Solid Waste - Greater Essex County District School Board...yellow lumps of Cream of Wheat. At last the garbage reached so high That finally it touched the sky. And all the neighbors

Solid WasteEarly Years

WASTE NOT, SAVE A LOT

Grade OneGARBOLOGY: THE STUDY OFOUR CLASSROOM GARBAGE

Grade TwoTO LANDFILL OR NOT TO LANDFILL:

LANDFILL IN A BOTTLE ANDTHE HOME CONNECTION

Grade ThreeCOMPOSTING:

BACK TO NATURE ANDCOMPOSTING IN A JAR

Written by:Linda Fuerth

Jacqueline HawkeswoodAndrew McKelvie

Dear Early Years and Primary Teachers,

Welcome to the ECOSCHOOL early years and primary program!

Last year’s content was based on Energy Conservation and was very well received. This year’s content is based on Solid Waste and is just exciting. Below is an interesting article that talks about paper recycling but can apply to all solid waste.

I’ve heard that Canada has plenty of trees. Why recycle?

You’re right! There are plenty of trees in Canada. As a result of the forest productsindustry’s sustainable forestry practices, there are more trees in Canada today than there were 75 years ago. And because more trees are grown in Canada than areharvested, there will be plenty of trees and forest products for future products forfuture generations to enjoy.

But we should continue to recover our paper products for recycling. While our forest resources are abundant, adding recycled fiber to new wood fiber is a good way to stretch our forest resources.

Recycling also helps control waste disposal problems. For every kilogram of paperrecovered for recycling, about 1 cubic meter of landfill space is saved. And in manycases, recovering paper for recycling can save communities money that they wouldotherwise have to spend for disposal.

In 1999, about 45 percent of the paper used in Canada was diverted from the waste stream to be recycled into new paper products. Today, recovered paper supplies over38 percent of the total fiber needed to produce our country’s paper products.

In this section, you will find lessons appropriate for early years, grades 1, 2 and 3, that you may use with your students to help them be aware of waste management. Please take advantage of this valuable resource.

“Unless someone like you cares a whole awful lot,Nothing is going to get better. It’s not.”

-Dr. Seuss, The Lorax

Environmentally Yours,

Linda FuerthJacqueline HawkeswoodAndrew McKelvie

Sarah Cynthia Sylvia StoutWould not take the garbage out!She’d scour the pots and scrape the pans,Candy the yams and spice the hams,And though her daddy would scream and shout,She simply would not take the garbage out.And so it piled up to the ceilings:Coffee grounds, potato peelings,Brown bananas, rotten peas,Chunks of sour cottage cheese.It filled the can, it covered the floor,It cracked the window and blocked the doorWith bacon rinds and chicken bones,Drippy ends of ice cream cones,Prune pits, peach pits, orange peel,Gloopy glumps of cold oatmeal,Pizza crusts and withered greens,Soggy beans and tangerines,Crusts of black burned buttered toast,Gristly bits of beefy roasts...The garbage rolled on down the hall,It raised the roof, it broke the wall...Greasy napkins, cookie crumbs,Globs of gooey bubble gum,Cellophane from green baloney,Rubbery blubbery macaroni,Peanut butter, caked and dry,Curdled milk and crusts of pie,Moldy melons, dried-up mustard,Eggshells mixed with lemon custard,Cold French fries and rancid meat,yellow lumps of Cream of Wheat.At last the garbage reached so highThat finally it touched the sky.And all the neighbors moved away,And none of her friends would come to play.And finally Sarah Cynthia Stout said,“OK, I’ll take the garbage out!”But then, of course, it was too late...The garbage reached across the state,From New York to the Golden Gate.And there, in the garbage she did hate,Poor Sarah met an awful fate,That I cannot right now relateBecause the hour is much too late.But children, remember Sarah StoutAnd always take the garbage out!

WRITTEN BYShel Silverstein, Where the Sidewalk Ends,

Harper Collins Publishers, copyright 1974http://www.banned-width.com/shel/works/sarah.html

SARAH CYNTHIASYLVIA STOUT

WOULD NOT TAKETHE GARBAGE OUT

Table of Contents

Early Years: “WASTE NOT, SAVE A LOT”

Grade One GARBOLOGY “The Study of Our Classroom Garbage”

Grade Two TO LANDFILL OR NOT TO LANDFILL “Landfill in a Bottle” and “The Home Connection”

Grade Three COMPOSTING “Back to Nature” and “Composting in a Jar”

AN EARLY YEARS ECOSCHOOLS SOLID WASTE PROJECT

“Waste Not,Save A Lot”

Early Years

An Early Years Ecoschools Solid Waste Project �

RATIONALE

Pollution is a major environmental concern, and a significant contributing factor tothe problem is the increase in the amount of garbage that is created by society. It isimportant for young children to begin to understand this issue so that they can beginto play a role in improving our current situation.

BIG ECOLOGICAL IDEA

Practicing the three R’s (reduce, reuse, recycle) keeps materials useful, reduces waste, and helps the environment.

(a) Reducing means paying attention to the things we get – careful shopping is one way to reduce waste. It also means trying to avoid the things we will want to throw away later (like packaging).

(b) Reusing reminds us that things can be used over and over again and doing this means we make less waste. If we reuse half-used paper we save trees and forests, and animals’ homes. When we bring a reusable shopping bag to the store, we don’t get a plastic bag to throw away. When we package lunch in reusable containers, we save a lot of wrapping materials. Toys and books can be reused by giving them away when we no longer need them. In this way they don’t need to be thrown into the garbage.

(c) Recycling is a way to sort paper, cardboard and newspaper, and packaging made of glass, plastic or aluminum can be re-manufactured into new things. Recycling

saves lots of materials from being wasted, but uses lots of energy. Whenever we save materials from going to waste, it is good for the environment.

KINDERGARTEN EXPECTATIONS

Participate in environmentally friendly programs in the classroom and the school yard.

Communicate results and findings from individual and group investigations. Use language to talk about their thinking, to reflect, and to solve problems. Pose questions and make predictions and observations before and during investigations.

These activities can be done any time food/snacks are presented over several days.

DAY 1

Have children take out their snack or give each child a popsicle. Tell the children they are to keep the trash from their snack or the popsicle

(wrapper, popsicle stick and bag/box) at their table.

DISCUSSION

Show the children how one snack/popsicle becomes many items of trash by placing the garbage all together.

What do we do with this garbage and where does it go from there (garbage can, outside bin, landfill)?

What can we do to stop this? Encourage the children to problem solve and generate solutions for handling their

trash. Have the children select a solution and use it. Discuss how they are helping care for the Earth. If popsicles are used, you could expand on the reuse theme by storing the popsicle

sticks in the empty popsicle bag/box or by reusing the bag/box for some other purpose.

DAY 2

Make popsicles in reusable moulds and discuss that no garbage is created with this snack because everything is reusable.

DAY 3

Have fruit for a snack. Discuss the fact that there is no garbage with this snack and the cores or peels

can be composted (use a worm composter, if available).



ASSESSMENT OPPORTUNITIES

Listen for the students who discuss the investigations and encourage others toparticipate. Note those who are grasping the concept.

SONGS

PickItUpRecycle(sungto“PickaBaleo’Cotton”)

Try this song with hand motions that work for you (appropriate for primary grades).

Chorus: Gotta jump down, turn around Pick it up, recycle Gotta jump down, turn around, Recycleeveryday.(Repeat)

Newspaper,I’magoodrecycler, Glass and Steel, recycle every day. SchoolPaper,I’magreatrecycler, Junk mail, make it go away.

Sing one line with hand motions. Have students echo back. Sing entire songtogether, then repeat the chorus at a faster pace.

Lyrics by Lynda Mooney’s first grade class.Las Palmas Elementary School (National School

District), CA Source: California Integrated Waste Management Board, Closing the Loop,

Exploring Integrated Waste Management and Resource Conservation, K-6 (2000).

