\s*
        A Teacher's Guide to Reducing, Reusing, and Recycling
                                                                          0
                  Activities and Resources for Teaching K-8

United States
Environmental Protection Agency
1200 Pennsylvania Avenue, NW (5305W)
Washington, DC 20460

EPA530-R-05-005
June 2005
www.epa.gov/osw

Recycled/Recyclable-Printed with Vegetable
Oil Based Inks on 100% (Minimum 50%
postconsumer) Recycled Paper.

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                         .
Teacher's Guide to Waste Reduction and Resource Conservation
                             r
Activities and
Resources for
 Teaching K-8


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Special Thanks
The U.S. Environmental Protection Agency's Office of Solid Waste would like to thank all of the
teachers and students who contributed their thoughts and ideas to the development of the first
edition of this resource in 1 998 and 1 999.  Focus groups with teachers and students were held in
Kansas  City, Kansas; Alexandria, Virginia; Atlanta, Georgia; and  Chattanooga, Tennessee.
We would also like to extend thanks to a very special group of educators who served as a review panel
for this resource during its development from May 1 999 through July 2000:
        Linda M. Bates
        Ernest T. Boyd
        Amy Cabaniss
        August O. Curley
        James L. Elder
        Monica Ellis
        Eric Ferguson
Kristin L Gonia-Larkin
Dr. Joe E. Heimlich
William Hoffman
John Lagnese
Patricia McGranahan
Sherry Middlemis-Brown
Wanda Owens
Jeri Pollock
Peter Schmidt
Lisa Siegman
Harold Siskind
Cheryl Stance
Sherry Weinberg
In addition, EPA would also like to thank the following reviewers who helped in the development of
the 2005 version of this document:
Mary S. Allen
Recycling and Education Director
Solid Waste Agency of Northern  Cook County
Glenview, IL

Ana Can/a I ho
Recycling Specialist
City of San Diego Environmental Services
Department
San Diego, CA
          Andrea Eaton
          Resource Efficiency Manager
          Tetra Tech EM Inc.
          San Diego, CA

          Len Ference
          Principal
          Mechanicsburg Middle School
          Mechanicsburg, PA
And finally, EPA would like to acknowledge the very special contribution of William E. Gooding, Jr.,
an AmeriCorps*VISTA (Volunteer in Service to America) intern with the Office of Solid Waste from
August 2004 to August 2005, to the Quest for Less revision. We appreciated his hard work and
dedication to the task!

    Disclaimer: Publication of this document by the U.S. Environmental Protection Agency does
    not constitute an endorsement of any specific consumer product.

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                                                                Resource  for

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                                       ' ^t       ^  .                    *                \\     <^^
About This Resource
The Quest for Less is designed for teachers in
grades K-8 to use as one of the  many tools in the
development of lesson plans. Activities and con-
cepts in this resource can be incorporated into
existing curricula,  or teachers can create special
week-long units on the environment and solid
waste or use the activities to commemorate Earth
Day.
This guide provides hands-on lessons and activ-
ities, enrichment ideas, journal  writing
assignments, and other educational tools relat-
ed to preventing and reducing waste. Its
multidisciplinary focus includes math, science,
art, social studies, language arts, and health.
Lessons encourage students to  utilize skills
ranging from reading and writing to problem-
solving and analytical thinking.
This resource introduces the idea of natural
resources as a source for many  products that
become solid waste; explains the quantity and
type of waste products create; and  reviews the
common methods of managing solid waste,
including recycling, composting, landfilling,
incinerating, and preventing waste in the first
place. It also includes some information about
hazardous waste.
Each chapter in The Quest for Less includes one
or more fact sheets that provide background
information on a topic and an index showing
the grade ranges, subject areas, and skills used
for each activity.
Each activity, in turn,  provides a suggested
duration, materials needed, and other helpful
information for teachers. A glossary of terms
and a glossary of skills can be found at the end
of the resource.
•

