Make Your Own Paper

8/12/2019 Make Your Own Paper

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LevelsGrades 1-8

Subjects

Science, Social Studies,Language Arts,Visual Arts

Concepts

By reducing waste and recy-cling materials, individualsand societies can extend thevalue and utility of resourcesand can promote environ-mental quality. (2.7)

Skills

Observing, OrganizingInformation, Comparing andContrasting

Graphics Software

Materials

Scrap paper torn into 1x 1 (2.5cm x 2.5 cm) pieces (paper tow-els,construction paper, and toiletpaper work well; avoid glossy fin-ishes or paper with ink in it, likenewsprint); a large bowl or tub;awooden frame around 5x 7 (13cm x 18 cm) or 8 x 10(20 cm x25 cm);nylon or wire screen; sta-ples; a plastic basin atleast 2.5gallons (9.5 liters) in capacity,that is larger than the frame;cloth dishtowels (felt,blottingpaper, interfacing,or newspapermay substituted,blender;sponge;household iron; strainer;colored paper,pieces of coloredthread,or dried flowers or herbs(optional) Variation: scraps ofconstruction paper, newspaper,water, blender, 9x 14(23 cm x

36 cm) cake pan, 8x 13(20 cm x33 cm) piece of window screen-ing, two 16 x 16(41 cm x 41 cm)pieces of wood

Time Considerations

Preparation: 30 minutes plustime to gather materialsActivity: two 50-minute periods

Related ActivitiesPaper Civilization

Technology Connections

Activity

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Make Your Own PaperStudents investigate the papermaking process by trying it themselves. Students arethrilled to find that they can make paper and that their product is practical, as well asbeautiful. See the PLT website, www.plt.org, for images of the paper-making processused in this activity.

Project Learning Tree PreK8 Activity Guide American Forest Foundation224

Paper is a simple material. It is essen-tially a mat held together by a fibersroughness, and can be made from almostany fibrous material such as cotton,hemp, flax, wood or recycled paper. Andyet, this simple product has a tremen-dous effect on our lives. Imagine how dif-ferent your day would be without paper!

We use paper for countless things in oureveryday lives, including newsprint, mag-

azines, schoolbooks, photocopies, comput-er printers, envelopes, stamps, tissue andsanitary products, bags, boxes, containers,food packaging, gift wrap, wallpaper,dis-posable dishes, lampshades, and as an artmedium. Industrial uses include gaskets,speaker cones, liquid and gas filters, insu-lation, and friction devices.

The process for making paper was invent-ed in China in the second century A.D.,and all paper was made one sheet at atime until 1798.With the Industrial

Revolution and the papermakingmachine, papermaking became a majorindustry that provides countless prod-ucts, from books and newspapers to pack-aging and note pads. Some modernmachines can make a sheet of paper 26feet (8.8 m) wide and nearly 40 miles (64km) long in just one hour! While the tech-nology has changed dramatically over thecenturies, the basic steps are simpleenough for your students to do in class.

The process begins when trees, grown

especially for papermaking, are harvested and transported to a paper mill. Atthe mill, large machines strip away barkand shred the logs into millions of chipsthe size of breakfast cereal.The woodchips travel on conveyors to giganticpulp cookers, where chemicals andsteam are added.The mixture is heatedand pressurized, breaking the chips intosmaller and smaller pieces and finallyforming a dilute water suspension ofwood fibers called pulp. The pulp thenpasses through cleaners and screens an

sometimes goes through a bleachingprocess that will give it the whitenessneeded for the grade of paper beingmanufactured. Other chemicals such asdyes, pigments, sizings, or resins aresometimes added to provide the paper paperboard (thick paper for boxes) withthe appropriate finish.

The pulp is then pumped through pipesto a paper machine where it is sprayedonto a wide, moving wire screen. Afterthe water in the pulp drains through thholes, a damp mat of wood fibersremains; this is the paper. It is picked upfrom the end of the moving belt anddried over steam-heated rollers.

Commercial papermaking affects theenvironment in several ways.The energyneeded for papermaking comes primarifrom fossil fuels, which are nonrenew-able. Burning those fuels can put carbondioxide and other pollutants in the air.However, for public safety, there are stat

BACKGROUND

Students will describe the steps of the paper-making process and identify the elements andoutputs of the process.