InRoom10(sungtothetuneof“ThisOleMan”)

In Room 10, we reduce, Wewon’tfilllandfillstoosoon.

If you want to be happy, save your trash today, InRoom10,we’vefoundtheway.

In Room 10, we reuse, Wedon’ttosswhatothersmightuse.

Ifyouthinkit’strash,thenreallythinkagain Before you put it in the bin.

In Room 10, we recycle, We recycle all we can.

Paper, plastic, aluminum, and glass, We will make our resources last.

BIG BOOK

Garbage (90813)

VIDEOS

Let’s All Recycle (23296) Recycle Me (23054)

PICTUREBOOKS(availableinschoollibraries)

E/LEE The great trash bash, Leedy, Loreen.

E/ROS Grover’s 10 terrific ways to help our wonderful world, Ross, Anna.

E VAN Round and round again, Van Laan, Nancy.

E/RAE Dennis and the big clean-up, Raeside, Adrian, 1957-

E HAR Wonderful junk, Harrison, Troon, 1958-

RESOURCES

Elementary Social Studies Recycling Curriculum http://www.mcps.k12.md.us/curriculum/socialstd/Recycle.html Garbology: The Study of Classroom Garbage http://www.mala.bc.ca/www/discover/educate/smithn/lessons/k1/mf2.htm

An Early Years Ecoschools Solid Waste Project 4

A GRADE ONE ECOSCHOOLS SOLID WASTE PROJECT

A Grade 1 Ecoschools Solid Waste Project 1

RATIONALE

This lesson will more specifically allow students to study their own garbage at lunchtime, and recognize what materials are biodegradable and which cannot be broken down inthe environment. Many young students do not understand that garbage does not simply disappear. It is important for students to understand that many forms of waste remain in our environment before they can realize the importance of reducing the amount of garbage we create. The study of garbage will also introduce the topic of decomposition, which could be integrated with a Science lesson to follow. This lesson is appropriate for a grade one class as it addresses the difficult topic of biodegradable materials by using effective teaching strategies that will promote students’ understanding.

BIG ECOLOGICAL IDEA

Practicing the three R’s (reduce, reuse, recycle) keeps materials useful, reduces waste, and helps the environment.

(a) Reducing means paying attention to the things we get – careful shopping is one way to reduce waste. It also means trying to avoid the things we will want to throw away later (like packaging).

(b) Reusing reminds us that things can be used over and over again and doing this means we make less waste. If we reuse half-used paper, we save trees and forests, and animals’ homes. When we bring a reusable shopping bag to the store, we don’t get a plastic bag to throw away. When we package lunch in reusable containers, we save a lot of wrapping materials. Toys and books can be reused by giving them away when we no longer need them. In this way they don’t need to be thrown into the garbage.

GARBOLOGY:“The Study

of OurClassroom Garbage”

Grade 1

(c) Recycling is a way to sort paper, cardboard and newspaper, and packaging made of glass, plastic or aluminum can be re-manufactured into new things. Recycling

saves lots of materials from being wasted, but uses lots of energy. (d) Whenever we save materials from going to waste, it is good for the environment.

SCIENCE EXPECTATIONS

Record relevant observations, findings and measurements using written language, drawings, charts and concrete materials (e.g., make a drawing of an insect,

observing with the unaided eye, and a drawing of the same insect while using a magnifying glass). Communicate the procedures and results of investigations for specific purposes

using demonstrations, drawings and oral and written descriptions (e.g., demonstrate how a bird builds a nest).

Identify ways in which individuals can maintain a healthy environment for themselves and for other living things (e.g., practise cleanliness to reduce the

spread of germs; ensure that materials such as toy balloons are not left outdoors since they are harmful to birds if they are ingested).

Demonstrate ways of reusing materials and objects in daily activities (e.g., reuse of plastic containers for storing food).

Recognize that objects made of certain materials can be recycled (e.g., pop cans, plastic jugs, newspapers).

MEDIA LITERACY EXPECTATIONS

Identify the topic, purpose and audience for media texts they plan to create. Identify an appropriate form to suit the purpose and audience for a media text

they plan to create. Produce some short media texts for specific purposes and audiences using a few

simple media forms and appropriate conventions and techniques (pamphlet).

A Grade 1 Ecoschools Solid Waste Project �


OBJECTIVES

Students will be able to:

differentiate between materials that are good for the environment from materials that are bad for the environment through the process of sorting.

understand the meaning of “biodegradable” and be able to apply this new knowledge in a hands-on activity.

MATERIALS

“Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out.” Where the Sidewalk Ends, by Shel Silverstein.

(APPENDIX A) Small bags for each student. The students’ garbage from lunch time. Worksheets for each student that contain T-charts with the headings “Good Garbage” and “Bad Garbage.” (APPENDIX B)

PROCEDURE

1. Read “Sarah Cynthia Stout Would Not Take the Garbage Out” from Where the Sidewalk Ends by Shel Silverstein.

2. Have a class discussion about this poem and what items referred to in the poem could be reused, recycled or composted.

3. The children are to save every piece of their garbage from lunch. They can be given a Ziplock bag or the garbage can be left on their desk if they eat in their classroom.

4. Discuss the headings, Good Garbage (garbage which can be reused or recycled or the “best” garbage - garbage which will decompose and become soil) and Bad

Garbage (garbage which has to go to a landfill).5. Have the children sort their garbage into good garbage and bad garbage.


6. Fill out the T-chart under the headings Good Garbage and Bad Garbage with labels and/or pictures of their garbage.

7. Place everyone’s good garbage in one pile and bad in another. Check the volume using buckets or bags.8. Which one has more?9. What can you bring for lunch that will increase the amount of good garbage and

reduce the bad garbage?

FOLLOW-UP ACTIVITIES

1. Media Literacy

Have the children make a three fold pamphlet (APPENDIX C) for their parents. Have a cover page, a page about good and bad garbage, and include lunch ideas to

increase good garbage with a biodegradable section (fruits and vegetables since they are healthy for you and the environment).

2. Check the garbage volume again in a couple weeks to see if there is a change.

ASSESSMENT

1. Did the students demonstrate an understanding of the differences between garbage that is good for the environment and garbage that is not by placing their

garbage in the appropriate column on the T-chart?2. Could the students provide reasons for putting the items where they did?3. Did the students actively participate and work cooperatively with their partners?4. Did the students respect other classmates when they were presenting their ideas

by listening effectively?

SONGS

Join Us Recycle (to the tune of “Waddle-le-ah-cha Camp Song”)

Add hand motions depending on appropriateness for the age of the students.

Reduce and recycle. We’veuseditbefore Let’stryitoncemore.

Join us recycle. You can recycle. Saveresourcesnow. I’llshowyoujusthow.

Easiestthing,thereisn’tmuchtoit. Allyou’vegottodoiscommityourselftoit. Let’skeepEarthalive, helpspeciessurvive,whenwerecycle, reuse it too.

Words by Eileen Stapp, 1997, Clackamas County Recycling [email protected] Us Recycle.

In Room 10 (sung to the tune of “This Ole Man”)

InRoom10,wereduce, Wewon’tfilllandfillstoosoon.

Ifyouwanttobehappy,saveyourtrashtoday, InRoom10,we’vefoundtheway.

InRoom10,wereuse, Wedon’ttosswhatothersmightuse.

Ifyouthinkit’strash,thenreallythinkagain Before you put it in the bin.

InRoom10,werecycle, Werecycleallwecan.

Paper, plastic, aluminum, and glass, Wewillmakeourresourceslast.

Lyrics by Lynda Mooney’s first grade class, Las Palmas Elementary School (National School District), CA Source: California Integrated Waste Management Board, Closing the Loop, Exploring Integrated Waste Management and Resource Conservation, K-6 (2000).