Goals of This Resource
To stimulate young people to think critically
about their own actions and the results of
their actions and to assess their own
resource conservation and waste preven-
tion values.
To help young people understand the con-
nections among the use of natural resources,
use of products, waste disposal, and causes
and effects of environmental impacts.
To help students understand the hierarchy of
preferred waste management options and
students' role in the different options (e.g.,
reducing, reusing, and recycling are better
than throwing things away).
To introduce and explain behaviors that con-
serve resources, reduce  environmental
impacts, and enhance sustainability such as
source reduction, recycling, buying recycled,
buying with less packaging, and composting.
To help protect children's health through
increased awareness and behavioral
changes related to the safe use, storage,
and disposal of household products con-
taining hazardous constituents, such as
cleaners,  pesticides, and batteries.
To help students understand the concept of
personal responsibility toward the environ-
ment and to inspire them to make a
positive environmental impact in their
home, school,  and community.
To make solid waste  education interesting,
fun, and an integral part of environmental
education.
The Quest- for- Less
                                     Welcome

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         Why Should  Kids Learn About
         Solid Waste?
         Despite the fact that individuals and communities
         are recycling more than ever, each person in the
         United States continues to generate about 4.4
         pounds (EPA, 2003; 2001 data) of municipal
         solid waste per day! This statistic emphasizes the
         continuing need to teach the next generation
         about  reducing waste and to energize schools
         and communities to promote environmental
         awareness.

         Because municipal solid  waste issues are inti-
         mately connected with resource and energy use,
         global climate change, air pollution, water pollu-
         tion, and other concerns, lessons and activities in
         The Quest for  Less can be incorporated  into
         other environmental or ecological concepts. For
         example, kids  can  learn the connection between
         recycling an aluminum can and  saving energy.
         They can also  learn how their families' purchas-
         ing decisions impact what manufacturers
         produce and sell.
            What  Is  EPA's Office of
            Waste?

            The mission of EPA's Office of Solid Waste
            is to protect human health and the envi-
            ronment by ensuring responsible national
            management of hazardous and nonhaz-
            ardous waste. Close interaction with states,
            industry, environmental groups,  tribes, and
            the public enables EPA to promote safe
            and effective waste management. Because
            everyone contributes to the problems of
            solid waste, everyone shares responsibility
            for finding and implementing solutions.
            In that spirit of cooperation, EPA reaches
            out to educators with this resource,
            enabling them  to instill fundamental envi-
            ronmental awareness and values in today's
            youth  and tomorrow's leaders.
                                               And ihgy can learn how the consumption of
                                               material goods contributes to air and water
                                               pollution.

                                               Sources
                                               In developing this resource,  EPA used the North
                                               American Association for  Environmental
                                               Education's (NAAEE's) Guidelines for Excellence
                                               in Environmental Education Materials as a  guid-
                                               ing principle. NAAEE's guidelines address
                                               educational standards for fairness and accuracy,
                                               depth, skills building, action orientation, instruc-
                                               tional soundness, and usability. Information
                                               about the organization can be obtained by visit-
                                               ing  or contacting NAAEE at
                                               2000 P Street, NW, Suite  540, Washington, DC
                                               20036 or (202) 419-0412 or
                                               .

                                               Facts presented throughout this resource derive
                                               from a variety of governmental, educational, and
                                               trade association sources. While  all have been
                                               evaluated by EPA, they have not  been independ-
                                               ently verified and might become  out of date over
                                               time or with changes in the solid waste industry
                                               or individual/community behaviors. Some facts
                                               are specifically attributed to Municipal Solid
                                               Waste in the United States: 2001 Facts and
                                               Figures, Executive Summary (document number
                                               EPA530-S-03-01 1), published October 2003.
                                               This resource updates and replaces OSW's pre-
                                               vious solid waste teacher's guide, Let's Reduce
                                               and Recycle: Curriculum for  Solid Waste
                                               Awareness, August 1990  (EPA530-SW-90-005).
                                               Some activity ideas were based on existing solid
                                               waste educational materials. These documents
                                               can also serve as excellent sources of additional
                                               activities for use in the classroom. EPA credits
                                               the following  publications as sources of infor-
                                               mation and provides ordering information  when
                                               available:
IV
Welcome
The Qaest for Less

