EPA/530-SW-90-005A
Let's Reduce and Recycle: A Curricu-
lum for Solid Waste Awareness con-
tains a series of activities intended
to increase students' awareness of
the impacts of garbage on the envi-
ronment,  and to teach them about
waste prevention and recycling tech-
niques.    Although the  curriculum  fo-
cuses on trash, it also addresses other
environmental concerns (such  as air and  water
quality), as well as the social and economic issues
associated with environmental pollution.

Garbage,  and the way we choose to manage it,  is
an  environmental issue that has been gaining at-
tention in recent years, both within the classroom
              and in the nation as a whole. Ameri-
              cans  generate  more trash  than any
               other country  in the world, and the
               amount of  garbage we  create  is
               steadily increasing each year.

                Not only is trash a highly visible is-
             sue, but it is also one  with which
          every student can  relate' since  EVERYONE
generates trash.  For this reason,', "teaching trash"  in
the classroom is an  excellent  way to introduce stu-
dents to environmental  issues in general, to the con-
cept that we all share  a responsibility for protecting
and  maintaining  our planet,  and  to the recognition
that  through  our lifestyles and behaviors each  one
of us can  make a difference.
                                                                              Printed on Recycled Paper

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            Activity

111	Fill
   f'HilBIC
                         Art

[ Language j
    Arts
                                              Math
                                                        Music
                                                                  Science
                                                                     1
Social
Studies
      Duration


 One to two periods
	•—
 20 to 40 minutes
	
 20 to 40 minutes

 20 to 40 minutes
 .	
 20 to 40 minutes
 _	T
 One to two periods

  More than two weeks

  20 to 40 minutes
 	'	
  20 to 40 minutes

  20 to 40 minutes

  20 to 40 minutes
  _	•	
   20 to 40 minutes

   One to  two periods
  	
   20 to 40 minutes

   20 to 40 minutes
  	—	
   One to two periods
   	—	
   One to two periods
   	•	;—
    20 to 40 minutes
       	1—1—r—
    20 to 40 minutes
   •	*	~.—
    One to two periods
   	mi	•••»
    Three to five periods
    _	•
     One to two periods
    	.—•	
     20 to 40 minutes
    	.	•—•
     20 to 40 minutes
    __—.	
     Minimum three  periods |
     	.	—	
      Half day to full day
         	
      One to two periods
        .	
      Half day to full day

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™ Unit One

                   Activity
Art
                                           Language
                                              Arts
                       Matti
                                  Music
                                             Science
                                                                                1
                                                                                1
 Social
Studies
                                                                                                              Duration
                                                                    One to two periods
                                                                   —'	.
                                                                    2p to 40 minutes
                                                                    20 to 40 minutes
                                                                    20 to 40 minutes
                                                                    20 to 40 minutes
                                                                  —:	_
                                                                   One to  two periods
                                                                   M
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How to Use This Curriculum
This curriculum is divided into two sections: one each for grades kindergarten
through 6; and another for grades 7 through 12. Each section contains units ad-
dressing key concepts related to solid waste generation and management:

    •  What is waste?
    B  How do we manage our waste?
    •  How does waste affect our resources?
    •  How can we produce less waste?
    •  What can we do about the waste we produce?
These units are further divided into hands-on activities that engage students in an ex-
ploration of the scientific, economic, and social implications of solid waste issues.
Activity components include:

Objective - The purpose of the activity; what students should be able to do or ac-
complish through the activity.

Vocabulary - The new terms students will need to know as they work through an ac-
tivity. Vocabulary words are presented in italics when they first appear in the activity
procedures, and are defined in a glossary at the back of the curriculum.

Procedure - The directions for conducting an activity in the classroom. The proce-
dures typically consist of activity steps followed by questions that can be used to initi-
ate a discussion or illustrate a point. Any materials or equipment needed to perform
the activity also are listed, along with suggestions for expanding the activity through
additional projects such as field trips, classroom displays, and homework assign-
 ments.

 In addition, the curriculum also contains tools to help ease presentation of the activi-
ties and make them more relevant to students' and educators' needs, including:

 Community Profile Worksheet - A worksheet for estimating local impacts and
 costs of garbage.

 Clip Art - Illustrations and cartoons to engage students and encourage them to use
 their creativity while participating in the activities.

 glossary - An alphabetical listing of all vocabulary words from the activities along
 with their definitions.

 "Throwaway Three" - A short skit that enables students to explore through the art
 of performance the various ways that trash has been managed throughout time and
 to consider recycling as an alternative to disposal.

 Contacts - A listing of state solid waste agencies.

 Resources - A listing of books, posters, curricula, and other materials that can help
 illustrate and expand  upon the points made in the activities.

 Evaluation Form - A short form that educators can complete if they would like to
 provide feedback to EPA on the effectiveness of the curriculum.

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                                                   1 I'A/S Ml :.W 'Ml IK
 This document is a tool for educational instructors to use to
   stimulate discussion about and heighten awareness of
  Solid Waste issues. The units in the curriculum can be
modified appropriately to meet the needs of the students and
    the instructors. Publication of this document by the
  United States Environmental Protection Agency does not
 constitute the endorsement of any consumer product over
 another. This document is merely an educational tool and  is
        not intended to influence purchasing habits.

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