EXTENSION ACTIVITIES

Students could:

draw a picture of three things common in our classroom garbage. create a trash monster with the leftover garbage. write about today’s activities in their journals and something that they learned

about garbage. draw a picture about the poem, “Sarah Cynthia Sylvia Stout Would Not Take the

Garbage Out.” write about and/or draw a picture about what they think happens to garbage after

they throw it away.

BIG BOOK

Garbage (90813)

VIDEOS

Let’s All Recycle (23296) Recycle Me (23054)

PICTUREBOOKS(availableinschoollibraries)

E/LEE The great trash bash, Leedy, Loreen.

E/ROS Grover’s 10 terrific ways to help our wonderful world, Ross, Anna.

E VAN Round and round again, Van Laan, Nancy.

E/RAE Dennis and the big clean-up, Raeside, Adrian, 1957-

E HAR Wonderful junk, Harrison, Troon, 1958-

RESOURCES

Elementary Social Studies Recycling Curriculum http://www.mcps.k12.md.us/curriculum/socialstd/Recycle.html Garbology: The Study of Classroom Garbage http://www.mala.bc.ca/www/discover/educate/smithn/lessons/k1/mf2.htm



“The Study of Our Classroom Garbage” Appendix A

Sarah Cynthia Sylvia StoutWould not take the garbage out!She’d scour the pots and scrape the pans,Candy the yams and spice the hams,And though her daddy would scream and shout,She simply would not take the garbage out.And so it piled up to the ceilings:Coffee grounds, potato peelings,Brown bananas, rotten peas,Chunks of sour cottage cheese.It filled the can, it covered the floor,It cracked the window and blocked the doorWith bacon rinds and chicken bones,Drippy ends of ice cream cones,Prune pits, peach pits, orange peel,Gloopy glumps of cold oatmeal,Pizza crusts and withered greens,Soggy beans and tangerines,Crusts of black burned buttered toast,Gristly bits of beefy roasts...The garbage rolled on down the hall,It raised the roof, it broke the wall...Greasy napkins, cookie crumbs,Globs of gooey bubble gum,Cellophane from green baloney,Rubbery blubbery macaroni,Peanut butter, caked and dry,Curdled milk and crusts of pie,Moldy melons, dried-up mustard,Eggshells mixed with lemon custard,Cold French fries and rancid meat,yellow lumps of Cream of Wheat.At last the garbage reached so highThat finally it touched the sky.And all the neighbors moved away,And none of her friends would come to play.And finally Sarah Cynthia Stout said,“OK, I’ll take the garbage out!”But then, of course, it was too late...The garbage reached across the state,From New York to the Golden Gate.And there, in the garbage she did hate,Poor Sarah met an awful fate,That I cannot right now relateBecause the hour is much too late.But children, remember Sarah StoutAnd always take the garbage out!

WRITTEN BYShel Silverstein, Where the Sidewalk Ends,

Harper Collins Publishers, copyright 1974.http://www.banned-width.com/shel/works/sarah.html

SARAH CYNTHIASYLVIA STOUT

WOULD NOT TAKETHE GARBAGE OUT

“The Study of Our Classroom Garbage” Appendix B

GOOD GARBAGE BAD GARBAGEGarbagewhichcanbereusedorrecycledorthe“best”garbage(garbagewhich

willdecomposeandbecomesoil).Garbagewhichhastogotoalandfill.


GOOD

GARB

AGE

BAD G

ARB

AGE

“The Study of Our Classroom Garbage” Appendix C


Lunc

h Id

eas

to D

ecre

ase

Bad

Garb

age

A GRADE TWO ECOSCHOOLS SOLID WASTE PROJECT

TO LANDFILL ORNOT TO LANDFILL

“Landfill in a Bottle” and“The Home Connection”


OBJECTIVE

1. Demonstratethefunctionofthesanitarylandfillasawastemanagementmethodand introduce some of the related environmental impacts.

2. Identifylandfillsasthemostcommonmethodofdisposingsolidwaste.

3. Constructamodelofalandfillandanalyzethemosteffectivedesignbyobserving a model.

4. Understandthatwastedoesnot“goaway”ordecomposewhenitisplacedina sanitarylandfillincomparisontoanaturalcycle.

BACKGROUND INFORMATION

Almostallgarbageiseventuallydisposedofinalandfill.Modernlandfillsarecalledsanitarylandfillsbecausetheyarelinedwithathickplasticandclaylayersandhaveleakmonitoringsystemsinordertoprotectourgroundwater.Olderunlinedlandfillscontinuetobeasourceofenvironmentalpollutionthatwemustpaytocleanupuntiltheynolongerexist.

Controllingleachateisalsoadifficultproblem.Leachateisanyliquidthatcomesintocontactwithgarbageandcommonlycontainsundesirablecomponents.Leachateisusuallycorrosive,soasitmigratesthroughthesoilitcanremovenaturallyoccurringironandmanganesewhichcanpollutesurfacegroundwater.

BIG ECOLOGICAL IDEA

Clean air and clean water are very important for the health of all living things – but we can spoil the air and water by polluting it.


Thewaterweuseeverydaycomesfromourlocalwatershed(lakes,rivers,groundwater,etc.).Thiswaterflowsallthroughourdistrict,aroundourhomes,businesses,farmsandrecreationareas.Sometimesweswimandfishinthesamewaterthatiscleanedtobecomeourdrinkingwaterandusedtodisposeofourhumanwaste.

The plants and animals that live in and around ourwatershedshelptokeepthemclean.Watertreatmentplantspurifyourwatersothatitissafetodrink.Whateverweputintoourairandwateraffectspeople,plantsandanimals.

SCIENCE & TECHNOLOGY CURRICULUM EXPECTATIONS

Describewaysinwhichhumanscanhelporharmotherlivingthings(e.g.,protectingendangeredspecies).

Describewaysinwhichcleanairandwaterarevitalformeetingtheneedsof humansandotherlivingthings. Describethedifferentusesofwaterandidentifysomethatareessentialfor

maintainingourhealth(e.g.,waterisusedfordrinkingandwashing;cleandrinkingwaterisessentialforthehealthofhumans).

Communicatetheproceduresandresultsofexplorationsandinvestigationsfor specificsourcesofdrinkingwater(e.g.,wells,springs,GreatLakes,rivers). Recognizethatcleanwaterisanincreasinglyscarceresourceinmanypartsofthe

worldandthatthewaterweuseispartofourenvironmentandshouldbeusedwisely(e.g.,tapsshouldbeturnedoffwhilebrushingteeth;toxicsubstancessuchaspaintshouldnotbepoureddownthedrain).

Demonstrateawarenessofthewaysinwhichthedisposalofwastewatercan affectourhealthandthehealthofotherlivingthings(e.g.,pouringwastewater

containingchemicalsintoalakeorrivercanseriouslyharmpeopleandthe organismsthatliveinthewater).


LANGUAGE MEDIA LITERACY

Createavarietyofmediatextfordifferentpurposesandaudiencesusing appropriateforms,conventionsandtechniques.(create media text) Identify the topic, purpose and audience for media texts they plan to create. (purpose and audience) Identify an appropriate form to suit the purpose and audience for a media text

they plan to create. (form) Identifyconventionsandtechniquesappropriatetotheformchosenforamedia

text they plan to create. (conventions and techniques) Producemediatextsforspecificpurposesandaudiencesusingafewsimplemedia

formsandappropriateconventionsandtechniques.(producing media texts)

CRITICAL LITERACY

Identify,initiallywithsupportanddirection,whoisspeakinginanoraltext,anddemonstrateanunderstandingthatthespeakerhashisorherownpointofview.(oral communication)

Identify,initiallywithsupportanddirection,thespeakerandthepointofview presentedinatextandsuggestoneortwopossiblealternativeperspectives.

