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Make Cafeteria Recycling Work worksheet preview

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Make Cafeteria Recycling Work

Students evaluate a cafeteria recycling proposal, connect reasons to evidence, and plan an argument with a clear claim and conclusion.

Grade 6ELAInteractive · Printable

Aligned toW.6.1

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 14 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 6
Subject
ELA
Question types
Fill in the blank, Multiple choice, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students evaluate how relevant evidence supports reasons in a student argument.
  • Students use transitions and formal language to connect claims, reasons, and evidence.
  • Students plan an argument with a clear claim, two supported reasons, and a related conclusion.

How to use

Have students read the fictional op-ed and evaluate its reasoning. Then use the planning frame to develop an argument using the trial records.

Curriculum

Common Core standard covered

W.6.1

Write arguments that back up a claim with clear reasons and relevant evidence.

Preview

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Name Date

Make Cafeteria Recycling Work

Evaluate a student op-ed, then build an evidence-based argument.

Read and Evaluate

Read this fictional student op-ed. An op-ed presents a writer's position on an issue. Treat the trial records as information provided for this writing task.

A Better Last Stop for Lunch

1At the end of lunch, students carry trays toward a crowded disposal area. Our school should test a clearly labeled cafeteria recycling station for one month before deciding whether to keep it. The proposed station would place recycling and trash containers side by side. Picture labels would show the empty plastic bottles and aluminum cans that our school's recycling service accepts.

2First, a better station could keep more accepted containers out of the trash. During a three-day trial, student volunteers counted accepted bottles and cans left in the trash after lunch. With the old setup, they found 52; during three comparable lunch days with picture labels and paired bins, they found 21. The same lunch periods were observed both times. These counts suggest improvement, although they do not show whether students brought exactly the same number of containers each day.

3Clear labels could also reduce sorting mistakes. The recycling service had given the school a list of accepted items before the trial. Volunteers checked the recycling bins for items not on that list. Their check sheets recorded 19 misplaced items before the change and seven afterward. The labels used pictures of actual lunch containers rather than a general recycling symbol, giving students specific guidance at the moment they needed it.

4Some students worry that sorting will slow the lunch line. That concern deserves a test, not a guess. During the trial, a staff member timed the disposal line, but the notes covered only one lunch period. The school should time every lunch period during the month-long test and adjust the bin arrangement if delays develop. Volunteers could explain the labels during the first week without becoming permanent sorters.

5The trial suggests that changing the disposal area can improve sorting, but a few days cannot settle every question. A month-long test would let staff review misplaced items, accepted containers in the trash, and line times together. Give the station a measured trial, then use those records to decide its future.

1.
Which statement best expresses the writer's main claim?
  • A. The school should assign volunteers to sort cafeteria waste throughout the year.
  • B. The school should keep its current bins and add more general recycling symbols.
  • C. The school should test a labeled recycling station before making a lasting decision.
  • D. The school should collect more information before making any changes to its bins.
2.
Underline the sentence from paragraph 1 that directly states the recommendation identified in question 1.

At the end of lunch, students carry trays toward a crowded disposal area.Our school should test a clearly labeled cafeteria recycling station for one month before deciding whether to keep it.The proposed station would place recycling and trash containers side by side.Picture labels would show the empty plastic bottles and aluminum cans that our school's recycling service accepts.

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