and recommend changes to student government.

Students make: Report, 500–600 words with a data table.

Steps students follow

  1. Choose one school event. List the items it uses and how you will count them.
  2. Write your boundary: what your comparison counts and what it leaves out.
  3. Count the items safely. Do not sort through trash with your hands.
  4. Check each item against your city’s recycling guide.
  5. Draft your findings and limits on the Your draft page.
  6. Write the full report of 500 to 600 words, with a data table, for student government.
  7. State clearly what your comparison does not measure.

Sample answers for the task boxes

The event and its items
Last Friday’s screening: cups, plates, flyers and straws.
What my comparison counts
Items used and left over, and water and volunteer time for washing.
What it leaves out
Transport, the energy to make each item, and where the city’s trash goes.
Data table: item, count, accepted by the city?
Cups, about 120, no. Plates, 80, not listed. Flyers, 150, not listed. Straws, 40, not listed.

Sample draft: Findings, about 100 words

Sample answer Grades 11–12

At last Friday’s screening, the crew used about 120 single-use cups, 80 paper plates, 150 printed flyers and 40 paper straws. The chairs were borrowed from the bookshop, so they created no waste. The cups are the clearest problem. They are labeled “recyclable,” but the city’s list does not accept plastic-lined paper cups. The plates, flyers and straws do not appear on either side of the list, 1 so where they go is unknown. Following the EPA hierarchy, 2 the best options for the cups are source reduction and reuse, such as borrowing washable cups.

  1. Reports what the data cannot show instead of guessing.
  2. Applies the EPA hierarchy as a general framework.

Sample draft: Limits and recommendation, about 50 words

Sample answer Grades 11–12

This comparison counts items used and the water and time for washing. 1 It does not measure transport or where the city’s trash goes. We recommend that student government test washable cups at one event, keep disposable cups and straws on request and publish the count afterward.

  1. States the limits of the boundary honestly.

Check your work questions

  1. Does your report state a clear boundary?
  2. Is your data accurate and labeled with units?
  3. Do you use the EPA hierarchy as a general framework, not a rule?
  4. Do you state honestly what your comparison does not measure?
One change I made after feedback
I added transport to my list of what the report leaves out, because I had not counted it.

My take: sample answers

My claim: ___.
The crew should try one reuse change, keep disposables on request and report only what it counted.
The best evidence is ___, because ___.
The city list, because it shows a label cannot tell you what the local program accepts.
Someone who disagrees might say ___.
Combining parts orders would cut more waste than changing cups.
The limit of the evidence is ___.
We have one supply list and one box. We don’t know washing costs or where the city’s trash goes.
I would change my mind if ___.
A count showed that washable cups added more cost than the cups they replaced.
College and community

Write a memo to a student government events committee proposing one purchasing change for campus or club events. Use the Common Room supply list as the model, and include a measurement plan that states its boundary.

Students make: Memo, 300–400 words, with a materials table.

Steps students follow

  1. Fill in the materials sheet from Evidence A: item, number used, reduction option, disposal rule, trade-off.
  2. Choose one purchasing change high on the EPA hierarchy.
  3. Write your boundary: what your comparison counts and what it leaves out.
  4. Draft your memo of 300 to 400 words. Start on the Your draft page.
  5. Add a line that keeps disposable items available for people who need them.
  6. Check your memo with the questions on the Check your work page.

Sample answers for the task boxes

Materials table, using the screening as a model
Cups, about 120, reuse, not accepted. Plates, 80, reduce, not listed. Flyers, 150, reduce, not listed. Straws, 40, on request, not listed.
My purchasing change
Borrow washable cups instead of buying about 120 single-use cups.
Boundary: counted and left out
Counted: cups used and left over, water and time for washing. Left out: transport and where the trash goes.

Sample draft: Your memo, first part, about 150 words

Sample answer College and community

To: Events committee. Subject: One change for club events. We propose replacing single-use cups with borrowed washable cups at our next event. We used the Common Room screening as a model. It went through about 120 plastic-lined paper cups labeled “recyclable,” and 1 the local list did not accept them. The EPA ranks source reduction and reuse above recycling, so cutting cups before they reach a bin is the stronger option. Our comparison counts cups used and left over, plus the water and time for washing. 2 It leaves out transport and where the trash goes. Flexible straws and some disposable cups will 3 stay available on request for anyone who needs them. We will report the counts after the event and make no claim about savings until then. Before our campus buys any new cup, 4 we will check its own recycling list.

  1. Checks disposal against the local list, not the label.
  2. States the boundary before any claim.
  3. Keeps the access option.
  4. Applies the model to a campus without assuming its rules.

Check your work questions

  1. Do your counts match the supply list?
  2. Does your change sit high on the EPA hierarchy, not only better sorting?
  3. Do you state your boundary before any claim of savings?
  4. Do you keep an option for people who need disposable items?
One change I made after feedback
I moved the boundary sentence above the savings sentence, because the committee should know what we counted first.

My take: sample answers

My claim: ___.
The crew should test washable cups at one screening, keep disposables on request and report only what it counted.
The best evidence is ___, because ___.
The city list, because it shows the “recyclable” cups are not accepted where the crew lives.
Someone who disagrees might say ___.
Combining the parts orders would cut more packaging than any change to the cups.
The limit of the evidence is ___.
We have one supply list and one box, and no count of washing costs or where the trash goes.
I would change my mind if ___.
A count showed washing cost more than the cups it replaced, or guests could not use them.

Sample task answers for each grade band are in the educator edition for that band.

Evidence answers

Sample answers for the two boxes under each document in the student edition. Grades 6–8 students write one question they still have instead of what the document leaves out.

Evidence A Screening supply list, last Friday

Look closely: Which item did the crew use the most? Could it be reused?

Grade bandWhat it showsWhat it leaves out
Grades 6–8The screening used about 120 cups, 80 plates, 150 flyers and 40 straws.One question: Where did the cups go after the screening?
Grades 9–10What the screening used, including about 120 cups labeled “recyclable.”Where each item went after the event, and which items could be reused.
Grades 11–12A baseline: about 120 cups, 80 plates, 150 flyers, 40 straws; chairs were borrowed.Where each item ended up, and what each item cost.
College and communityA baseline: about 120 “recyclable” cups, 80 plates, 150 flyers and 40 straws.Where each item went after the event, and what each item cost.

