Reading Standards for Informational Text > Transforming Source Material (CCSS.RI.7.5) Practice Test

Rethinking Lunchtime Waste

The Problem Every school day, hundreds of students finish lunch and toss trays, wrappers, and half-eaten fruit into the nearest bin. However, much of that trash could be reduced or reused. In our cafeteria, single-use plastic forks and foam trays make cleanup easy, but they also fill our dumpster. The problem is not only the amount of waste but also the kind of materials we choose. Therefore, the way we organize lunchtime matters for both cost and the environment.

Why It Matters Trash that goes to a landfill does not disappear. Foam trays can last for decades, and plastic utensils break into tiny pieces that are hard to clean up. For example, when wind blows across the parking lot, light wrappers escape. The custodian picks up what he can, yet the rest washes into storm drains during rain. This section explains why the problem matters beyond a single meal.

Possible Solutions One solution is to switch to reusable trays and metal utensils. This option introduces washing, but it reduces the number of items thrown away. Another solution is to add clear sorting stations with labels: compost, recycle, and landfill. Signs with pictures would guide students, and volunteers could help at first. A third option is a "share table," where sealed, unopened food can be placed for someone else. Each idea addresses a different part of the problem: what we buy, where we put it, and what we still cannot use.

What We Learned When a neighboring middle school switched to sorting stations, their landfill bags dropped by half in one month. However, they reported that training was essential during the first week. This suggests that solutions work best when they are explained and practiced.

Sidebar: Student Voices "I didn't know yogurt lids were recyclable until I saw the new poster," one seventh grader said.

Table: Weekly Waste Snapshot (Cafeteria Audit) Item — Estimated Count Foam trays — 1,150 Plastic forks — 1,200 Unopened milk cartons on share table — 85

Caption: The table shows the most common items found after lunch, which helps the school target changes.

Cornell Notes vs. Mind Mapping: Two Paths to Better Notes

Two Ways to Capture Ideas Students often hear that good notes lead to better studying. However, not every method fits every task. This article compares two common approaches—Cornell Notes and Mind Mapping—to show how each helps a reader learn.

Cornell at a Glance Cornell Notes divide the page into three parts: a narrow cue column, a main notes area, and a summary at the bottom. You record key points during class, add questions or cues on the left, and then write a short summary. For example, in a science lesson on cells, the right side might list organelles, while the left side holds questions like "How does the cell membrane control what enters?" Therefore, the structure guides review sessions.

Mind Mapping in Practice Mind maps start with a central idea and branch out. Each branch holds related details, images, or examples. This layout shows connections quickly. If you map a history chapter, a center bubble might say "Causes of the Revolution," with branches for taxes, protests, and pamphlets. However, the open shape can be messy if you need exact definitions in a straight list.

Where They Meet Both methods ask you to organize, not just copy. They encourage students to summarize in their own words. Still, Cornell works well when a lesson follows a clear sequence, while a mind map excels when relationships and categories matter most.

Choosing for the Task The best method depends on the assignment. If a teacher requires key terms with definitions, Cornell supports that format. If you need to brainstorm essay topics, a mind map may spark more ideas.

Table: Key Features Cornell—Columns, cues, summary; supports review questions. Mind Map—Center idea with branches; highlights connections.

Caption: The table lists features so students can select a method that matches their purpose.