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A-Way With Waste, Fourth Edition, Washington
State Department of Ecology, Air Quality
Program. Available online:
.
Phone 360 407-6826. No cost.
Closing the Loop: Integrated Waste
Management Activities For School and
Home, K-12, The Institute for Environmental
Education and the California Integrated Waste
Management Board, 1993. To order: Office of
Education and the Environment, 1001 I Street
MS-14A, Sacramento, California 95814.
Phone: (916) 341-6769. No cost.
"Luscious Layered Landfill" activity,
Delaware Solid Waste Authority. To order:
1128 S. Bradford Street, RO. Box 455,
Dover Delaware 19903-0455.
Phone: (800) 404-7080. No cost.
Env/'ronmenfa/ Education: Compendium for
Integrated Waste Management and Oil,
The Institute for Environmental Education and
the California Integrated Waste Management
Board,  1993. To order: Office of Education and
the Environment,  1001 I Street MS-1 4A,
Sacramento, California 95814.
Phone: (916) 341-6769. No cost.
Environmental Pathways (formerly Air, Land &
Water Teachers' Manual), Illinois Environmental
Protection Agency, Office of Public Information,
1021 North Grand Avenue East, RO. Box
1 9276,  Springfield,  Illinois 62794-9276.
To order: Phone:  (217) 558-7198. No cost.
Environmental Protection: Native American
Lands, Grades 1-12,  Second Edition,
The Center for Indian-Community Development,
Humboldt State University, Arcata,  California
95521.  Available online:
. No cost.
Forever Green: A Recycling Education
Program for Grade 3, Fort Howard
Corporation, Green Bay, Wisconsin.
(No longer available.)
4th R Recycling Curriculum, San Francisco
Recycling Program,  1 1 Grove Street, San
Francisco, CA94102. (No longer available.)
4Rs Pro/ecf: A Solid Waste Management
Curriculum for Florida Schools, The Florida
Department of Education. Available online:
. Phone:  (239) 649-2212.
No cost.
Here  Today, Here Tomorrow (Revisited):
A Teacher's Guide to Solid Waste
Management, State of New Jersey  Department
of Environmental Protection and Energy,
Information Resource Center, 432 E. State
Street, CN 409, Trenton, New Jersey 08625.
(No longer available.)
LifeLab Science Program Web site, Santa
Cruz,  California, .
Mister Rogers: Activities for Young Children
About the Environment and Recycling,
Family Communications, Inc.,  1990. Phone:
(203)  323-8987. (No longer available.)
Mystery of the Cast Off Caper: 4-H Solid
Waste Leader's Curriculum Guide, North
Carolina  Cooperative Extension Service,  1992.
Phone: (919) 515-8479.  (No longer available.)
Nature's Recyclers Activity Guide, Wisconsin
Department of Natural Resources, 1 991.
Bureaus of Solid Waste and Information and
Education. RO. Box 7921, Madison Wisconsin
53707. Available online:
.
Planet Patrol: An Environmental Unit on
Solid  Waste Solutions for Grades 4-6 The
Proctor & Gamble Company. To order: P&G
Educational Services, 2 P&G Plaza,  Cincinnati,
OH 45202. Phone: (513) 983-21 39. No cost.
The Qciesf for- Less
                                     Welcome

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         Recyc//ng Study Guide and K-3 Supplement
         to the Recycling Study Guide, Wisconsin
         Department of Natural Resources, 1993, 1990.
         Bureaus of Solid Waste and Information and
         Education. RO. Box 7921, Madison Wisconsin
         53707. Available online:
         