Evidence B The parts order

Look closely: How many orders came in this one box? Why does that matter?

Grade bandWhat it showsWhat it leaves out
Grades 6–8Three small orders came in one big box. About half of it was packaging.One question: Would one order come with less packaging?
Grades 9–10Three small orders arrived in one box that was about half packaging.Whether one combined order would come with less packaging.
Grades 11–12Waste made upstream: three orders in a week, one box, about half air pillows and foam.Whether the supplier would ship less packaging for a combined order.
College and communityThree small orders placed over one week shipped in one box, about half packaging.Whether one combined order, or a request to the supplier, would cut packaging.

Evidence C City recycling list

Look closely: Find the plastic-lined paper cups. Which list are they on?

Grade bandWhat it showsWhat it leaves out
Grades 6–8The city does not recycle plastic-lined paper cups, foam or compostable items.One question: Where do the items the city won’t accept go?
Grades 9–10The city does not recycle plastic-lined paper cups, foam or items labeled compostable.Where the items the city does not accept end up.
Grades 11–12Local acceptance beats the label: the “recyclable” cups are on the not-accepted list.Where rejected items go, and whether a neighboring city accepts them.
College and communityThe city rejects plastic-lined paper cups, foam and items labeled compostable.Where rejected items end up after pickup.

Practice answers

The feedback students see for each choice on the student page.

The last screening used about 120 single-use cups, and the city’s recycling list does not take that type. Which plan should the crew try for the next screening?

  1. Compare a washable-cup option, washing time, cost, access and the city list, then test one change. Best answer

    This names the trade-offs before choosing. Reuse may cut waste, but the plan has to work for the people at the screening.

  2. Buy a different cup labeled “recyclable” and put up a clearer recycling sign.

    The current cups already say “recyclable,” and the city does not take them. A label does not tell you what the local program accepts.

  3. Stop offering disposable cups and straws, and ask everyone to bring their own.

    Some guests need a disposable cup or a straw, and some will forget a cup. Name a workable alternative and test it before making a rule.

Why the best answer is best, by grade band

Grades 6–8
A. It compares the options before choosing. It also makes sure the plan works for people who need a disposable cup.
Grades 9–10
A. It names the trade-offs: washing time, cost, access and the city list. B repeats the label mistake, and C could leave out guests who need a cup or a straw.
Grades 11–12
A. B trusts a label the city list already contradicts, and C turns one goal into a rule that ignores access. A weighs those limits before testing one change.
College and community
A. It weighs washing time, cost, access and the city list before choosing. B repeats the label mistake, and C makes a rule that could shut out guests who need a cup.

Whose perspective is missing?

Prompt: Whose view is missing from these documents? What would you ask them?

Grades 6–8
The view of people who need a straw is missing. I would ask them what cup or straw works for them.
Grades 9–10
The bookshop’s view is missing. I would ask whether it can lend washable cups every time, and who would wash them.
Grades 11–12
Guests who need disposable cups or straws are missing. I would ask them privately what works, because a plan that forgets them can fail.
College and community
The supplier’s view is missing. I would ask whether a combined order would ship with less foam and fewer air pillows.

Discussion answers

The numbers match the questions to discuss on the student page. Each sample answer is what a strong student in that grade band might say.

1

Could a change that reduces waste create an access problem for someone, and how would you find out?

Heat check: Medium

Why: Students may describe their own disabilities or those of people they know. Cool-down: Keep the talk to the case and the straw story. No one needs to say what they or anyone they know needs.

Grades 6–8
Yes. Someone who needs a straw or a disposable cup could be left out. You could ask people what they need.
Grades 9–10
Yes. Banning disposable cups or straws could leave out people who need them, as the NPR straw story shows. The crew could ask guests and keep some on request.
Grades 11–12
Yes. The straw stories show that a waste rule can leave out people with disabilities, and that an exemption helps only if people know about it. The crew could offer items on request and say so.
College and community
Yes. A ban on disposable cups or straws could shut out guests with disabilities, as the NPR straw reporting shows. The crew can offer items on request, say so clearly and ask guests privately what works.
2

How does “add more bins” define the problem differently from “order less packaging”?

Heat check: Low
Grades 6–8
The phrase “add more bins” means the problem is sorting. The phrase “order less packaging” means the problem starts when you buy.
Grades 9–10
The phrase “add more bins” treats waste as a sorting problem at the end. The phrase “order less packaging” treats it as a buying problem, which the EPA ranks higher.
Grades 11–12
More bins assume the waste is unavoidable and needs better sorting, but the city would still reject the cups. Less packaging places the problem at the order form, where source reduction happens.
College and community
The phrase “add more bins” treats waste as a sorting problem at the end, though the city would still reject the cups. The phrase “order less packaging” treats it as a buying problem, where source reduction, the EPA’s first choice, applies.
3

What would the crew need to count before saying a change saves money?

Heat check: Low
Grades 6–8
They would count how many cups they use and how much washing costs.
Grades 9–10
Cups used and left over, compared with about 120 last time, plus the cost of water and volunteer time for washing.
Grades 11–12
A before-and-after count of cups, the cost of borrowing and washing, and a stated boundary. Without a boundary, a savings claim can hide costs nobody counted.
College and community
They would count cups used and left over against about 120. They would also count the cost of borrowing and washing, including water and volunteer time, and state what the count leaves out.

Sample explanation

One way a student could explain the case in plain words:

Before we redesign the recycling sign, could we avoid ordering some of this in the first place?

En español: Antes de rediseñar el letrero de reciclaje, ¿podemos evitar comprar parte de esto?

Annotated student draft

Prompt: Write a proposal to cut waste at the next Common Room screening.

First draft

We should 1 make the screening zero waste. Everyone should bring their own cup and we’ll 2 ban all plastic. We can also put up posters that say “save the planet” so people remember to recycle. 3 Recycling is the best thing you can do for the environment. This will be easy and 4 it will save money too. Last screening there were cups everywhere and the bins were overflowing by the end of the night. People will love it once they get used to it. 5 Let’s start next week!

