oEPA
United States
Environmental Protection
Agency
EPA/530-SW-90-023
August 1990
Solid Waste and Emergency Response (OS-305)
School
Recycling
Programs
A Handbook
for Educators
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We would like to thank the following individuals for their contributions of success stories
and photographs and their consultation in the development of this publication:
Carole Bell, Department of Environmental Management, Providence, RI
Maureen Berg, Stratford Department of Public Works, Stratford, CT
Mona Henderson, Keep Alliance Beautiful, Alliance, OH
Dean Jamason, Maple Hill Middle School, Castleton, NY
Harry Leavitt, Committee to Save the Earth, Mercer Island, WA
Reynolds Aluminum Recycling Company, Richmond, VA
Southeast Glass Recycling Program, Clearwater, FL
Dale Boatright, American Federation of Teachers
David Byer, National School Board Association
Shelly Gary, National Science Teachers Association
Carolyn Henrich, National PTA
Mary Beth Powell, North Carolina Department of Environment, Health, and Natural Resources
Alison Rasmussen, National Association of Biology Teachers
Carol Ruppel, Council for American Private Education
Printed on Recycled Paper
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School Recycling Programs:
A Handbook for Educators
This brochure describes a number of school recycling program
options, along with step-by-step instructions on how to set one
up. It focuses on implementing actual recycling projects as a
way of teaching the importance and benefits of recycling. Because
school recycling projects are excellent candidates for the President's
Environmental Youth Awards, which are administered by EPA, instruc-
tions for how schools can apply for these regional and national awards
are also detailed.
asteful habits many of us unknowingly perpetuate. In
the various educational materials developed by EPA, students are encouraged to recognize
and reject the ways of the "Gremlin" as they learn how to be responsible, environmentally con
scious citizens.
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The Solid Waste Crisis
Americans can no longer simply
forget about their garbage when it leaves
their curbsides each week. The United
States^ currently generates nearly 180 mil-
lion tons of municipal solid waste per
year— enough to fill a convoy of
garbage trucks that would encircle the
earth more than six times! If this trend
continues, this amount is expected to
reach 216 million tons by the turn of the
century.
At the same time, we are running out
of places to put all this trash. Approxi-
mately 73 percent of our garbage is
currently disposed of in landfills, but
nearly one third of the nation's landfills
will close in the next several years. Few
new landfills and incinerators are being
built to replace these facilities due to
public concerns about environmental,
economic, property, and nuisance prob-
lems.
For some communities, this dilemma
has already reached crisis proportions.
For others, the crisis still looms in the
future. In any case, the problems associ-
ated with solid waste generation and
management will not disappear, and
without action they are likely to become
worse. Therefore, the time for all com-
munities to deal with the solid waste
dilemma is now.
The Importance of
Recycling
Every sector of our society—
governments, companies, institutions,
communities, and individuals—con-
tributes to the garbage problem. In fact,
each American generates an average of 4
pounds of trash per day. We all, there-
fore, must cooperate in efforts to solve
the problem.
One important step we can take indi-
vidually and collectively is to recycle
more of our discards. Recycling not only
helps alleviate the trash disposal prob-
lem, but also conserves scarce natural
resources. In addition, recycling can:
• Reduce demands on scarce landfill and
incinerator capacity.
• Reduce risks to our health and environ-
ment from improper disposal of some
hazardous wastes, such as used oil.
• Reduce air and water pollution that may
be caused during the manufacture of
new products.
• Reduce the demand for energy and the
need for raw materials used in the man-
ufacture of new goods.
• Reduce costs, especially when avoided
landfill and incinerator "tipping fees"
are considered.
Many communities have already rec-
ognized the benefits of recycling, as
witnessed by the growing number of
recycling programs across the country.
These programs, now numbering over
DID YOU KNOW? Recycling 1
ton of paper saves 17 trees.
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8,000, are enabling many states and com-
munities to set and surpass ambitious
recycling goals. As a nation, we currently
recycle about 10 percent of our munici-
pal solid waste. The U.S. Environmental
Protection Agency (EPA) has challenged
the nation to increase recycling in the
years ahead. EPA's goal for the nation is
to reduce and recycle at least 25 percent
of our waste by 1992.
Facts About
Metal Cans
Metals are valuable resources
that can often be more easily
recovered and reused than
mined. For this reason, metals
recycling is an established prac-
tice in many parts of the country.
Aluminum and tin (actually tin-
coated steel) cans are some
metal items that schools have
successfully recycled over the
years.