         Rethinking Recycling: An Oregon Waste
         Reduction Curriculum/Teacher Resource
         Guide, Oregon Department of Environmental
         Quality, 1993. To order: Department of
         Environmental Quality's Solid Waste Policy and
         Program Development Section, 81 1  SW Sixth
         Avenue, Portland, Oregon 97204.
         (503) 229-591 3. Available on CD  or online at:
         . No cost.
                                            The No Waste Anthology: A Teacher's Guide
                                            to Environmental Activities K-12, California
                                            Environmental Protection Agency, Department
                                            of Toxic Substances Control. To order: Dept.
                                            of Toxic Substances Control; Education and
                                            Outreach Unit; 400 P Street, RO. Box 806;
                                            Sacramento, CA 95812-0806.
                                            Phone: (916) 324-1 826. No cost.
                                            Trash Today, Treasure Tomorrow
                                            University of New Hampshire Cooperative
                                            Extension, 1990. To order: Northeast Resource
                                            Recovery Association, 9 Bailey Road, Chichester,
                                            NH 03258. Phone: (603) 798-03258. Cost:
                                            $20.
                  Vfcit C^W* Educational Resource* Vage
                  EPA continually adds new resources and Internet activities to the Office of Solid
                  Waste Educational Resources . This page features interactive activities,
                  documents, and other materials for kids in grades K-5, students in grades 6-8,
                  teens in grades 9-1 2, and teachers. Check the site periodically for new enrich-
                  ments for your students.
                        www.epa.gov/epaoswer/education/index.htm
vi
Welcome
The Quest for Less

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                        Chapter 1.1: Natural Resources	3
                        Teacher Fact Sheet: Natural Resources	5
                        Nature Romp (Grades K-l)	11
                        An Ecosystem Escapade (Grades 1-3)	13
                        Dr. Seuss and Resource  Use (Grades 2-3)	15
                        Sources of Resources  (Grades 5-6)	17
                        How Many People Does It Take to Ruin an Ecosystem?
                        (Grades 5-6)	19

                        Chapter 1.2: Products	23
                        Teacher Fact Sheet: Products	25
                        A Matching Match (Grades K-l)	29
                        Tracing Trash Back to  Its Roots (Grades 3-4)	31
                        Putting Products Under the Microscope (Grades 5-6)	35
                        Let's Go Eco-Shopping (Grades 4-8)	39
                        A Product's Life (Grades 7-8)	43

                        Chapter 1.3: Waste	45
                        Teacher Fact Sheet: Solid Waste	47
                        Teacher Fact Sheet: Hazardous Waste	51
                        Beware of Mr. Yuk (Grades K-l)	55
                        Trash Art (Grades K-3)	59
                        Weigh Your Waste!  (Grades 4-6)	63
                        Trash Time Travelers (Grades 4-6)	67
                        (Hazardous) Waste  Not (Grades 5-6)	71
                UNIT 2  WASTE MANAGEMENT: SOURCE REDUCTION,
                        RECYCLING, COMPOSTING, LANDFILLING, OR
                        COMBUSTION. . . . .   . . . .               . 75
                        Chapter 2.1: Source Reduction	77
                        Teacher Fact Sheet: Source Reduction	79
                        Discovering Nature's Packaging (Grades K-l)	83
                        Reuse: Not Just for the Birds  (Grades K-4)	85
                        Source Reduction Roundup (Grades 3-6)	87
                        Ecological Picnic (Grades 3-4)	91
                        How Much Lunch Is Left Over?  (Grades 5-6)	95
The Quest for Less
Contents

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        Chapter 2.2: Recycling	99
        Teacher Fact Sheet: Recycling	101
        Teacher Fact Sheet: Buying Recycled	107
        Recycling Rangers (Grades K-2)	Ill
        Follow That Bottle! (Grades K-2)	113
        Take-Home Recycling Kit (Grades 2-3)	117
        Making Glass from Scratch (Grades 2-3)	121
        Handmade Recycled Paper Planters (Grades 2-6)	123
        Recycling...Sorting It All Out (Grades 3-6)	125
        Designing the Ultimate  Can Crusher (Grades 4-6)	129
        Learn to Recycle (Grades 7-8)	131
        Recycling Includes e-Cycling (Grades 4-8)	135