(reading) Identify,initiallywithsupportanddirection,theirpointofviewandoneormore

possibledifferentpointsofviewaboutthetopic.(writing)

MEDIA LITERACY

Describehowdifferentaudiencesmightrespondtospecificmediatexts. Identify,initiallywithsupportanddirection,whosepointofview(e.g.,thatofthe

hero,thevillain,thenarrator)ispresentedinasimplemediatextandsuggesthowthetextmightchangeifadifferentpointofviewwereused.


Studentsparticipateindiscussionsaboutlandfillsasamethodofwaste managementandalternativestolandfilling. DiscoveryLogs(useofscientificterminologyappropriateforthisgradelevel) Studentsbrainstormalternativestolandfills. LetterWriting(todefendtheirownideasandsolutions)


1. Instructions for making a model landfill2. Diagram of a landfill (Appendix A)3. 4 rinsed 2-litre pop bottles and caps4. 3 cups of gravel (rocks or aquarium gravel)5. 6 cups of regular soil (do not use potting soil)6. One plastic grocery bag or plastic film7. 3 cups of water8. Scissors, tape, 2 rubber bands, utility knife9. 2 yellow sponges (garbage) cut to fit the shape of

the bottle10. 3 blue sponges (ground water) cut to fit the shape of

the bottle11. Red or green food colouring12. A package containing a garbage can with one piece of garbage per student13. Letters from the garbage collector (written by the teacher)14. Assorted small pieces of garbage (apple cores, banana peels, leaves, aluminum foil, bottle caps,

rubber bands, paper clips, pennies, cloth, newspaper, plastic scraps, etc.)

MATERIALS NEEDED

TIME NEEDED

three to four �0-minute lessons severalweeksforobservationandrecording

Dear Students,Mynameis(teacherchoosesthename)andIpickupyourgarbageinmybiggarbagetruck.Youmaynotknowme,butIcomebyyourschoolandyourhomeeveryweek.Itakeyourgarbagetothelandfill.Alandfillisalargeholeinthegroundwhereweburythegarbage.Hereisapicture.Whatdoyouthink?

START UP DAY 1

Have students sit in a circle. Place a sealed package of garbage in the middle of the circle. Explain that this was just delivered and there is a letter attached, addressed to them!


A Simple Diagram of a Landfill (Appendix A)

1. Garbage is taken from your house.2. Garbage is delivered to the landfill.3. Garbage is compacted and buried in the landfill.4. Equipment checks the water to make sure it is

clean and safe.

Ihavesentyousomesamplesfromoneoftheseplaces.Openitup.Whatwouldyoucallthisstuff?Whatgoesinthegarbagecan?Sincerely,

TheGarbageCollector

SOURCE:CaliforniaIntegratedWasteManagementBoard,ClosingtheLoop:ExploringIntegratedWasteManagementandResourceConservationK-6(2000).

AGrade2EcoschoolsSolidWasteProject 6

MAKE A CHART

Label your chart: What Goes In a Garbage Can?

Question Prompt: What goes in the garbage can? List responses to the question.

With 3 different coloured markers, circle those items on the chart which could be recycled, reused or never used in the first place. The chart can be saved and used as a reference and to record changes as the students learn more.

See Reference Chart: What You Can Recycle (Appendix B)

WHAT YOU CAN RECYCLE IN YOUR BLUE BOXYES NO

Glass Jars & Bottles

All food and beverage jars and bottles, includingallcoloursofglass(e.g.,softdrink,juice,beerandwinebottles,spaghettisauce,pickleandmayonnaisejars). Emptyandrinsejarsandbottles. Discard caps and lids. Labelsareokay.

DO NOT BREAK GLASS

No caps or lids. Nomirrororwindowglass. Nodrinkingglasses,cups,

plates,cookware,pottery,ce-ramics, etc.

Nolightbulbs.

NO BROKEN JARS OR BOTTLESCans All aluminum and steel food and beverage

cans (e.g.,softdrink,beerandjuicecans,tuna,beansandvegetablecans,petfoodcans).Disposable aluminum foil products(e.g.,balledfoilwrap,foilcookware-pieplatesandlasagnatrays,foilTVdinnertrays). Emptyandrinsejarsandbottles. Lidsandlabelsareokayoncans.

No automotive parts. No other household metal items

(e.g.,potsandpans,tubing,alu-minumsiding,furniture,propanetanks).

Don’tcompletelyremovecanlids. Please do not crush cans.

Plastic Bottles

Clear and coloured plastic bottles with a 1 or 2 recycling symbol (e.g.,milk,softdrink,juicebottles,detergentandbleachbottles). Emptyandrinseallbottles. Discard caps. Onlynumber1or2intherecyclingsym-

bol.Mostsymbolsareonthebottomofthebottle.Noothernumbers,please.

Noplasticfoodcontainers(e.g.,margarine,yogurt,cottagecheese,delicontainers).

No automotive product containers (e.g.,oil,antifreeze,brakefluid).

Noplasticwraporbags. Nostyrofoamcontainersoregg

cartons. Noplastictoysorgadgets. No pesticide containers. Nomicrowaveplates. No plastic putty or paint pails.

WHAT YOU CAN RECYCLE IN YOUR RED BOXPaper andCardboard

Newspapers (includingallinserts) Putnewspapersinapapergrocerybagor

tiewithstring.Donotputnewspapersinplasticbagsorstackthemlooseatthecurb.

Keepeachbundleunder12”high.

checkwiththeEssexWindsorSolidWasteAuthority(EWSWA)forthepolicyoncardboardinyourarea.

START-UP AND LESSON REFLECTION

Use the Student Discovery Log (Appendix C).

Students complete this sentence: “I put my trash in the garbage can, then it goes...”

Prompt student responses with the following questions:

1. What happens to the trash after it goes into the garbage?2. Who moves it?3. How does it get in the garbage truck?4. Where does the garbage truck take it?5. Where does it go next?

BUILD A MODEL LANDFILL DAY 2

Deliver letter #2 from The Garbage Collector.

Dear Class,

Howhaveyoubeen?WhileIwasonabreakfromhaulinggarbage,Idecidedtodropyouanothernote.Iwasthinking...youknowthateverybodyuseslandfillseveryday,butmanypeopleknownothingaboutthem.Nobodywantsalandfillneartheirhome!SoIthoughtyoumightliketobuildmodellandfillstolearnmoreaboutthem.Itwouldbeagreatwaytobecomeagarbageexpert.

Therearesomeimportantthingsyoushouldknowaboutlandfills.Didyouknowthatwhenitrains,thewatercangorightthroughthelandfillandmixwiththegarbage?Ifyoucouldlookintothelandfill,thewatermightappearblackandsmelly.Thatwatercouldthengodownintothesoilandintothegroundwater.Sometimes,peoplepumpthegroundwatertothesurfacefordrinking,washing,etc.

Well,somepeoplegottogetheranddecidedthatthiswasnotagoodthingbecausethegroundwatercouldbecomepolluted.Sotheydecidedtoput“liners”down(sortoflikebiggarbagebags)beforetheyputthegarbageintothelandfill.Theselinerscatchthedirtywaterbeforeitcanenterthesoil.

Herearethedirectionsforbuildingyourownclassroommodellandfills.(Teachersmayhavetocutbottlesormakeanincisionwiththeutilityknifeandletstudentscutaroundwithscissors.)

Yourfriend,

TheGarbageCollector



Where does all waste end up?

Inalandfill,eachday’strashiscoveredwithalayerofdirttocontrolrodents,odorandscavengingbirds.Landfillsarelinedwithathickplasticlinerandclaytokeepliquidfromthegarbagefromleakingintotheground.Thisliquidiscalledleachate.Addthiswordtoyourwordwall.

Today we are going to build different models of landfills and study theireffectiveness.

Theteachermaychoosetohavesmallgroupsofstudentseachbuildamodelofonetypeoflandfill,ordoasademonstrationlessonusingstudent-helperstobuildthemodelsbeforethewholegroup.