There are established
markets for aluminum cans
nationwide, and recycling them
can be quite profitable. Most soft
drink and beer cans are made
from aluminum. Soup and fruit
cans, on the other hand, are
made of tin-coated steel, or alu-
minum and steel. These cans
are also recyclable, although a
different process is used, and
markets may be more difficult to
find for them than for aluminum
cans.
An easy way for your students
to tell steel cans from aluminum
ones is to hold a magnet to
them; aluminum cans won't be
attracted. If you plan to collect
many mixed metal cans, you
may be able to borrow magnetic
sorting tables from can recycling
companies. Check with your
local can recycler.
School Recycling
Programs
Schools are vital forums for
educating young people and the commu-
nity about the problems and solutions of
solid waste management. One practical,
relatively easy way to introduce students
to the benefits of recycling is to imple-
ment a recycling program in your school.
A school recycling program can
impart valuable hands-on experience that
encourages students to make recycling a
part of their lifestyle—not only at school,
but also at home and in the future. Such
programs can help young people become
active learners and apply their classroom
skills to solve real problems. In this way,
students come to realize that they can
make a difference.
In addition, recycling programs can
often generate funds for school depart-
ments or organizations. Many schools
have generated $2,000 or more through
their recycling programs. One school in
Washington State that runs its own recy-
cling center even earned over $40,000 in
a single year!
A well-run school recycling program
can benefit the community as well. Local
recyclers will receive an increased flow
of recyclable materials. Citizens can take
an active role in managing their waste. In
addition, a school recycling program can
strengthen the relationship between the
school and the rest of the community.
it
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Four Types of School
Recycling Programs
The type of recycling program you
decide to run is very dependent on your
school's situation. Available funds, time,
size of school, and community resources
are all variables that will enter into your
decision. The following program options,
however, are popular methods that have
produced successful results in schools
across the nation.
1. Conduct an occasional or one-
time recycling drive.
One option is to run a one-time or
occasional drive during the school year
or at intervals (once a semester, for
example). In their homes, students collect
recyclables such as aluminum cans,
newspapers, or glass bottles and bring
them to school on one or more desig-
nated days. You can arrange for the
company picking up the recyclables to
bring a truck to school on those days.
Adult volunteers such as parents or
teachers can also be recruited to transport
the materials to the recycling company.
Spotlight on Success: One-Shot CAN Work
Aluminum cans are a popular and profitable choice for school
recycling drives. The Midlothian Middle School in Richmond, Virginia, has
run a successful aluminum can recycling drive once a year for the past 5
years. In 1987, the 1,275 students collected a total of nearly 125,000
cans, and earned more than $2,000 for their science department.
Students collected and kept cans at home during the fall semester. On
2 designated days, students brought their cans to school for pickup by an
aluminum can recycling company. While teachers loaded cans in the
company's truck, students tallied the number
of cans collected.
The cans had to be meticulously counted
because a comprehensive prize structure
was in place: first, second, and third place
prizes were awarded for the most cans col-
lected in the school; the most cans collected
in each class; and for the class with the most
cans per student. Movie tickets were
awarded to every student collecting more
than 500 cans, and students who collected
more than 50 cans saw a movie on campus
in place of two science classes.
To publicize the program, the school sent
home a letter explaining the program at the
beginning of the school year. Follow-up announcements and posters at
school reminded students to bring in cans throughout the collection
period. This publicity, along with the prize system, motivated over 85 per-
cent of the student body to participate in this highly successful program.
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Spotlight on Success:
Long-Term Recycling Is Elementary
An ongoing aluminum recycling program can be an excellent source of
community pride, as witnessed by the Berkeley Elementary School in
Williamsburg, Virginia. Although started for the student body, the school
program became a focal point for aluminum can collection in the commu-
nity. In 3 months, students and community members collected over 3 tons
of aluminum, worth over $2,000.
To set up the program, the school converted an old storage shed into a
"recycling center," and contacted an aluminum recycling company to
arrange for bi-weekly pickup of the collected cans. Two student council
representatives from each homeroom were responsible for counting and
gathering the collected cans. The responsibility of storing the cans was
rotated among homerooms, and thus many students were able to partici-
pate. Each classroom teacher posted weekly totals, and the recycling
coordinator summed the weekly results for the school.
Active teacher support and high-visibility publicity helped make the pro-
gram a success. An assembly kicked off the program, which was
broadcast on the local cable television channel. School public address
announcements of class totals generated healthy competition.