        Chapter 2.3: Composting	139
        Teacher Fact Sheet: Composting	141
        Compost Critters (Grades K-l)	145
        Compost Chefs (Grades 3-8)	149
        Compost Crops (Grades 3-8)	1 55
        Worms at Work (Grades 4-8)	1 59

        Chapter 2.4: Landfills and Combustion	1 63
        Teacher Fact Sheet: Landfills	1 65
        Teacher Fact Sheet: Combustion	1 69
        Luscious Layered Landfill (Grades 1-4)	1 73
        A Landfill Is No Dump!  (Grades 3-6)	1 77
        Energy Expedition (Grades 4-6)	181
        The Great Disposal Debate (Grades 5-8)	1 87
        Greenhouse Gases Be Gone (Grades 6-8)	191
UNIT 3 PUTTING IT ALL TOGETHER: A REVIEW
        OF LESSONS AND OPTIONS ..197
        Waste Race (Grades 2-3)	201
        Join the Planet Protectors Club! (Grades 3-6)	203
        Trash Town (Grades 4-6)	209
        Locker Leftovers (Grades 7-8)	213
        Memorable Media Messages (Grades 6-8)	215
        Glossary of Terms
        Glossary of Skills.
221
229
                                                         The.Qtiestfor.Les

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                             1
Where  Products Come From,  How They're

Made, and the Waste They Produce

In this unit, teachers and students will develop a foundation for under-
standing the importance of managing waste properly. Students will learn
where the products they use every day come from and how much and
what kind of waste these products create. They also will learn that waste
is not only created by throwing things away, but it also can be produced
by human activities such as mining raw materials from the ground and
manufacturing goods in factories. This part of the resource will help stu-
dents understand why it is important to prevent waste in the first place,
recycle, compost, and reuse—activities they will learn more about in the
next unit.

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tf.
                    \


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Grade  •  Subject  • Skills  Index
                         Nature Romp     An Ecosysti
                                        Escapade
Sources of
Resources
 Many
lie Does It
 to Ruin an
/stem?
         Science
         Language Arts
         Social Studies
         Art
         Communication
         Reading
         Research
         Computation
         Observation/             ,
         Classification            V
         Problem Solving
         Motor Skills
         *See Glossary of Skills for more details.
    (Jnit 1. Chapter 1.1, Natural Resources
             The Quest for Less

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Natural   Resources
What Are Natural Resources?
Natural resources are useful materials from the
Earth, such as coal, oil, natural gas, and trees.
People use natural resources as raw materials to
manufacture or create a range of modern conven-
iences. Water and food provide humans with
sustenance and energy, for example, and fossil
fuels generate heat as well as energy for trans-
portation and industrial production. Many of the
same natural resources used by people  are impor-
tant to plants and wildlife for survival as well.
                       Virgin Versus
                       Recovered
                       Resources
                       Resources used for the
                       first time are consid-
                       ered virgin resources,
                       and their extraction,
                       processing,  and use
                       requires a great deal of
                       energy and  can create
                       pollution. Resource
recovery is a practice that conserves natural
resources by extracting used materials (e.g.,
paper, glass, and metals) and energy from the
waste stream and reprocessing them for  reuse.
For example, a company can create plastic from
oil, a  virgin natural resource, or it can use
recovered plastic from recycling programs. If a
company uses recovered plastic, it is actually
saving materials that would otherwise become
waste, helping to prevent the depletion of natu-
ral resources, conserving energy, and preventing
pollution that would have been created in the
extraction and processing of oil from  the ground.