  1. Revise. Ambitious. Pick one repeated item you can actually measure.
  2. Audience. What about people who need straws or forgot a cup? Name an alternative.
  3. Evidence. EPA’s hierarchy generally puts reducing and reusing first.
  4. Revise. Maybe. Show the numbers before claiming it.
  5. Strength. Good momentum. Add how you’ll check the result.

Revised draft

For the next screening, we propose one change: cups. Last time we used about 120 single-use cups, and our city’s recycling list doesn’t accept that type. We’ll borrow 60 washable cups from the bookshop, keep 40 compostable cups for anyone who needs one, and ask Rafa and Jordy to run a quick wash station. Flexible straws and single-use cups stay available on request. We’ll count cups used and leftover supplies after the event and compare with last time before deciding whether to keep the change. We’re not claiming it saves money yet.

Rubric

Score each row. Proficient is the target for most students.

CriterionBeginningDevelopingProficientAdvanced
EvidenceNo data.General claims about recycling.Uses quantities and local rules.Uses quantities, local rules and a before/after plan.
ReasoningTreats one fix as solving everything.Ignores trade-offs.Applies the hierarchy and names a trade-off.Weighs trade-offs including access and cost with a measurement boundary.
Audience & purposeCommands people.Relies on slogans.Specific change organizers can do.Specific, inclusive change with roles assigned.
RevisionNo change.Wording only.Narrows to a measurable change.Explains how narrowing makes success testable.

Support and challenge

Support

  • Use picture cards for the hierarchy
  • Read the local recycling list aloud
  • Spanish vocabulary: reducir, reutilizar, reciclar, desecho
  • Offer a partially completed materials sheet
  • Reduce to one item: cups

Supports written for each grade band:

Grades 6–8

  • Picture hierarchy
  • Sheet template with the first row filled in
  • Frames: “We use __. We could __. A problem might be __.”
  • Group work

Grades 9–10

  • Proposal template
  • Before/after data table

Grades 11–12

  • Investigation plan template
  • Boundary checklist

College and community

  • Materials sheet: item, number used, reduction option, disposal rule, trade-off
  • Boundary checklist: what the comparison counts and what it leaves out
  • Plain paraphrase of the Green Guides row on recyclable claims

Challenge

  • Find your city’s recycling rules and compare with a neighboring city
  • Research where your area’s trash goes after pickup
Grades 6–8
Explain how you’ll know if the change worked.
Grades 9–10
Address one access or cost concern.
Grades 11–12
State clearly what your comparison does not measure.
College and community
Explain why cups labeled “recyclable” can still be on the city’s not-accepted list. Say what else you would need to know before claiming the label breaks the FTC guide.

More extension prompts

These activities are not on the student page. Use them for students who finish early or want a different angle.

Trace it to the source Journalism
Check the basis of environmental claims and label invented quantities.
Check the rules Law
Which source is guidance? What local requirement would need separate verification?
Reflect on your thinking Learning
What evidence would make you revise your preferred response?

Try it at your school

Change one thing before the next event.

  1. Pick one repeated item at a school event: cups, flyers, plates
  2. Count how many were used last time
  3. Check your city’s recycling list and propose one reduction or reuse option
  4. Count again after the event and share results with the organizers

Who to ask Student council, custodial or facilities staff, a science teacher, your city’s sanitation or recycling office

Stay safe Don’t sort through trash with your hands; unsafe items can be hidden. Make sure changes don’t leave out people who need disposable items.

Classroom resources

Free outside resources we checked for this case. Watch, Try and Read items work for students. Teach items are for you and stay off the student pages. Preview a link before you use it with a class.

Watch

Short videos to show in class or assign.

For students CrashCourse

Controlled Experiments: Crash Course Statistics #9

Learn why you need a baseline and a fair comparison before you say a change worked.

  • Grades 9–12
  • Ages 16–24

Also on the student page, under Explore more.

Watch on YouTube (opens in a new tab)

Read

Articles, official pages and case records.

Students and educators U.S. Environmental Protection Agency

Frequent Questions on Recycling

Find out why you check with your local provider before something goes in the bin, and where reducing fits.

  • Grades 6–8
  • Grades 9–12
  • Ages 16–24

U.S. government work; public domain.

Also on the student page, under Explore more.

Open on epa.gov (opens in a new tab)

Teach

Lesson plans, slides and guides for you. These stay off the student pages.

For educators U.S. Environmental Protection Agency

A Guide to Conducting Student Food Waste Audits

Step-by-step guide and data sheets for counting waste before and after a change.

  • Grades 6–8
  • Grades 9–12

U.S. government work; public domain.

Open on epa.gov (opens in a new tab)

Links checked September 25, 2026.

Standards

Common Core codes come from our standards map for this case. Each code links to the official standard. The C3 row names what students do for each code. The College and community row names the AAC&U VALUE rubrics and ACRL Framework frames the task practices. AAC&U says VALUE rubrics are for reviewing learning across a college, not for grading, so score the task with the case rubric.

GradeWhat students doStandards
Grade 6

Make a materials sheet for the next Common Room screening and pick one change to try.

Students make: Materials sheet plus 3–4 sentences.

RI.6.1 (opens in a new tab) W.6.1 (opens in a new tab) W.6.5 (opens in a new tab) SL.6.1.c (opens in a new tab) SL.6.1.d (opens in a new tab)
Grade 7RI.7.1 (opens in a new tab) W.7.1 (opens in a new tab) W.7.5 (opens in a new tab) SL.7.1.c (opens in a new tab) SL.7.1.d (opens in a new tab)
Grade 8RI.8.1 (opens in a new tab) W.8.1 (opens in a new tab) W.8.5 (opens in a new tab) SL.8.1.c (opens in a new tab) SL.8.1.d (opens in a new tab)
Grades 9–10

Write a proposal to the event organizers for one purchasing change, with a measurement plan.

Students make: Proposal, 250–350 words.