Several prizes were awarded, which
also encouraged participation. The top
prize for the most cans collected was an
aluminum frame bicycle. In addition, when
the school met its initial goal of 1 ton,
everyone was awarded a pizza party,
which was donated by a local pizza parlor.
Any proceeds from the collection go
back to the school.
This option does not require long-
term storage space at school, which is a
consideration with other options. It does,
however, assume extra space in the
students' homes is available for accumu-
lated materials before they are brought to
school.
2. Operate an ongoing in-school
recycling program.
Another option involves setting up a
permanent, in-school collection center
for recyclables generated at home or at
school. If your community has curbside
recycling or a drop-off center, students
can recycle materials generated at school
(such as paper from schoolwork and cans
from lunch) without duplicating commu-
nity efforts. This type of program
requires that a storage space for the col-
lected recyclables be available at your
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school. It also is necessary to arrange for
the recyclables to be collected from
school fairly frequently.
Even though an in-school, long-term
recycling program requires careful plan-
ning and continuous support, it also
offers great rewards. It allows students to
see the results of their collection efforts
on a daily or weekly basis, and, depend-
ing on how the program is set up, even
participate in running the program. An
in-school program will also greatly
encourage the habit of recycling since
students will make it part of their daily
routines.
3. Establish an ongoing account
with a local recycling center.
Another option is to arrange the
program through a local recycling center.
Students and parents bring their recy-
clables directly to the center at their
convenience. Your school can set up an
account with the center so that payments
for materials brought in by students are
directly credited to your school.
This option does not require your
school to set up storage space or handle
recyclables.at school. It is important,
however, to provide a base at school for
the recycling drive. Classroom activities
and school publicity will reinforce recy-
cling lessons and increase participation.
If the school informs the community of
its drive, residents may donate recy-
clables at the center for the school as well.
4. Set up community collection
points at school.
This option entails setting up a
collection center at your school that the
entire community can use. Since schools
often serve as focal points for local resi-
dents, they are ideal drop-off points for
recycling.
A storage facility where individuals
can drop off their recyclable "donations"
needs to be established in an easily
accessible place, such as a parking lot.
You can either arrange for pickup of the
collected items or enlist school and
community members to transport the
collected materials to the recycling
company. Since this program directly
involves the community and depends on
the support of its residents, it is important
to target these people in your publicity
efforts.
HEAVY METAL: Aluminum cans have been easily and profitably recycled in
many schools.
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Ten Steps to Get Started
Select the type of recycling program you are going to run
Organize a coordination team.
Decide which recyclables to collect.
Identify a local market for recyclables
Work out a budget.
Make municipal contacts.
Establish a system for collecting and storing recyclables.
Educate the school and the community about the program
•••••
Set overall and individual goals.
I] Reward the doers.
Each of the four program options has different requirements in terms of
storage space, time commitment, type of recyclable, student interest, and so
on. As you consider these steps, which are described in more detail in the
following pages, think carefully about whether your school has the ability to
meet the necessary requirements. Also, keep in mind that these ten steps out-
line general guidelines. You may encounter other issues specific to your
school that need to be resolved as well.
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LENDING A HAND: Young people in communities across the nation are making
changes in their habits to help preserve the environment.
1. Select the type of recycling
program you are going to
run.
You can model your program after
one of the four options presented earlier,
or "custom-design" a program to fit your
school's needs. Since the success of the
program will depend upon the interest
and enthusiasm level of the school com-
munity, let them help you make this
decision.
Distribute a survey in school for
students and parents, asking specific
questions about their willingness to par-
ticipate. Would they be willing to keep
recyclable materials at home? Would
they be able to bring the recyclables
to school or to school-run recycling
centers? After the survey has been com-
pleted, use the results to gauge which
type of program would be most suitable
for your school.
2. Organize a coordination
team.
A coordination team will help the
program run smoothly. In addition to
being responsible for program planning,
publicity; and operation, the team makes
recycling fun for students. The team
should include students, parents,
teachers, the custodian, and a community
representative. A coordinator, or "inside
champion" (someone who generates
enthusiasm and support for the program),
is also essential. A department director or
teacher whose program benefits from the
recycling effort is a good choice for
program coordinator, but anyone at
school with enthusiasm for recycling
will make an excellent coordinator.
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Spotlight on Success:
How Far Can You Take Your Program?
Almost 20 years ago, students at Mercer Island High School, Mercer
Island, Washington, began a monthly collection of tin cans. They expanded
their collection to bottles and aluminum containers, and soon amassed a
small fortune. In 1975, the group of students, called the Committee to Save
the Earth, began a drive to build a permanent recycling center. Today, what
started as a small venture has become a more than $40,000 a year busi-
ness for the Mercer Island High School.
