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Show an aluminum can. Discuss what students know
about such cans.
- Of what are they made? [Aluminum.]
- What products are sold in similar cans? [Soda, other soft drinks, juice, motor oil.]
- What other products are made of aluminum? [Siding for houses, rain gutters, silver paint, mirrors, packaging (i.e., aluminum foil), CD's, and the hood of a Model T Ford.]
- Why is aluminum an important metal? [It's relatively inexpensive, malleable,
and lightweight.]
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Distribute the Aluminum Cans activity sheet.
Allow time for students to record their own numbers, and poll eight classmates. The data should be recorded in the chart on the activity sheet. A sample chart is shown below.
| Name | Number of Aluminum Cans
Used Yesterday |
| Me | 1 |
| Sarah | 2 |
| Jose | 0 |
| Wally | 3 |
| Helene | 2 |
| Sachin | 1 |
| Grace | 3 |
| Billy | 2 |
| Noel | 2 |
Next, each student should create a line plot or bar graph of his or her data. (Or, you may ask half the class to create each type of graph. Then, a rich discussion can occur about the differences between the graphs and the types of information that each shows.) A sample of each type is shown below; the line plot is on the left, and the bar graph is on the right:
Have each student look at the line plot and write several things that the graph shows. Students should note the range of numbers on their graphs. Review, as needed, how to figure the mean (average). Have students compute the mean of their sets of data. They may check their calculations by using the calculator.
Discuss ways to compare an individual's can use in a day with the typical American's use of 1500 cans per year (Javna, 1990). Have students compute per-year use and compare it with 1500. They should also work with the group mean, figure the number of can used per year on the basis of this number, and compare the number per year with 1500. Students should use calculators and may check each other's work.
Students should discuss some things they learned from the activity. Discussion questions could include:
- Were they surprised at their own or the mean for the people they polled?
- What did they learn about the mean as compared with individual numbers in their data sets?
Have students work individually or in small groups to discuss and write plans for conserving aluminum. A committee should post examples of the plans; alternatively, have students report the plans to the class.