MAKING A MODEL LANDFILL

Thereare3typesoflandfillsthatyoucanmake.

1. OpenDump2. UnlinedLandfill3. LinedLandfill

Follow the procedures outlined on the following page to make your landfill. (See Appendices D and E)

You will need the following materials:

Bottle A and Bottle Bgravelblue sponge (ground water)plastic liner (plastic grocery bag or plastic film)soilyellow sponge (garbage)garbage (paper and small food scraps, paperclips, etc.)

Open Dump

Placethebottletopintothebase.Placethegravelintothebottom.Placeabluespongeontopofthegraveltorepresentthegroundwater.Fillthebottlewithpottingsoilandplacesomegarbageintoandontopofthesoil.Studentscanusepaperscraps,smallfoodscraps,paperclips,etc.torepresentthegarbage.Besuretoplacemostofthegarbagenearoronthesurfaceofthemodel.Puttingthetopsonthe2-litrebottlesisoptional.

Unlined Landfill

Placethebottletopintothebase.Placethegravelintothebottom.Placeabluespongeontopofthegraveltorepresentthegroundwater.Add2inchesofsoilandtopwithayellowspongetorepresentthegarbage.Covertothetopofthemodelwithsoil.

Lined Landfill

Placethebottletopintothebase.Placethegravelintothebottom.Placeabluespongeontopofthegraveltorepresentthegroundwater.Addaplasticbagthatiscarefullycuttotheshapeofthebottlesothatitcompletelycoversthesurface.Addabouthalfaninchofgravelontopoftheplastic.Addabouthalfaninchofsoil,thentopwiththeyellowspongetorepresentthegarbage.Thenfillthemodeltothetopwithsoil.

DEMONSTRATE THE MODELS


Havestudentspredictwhichmodelwillbestprotectthegroundwaterin their Student Discovery Log (Appendix C).

You will need:

waterfood colouring

Mixthewaterwithsomefoodcoloringtorepresenttheleachatethatrainwillpickupasitrunsthroughthegarbage.Carefullypourtheleachateovereachmodel.Besurenottooversaturatethelinedlandfillmodelorthelinerwillnotbeabletoprotectthegroundwater!(Butyoumaywanttocontinueaddingwatertothelinedmodeltodemonstratehowsometimeslandfilllinersfailandsomepollutioncanstillleakintothegroundwater.)

Ifthebottlesbecometoofullofwater,simplyunscrewthecapatthebottomofthelandfilltodrainthewaterintothebaseorintoasink.

Have the class note similarities and differences in their models and the real thing.

REFLECTION/RESPONSE

HavestudentsrecordwhathappenstoeachofthelandfillsoveraperiodofseveralweeksintheirStudent Discovery Log (Appendix C).Encouragestudentstocheckforthepresenceofleachateinthebaseofeachlandfillandchangesinthegroundwater.Inaddition,studentswillrecordthechangesinthevariousitemsofgarbagefromweektoweek.Studentsshouldnoteproblemstheycanseewithopendumpscomparedtoasanitarylandfill.(Theyshouldrecordthingslikesmell,whetheritwillattractanimalsandflies,isitveryunsightly,willwindblowntrashbecomelitter,etc.)

NOTE: If landfills are kept long enough, the sealed ones will probably leak, which is likely to be the fate of the real sanitary landfills.

Havetheclassbrainstormtheprosandconsofplacingwasteinlandfills.Prosmightinclude:

garbageneedstogosomewhere landfillscanhandlelargeamountsofwaste landfillskeepwasteawayfromwherepeoplelive landfillskeepotherplaceswaste-free landfillscanbedesignedtoprotecttheenvironment landfillsaresometimesconvertedinto“greenspace”aftertheyareclosed

Consmightinclude:

landfillstakeupspacemakingitimpossibleforpeopleandwildlifetousetheland landfillsareugly landfillscancreateunpleasantodorsandattractpests thingsthatendupinlandfillsareusuallynolongeravailableforpeopletouse landfillssometimesleakintoourgroundwatersupply

Havestudentsexplainhowalandfillviolatestheprincipalofanaturalcycle.(Lightandairarenotavailableinsidealandfillandverylittlemoistureisallowedinside,sonaturaldecompositioncannotoccur).

A Grade 2 Ecoschools Solid Waste Project �0

EXTENSION

Askstudentstodrawandlabelamodelofasanitarylandfill.Goonafieldtriptoalocallandfillorfindavirtualtourononeofthefollowingwebsites:

http://www.cstx.gov/home/index/asp?page=1784 http://www.metrokc.gov/dnr/kidsweb/landfill.htm http://www.browncountylandfill.com/kid.html How Stuff Works http://www.howstuffworks.com/landfill5.htm

Askalandfillcoordinatororlocaltrashhaulertospeaktoyourclassabouthowlocalgarbageishandled.

Ifyoucannotgoonatourorhaveaguestspeakercomein,checktheCD“TheStoryofGarbage”forresources.

CONCLUSION DAY 3

A final letter from The Garbage Collector.

HelloFellowGarbageExperts,

Didyouenjoybuildingyourmodellandfills?I’llbetyouknowalotmoreaboutlandfillsthananyoneelseyouknow!Whichitems,ifany,decomposed?Howmuchleachatedideachlandfillgenerate?Wheredotheleaksfromreallandfillsgo?Doyouthinklandfillsareagoodidea?Whereelsecouldthingswenolongerusebeputotherthaninlandfills?

Wouldyouwantalandfillbuiltnextdoortoyourhome?Whynot?Canwestoptheleaks?Whatelsecanwedo?Wehavetohavealandfillsomeplace,don’twe?Ireallyneedyourhelp.Pleasewritemealetterwithyourideasassoonaspossible.

Yourfriend,

TheGarbageCollector

Students brainstorm ideas for making a better landfill and ideas for reducing,reusing, composting and recycling.

Each student then sends their ideas and solutions to The Garbage Collector in the form of a letter.

A Grade 2 Ecoschools Solid Waste Project ��

A Grade 2 Ecoschools Solid Waste Project �2

“Landfill In A Bottle” Appendix A

A SIMPLE DIAGRAM OF A LANDFILL


1. Garbage is taken from your house.2. Garbage is delivered to the landfill.3. Garbage is compacted and buried in the landfill.4. Equipment checks the water to make sure it is clean and safe.


“Landfill In A Bottle” Appendix B

WHAT YOU CAN RECYCLE

WHAT YOU CAN RECYCLE IN YOUR BLUE BOXYES NO

Glass Jars & Bottles

All food and beverage jars and bottles, includingallcoloursofglass(e.g.,softdrink,juice,beerandwinebottles,spaghettisauce,pickleandmayonnaisejars). Emptyandrinsejarsandbottles. Discard caps and lids. Labelsareokay.

DO NOT BREAK GLASS

No caps or lids. Nomirrororwindowglass. Nodrinkingglasses,cups,

plates,cookware,pottery,ce-ramics, etc.

Nolightbulbs.

NO BROKEN JARS OR BOTTLESCans All aluminum and steel food and beverage

cans (e.g.,softdrink,beerandjuicecans,tuna,beansandvegetablecans,petfoodcans).Disposable aluminum foil products(e.g.,balledfoilwrap,foilcookware-pieplatesandlasagnatrays,foilTVdinnertrays). Emptyandrinsejarsandbottles. Lidsandlabelsareokayoncans.

No automotive parts. No other household metal items

(e.g.,potsandpans,tubing,alu-minumsiding,furniture,propanetanks).

Don’tcompletelyremovecanlids. Please do not crush cans.

Plastic Bottles

Clear and coloured plastic bottles with a 1 or 2 recycling symbol (e.g.,milk,softdrink,juicebottles,detergentandbleachbottles). Emptyandrinseallbottles. Discard caps. Onlynumber1or2intherecyclingsym-

bol.Mostsymbolsareonthebottomofthebottle.Noothernumbers,please.