Students from the Committee to Save the Earth, as it is still called, staff
the Mercer Island Recycling Center, which serves as a focal point for stu-
dent activism and action on environmental issues. The Center is managed
by students, who also make decisions regarding its operation.
The Recycling Center accepts a variety of recyclables, such as mixed
paper, plastic containers, glass bottles and jars, foil, aluminum cans, tin
cans, newspaper, and corrugated cardboard. The Center has seen its
amount of recyclables processed grow from less than 300 to 1,400 tons
per year. It currently serves 21,000 Mercer Island residents as well as the
school.
Proceeds from the recycling center fund part-time student and staff
jobs, school student activities, environmental speakers, trips and projects,
library resources, and college scholarships. Community members who
donate recyclables can designate to which school they want their dona-
tions to be credited. This program is an example of the high degree of
success that can be attained through student initiative and active support
from the community.
\
(/c.
TO THE BAHK
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Spotlight on Success: Rhode Island Closes the Loop
The smallest state is undertaking what may be the most ambitious
recycling program yet. Rhode Island plans to set up school recycling pro-
grams state-wide in the 1990-91 school year. Pilot programs have already
been established in three school districts to determine the specifics of the
program, such as collection containers, collection systems, and designated
recyclables.
Since Rhode Island has implemented
mandatory curbside recycling, the school
recycling programs will focus on materials
generated by the schools themselves. These
include classroom paper, aluminum cans, and
glass containers.
While many markets exist for school-dis-
carded cans and glass, finding a market, or
closing the recycling "loop," for the schools'
paper is proving to be a challenge. Most of
the paper the schools use has already been
recycled. It is, therefore, of a low grade and
unsuitable for making into high-grade paper.
Consequently, state program coordinators are
investigating innovative paper product markets;
some ideas include making the collected paper
into paper towels, tissue, and even compost!
This type of advance planning can identify
potential obstacles that have to be overcome,
and greatly increase the future success of your
recycling program.
3. Decide which recyclables to
collect.
Deciding which types of materials
you are going to recycle is a big step, for
there are many choices and issues to
consider. Materials typically recycled
include aluminum; tin cans (steel); glass
containers; newspapers; and high-grade
paper, including notebook paper, copy
paper, and computer paper. Some com-
munities have also collected plastic
recyclables, such as milk jugs and soft
drink containers; Christmas trees; and
other materials. No material should be
collected for which there isn't an existing
local market unless special arrange-
ments can he made with a buyer (see
Step 4). As consumers, we can all help to
create markets by purchasing products
made of recycled materials, such as recy-
cled paper.
Safety issues should also be consid-
ered. For example, if the recycling
program is at an elementary school, glass
beverage containers should be handled
only by adults or under supervision.
Junior and senior high school students.
on the other hand, should be able to han-
dle glass themselves. Heavy gloves and
goggles should be worn while handling
quantities of collected glass.
10
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•'
Facts About Glass
Many types of glass can be recycled. Glass fo
beverage containers are 100 percent recyclable and can be
reused an infinite number of times. The only glass items that
cannot be recycled are light bulbs, ceramic glass, dishes,
and plate glass.
There are three primary colors of glass: green, clear, and
brown. Find out which colors your local recycler takes. If
more than one color is accepted, you may be required to
separate your glass by color. Labels can be left on the glass,
but check with the recycling center about metal tops and
rings; some centers require that they be removed.
Spotlight on Success: Schools Cash In on Glass
Recycling is always rewarding — both for the hands-on learning it
provides and for its environmental benefits. For students in Augusta Raa
Middle School in Leon County. Florida, recycling was also extremely prof-
itable. The school was the winner of a contest sponsored by the Florida
Glass Recycling Program. To encourage glass collection, the program
offered a top prize of $2,000 to the elementary and middle school that
collected the most glass recyclables.
Students in the sixth, seventh, and eighth
grades collected approximately 3,000 pounds
of glass during the contest's 6-week period. The
"inside champions" in this effort were members
of the school's honor society club. One eighth
grade student was particularly instrumental in
organizing the program.
Students brought recyclable glass contain-
ers to their homeroom, where the items were
stored in boxes. When a large number of con-
tainers had been collected, teachers, parents,
and the school custodian transported the glass
to a recycling center. The center recorded the
weight of the glass and sent a receipt to the
school.
The school also received support from the entire community. As they
became aware of the competition, many members of the community
donated their recyclables to the school.