RI.9-10.1 (opens in a new tab) W.9-10.1 (opens in a new tab) W.9-10.5 (opens in a new tab) SL.9-10.1.c (opens in a new tab) SL.9-10.1.d (opens in a new tab)
Grades 11–12

Investigate a real school event’s waste with a defined boundary and recommend changes to student government.

Students make: Report, 500–600 words with a data table.

RI.11-12.1 (opens in a new tab) W.11-12.1 (opens in a new tab) W.11-12.5 (opens in a new tab) SL.11-12.1.c (opens in a new tab) SL.11-12.1.d (opens in a new tab)
College and community

Write a memo to a student government events committee proposing one purchasing change for campus or club events. Use the Common Room supply list as the model, and include a measurement plan that states its boundary.

Students make: Memo, 300–400 words, with a materials table.

Social studies (C3)
  • D2.Civ.13.6-8 Students analyze the purposes and consequences of local waste policies.
  • D4.6.9-12 Students use disciplinary lenses to understand a local waste problem.
  • D4.7.6-8 Students assess their capacity to act through a measurable event change.
  • D4.7.9-12 Students assess options for individual and collective action on waste.
D2.Civ.13.6-8 (opens in a new tab) D4.6.9-12 (opens in a new tab) D4.7.6-8 (opens in a new tab) D4.7.9-12 (opens in a new tab)
What each standard means
RI.6.1
Use evidence from the text to support what it says directly and what you can infer from it.
W.6.1
Write an argument for a claim, backed by clear reasons and relevant evidence.
W.6.5
With help from peers and adults, strengthen writing by planning, revising, editing or rewriting.
SL.6.1.c
Ask and answer specific questions with details that add to the discussion.
SL.6.1.d
Review the main ideas of a discussion and show you understand other views by reflecting and paraphrasing.
RI.7.1
Use several pieces of evidence from the text to support what it says directly and what you can infer.
W.7.1
Write an argument for a claim, backed by clear reasons and relevant evidence.
W.7.5
With help from peers and adults, strengthen writing by planning and revising, focusing on purpose and audience.
SL.7.1.c
Ask questions that draw out more detail, and respond with relevant ideas that bring the discussion back on topic.
SL.7.1.d
Take in new information from others and change your view when the evidence calls for it.
RI.8.1
Use the evidence that most strongly supports your analysis of what a text says and implies.
W.8.1
Write an argument for a claim, backed by clear reasons and relevant evidence.
W.8.5
With help from peers and adults, strengthen writing by planning and revising, focusing on purpose and audience.
SL.8.1.c
Ask questions that connect several speakers’ ideas, and respond with relevant evidence and observations.
SL.8.1.d
Take in new information from others and qualify or defend your view based on the evidence.
RI.9-10.1
Support an analysis with solid, complete evidence from the text, both for what it states and for what it implies.
W.9-10.1
Write arguments that analyze substantial topics or texts, using valid reasoning and enough relevant evidence.
W.9-10.5
Strengthen writing by planning, revising, editing or rewriting, focusing on what matters most for the purpose and audience.
SL.9-10.1.c
Move a discussion forward with questions that connect it to larger ideas, bring others in and test ideas and conclusions.
SL.9-10.1.d
Respond to different views, sum up where people agree and disagree, and adjust your view when the evidence calls for it.
RI.11-12.1
Back up an analysis with the strongest evidence from the text, including where the text leaves things uncertain.
W.11-12.1
Write arguments that analyze substantial topics or texts, using valid reasoning and enough relevant evidence.
W.11-12.5
Strengthen writing by planning, revising, editing or rewriting, focusing on what matters most for the purpose and audience.
SL.11-12.1.c
Keep a discussion moving with questions that probe reasoning and evidence, and make sure the full range of views is heard.
SL.11-12.1.d
Respond to different views, pull together what each side says, resolve conflicts where possible and name what still needs research.
D2.Civ.13.6-8
Analyze the purposes, carrying out and effects of public policies in different settings.
D4.6.9-12
Use one or more disciplines to understand the causes of local, regional and global problems and the challenges of addressing them.
D4.7.6-8
Assess what you and others can do about local, regional and global problems, considering strategies and likely outcomes.
D4.7.9-12
Assess options for individual and group action on local, regional and global problems through reflection and causal reasoning.
Quantitative Literacy VALUE Rubric
AAC&U’s rubric for calculating, interpreting and explaining numbers in everyday situations. In this case: Students use counts from the supply list and set a measurement boundary before they claim any savings (Assumptions; Application/Analysis).
Problem Solving VALUE Rubric
AAC&U’s rubric for defining a problem, proposing and weighing solutions and checking the results. In this case: Students define the waste problem before the bin and propose one change with a way to check its results (Define Problem; Evaluate Outcomes).
Civic Engagement VALUE Rubric
AAC&U’s rubric for taking part in community life, including civic communication and working within community structures toward a civic aim. In this case: Students bring a proposal to the committee that decides event purchasing.
Authority Is Constructed and Contextual
A source’s authority depends on its creator’s expertise and on the question it is being used to answer. In this case: Students weigh a “recyclable” label against the city’s accepted-materials list.

Plain wording is our paraphrase. The official text is at each link.

Course versions

Each course version changes what students read, make and show. The names are the official course names.

Open your course to see its task.

Honors (set by your school) 60 minutes

Task: Argue whether cities should charge households by how much trash they throw out.

Students make
Argument, 600–700 words.
Assess
The argument is judged on its use of evidence from the article, the seriousness of its equity analysis and its handling of counterarguments, not on length.
Steps and sample answers

Steps students follow

  1. Read the article on pay-as-you-throw. Note one finding and its source.
  2. Fill in the claim and counterclaim chart.
  3. Answer the equity prompts: who is helped and who is harmed?
  4. Write a qualified thesis in one sentence.
  5. Draft your two key paragraphs on the Your draft page.
  6. Write the full argument of 600 to 700 words on lined paper or in the online workspace.

Sample answers for the task boxes

Claim
Charging by volume can cut waste and make its cost visible.
Counterclaim
Fees can fall hardest on households with the least room to change.
Who is helped, and who is harmed
Households that can cut waste may pay less; larger or lower-income households may pay more.
Qualified thesis
Cities should charge by volume only if the program protects lower-income households and checks for illegal dumping.