In addition to the benefits already discussed,
using  recovered resources reduces threats to
biodiversity. Natural resource extraction, along
with other human activities,  increases the rate at
which species of plants and  animals are now
  Re y Point*
  •  Natural resources are vital to all forms
     of wildlife and the ecosystems in which
     they live.
  •  Humans use natural resources for such
     modern conveniences as electricity,
     transportation, and industrial produc-
     tion, as well as basic survival.
  •  Rapid population growth, a higher stan-
     dard of living, and technology all
     contribute to increased use of natural
     resources.
  •  Extracting, processing, and using natu-
     ral resources can cause environmental
     problems, such as the disruption or
     destruction of ecosystems; a decrease
     in biodiversity; and land, water, and air
     pollution.
  •  Using renewable natural resources
     impacts the environment less than using
     nonrenewable resources because their
     supply can be regenerated,
  •  Using recovered resources prevents
     natural resources from being wasted.
  •  Using recovered resources rather than
     virgin resources reduces the  emission
     of greenhouse gases in the atmosphere.
  •  Resource recovery and conservation,
     as well as buying recycled products, are
     emerging trends that reduce  consump-
     tion of natural resources.
vanishing. Diminishing the Earth's biodiversity
has a substantial human cost because wild
species and natural ecosystems are important
resources. For example, some economists esti-
mate that the lost pharmaceutical value from
plant species  extinctions in the United States
alone is almost  $12 billion.  Reducing the land
The Qciesf for- Less
                  Unit 1, Chapter 1.1, Natural Resources

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Biodiversity
Biodiversity refers to the variety of organisms
that live on Earth.  Supporting so many different
organisms requires the conservation of the nat-
ural resources they need to survive. Using
natural resources can not only deplete the Earth
of the resources themselves, but by destroying
critical habitats, it  can also drive some species
to extinction,  ultimately reducing biodiversity.
                    disturbance and pollution
                    associated with virgin
                    materials extraction by
                    using recovered materi-
                    als, therefore, helps stop
                    the degradation of the
                    Earth's  ecosystems.


Renewable Versus
Nonrenewable Resources
Some natural resources  are nonrenewable and
some are renewable. Nonrenewable resources
are those that become depleted more quickly
than they naturally regenerate. One example
of a nonrenewable resource  is mineral ore.
Once mined and  used completely, it is gone
forever for all practical purposes, because it
will take  millions of years to regenerate.
Renewable resources can be replenished at
approximately the same  rate  at which they are
used (for example, sun and wind, which can
be used to provide energy).
Products Made From Natural
Resources
People use an abundance of resources to survive
in a continually developing world. Globally, how-
ever, some people live simpler lifestyles than
others and therefore use fewer resources. The fol-
lowing table lists some natural resources and the
products and services people produce from them.
Natural Resource Product/Service
Trees
Cotton plant
Oil/Petroleum
Gas
Coal
Iron ore
Bauxite ore
Gold
Copper
Manganese
Cobalt
Platinum
Chromium
Diamonds
Paper, furniture, fuel
Clothing
Plastic, fuel
Fuel
Fuel
Steel products (cans, bridges)
Aluminum products (cans, car
parts)
Jewelry, dental material
Wire, coins, electrical equipment
Steel, cast iron
Steel, jet engine parts, cutting tools
Air pollution control and telecom-
munications equipment, jewelry
Stainless steel, green glass, gems
(rubies and emeralds), leather
treatment
Jewelry, mechanical equipment
   Renewable or Nonrenewable—or Both?
   Some resources can be considered both renewable and nonrenewable. Trees are considered a
   renewable resource  because their supply can be replenished (e.g., more trees can be planted). If,
   however, an entire forest of 400-year-old trees is cleared and a new-growth forest is planted, the
   supply of old-growth trees has not been replenished. It takes many generations for an old-growth
   forest to mature, and so, old-growth trees  are considered nonrenewable. Trees are a complex
   resource because as a forest, their environmental and economic contributions often depend on thei
   age. For example, clearing a forest of 200-year-old Redwoods, unlike clearing a forest of new-
   growth  pines, reduces the corollary biodiversity that is usually found in old-growth forests.
(Jnit 1. Chapter 1.1, Natural Resources
The Quest for Less

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What Are the Benefits
of  Natural Resources?