11
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Facts About Paper
Paper and paper products are the most common items in our
trash. In fact, they make up over 40 percent of the national waste
stream. Most of this paper ends up in landfills and incinerators but
could easily be recycled.
Basically, three types of paper can be readily recycled: high-
grade paper, newspaper, and corrugated cardboard. Your local
waste paper market will determine what types of paper are
acceptable and the value of each. For example, high-grade paper
that could be recycled might include schoolwork paper, notebook
paper, copier paper, computer paper, memo paper, letterhead sta-
tionery, envelopes, and typing paper.
To obtain the most value from your paper, follow the specific
guidelines given by your local recycler. Otherwise, the price per
pound decreases. Usually high-grade paper must be free of tape,
colored paper, and paper clips. Recycled newspaper must be free
from glossy magazine paper and loose paper. Corrugated card-
board should not have a wax coating, and should be clean of all
packing materials.
4. Identify a local market for
your recyclables.
Recycling involves separating
reusable materials; collecting them; pro-
cessing them; making them into new,
usable items; and marketing them. Once
the materials are back in service, the
recycling "loop" is closed. Reuse of the
material is critical to the success of recy-
cling. If material is simply collected and
stored, the ultimate goal of reducing the
waste stream is not reached.
To find a market for your recy-
clables, check to see if there are any
recycling facilities near your school, or
any companies that recycle materials as a
business. The phone book is a good
source; look in the yellow pages under
recycling, waste paper, scrap or junk
dealers. If your area government already
collects some materials and has a local
municipal or county recycling coordina-
tor, that person can also identify area
markets for recyclables. You might also
contact your state environmental agency
for assistance in locating markets.
Once you have identified a market
for your recyclables, contact the com-
pany to ask what services and payment
they provide, how often they would be
willing to collect items, and whether they
provide transportation. The highest price
per pound is not necessarily the best deal
if you have to organize transportation of
the collected recyclables yourself.
12
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Plastic Recycling: >
The Wave of the Future?
Plastics make up 9 percent of the
national municipal solid waste stream
by weight, and 20 percent by volume.
Approximately half of the plastic municipal
waste is packaging; the rest is nondurable
consumer goods, such as disposable razor
blades, and durable goods such as appli-
ances.
There are still many uncertainties associ-
ated with the disposal of plastics. Plastic
wastes are very slow to degrade in landfills,
but recent data indicate that other wastes,
even those considered to be "degradable,"
such as paper, are also quite slow to
degrade.
About 1 percent (primarily plastic soft
drink bottles and milk jugs) of the plastic
waste stream is currently recycled. There
are several obstacles to recycling
plastics. For example, many
objects are made up of different
types of plastic material, which
makes reprocessing difficult.
Progress is being made, however,
by plastic manufacturers and the
recycling industry to improve the
feasibility of plastics recycling.
In a pilot program in Lexington,
Massachusetts, schools are col-
lecting polystyrene foam lunch
trays instead of discarding them.
The trays are then picked up by a
plastics recycling company that
uses an innovative process to
recycle the foam into other usable
goods, such as flower pots, key chains, and
benches. As this program demonstrates,
plastics recycling is an emerging technology
with a great deal of promise.
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5. Work out a budget.
It does cost some money to set up
any recycling program; however, these
costs can often be recovered from the
operation of the program. Find out if
your school budget can cover the costs of
launching the program. If no school des-
ignated start-up funds are available,
investigate other possible sources of
funding, such as the PTA, service clubs
and civic organizations, local businesses,
or the student body general fund.
Supplies and equipment, transportation
of materials, facility construction, main-
tenance, storage space rental, insurance,
utilities, publicity, and wages for any
non-volunteer help are all potential costs
you need to consider. In addition, make
sure that your students and anyone else
participating in the program are covered
by insurance in case of any accidents.
M^BBi
Spotlight on Success:
Flood School Stems the Paper Tide
Schools and offices are the primary sources of the paper and paper
product discards that make up a large percentage of our national waste
stream. The Flood Junior High School and the town of Stratford, Connecticut,
decided to tackle this problem by setting up a pilot program to recycle paper
in the school system.
Recycling school paper was
also a logical choice since the
town already has an active recy-
cling drive for many recyclables.
In addition, Stratford, like many
towns, has very high waste dis-
posal fees, and any reduction in
the amount of paper flowing into
the waste stream represents a
savings.