Noplasticfoodcontainers(e.g.,margarine,yogurt,cottagecheese,delicontainers).

No automotive product containers (e.g.,oil,antifreeze,brakefluid).

Noplasticwraporbags. Nostyrofoamcontainersoregg

cartons. Noplastictoysorgadgets. No pesticide containers. Nomicrowaveplates. No plastic putty or paint pails.

WHAT YOU CAN RECYCLE IN YOUR RED BOXPaper andCardboard

Newspapers (includingallinserts) Putnewspapersinapapergrocerybagor

tiewithstring.Donotputnewspapersinplasticbagsorstackthemlooseatthecurb.

Keepeachbundleunder12”high.

checkwiththeEssexWindsorSolidWasteAuthority(EWSWA)forthepolicyoncardboardinyourarea.


“Landfill In A Bottle” Appendix C

STUDENT DISCOVERY LOG

Name ______________________________________ Date ___________________

DAY 1: I put my trash in the garbage can, then it goes

_________________________________________________________

DAY 2: Which model of a landfill do you think will stop the garbage from getting into the groundwater?

_________________________________________________________

DAY 3: Look at each model and draw what you see.

Which landfill do you think is better at protecting your drinking water and air?

_________________________________________________________

OPEN LANDFILL UNLINED LANDFILL LINED LANDFILL


“Landfill In A Bottle” Appendix D

CONSTRUCTION OF A LANDFILL IN A BOTTLE


2� cm

Base

2� cmBottom

AGrade2EcoschoolsSolidWasteProject 16

“Landfill In A Bottle” Appendix E

EXAMPLE OF A LINED LANDFILL MODEL


BaseofLandfill

(BottleA)

Discussion: Inourfamiliesweallhavejobstodo.Inmyfamily,my(son,daughter,orwhomever)isthepersonresponsiblefortakingoutthetrash.Ifitwasyourjobtotakeoutyourfamily’strash,whatdoyouthinkyouwouldfindinthebagsorcans?

Provideeachstudentwithasheetofpaper.Havestudentsdrawandlabelsomeofthethingstheywouldexpecttoseeintheirownfamily’sgarbage.

Havestudentssharetheirtrashitemsandrecordtheirexamplesonachart (Things We Throw Away at Home).Youmaywanttotallythenumberoftimescertainitemsappearon the chart.

Question: Howmuchtrashdoyouthinkyourfamilygeneratesatyourhome?

Tohelpstudentsunderstandnotonlythatpeoplegeneratealotoftrash,butthatthemorepeoplethereare,themoretrashwehave,completethefollowing:

1. Studentsidentifythenumberofpeoplelivingintheirhomes.2. Groupstudentsaccordingtothenumberofpeoplelivingintheirhomes,sotherewill

begroupsof2ormore.3. Explainthateverypersoninourcommunitycreatesalotofgarbageeachday. Eachpersongeneratesaboutfour(pounds)oftrashdaily.Groupswilldothemath

(representing4poundsoftrashforeachpersonlivingintheirfamilieseitherwithmathcubesorpaper/pencil).

4. Bringgroupstogetherandcomparetotals.Finally,discusshowtofindouthowmuchtrashallofthefamiliesinthisclasswouldgenerate.Determinethisamountand

record for future reference.5. Ask: a) Dowehaveatrashproblem? b) Whydowehavesomuch“stuff”tothrowaway? c) Howcanwedealwiththistrash?Whataresomewayswelearnedto decreasetheamountoftrashwethrowaway?

Nowthatyouhavecalculatedhowmuchtrashourfamiliesproduce,it’stimetofindouthowmuchandwhatkindsoftrasharethrownawayinourcommunity.Brainstormideasforcollectingthisdata.Arrangeforvolunteerstosuperviseawalkaboutfieldtripintoyourlocalcommunityongarbagedayandrecycledaytosurveyamountsandtypesoftrashthrownawayandrecycleitemsrecycled.


“The Home Connection” How Much Is Too Much?

Predict: Whatdoyouthinkwewillfindoutaboutthetrashinourschoolcommunity. Record predictions on a chart (Trash Thrown Away in the School Community).

Survey: Hereisonesuggestionforastepbystepprocesstocompletethesurvey.

1. Plantwowalks:

a) oneonthedaythatthetrashiscollected. b) thesecondonthedaythattherecyclematerialsarecollected.

2. Selectanareatobesurveyed.Createamapofthearea.Usecoloursforsymbolsofdifferenttypesoftrash(redfortrashbags,blackfortrashcans,orangefornewspapers,brownforlawnclippings,etc.).Usedifferentshapesforhomes,businesses,apartments,etc.Determinehowthesesymbolswillberecordedonthemap(colouredpens,stickersindifferentcoloursandshapes,pencilstodrawshapes,etc.).

Decidewhethertheclasswilltakeonelargeclassmap,orindividualmapsonwhichtorecord.Besuretohaveonemapfortrashdayandonefor recycle day.

3. Schedulethewalkssostudentscanseetherecycleandtrashtrucksalongtheroute,ifpossible.Studentsmayobservethevehiclesandhowtheywork.Theymayalsobeabletoasktheworkersabouttheirjobs.

4. Ontrashday,walkthroughtheareaandrecordthefollowing:

a) countthenumberoftrashcontainers(sortingthevarietyof containers,ifyouchoose). b) ifobservable,recordthetypesoftrashseen. c) countthenumberofbuildingsthathavetrashinfrontofthem. d) indicatethekindsofbuildings(apartment,townhouse,single familyhouse,recreationcenter,business,etc.).



5. Onrecycleday,walkadesignatedareaandrecordthefollowing:

a) thenumberofcontainerswithaluminum,tin,glass,andplasticitems.

b) thenumberofcontainerswithyardtrimmings(grass,leaves,brush).

c) thenumberofcontainers/pileswithnewspapers. d) thenumberofcontainers/pilesofcardboard. e) thedifferenttypesofcontainerspeopleuse. f) thetypesofbuildings. 6. Duringthefieldtripdiscussthefollowing:

a) Isthisagoodservicetothepeopleofthisneighborhood? b) Whoprovidesthisservice? c) Howisthisservicepaidfor? d) Mustpeopleintheneighborhoodrecycle?Yes,itisacitizen’sre-

sponsibility.

Duringthewalk,studentscansingtherecyclingsongs(seeEarlyYears).

7. Backatschool,postmapsfromtrashdayandrecycleday.

8. Analyzethedatafromtrashdayandrecordyouranswers.

a) Howmanycontainersoftrashdidwefind? b) Whatkindsoftrashdidwefind? c) Diddifferentbuildings/areashavedifferentkindsoftrash? d) Whichbuildingsmadethemosttrash?Whydoyouthinkthis happened? e) Whichbuildingsmadetheleasttrash?Why?

9. Analyzethedatafromrecycledayandrecordyouranswers.

a) Howmanycontainerswithaluminum,tin,glass,andplasticdidwefind?Continuewithnewspapers,yardtrimmings,andcardboard.



b) Canyouarrangetheamountoftherecycleditemsfromlargest amounttoleastamount?Whatdoyounotice? c) Diddifferentbuildings/areashavedifferentkindsofrecycle

items?Why? d) Whichbuildingshadthemost(andleast)oftheseitems?Why?