Sample draft: Paragraph: the equity objection and your answer, about 100 words

Sample answer Honors (set by your school)

1 The strongest objection to charging by volume is fairness. A fee can fall hardest on households with the least room to change, such as larger or lower-income households. They may produce more trash and have less money to spare. An efficient policy can still be inequitable. A city that adopts the policy should respond with design features, 2 such as reduced rates for lower-income households. It should also report who pays more after the change. Without those features, the policy may cut waste by shifting costs onto the people least able to carry them.

  1. States the counterargument fairly before answering it.
  2. Proposes a design feature that answers the equity concern.

Sample draft: Paragraph: less trash or moved trash, about 80 words

Sample answer Honors (set by your school)

Less trash at the curb could mean less waste, or it could mean waste moved somewhere else. If people dump trash illegally to avoid the fee, the city’s count would fall while the problem grew. 1 A city would need evidence that separates the two, such as reports of illegal dumping before and after the program. The crew’s cups show a smaller version of this problem: a count means little until you know what it includes.

  1. Names the evidence that would tell reduced waste from displaced waste.

Check your work questions

  1. Is your thesis qualified, not absolute?
  2. Do you cite evidence from the article?
  3. Do you treat the equity concern seriously?
  4. Do you answer the illegal dumping concern with evidence?
One change I made after feedback
I added “only if the program protects lower-income households” to my thesis, because the equity objection is strong.

This case in the Honors (set by your school) educator edition

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Pre-AP English 1 and Pre-AP English 2 45 minutes

Task: Closely observe the supply list and packaging box, record quantities, and write an evidence-based paragraph proposing one reduction.

Students make
Quantity log plus paragraph (150–200 words).
Assess
The quantity log is checked for accuracy, and the paragraph is scored for a data-grounded proposal, a checked local rule and a measurement plan.
Course skills
Close observation and analysis, Evidence-based writing, Higher-order questioning.
Steps and sample answers

Steps students follow

  1. Log every quantity on the supply list and the parts order.
  2. Ask of each item: where did this item enter the chain?
  3. Test your proposed reduction with a partner against the city list and one access concern.
  4. Write a paragraph of 150 to 200 words on the Your draft page.
  5. End with a prediction and a way to measure it.

Sample answers for the task boxes

Quantities: supply list
Cups about 120, plates 80, flyers 150, straws 40, chairs borrowed.
Quantities: parts order
3 orders in one week, 1 box, about half packaging.
Where the most waste entered the chain
At purchase: single-use cups and separate small orders.
My proposed reduction
Combine the parts into one order and ask the supplier about packaging.

Sample draft: Your paragraph, 150 to 200 words

Sample answer Pre-AP English 1 and Pre-AP English 2

The crew’s packaging waste 1 started at the order form, not at the bin. On Tuesday, three separate orders of small LED connectors and switches, placed over one week, arrived together in one full box. About half of that box was plastic air pillows and foam, and 2 the city’s recycling list does not accept foam. Recycling cannot fix that part of the waste, because the city will not accept it. The better option is source reduction. The crew could combine parts into one order instead of ordering every time a part breaks. It could also ask the supplier about packaging before the order ships. I predict that a combined order would arrive with less packaging per part, 3 but the evidence does not prove it yet. To measure the change, the crew should 4 compare the next box with this one. It should count the orders, the boxes and how much of each box is packaging.

  1. Traces the waste upstream to its purchase.
  2. Checks local acceptance.
  3. Labels the prediction as a prediction.
  4. Names a concrete way to measure.

Check your work questions

  1. Are your quantities accurate?
  2. Is your proposal grounded in the data?
  3. Did you check the city list?
  4. Does your paragraph end with a prediction and a way to measure it?
One change I made after feedback
I added “the evidence does not prove it yet” after my prediction, because nothing has been measured.

This case in the Pre-AP English 1 and Pre-AP English 2 educator edition

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Official course framework: College Board, Pre-AP shared principles and instructional practices (opens in a new tab)

AP English Language and Composition 45 minutes

Task: Analyze a “be sustainable” poster’s rhetoric and write a more effective, specific version.

Students make
Analysis (about 350 words) plus revised poster text.
Assess
The analysis receives practice feedback on the three AP Lang scoring rows, and the revised poster text is checked for specificity and accuracy.
Course skills
Claims and Evidence (CLE), Reasoning and Organization (REO), Rhetorical Situation (RHS).
Steps and sample answers

Steps students follow

  1. Read the poster your teacher gives you. Underline its main appeal.
  2. Check the poster against the specificity checklist: action, place, reason.
  3. Write a thesis about whether the poster could change one behavior.
  4. Draft your analysis of about 350 words. Start on the Your draft page.
  5. Write revised poster text that names one action, one place and one reason.
  6. Explain which change you expect to matter most.

Sample answers for the task boxes

The poster’s main appeal
The slogan “be sustainable”: a value, with no action attached.
What the checklist finds missing
No action, no place and no reason a guest can act on.
Thesis
The poster asks readers to share a value but never says what to do, so it is unlikely to change behavior at the next screening.

Sample draft: Your analysis, first part, about 130 words

Sample answer AP English Language and Composition

The poster’s appeal, “be sustainable,” invites readers to agree with a value, and most readers will. 1 Agreement costs nothing, and that is the weakness. The phrase names no action, no place and no reason, so a guest at a screening has nothing to do differently. 2 The crew’s own evidence shows why specificity matters. Their cups were labeled “recyclable,” yet the city’s list does not accept them. A vague appeal would leave that problem untouched. A specific line gives readers a single behavior to change. 3 The strongest case for the slogan is that broad language builds a shared identity. That value is real, but it works better as a heading than as the whole message.

  1. Explains why a vague appeal underperforms.
  2. Grounds the analysis in the case documents.
  3. Weighs the counterargument before answering it.

Sample draft: Revised poster text

Sample answer AP English Language and Composition

At this screening, borrow a washable cup. Our city does not recycle these paper cups.