The program started off on
a positive note, with a visit
from the State Department of
Environmental Protection and
"Ray Cycle," an educational
entertainer who gets his recy-
cling message across with a
little song and dance. All of the
students got involved in this
hands-on recycling project.
Receptacles to collect
homework, white, and
computer paper were placed in
each classroom, and emptied into a large bin in the back of the school. The
collected paper was sold to a local high-grade paper buyer and recycled.
The Flood Junior High program was such a success that it is now being
expanded to all 13 Stratford schools. Students from kindergarten through
twelfth grade will participate in the expanded program.
14
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ZOWIE! Sponsored by Connecticut's Department of Environmental Protection,
the recycling super hero "Ray Cycle" tours the state's elementary schools rap-
ping about recycling and singing of solid waste issues.
6. Make municipal contacts.
Since certain local ordinances may
apply to school recycling programs, it is
important to contact local authorities
before setting up your program. If you
are considering any type of in-school
program, contact fire marshals regarding
storage and collection logistics. For
example, if you are considering recycling
paper, ask if any specific storage require-
ments must be followed to prevent fire
hazards.
You might also check with local offi-
cials to determine if your municipality
can get credit for your school's recycling
efforts when applying for state tonnage
grants. If so, you'll need to keep records
of your recycling efforts.
It is also important to identify other
organizations in the community that reg-
ularly recycle. If an existing volunteer
group (for example, a Girl or Boy Scout
Troop or a local community group) con-
ducts a recycling drive, be careful not to
compete with its efforts, as the group
may be dependent on its program for
money and goodwill.
7. Establish a system for collect-
ing and storing recyclables.
To keep the program running
efficiently, your collection system needs
to be as simple and organized as possible.
Depending on the type of program you
have chosen, designate logical deposit
locations, either within or outside your
school. You may also need to acquire,
label, and place appropriate containers
for the collected recyclables.
If storing recyclables at school,
you'll need to provide ample storage
space, preferably with truck access. A
shed, garage, or even a receptacle
specially designed for your type of recy-
clable can be used. For example, some
glass recyclers have used an "igloo" type
structure, and aluminum can recyclers
often provide special dumpster-like stor-
age bins. Students can also crush cans
before they are stored, so that they will
take up less space.
Materials also need to be properly
separated, as they will bring higher prices
that way. For example, newspaper often
needs to be separated from magazines
15
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and other glossy paper, and glass con-
tainers sometimes need to have caps
removed. Your recycler can specify how
materials should be separated. It is
important to meet their requirements in
order to establish a successful, long-term
relationship with them and avoid service
cut-off due to unacceptable materials.
8. Educate the school and the
community about the
program.
Notify the entire staff (including all
teachers, clerical staff, and custodians)
and the surrounding community about
the recycling program. It is a good idea
to hold an explanatory session at the
school to describe how the program will
run and when collection will occur. You
can also display examples of recyclables
and storage containers. To make sure that
the program does not interfere with class
schedules or create conflicts, schedule a
regular time for it or stress that students
must work on the program outside class
hours.
Publicity is essential to the success
of any recycling program. At the start of
your school's program, send flyers home
with students to let parents know all of
the specifics of the program. Encourage
participation and support from local
residents. Display posters, make
announcements, and even have a special
in-school assembly or presentation to
kick off the program. Sending press
releases to newspapers and radio stations,
as well as making announcements in
weekly shoppers, local bulletins, and
club newsletters will also help inform the
surrounding community. States and
communities may be willing to be part-
ners in promoting your school recycling
program, so check with municipal or
state officials about special publications
or presentations that they may have
developed about recycling.
Teachers can also remind students
about the program, and, if possible,
include recycling lessons in their classes.
Many schools have incorporated lessons
on the environment and recycling into
*£—^ .r*/ i—-rf~-S^3:^--f
Facts About Compost
Yard waste, primarily leaves and grass clippings, currently
makes up 18 percent of the municipal solid waste stream
nationwide, though that amount varies from region to region
and by time of year.
Yard waste is easily composted into natural soil additives
for lawn or gardens. Spreading homemade compost on a gar-
den will improve soil texture, increase the ability of the soil to?;
, absorb air and water, suppress weed growth, decrease ero-
sion, and reduce the need for commercial soil additives and '
pesticides.
school can make a compost pile from the leaves and
grass clippings created by maintenance of the school grounds
or garden plots, and organize a class project to tend to the
pile and watch its progress. For detailed information on how to
make a compost pile, refer to Let's Reduce and Recycle, a
curriculum available from EPA (see bibliography).