10. Whatcomparisonscanyoumakebetweenthisneighborhood’srecycle itemsandtheitemsyourecycleathome?

11. Comparetheresultstostudent’spredictions.

Extension/Discussion Questions:

1. Howdidthepeopleknowwhattorecycle?Usechartfrompreviouslesson.2. Didweseeanytrashthatcouldhavebeenreused?Whatandhow?3. Didweseeanytrashthatcouldhavebeenrecycled?What?4. Didweseeanyitemsonrecycledaythatcouldhavebeenreused?Whatandhow?5. Wheredidthetrashgo?(referto“WhereDoesOurTrashGo”)6. Doesourcommunityhaveatrashproblem?7. Whatwouldhappenifthetrashorrecycleitemswerenotpickedupforaweek? Twoweeks?Longer?8. Whatsuggestionscouldwemakefortheschool?forthecommunity? Usingadecision-makingprocess,determineasaclasshowtosharethisinformationandwhatwehavelearnedwithotherclassesandwithourcommunity.Studentsmaywishtocreateposterstohangaroundtheschooland/orinthecommunityabouttheimportanceofreducing,reusingandrecycling.Theymaydecidetowritestoriestoshare,orcreateacommercial to present to the school. The opportunities are endless.

Observations: 1. Canthestudentidentifyexamplesoftrashathome?Inthe community? 2. Can the student identify a method of trash collection and disposal

usedinourcommunity? 3. Doesthestudentparticipateappropriatelyduringthefieldtrip? 4. Canthestudentdiscuss,organizeandanalyzedatefromthefield

trip?



A GRADE THREE ECOSCHOOLS SOLID WASTE PROJECT


BACKGROUND KNOWLEDGE

Composting organic wastes is a natural process of decomposition, which allows nutrientsin organic material to return to the soil and enrich it for plant growth in the future.Bacteria, fungus and worms all help in the composting process. In the presence of airand moisture, these organisms can decompose organic matter. Composting is an excellent way of recycling organic waste at home and at school in order to keep this valuablecarbon-rich material from entering the landfill where it can no longer be utilized bynature.

BIG ECOLOGICAL IDEA

Composting is a way to recycle human food waste and garden waste so it can be used tonourish soil and save the energy otherwise needed to take it to a landfill.

(a) Humans depend on healthy soil to grow their food.(b) Healthy soil depends on the presence and cycling of organic materials.(c) Organic (plant and animal) materials are those that can be recycled by nature’s living systems (e.g., materials that soil and water, working with organisms, can

break down or decompose).(d) Composting organic waste is better for the environment than sending it to a landfill

where, starved of oxygen, the waste decays and produces methane (a greenhouse gas that contributes to climate change).

(e) Composting involves separating our organic food waste (sometimes called “wet waste”) from inorganic garbage (sometimes called “dry waste”) and combining this food waste with garden waste. These two organic materials react with the air to form compost (a valuable, nourishing and free soil additive).

(f) Some people compost their food and garden wastes in their back yards. Some have worm composters (vermin composters). The worms work to help make compost faster! Some schools collect their food waste and make compost for their school grounds and gardens. Some communities collect food wastes for community

gardens. And some cities (e.g., Guelph and some parts of Toronto) have separate curbside organic waste collection programs.

COMPOSTING“Back To Nature” and“Composting in a Jar”

ONTARIO CURRICULUM EXPECTATIONS

Science and Technology: Earth and Space Systems/Soils in the Environment

Demonstrate awareness of the importance of recycling organic materials in soils (e.g., explain the purpose of a compost heap, explain the reason why it is useful

to leave grass clippings on the lawn). Lesson 1 and Lesson 2 Recognize the importance of understanding different types of soil and their characteristics (e.g., enables people to determine which crops can be grown in a particular area, enables gardeners and farmers to improve plant growth). Lesson 1 and Lesson 2 Identify living things found in the soil (e.g., roots, earthworms, larvae). Lesson 2

PRIOR LEARNING/CONTEXT

This learning event is best suited to occur after some prior learning about plants andsoils has occurred. Students should be able to describe the basic components of soil(e.g., pebbles, decaying material). This learning activity can be touched on several times during a Soils in the Environment unit.


The teacher observes and notes students’ ability to:

follow directions participate in group discussions demonstrate perseverance in completing investigations observe and record relevant ideas in a clear, concise manner report and communicate ideas/interpretations clearly in an accurate manner

The teacher may also use the Observation Rating Scale (Appendix A) to guideobservations.


SUGGESTED RESOURCE WEBSITES

Recycling and Composting http://www.eagle.ca/~matink/themes/Environ/recycle.html United States Environmental Protection Agency http://www.epa.gov/epaoswer/education/index.htm N. Trubble and the Environauts: Mission to Earth http://www.epa.gov/epaoswer/osw/kids/space/index.htm Center for Environmental Education Online http://www.ceeonline.org/curriculum/ Ecokids http://www.ecokids.ca/pub/index.cfm

REFERENCES Source of Lesson Plan 1 Based on an activity from Waste Not, Want Not (which is a part of LAEP Learning Exchange) www.lalc.k12.ca.us/target/units/recycle/activities/les/html submitted by Jennie Malonek @ Alhambra High School, LAUSD & and Sylvia Kliever

@ Kentwood Elementary, LAUSD. Source of Lesson Plan 2 Based on an activity from the Department of Environmental Quality (which is a part of the Centre for Environmental Education Online) http://www.ceeonline.org/curriculum/detail.cfm?Program_id=55 Source of Song – Banana Peel Blues From the Lesson Fun with Songs created byThe Department of Environmental Quality (which is a part of the Centre for Environmental Education Online) http://www.ceeonline.org/curriculum/ Source of Appendix A Based on Observation Rating Scale from Science Everywhere 3, �999, Harcourt

Canada Ltd.

LITERATURE LINKS

Worms: Eat Our Garbage, Classroom Activities for a Better Environment by M. Appelhof, M. F. Fenton and B. L. Harris ©1993 Flower Press

VIDEO LINKS (ALL VIDEOS ARE AVAILABLE VIA MEDIANET)

Bill Nye; Biodiversity/Garbage (Medinet Video # 24804) Soil: An Introduction (Medinet Video #22920) Worms (Medinet Video #29638) Pollution (Medinet Video #23522)



1. Clay/plasticflowerpot2. Garden soil (NOT potting soil)3. Scissors4. Plastic gloves (non-latex)5. Popsicle sticks6. Small stones or pieces of styrofoam7. Assorted litter including foil, vegetable food scraps,

paper, plastic from a baggie and polystyrene foam8. Water9. Plastic wrap10. Rubber band11. Large, thick paper bag12. Newspaper

“Back to Nature” Lesson 1

OVERVIEW

Students will learn which items will naturally decompose and which will not.

TIME FRAME

The initial experiment setup can be done in about 45 minutes. Subsequent observations will be much shorter, since the students will only be recording observations and adding water as needed. The final observations will take about 45 minutes. The entireexperiment will take approximately 4 weeks, depending on ambient conditions(temperature, sunlight).

MATERIALS NEEDED

PROCEDURE FOR AN EXPERIMENT (Appendix B)

1. Cover the hole in the bottom of the flower pot using small stones or the styrofoam pieces to keep the water from draining out too rapidly.

�. Fill pot (or other appropriate container) about �/3 full of garden soil.3. Cut, break or tear the litter into coin-size pieces. This litter should include foil, vegetable food scraps, paper, plastic from a baggie and polystyrene foam.4. Scatter a piece of each type of litter over the soil.5. Cover the litter with garden soil until the pot is almost full.6. Sprinkle with water until dampened. DO NOT SOAK.7. Cover the container with plastic wrap and hold it in place securely with the rubber

band.8. Place the container in the large paper bag to block out any light. The bag should then

be kept in a warm place (window sill).9. Check periodically, adding additional water as needed to keep the soil moist but not

wet.10. After approximately 4 weeks, pour the contents out onto an open newspaper.��. Wearing the non-latex gloves, use a popsicle stick to spread the soil out and investigate what has happened to the litter.��. Observe which materials decomposed and which did not.

REFLECTIONS FOR STUDENTS AND TEACHER

This activity allows students to reflect on which materials will decompose and which will not. Discussion can be generated about what special problems are posed by plastics and polystyrene foam. This can then lead to a discussion on ways to reduce the amount of waste that we dispose of through recycling and composting.