Sample draft: The change I expect to matter most

Sample answer AP English Language and Composition

The reason matters most, because many guests may trust the “recyclable” label until someone tells them otherwise.

Check your work questions

  1. Does your thesis judge whether the poster could change a behavior?
  2. Do you analyze specific choices in the poster?
  3. Does your revised text name one action, one place and one reason?
  4. Does your commentary explain the effect on readers?
One change I made after feedback
I cut “save the planet” from my revision, because it names no action.

This case in the AP English Language and Composition educator edition

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Official course framework: College Board, AP English Language and Composition course page (opens in a new tab)

AP United States Government and Politics 40 minutes, partial fit

Task: Concept application: explain how waste policy shows federalism. EPA sets national frameworks, states regulate, and cities run collection. Apply this to the crew’s cups.

Students make
Concept-application response, about 300 words.
Assess
Each part is checked in the style of the Concept Application question for an accurate division of roles, an explanation of implementation and a correct application to the cups.
Course skills
Unit 1: Foundations of American Democracy, Unit 2: Interactions Among Branches of Government, Concept Application.

Fit: partial. Federalism and policy implementation are genuine Unit 1 and Unit 2 content, and waste policy shows national, state and local roles, but the EPA hierarchy is guidance rather than law and the case concerns a club’s cups, so it is a modest illustration.

Steps and sample answers

Steps students follow

  1. Label the federalism diagram: what the EPA does, what states do and what cities do.
  2. Write part A: describe the division of roles in waste policy.
  3. Write part B: explain how a city carries out waste policy.
  4. Write part C: apply the roles to the crew’s cups.
  5. Write about 300 words in all. Start on the Your draft page.

Sample answers for the task boxes

Federal: EPA
Sets national frameworks, such as the waste hierarchy, which is guidance.
State
Regulates waste within the state.
City
Runs collection and decides what its recycling program accepts.

Sample draft: Part A: the division of roles

Sample answer AP United States Government and Politics

1 Waste policy shows federalism. The EPA sets national frameworks, such as its hierarchy that ranks source reduction and reuse first. States regulate waste within their borders, and cities run collection.

  1. Names the concept before applying it.

Sample draft: Part B: implementation

Sample answer AP United States Government and Politics

1 Implementation happens mostly at the local level. A city decides which items its recycling program accepts and publishes that list. In the case, the city accepts cans, glass, rigid plastic containers and cardboard, but not plastic-lined paper cups.

  1. Explains implementation with the city’s role.

Sample draft: Part C: apply to the cups

Sample answer AP United States Government and Politics

The crew’s cups are labeled “recyclable,” but their city’s list does not accept plastic-lined paper cups. Because cities run their own collection programs, 1 the same cup might be accepted in one city and rejected in another. The EPA’s hierarchy is guidance, not a rule for each city, so it cannot settle where the cups go. The crew has to follow its own city’s list.

  1. Answers the route’s challenge.

Check your work questions

  1. Does part A describe the federal, state and local roles accurately?
  2. Does part B explain implementation?
  3. Does part C apply the roles to the cups correctly?
  4. Do you use terms such as regulation and policy implementation correctly?
One change I made after feedback
I stopped saying the EPA bans these cups and wrote that the city’s list does not accept them, because the EPA hierarchy is guidance.

This case in the AP United States Government and Politics educator edition

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Official course framework: College Board, AP United States Government and Politics course page (opens in a new tab)

AP Seminar 250 minutes

Task: Individual written argument on “Should cities charge by how much trash households produce?”, using a stimulus packet.

Students make
Individual written argument, 1,200–1,500 words.
Assess
The argument is scored with an educator-adapted rubric modeled on the published Individual Written Argument expectations; it is practice, not a Performance Task 2 submission.
Course skills
Understand and Analyze, Evaluate Multiple Perspectives, Synthesize Ideas.
Steps and sample answers

Steps students follow

  1. Annotate each stimulus source for its claim, evidence and perspective.
  2. Fill in the perspective map: environmental, economic and equity.
  3. Write your research question and a one-sentence thesis in the planner.
  4. Outline your argument, including the equity objection.
  5. Draft your introduction and one body paragraph on the Your draft page.
  6. Write the full argument of 1,200 to 1,500 words in the online workspace or on paper.

Sample answers for the task boxes

Research question
Should cities charge households by how much trash they produce?
Environmental perspective
Charging by volume can push households to cut waste before it reaches the curb.
Economic perspective
A fee makes the cost of collection visible to each household.
Equity perspective
Fees can fall hardest on households with the least room to change.
Thesis
Cities should charge by volume only with protections for lower-income households, because an efficient fee can still be unfair.

Sample draft: Introduction, about 100 words

Sample answer AP Seminar

Cities spend public money collecting and managing waste, and the costs of landfills and pollution 1 do not land evenly on every neighborhood. One proposed answer is to charge each household by how much trash it throws out. Supporters argue that a visible fee pushes people to reduce waste before it reaches the curb. Critics argue that the fee falls hardest on households with the least room to change. This argument claims that cities should charge by volume 2 only when the program protects lower-income households.

  1. Opens with the equity stakes.
  2. States an original, qualified claim.

Sample draft: One body paragraph, about 90 words

Sample answer AP Seminar

The equity objection is the strongest challenge to volume-based fees. Larger or lower-income households may produce more trash and have less money to absorb a new charge. A fee that cuts total waste could still shift costs onto those households. There is also a measurement problem. Less trash at the curb could mean less waste, or it could mean trash moved elsewhere through illegal dumping. A city that adopts the fee should track both outcomes, 1 so it can tell reduced waste from displaced waste.

  1. Synthesizes the equity and measurement concerns.

Check your work questions

  1. Is your research question clear and focused?
  2. Do you represent environmental, economic and equity perspectives fairly?
  3. Do you address effects on lower-income households?
  4. Does your argument go beyond summarizing the sources?
One change I made after feedback
I added a sentence on illegal dumping, because less trash at the curb does not prove less waste.