Ask younger students to write the directionsfor making paper on the piece of recycledpaper that they made.

Have students use concept mapping,

graphics software,or write a script for avideo that explains the papermaking process.

ASSESSMENT OPPORTUNITIESOBJECTIVE


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and federal guidelines that controlemissions. Most of what you see com-ing out of the mills smokestacks issteam, not pollutants. Many mills recy-cle the waste paper they produce, anduse wood waste to generate their ownelectricity for the process.

The wastewater from the paper-making can cause pollution problems.However, in the United States andCanada, the water discharged frommills is tightly monitored and con-trolled. Additionally, the pulp-cookingprocess creates strong odors that canbe smelled in the vicinity of the mill.Most mills have odor control systemsto lessen this problem.

Most paper comes from trees, a renew-able resource. Most of the trees used

for paper are managed for that pur-pose. In commercial papermaking,more than half of the fiber comes fromlumber mill residues and from paperthat has been collected for recycling.

Paper is easily recycled, which helpsreduce waste. However, no matter howmuch paper we recycle, new trees stillwill be needed for paper products,

because paper cannot be recycledindefinitely. Each time paper goesthrough the manufacturing process,the fibers deteriorate. After repeatedrecycling, the fiber is no longer suit-able for papermaking.

Producing recycled paper requires about

40% less energy than producing non-recycled paper. And making recycledpaper produces 70% less water pollu-tion and much less air pollutants,suchas greenhouse gases,particulates, andother hazardous pollutants.

In 2003, the United States, for the firsttime ever, recycled more than 50% ofthe paper it consumed. This meansthat fifty million tons of paper did notend up in the waste streamequiva-lent to two hundred and thirty Empire

State buildings full each year. In total,recycling paper reduces the amount ofsolid waste produced in the manufac-turing of paper by over 60%.

Decide how you will conduct the activ-ity. If you are short on materials oradult supervision, you can demon-

strate; but, ideally, you should try tofind a way for the students to partipate. Middle school students mightuse stations so some students canmake paper while others do a diffeactivity. For younger students, you

might ask a parent or aide to help stations, or have an activity for theof the class while you help smallgroups make paper.

The papermaking process is a wet oso plan to use a work space that wobe harmed by moisture. You mightwant students to wear wet gear-apron or smock, or old clothing.Remove any plastic or staples fromthe scrap paper, and tear it into smpieces (1-inch or 2.5-cm squares). So

the paper in hot water in the largecontainer for at least 30 minutes.

Buy or build a wooden frame, whicyou will prepare for paper making.Tightly staple or tack nylon or wirescreening to the frame, making adeckle, which is the surface on whyou will layer the fibers.

See the PLT website, www.plt.org, foimages of the paper-making procesused in this activity.

1. Introduce the activity by asking sdents what they think paper is madof and how it is made.

2. Fill the blender halfway with wawater, then add a handful of thesoaked paper. Blend at medium speuntil you no longer see pieces ofpaper, and the pulp has a soupy co

sistency. You can blend in a piece ofconstruction paper for color; or stirshort pieces of thread, dried floweror herbs for texture.

3. Pour the mixture into the largebasin and then fill the basin withwarm water, mixing thoroughly unthe ingredients are evenly disperseAdding a few ounces of liquid starcwill help make the paper firm.

DOING THE ACTIVITY

GETTING READY


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4. Slide the deckle into the basin. Putsome pulp onto the screen and, stillholding the deckle underwater, gentlymove it back and forth to get an evenlayer of fibers on the screen.

5. Lift the deckle out of the mixture,keeping it flat. Allow it to drip untilmost of the water has drained off. Youshould have a uniform layer of pulpmixture on the deckle. Press the pulpgently with your hand to squeeze outexcess moisture (rubber gloves willhelp). Soak up any excess water fromthe bottom of the screen with a sponge.

6. Place newspaper on a flat surfaceand turn the screen paper-side-downon the cloth. Lift the screen gently, leav-

ing the paper. Gently tap the screen tohelp release the paper.

7. Let it dry naturally for several hoursor overnight. Gently peel off the paperwhen it is dry.

8. When youre finished makingpaper, collect the leftover pulp in astrainer and recycle it, or freeze it in aplastic bag for future use. Dont pourthe pulp down the drain!