ADAPTATION AND EXTENSION OPPORTUNITIES

As an extension, students could complete the same activity using large �-litre plastic beverage bottles to observe changes more easily during the experiment. They could also repeat the above experiment using no water, soil collected from the school playground, or by placing all of the litter in a sealed plastic baggie first to replicate the use of refuse bags in landfills.


“Back to Nature” Lesson 1


1. Large clear plastic or glass jar (optional: one jar for each student or small group of students)

2. Plastic gloves (non-latex)3. Food scraps (fruit peels, bread)4. Leaves5. Grass clippings 6. Garden soil (NOT potting soil)7. Magnifying lenses8. Microscope including slides and lens covers for optional viewing of microorganisms9. Water (optional: spray bottle)10. Plastic wrap11. Rubber band12. Newspaper13. Class Learning Log (or something to record observations throughout the experiment)

“Composting In A Jar” Lesson 2

TIME FRAME

The initial experiment setup can be done in about 30 minutes. Subsequent observations will be much shorter, since the students will only be recording observations and adding water as needed. The entire experiment will take approximately 4 weeks, depending on ambient conditions (temperature, sunlight).

MATERIALS NEEDED


PROCEDURE FOR AN EXPERIMENT (Appendix C)

Introduce the concept of decomposition: Do you know what happens to the leaves that are on the ground in the fall? Where do they go next summer? Make the connection that a tree’s leaves fall on the ground, decay into the soil, and nourish the tree by makingthe soil richer, thus helping the tree to grow and make more leaves. This is calleddecomposition.

This can lead into a discussion about composting: When people help food and naturalmaterials decompose, this is called composting. Composting is a natural way to recycle! Today were going to build a model of a compost pile that will help plants and food decay or compost into the soil.

(Optional: Assign students or teams to do this activity along with you as a model.)

1. Place about 5 cm of soil in the bottom of a clear or plastic jar. Moisten the soil (do not soak) for best results. Place food, leaves, and grass scraps on the top of the soil in several, repeating layers. Cover with a light layer of soil.

4. Sprinkle with water until dampened. DO NOT SOAK.5. Cover the container with plastic wrap and hold it in place securely with a rubber

band. Poke holes in the top of the plastic wrap to allow some air circulation.6. Place the jar on a window sill or other location where it will not be disturbed. Observe the jar once a week, noting any changes. Observations could be recorded in a Class Learning Log.7. Add additional water as needed to keep the soil moist but not wet. Stir contents to

keep it evenly moist.8. After approximately 4 weeks, pour the contents out onto an open newspaper.9. Wearing the non-latex gloves, spread out the soil and investigate what has happened

to the organic matter.10. Using a magnifying lens or microscope, have students take turns looking at the compost to try and find the small bugs that live in the soil (microorganisms). Have students draw a picture of the microorganisms they see.



REFLECTIONS FOR STUDENTS AND TEACHER

This activity allows students to reflect on how organic matter decomposes over time.Discussion could also be generated about the benefits of using a backyard compost bin. This can then lead to a discussion on ways to reduce the amount of waste that we dispose of through recycling and composting.

ADAPTATION AND EXTENSION OPPORTUNITIES

As an extension, several jars can be used to compare how different materials decompose. Food scraps, yard wastes, paper, plastic pieces could be put in separate

jars. Students could then observe how these materials vary in the way they decompose. Students could also create a chart or graph illustrating the decomposition times of

the items composted or they could draw a picture or tell a story about the new life of an apple core after it decomposes.

As a large group project, students could build a worm bin for their class or school and/or build a composting system for their school yard waste.

An alternate introduction or extension: Teach the students the song “Banana Peel Blues” sung to the tune of “Take Me Out To The Ballgame.” (Appendix D)



COMPOSTING Appendix A

OBSERVATION RATING SCALE

NAME OF STUDENT __________________________________________________

DATE OF OBSERVATION(S) ___________________________________________

DATA GATHERING(observes, locates information, records relevant ideas in a clear, concise manner)

____________________________________________________________ 1 2 3 4

SHARING/REPORTING(communicates ideas/interpretations clearly in an accurate and interesting manner)

____________________________________________________________ 1 2 3 4

PARTICIPATION IN THE GROUP(becomes involved in decisions and tasks, offers and listens to ideas and suggestions)

____________________________________________________________ 1 2 3 4

COMMENTS ________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Level 1: with limited effectivenessLevel 2: with some effectivenessLevel 3: with considerable effectivenessLevel 4: with a high degree of effectiveness

“Back to Nature” Appendix B

STUDENT ___________________________________ DATE ________________

QUESTION: Which items will naturally decompose and which will not?

PREDICTION (MY GUESS) _____________________________________________

___________________________________________________________________

PROCEDURE (WHAT WE DID)


1. Cover the hole in the bottom of the flower pot using small stones or the styrofoam pieces to keep the water from draining

out too rapidly.�. Fill pot (or other appropriate container)

about �/3 full of garden soil.3. Cut, break or tear the litter into coin-size

pieces. This litter should include foil, vegetable food scraps, paper, plastic from a baggie and polystyrene foam.4. Scatter a piece of each type of litter over

the soil.5. Cover the litter with garden soil until the

pot is almost full.6. Sprinkle with water until dampened. DO

NOT SOAK.

7. Cover the container with plastic wrap and hold it in place securely with the rubber band.

8. Place the container in the large paper bag to block out any light. The bag should then be kept in a warm place (window sill).

9. Check periodically, adding additional water as needed to keep the soil moist but not wet.

10. After approximately 4 weeks, pour the contents out onto an open newspaper.

��. Wearing the non-latex gloves, use a popsicle stick to spread the soil out and

investigate what has happened to the litter.

��. Observe which materials decomposed and which did not.

OBSERVATIONS (WHAT WE SAW)

TYPE OF LITTER DECOMPOSED DID NOT DECOMPOSE

CONCLUSIONS (WHAT WE LEARNED) ___________________________________

___________________________________________________________________

“Composting In A Jar” Appendix CSTUDENT ___________________________________ DATE ________________

QUESTION: What will happen inside the composting jar?

PREDICTION (MY GUESS) _____________________________________________

___________________________________________________________________

PROCEDURE (WHAT WE DID)


1. Place about 5 cm of soil in the bottom of a clear or plastic jar. Moisten the soil (do not soak) for best results. Place food, leaves, and grass scraps on the top of the soil in several, repeating

layers. Cover with a light layer of soil.�. Sprinkle with water until dampened. DO NOT SOAK.3. Cover the container with plastic wrap

and hold it in place securely with a rubber band. Poke holes in the top of

the plastic wrap to allow some air circulation.4. Place the jar on a window sill or other

location where it will not be disturbed. Observe the jar once a week, noting any changes. Observations could be recorded in a Class Learning Log.

5. Add additional water as needed to keep the soil moist but not wet. Stir contents to keep it evenly moist.

6. After approximately 4 weeks, pour the contents out onto an open

newspaper.7. Wearing the non-latex gloves, spread

out the soil and investigate what has happened to the organic matter.

8. Using a magnifying lens or microscope, have students take turns looking

at the compost to try and find the small bugs that live in the soil

(microorganisms). Have students draw a picture of the microorganisms

they see.

OBSERVATIONS(WHAT WE SAW)

CONCLUSIONS (WHAT WE LEARNED) ___________________________________

___________________________________________________________________

“Composting In A Jar” Appendix D

BANANA PEEL BLUES(sung to the tune of “Take Me Out To The Ballgame”)

Take me out to the compostTake me out to the heapChop me up into tiny bits

Idon’tcareifI’mbrownatthetipsCauseit’sroot,root,rootforrecycling

Ifweallcompostwe’llgainForit’s2,4,6weeksI’mout

to the old garden


Documents

Solid Waste - Greater Essex County District School Board...yellow lumps of Cream of Wheat. At last the garbage reached so high That finally it touched the sky. And all the neighbors