This case in the AP Seminar educator edition

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Official course framework: College Board, AP Seminar course page (opens in a new tab)

Pre-IB (a school pathway, not an IB program) 90 minutes

Task: Write a short investigation report on one item from the last screening, the cups, using the EPA hierarchy, a stated measurement boundary and the city’s accepted-materials list. Then write a reflection on the question: how do we know whether a green choice actually helps?

Students make
Investigation report (450–550 words) with a data table, plus a 250-word reflection.
Assess
The educator applies the school’s own pre-IB rubric for method, data handling and reflection; no IB criteria, marks or grades are assigned.
Steps and sample answers

Steps students follow

  1. Write your question about the cups and your boundary: what you count and what you leave out.
  2. Fill in the data table with the counts from Evidence A.
  3. Check the cups against the city list in Evidence C.
  4. Draft your report’s method, data and limits on the Your draft page.
  5. Finish your 450- to 550-word report on lined paper.
  6. Write a 250-word reflection: how do we know whether a green choice helps?

Sample answers for the task boxes

Question
Would borrowing washable cups reduce the number of cups the crew throws away?
Boundary: counted and not counted
Counted: cups used and left over, washing water and time. Not counted: transport, energy to make cups.
Data: last screening
Single-use cups: about 120. Accepted by the city list: no.

Sample draft: Method, data and limits, about 100 words

Sample answer Pre-IB (a school pathway, not an IB program)

Method: we used the crew’s supply list from last Friday’s screening 1 as a baseline and checked the cups against the city’s recycling list. Data: the crew used about 120 single-use cups, made of plastic-lined paper and labeled “recyclable.” The city’s list does not accept plastic-lined paper cups, so none of them can go in city recycling. Limits: our boundary counts cups used and left over, and the water and time for washing. It leaves out transport and the energy used to make each cup, 2 so our result cannot show the full environmental cost.

  1. Names the data the comparison starts from.
  2. States the limit of the boundary.

Sample draft: Reflection, first paragraph

Sample answer Pre-IB (a school pathway, not an IB program)

We can say a green choice helps only when we know what we counted. 1 The “recyclable” label seemed like evidence until we checked the city list. A count after the next event will show whether fewer cups reach the trash. It will not show what we left outside our boundary.

  1. Separates what was assumed from what was checked.

Check your work questions

  1. Is your question clear and answerable, with a stated boundary?
  2. Are your data accurate, with units?
  3. Do you apply the hierarchy as a general framework, not a rule?
  4. Does your reflection separate what was measured from what was assumed?
One change I made after feedback
I added washing water to my boundary, because leaving it out made washable cups look free.

This case in the Pre-IB (a school pathway, not an IB program) educator edition

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IB Middle Years Programme (MYP) 100 minutes

Task: Investigate “What happens to what we throw away?” and design a school action with a measurement plan.

Students make
Action plan plus 200-word reflection.
Assess
The educator uses Individuals and societies criteria B, C and D, applying the school’s own year-level descriptors.
Course skills
Individuals and Societies B: Investigating, Individuals and Societies D: Thinking critically, Individuals and Societies C: Communicating.
Steps and sample answers

Steps students follow

  1. Write your inquiry question about what happens to what we throw away.
  2. Trace one item from the screening back to where it was bought.
  3. Check the item against your local recycling guide.
  4. Design one school action on the planner, with a count before and after.
  5. Write your action plan and a reflection of about 150 words on the Your draft page.

Sample answers for the task boxes

Inquiry question
What happens to the cups we use at events, and could we use fewer?
One item, traced back
Cups: bought as single-use, used once, rejected by the city list, sent to the trash.
Our school action
Borrow washable cups for one event and keep disposables on request.
How we will measure it
Count cups used and left over, before and after, and record washing time.

Sample draft: Action plan, about 50 words

Sample answer IB Middle Years Programme (MYP)

At our next school event, we will borrow washable cups and keep some disposable cups and straws on request. Before the event, we will count our cups. After it, we will count cups used and left over and record the washing time.

Sample draft: Reflection, about 150 words

Sample answer IB Middle Years Programme (MYP)

Our statement of inquiry says that choices made before anything reaches the bin shape how communities share the costs of waste. 1 Before this unit, I thought recycling was the main answer. The crew’s cups changed that. They were labeled “recyclable,” but the city’s list does not accept them, so they went to the trash anyway. The EPA ranks reducing and reusing above recycling, and our action tries to act at that level. I also learned that 2 a sustainable choice has costs. Washing uses water and someone’s time, and some people need a disposable cup or a straw. A plan that ignores them is not fair. Our count will show whether the change cut waste. 3 It will not show everything, such as the energy used to wash the cups, so we will say that in our report.

  1. Names what the student believed before the inquiry.
  2. Weighs sustainability against access and cost.
  3. States the limit of the measurement.

Check your work questions

  1. Is your inquiry question focused?
  2. Did you place items on the hierarchy accurately?
  3. Is your action measurable, with a count before and after?
  4. Does your reflection connect to sustainability and access?
One change I made after feedback
I added disposable cups on request to our plan, because some people need them.

This case in the IB Middle Years Programme (MYP) educator edition

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Official course framework: International Baccalaureate, MYP curriculum (opens in a new tab)

IB Diploma Programme: Global politics 100 minutes, partial fit

Task: Rehearse an engagement project on local waste policy: frame a political issue about who decides and who bears the costs of waste where you live (collection, landfill siting, recycling contracts), map the actors (sanitation department, council, contractors, residents, schools), plan ethical engagement with a sanitation or recycling office, and connect the issue to the development and sustainability thematic study.

Students make
Engagement-project proposal, 600–800 words, with an actor map.
Assess
The educator gives practice feedback on issue framing, actor analysis and conceptual connection; the proposal is not an internal assessment submission and no IB marks are predicted.
Course skills
Global politics — key concept: interdependence; thematic study: Development and sustainability.

Fit: partial. Who decides and who bears the costs of waste is a real local political issue that links to the development and sustainability thematic study and suits engagement-project rehearsal, but the case itself is a club’s supply choice and needs local government and comparative material.