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Spotlight on Success: Alliance for Recycling
The Parkway School in Alliance, Ohio, recently added tin and bimetal cans to its
growing list of recyclables. In addition to tin and bimetal cans, the school collects
newspapers, magazines, plastic jugs, and aluminum cans. Students as well as
community members bring in their recyclables during school hours, where they are
stored in large colorful boxes in the hallway until the recycling coordinator trans-
ports them to the town's recycling center.
The recycling coordinator is a teacher who became interested in recycling and
singlehandedly started the Parkway School program. She was recognized for her
outstanding and continued contribution, and recently received the Ohio Governor's
Award for Recycling. Because of her dedication and the efforts of the students and
community members, the school has
collected over 8,500 Ibs. of recyclables
so far.
But Parkway isn't the only school in
Alliance participating in recycling. To
encourage students to collect all types of
metal cans, Keep Alliance Beautiful, a
local civic organization, sponsored a
"DeCanthalon" for grades K-12. The
"DeCanthalon" is similar to a mini-
Olympics, but its sporting events all
involve cans. Some events were shot-
put with a can, kick the can distance
events, and team can-crushing relay.
The entry fee for the contest was a bag
of aluminum, bimetal, or tin cans per
contestant. The "De-Canthalon" is an
innovative example of how to combine a
can drive with an event that's fun for
everyone.
the science curriculum. If students under-
stand the importance of recycling, they
may be motivated to participate more
actively in the program. The Let's
Reduce and Recycle curriculum for
grades K-12, developed by EPA in tan-
dem with this handbook, is one example
of the many teacher aids available, some
of which are listed in the bibliography of
this booklet.
9. Set overall and individual
goals for the drive.
Goals are always useful for
encouraging students to excel. Aim for
an overall amount of recyclables to be
collected, and perhaps keep a running
total displayed in a prominent place to
announce progress. Students, especially
in primary grades, will try hard to reach
goals if they know what is expected, so
you could even set individual goals such
as bringing in five items a week.
Maintain an accurate tally of how
much each student contributes to the
recycling effort. A tally will become
important if your school intends to
reward the doers (see Step 10). How this
tally is obtained will vary according to
the type of program that you run. If your
school has arranged an ongoing account
at a recycling center, it may agree to tally
results. If, on the other hand, your school
has chosen to run an in-school recycling
center or conduct an occasional or one-
time recycling drive, volunteers or
students can record the totals.
17
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Spotlight on Success:
A National Winner
A school recycling project was a recent national winner in the
President's Environmental Youth Awards Program. The students in the 6th
grade class at Maple Hill Elementary in Schodack, New York, studied the
solid waste crisis in their current events class. After viewing videos, read-
ing reports, and listening to representatives in the field, they decided to do
something about the problem in their own town.
The students came up with a plan, presented it to the town supervisor,
and went to work. They set up a collection center at the town landfill for
bottles, cans, glass, and newsprint. Next, they publicized the program
throughout the community with flyers, letters, and signs. Community resi-
dents then deposited their recyclables at the collection center.
The students identified markets for the collected recyclables. With help
from landfill employees, they sorted and prepared all of the paper that the
town brought to the landfill. A
company that makes the
paper into non-toxic cellulose
insulation for homes picked
up the sorted paper. Bottles
and cans were returned to a
store to collect the 5
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10. Reward the doers.
It is important to stress that recycling
helps the environment, and that is a
reward that everyone enjoys. A prize sys-
tem, however, can make the recycling
program even more successful. Take into
account class size when establishing
class prizes, so that large and small
classes have equal chances of winning
prizes.
Prizes can take many forms. In some
programs, the winning class has received
a pizza party, a trip to the zoo, school
computers, or new playground equip-
ment. In others, students were awarded
'Certificates of Appreciation' or earned
Scout Badges. Prizes may be donated by
local merchants, such as restaurants or
manufacturers, or bought with the pro-
ceeds of the recycling drive. Individual
students can also be rewarded for out-
standing efforts with a bicycle or gift
certificate, for example.
i
The President's
Environmental Youth
Awards
In addition to the reward system you
set up in your school, there is a national
award program administered by EPA
called the President's Environmental
Youth Awards. This program offers
young people an opportunity to be recog-
nized for their efforts to protect the
environment. A school recycling pro-
gram is an excellent candidate for this
award. Students can participate as indi-
viduals or as a class, from kindergarten
through twelfth grade. The projects must
have an adult sponsor who will advise
and guide students.