9. Discuss these questions: What materials did we use

in making paper? What forms of energy did you

need to make the paper? (electricityand students own energy)

What types of wastes resultedfrom making paper? (dirtywater, leftover pulp)

What did we do with thewaste products?

What were some problems

with making paper? (cleaningup the mess) What would it would be like in a

paper mill, where tons of paper arebeing made a day? Why do you thinkrecycling paper is important? Whatabout reducing the amount of paperyou use?

How is the new paper different fromthe old paper that you recycled?

VariationPicturesfrom Pulp

1. Collect plenty of construction paperscraps and sort them by color, tearingthem into dime-sized pieces.

2. Make different colored pulps. Foreach color, repeat this process: fill theblender half with paper pieces, andhalf with water. Blend at mediumspeed until smooth. Pour each colorpulp into a separate container.

3. Fill the cake pan halfway with waterand submerge the screen.

4. Choose a background color for yourpicture, and put one-half cup of that

color pulp in the cake pan. Mix it so itis evenly dispersed in the water abovethe screen.

5. Carefully lift the screen out of thewater and allow excess water to runoff. Your background layer will remainon the screen.

6. With the background pulp on top,place the screen on several sheets ofnewspaper on one of the boards.

7. Create your picture by carefullydripping thin layers of the other pulpson top of the background pulp. Thiscan be done by pouring the coloredpulps into small paper cups andpinching the cup rims to make pour-ing spouts. Once pulp is dripped ontothe screen, do nottry to remove it, oryou will tear thebackground pulpand create holes inyour picture.

8. When you finishyour design, place afew layers of news-paper on top. Put aboard on the news-paper,creating apaper press sand-wich.(See diagramon the next page.)

9. Press firmly on the top board tosqueeze out moisture.

10. Turn the paper press upside downTake off the board, then the newspa-per, and then, very carefully peel the

screen away from the paper. This is thback of your picture.

11. Leave your picture face down onthe newspaper and put it in a warm,safe place to dry. Once its dry, carefulpeel it off to reveal your work.

Enrichment

Students can use different types ofmaterials to make paper, and thencompare the papers. Students migh

try newspaper, paper towels, typinpaper, or cotton balls. Which paperis the strongest? Which is waterresistant? Which is best for writingWhat other comparisons can stu-dents make? What kinds of uses cathey think of for their new paper?What materials can they use thatmight otherwise be thrown away?

Students create a book or bulletinboard showing different kinds ofmanufactured paper, and describin

the characteristics, benefits, andlimitations of each. For example,they might include samples ofnewsprint, gift wrap, parchment,wallpaper, vapor barrier for housespackaging, milk cartons, greetingcards, and so on.

Project Learning Tree PreK8 Activity Guide American Forest Foundation226


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Have students investigate theprocess used in modern paper facto-ries. Discuss ways it is similar to anddifferent from making paper byhand.

Students can make paper for theschool to be used as class thankyou notes, graduation invitationsand so on. They might also use thepaper to write a poem (as in Activity5, Poet-Tree) for Mothers Day,Fathers Day, or Grandparents Day.

If you live near a paper mill, invite arepresentative to help your classmake paper. Ask him or her to bringsamples of wood chips, pulp, andpaper, if possible.

Research to find out what otherfibersin addition to wood fiberare used to make paper such ashemp, flax, cotton, and rice straw.

Curtis, Neil and Peter Greenland. How Paper isMade. Lerner. 1992. Describes how paper ismade, beginning in a forest and ending in apaper mill. Grades K-3. ISBN: 0822523760.

Grummer, Arnold E. Paper by Kids. Dillon Press.1980. Step-by-step instructions for variousmethods of making decorative paper usingmaterials found around the house andsimple equipment that can be bought orconstructed. Grades 1+. ISBN: 0875181910.

Marshall, Pam. From Tree to Paper. Sundance.2002. An exciting photo-essay bookexplaining how trees are made into paper.This book carefully explains thepapermaking process so childrenunderstand how changes in matter occur.Grades PreK-2. ISBN: 082250720X.

Woods, Samuel G. Recycled Paper: From Start toFinish. Gale Group. 2000.Demonstrates howwaste paper is recycled into usefulhousehold products at the Marcal papermill. Grades 2-7. ISBN: 1567113958.

READING CONNECTIONS

Paper Press

Documents

Make Your Own Paper