Steps and sample answers

Steps students follow

  1. Frame your issue as a question: who decides, and who bears the costs of waste where you live?
  2. Map the actors: sanitation department, council, contractors, residents and schools.
  3. Mark each actor’s power: formal authority, resources or influence.
  4. Plan your engagement: who you will contact, how, what you will ask, and consent and safety.
  5. Draft your issue statement and engagement plan on the Your draft page.
  6. Write the full 600- to 800-word proposal on lined paper or in the online workspace.

Sample answers for the task boxes

Political issue
Who decides what our city recycles, and who bears the costs when items are rejected?
Actors and their power
Sanitation department: formal authority over collection. Council: budget and rules. Contractors: resources. Residents and schools: influence.
Who lives near the costs
Unknown until we find where our area’s waste goes.

Sample draft: Issue statement, about 80 words

Sample answer IB Diploma Programme: Global politics

In the case, the crew’s “recyclable” cups were rejected by their city’s list and went to the trash. That small example raises a political question: 1 who decides what a city accepts, and who bears the costs of rejected items? Cities spend public money on collection, and the costs of landfills and pollution 2 do not land evenly on every neighborhood. This project asks how our city’s recycling decisions are made and who lives with their effects.

  1. Frames the issue around power and the distribution of costs.
  2. Connects the local issue to sustainability without overstating it.

Sample draft: Engagement plan, about 60 words

Sample answer IB Diploma Programme: Global politics

We will email our city’s sanitation or recycling office, with our teacher copied. We will ask who sets the accepted-materials list, how often it changes and how residents can comment on it. We will not share anyone’s personal information, and 1 we will get consent before quoting anyone by name. We will not visit landfills or sort waste.

  1. Plans ethical engagement.

Check your work questions

  1. Does your issue focus on who decides and who bears the costs?
  2. Does your actor map show each actor’s source of power?
  3. Is your engagement plan ethical and feasible?
  4. Do you connect the issue to sustainability without overstating it?
One change I made after feedback
I narrowed my issue from waste in general to our city’s recycling list, so the engagement is feasible.

This case in the IB Diploma Programme: Global politics educator edition

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Official course framework: International Baccalaureate, Global politics course page (opens in a new tab)

Steps and sample answers for each course are in the educator edition for that course.

Not recommended for this case
IB Diploma Programme: Language A: language and literature
The case’s texts are an order, a supply list and an accepted-materials list, which support measurement and policy reasoning rather than analysis of language and form.

Sources

Case sources

  1. NPR, “Starbucks To Eliminate Plastic Straws In Its Stores By 2020 (opens in a new tab).” July 9, 2018. Starbucks’ plan to cut plastic straws at the counter, before any reached a bin.
  2. NPR, “Why People With Disabilities Want Bans On Plastic Straws To Be More Flexible (opens in a new tab).” July 11, 2018. Why some people with disabilities need flexible plastic straws, and an exemption advocates said few people seemed to know about.
  3. U.S. Environmental Protection Agency (EPA), “Sustainable Materials Management: Non-Hazardous Materials and Waste Management Hierarchy (opens in a new tab).” No date listed. The EPA’s ranking of ways to handle waste, from source reduction and reuse down to disposal.

Research behind the lesson

These are our teaching applications of the ideas below. For a rule or a fact, use the case sources.

  1. Carol Bacchi, No date listed. What’s the problem represented to be? (opens in a new tab) Author’s explanation of a policy-analysis approach. Examine the view of the problem built into a proposed solution, including its assumptions and omissions. Question your own proposal, too. Keep in mind: Our entry questions adapt part of WPR. They are not the complete approach or a substitute for evidence about an option’s effects.
  2. AMEC, No date listed. Integrated Evaluation Framework taxonomy (opens in a new tab). Professional evaluation framework. Distinguish communication activity and outputs from audience responses, outcomes and longer-term impact. Keep in mind: Reach and likes do not by themselves establish understanding, behavior change or causation.

Professional codes

  1. Federal Trade Commission (FTC), FTC Green Guides (16 CFR Part 260) (opens in a new tab). October 11, 2012 (77 FR 62124), current text read on the eCFR.
  2. AIGA, the professional association for design, AIGA Standards of Professional Practice (opens in a new tab). Text read in AIGA's Design Business + Ethics (2009 edition). AIGA's current web page for the standards could not be opened.
  3. International Association of Business Communicators (IABC), IABC Code of Ethics for Professional Communicators (opens in a new tab). No date shown on the page.

Standards and course frameworks

  1. Common Core State Standards Initiative, English Language Arts Standards, Reading: Informational Text: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
  2. Common Core State Standards Initiative, English Language Arts Standards, Writing: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
  3. Common Core State Standards Initiative, English Language Arts Standards, Speaking and Listening: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
  4. National Council for the Social Studies, “College, Career, and Civic Life (C3) Framework (opens in a new tab).” Checked September 25, 2026.
  5. College Board, Pre-AP shared principles and instructional practices (opens in a new tab). Checked September 25, 2026.
  6. College Board, AP English Language and Composition course page (opens in a new tab). Checked September 25, 2026.
  7. College Board, AP United States Government and Politics course page (opens in a new tab). Checked September 25, 2026.
  8. College Board, AP Seminar course page (opens in a new tab). Checked September 25, 2026.
  9. International Baccalaureate, MYP curriculum (opens in a new tab). Checked September 25, 2026.
  10. International Baccalaureate, Global politics course page (opens in a new tab). Checked September 25, 2026.
  11. American Association of Colleges and Universities (AAC&U), “VALUE Rubrics (opens in a new tab).” 2009. Checked September 25, 2026.
  12. Association of College and Research Libraries (ACRL), a division of the American Library Association, “Framework for Information Literacy for Higher Education (opens in a new tab).” 2016. Checked September 25, 2026.

Margin notes

  • Evidence to check
  • Who it affects
  • A connection
  • A next step

The companions are characters in the story. Their notes point to something to check or ask.

AP, Pre-AP and IB activities are practice designed by No, Pero Why?. They are not official College Board or IB materials. Honors expectations are set by your school. College tasks are practice designed by No, Pero Why?. They are not official materials from AAC&U, ACRL or any college, and no college has reviewed them. This guide gives general education, not legal advice.