The program has two components:
the regional certificate program and the
national awards competition. All partici-
pants in the President's Environmental
Youth Awards Program receive a certifi-
cate from the President of the United
States, awarded by EPA's Regional
Offices. If a project produces exceptional
results, sponsors are encouraged to enter
it into the national competition. Ten
national winners are selected annually.
Two representatives from each winning
project—a student and the sponsor—are
invited to Washington, DC (expenses
paid) for an awards ceremony and 3 days
of work and fun.
Applications for the regional certifi-
cate program are accepted throughout the
year. For the national competition, pro-
ject applications are due by July 31 of
each year.
To learn more about the President's
Environmental Youth Awards Program,
or to obtain applications, contact the EPA
Regional Office that services your state
(see list in bibliography) or write to the
EPA Public Information Center, 401 M
Street SW, Washington, DC 20460.
19
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he students of today are the decision-makers, manufacturers,
business persons, and homeowners of tomorrow. Through the
use of a well-designed recycling program, students can come to
understand the problems associated with solid waste, and how they
can initiate real world solutions to resolve these problems. Individuals
of all ages can learn how to work together to preserve the environment
for future generations.
V
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Bibliography
The following resources were used
to develop this brochure:
Center for Environmental Research
and Service. 1989. The best environ-
mental education programs in Alabama.
Troy, Alabama: Center for Environmen-
tal Research and Service, Troy State
University.
4
Fisher, D., C. Moore, N. Robinson,
and M. Timpane. 1988. Aluminum recy-
cling programs in elementary and middle
schools. Resource Recycling. Nov./Dec.
Florida Glass Recycling Program.
1987. Cashing in on a cleaner Leon
County. Clearwater, Florida.
Jones, P. 1987. How to organize
effective recycling programs within
schools. Freehold, New Jersey:
Monmouth County Planning Board.
MidAmerica Glass Company. 1989.
Fundraising through recycling: An
events planning guide. Bella Vista,
Arkansas.
Mullen, M. 1989. School recycling
programs: An excellent teaching tool for
students and their parents as well as a
source of needed funds. Troy, Alabama:
Center for Environmental Research and
Service, Troy State University.
Washington State Department of
Ecology. A-way with waste. 2nd Ed.
Olympia, Washington.
EPA Sources
The following documents are
available from EPA's RCRA Hotline at
no charge (800-424-9346):
Be An Environmentally Alert
Consumer. EPA/530-SW-90-034B. A
handy booklet describing approximately
100 practical steps that consumers can
take to reduce the amount and toxicity of
the trash they generate. A concise pam-
phlet that summarizes the booklet is also
available. (EPA/530-SW-90-034A)
Bibliography of Municipal Solid
Waste Management Alternatives.
EPA/530-SW-89-055. A listing of
approximately 200 publications available
from industry, government, and environ-
mental groups.
Recycling. EPA/530-SW-88-050. A
concise citizen's brochure on recycling
and its role in solid waste management.
Recycling Works! EPA/530-SW-89-
014. A booklet describing 14 successful
state and local recycling programs in the
United States.
The Solid Waste Dilemma: Solutions
for the 90s. EPA/530-SW-90-058. This
booklet presents a national strategy for
managing municipal solid waste and
describes steps that government, indus-
try, and the public can take to help
resolve the problem. (Available mid-
summer 1990)
22
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Educational Materials
Available from the Hotline:
Recycle Today! Educational
Materials for Grades K-12. EPA/530-
SW-90-025. Presents the goals and
objectives of EPA's School Recycling
Program, and describes this handbook as
well as the following materials.
Let's Reduce and Recycle:
Curriculum for Solid Waste Awareness.
EPA/530-SW-90-005. Presents lessons
and activities to teach students in grades
K-12 about solid waste generation and
management. Each unit presents a series
of related lessons with vocabulary words,
discussion questions, and projects.
Practical teaching aids, such as handouts,
worksheets, clip art, and a short skit are
also included, along with a bibliography
of additional sources of information.
Adventures of the Garbage Gremlin:
Recycle andCombat a Life of Grime.
EPA/530-SW-90-024. Introduces stu-
dents in grades 4-7 to the benefits of
recycling through an engaging comic
book approach. Students are lead on an
adventure in which their peers foil the
"Garbage Gremlin" and learn about recy-
cling.
Ride the Wave of the Future: Recycle
Today! EPA/5 30-SW-90-010. Promotes
recycling through a colorful poster
designed to appeal to all grade levels.
Can be displayed in conjunction with
recycling activities or used to help foster
recycling.
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24
U.S. GOVERNMENT PRINTING OFFICE: 1990:274-868
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