Renewable resources offer a
number of environmental and
economic benefits over nonre-
newable resources. One
obvious benefit is the infinite
supply of renewable
resources—they cannot be
depleted. Another benefit of
using renewable  resources is
self-reliance. A country that can
provide its own renewable resource, such as
solar-powered electricity, need not rely on other
countries for an energy source. Additionally,
renewable resources offer communities relief
during periods of recovery from natural disas-
ters. When communities lose standard services
that require the use of natural resources (e.g.,
electric power or natural gas), renewable
resources, such as wind and  solar energy sys-
tems, are used to provide these services until the
usual methods of achieving service can be
restored. Following Hurricane Andrew in 1992,
for  example, a south-Miami subdivision contin-
ued to have working streetlights because they
were all photovoltaic (PV)-powered. The areas
became neighborhood gathering  spots for a
community left without electricity following the
storm. In several  cases, homes equipped with
PV systems were able to  keep minimal services
running and became emergency shelters for sur-
rounding residents who had lost power.
Greenhouse Gas: A gas that absorbs and retains heat from the
sun. Greenhouse gases include methane, ammonia, sulfur
dioxide, and certain chlorinated hydrocarbons. A buildup of
these gases traps warmth in the Earth's atmosphere, changing
the global  climate.

Global Climate Change: Natural- or human-induced change in
the average global temperature of the atmosphere  near the
Earth's surface.
            What Are the
            Challenges of  Using
            Natural Resources?
            Extracting, processing, and
            using  natural resources cre-
            ates air, water, and land
            pollution, which can cause
            global environmental prob-
            lems.  For example, carbon
            dioxide, which is produced
            from deforestation, and from burning coal,
            oil, and natural gas  (fossil fuels), is a critical
            greenhouse gas. Many scientists believe that the
            buildup of greenhouse gases in the atmosphere
            can cause global climate change. Overtime,
            this condition could  pose serious dangers
            around the world, prompting such  disasters as
            flooding,  drought, and disease.

            In  addition, extracting and  using resources can
            disturb relationships within  ecosystems. For
            example, the effects  of clearing an old-growth
            forest for wood can  destroy habitats used by
   What Are Ecosystems?
   Ecosystems are self-regulating communities of plants and animals that interact with one another
   and with their nonliving environment. Examples of ecosystems include ponds, woodlots, and fields.

   Organisms within an ecosystem are connected by energy. Individuals in a community feed on each
   other, thus transferring energy along a food chain or food web. In a food chain, energy is trans-
   ferred from one organism to another in  a linear form. For example, the sun provides fuel for a fig
   tree, which provides sustenance for wasps. The wasps are a food source for spiders, which are
   eaten by birds. More complex food webs can be thought of as a network, involving energy transfers
   among several organisms.
The Qciesf for Less
                              Unit 1, Chapter 1.1, Natural Resources

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many animals, forcing them to
find homes elsewhere. If these ani-
mals leave an ecosystem, further
disturbances can occur within
plant and animal populations that
depend on these species.

Additionally, with the absence of
tall trees in the forest, lower vege-
tation would lose shade provided
by the  upper canopy, resulting in
increased exposure to sunlight
and decreased moisture. Changes
in  an ecosystem's climatic condi-
tions will eventually change
vegetation type, which will alter
the kinds of animals that can exist
in  that community. Over time, if
enough ecosystems are affected,
an entire community  type can
change (e.g., over-harvested fields
can turn into deserts).
Natural Resource  Consumption Facts
•  The United States uses one million gallons of oi  every
   2 minutes.
•  Every American uses about 47,000 pounds of newly
   mined materials each year.
•  A television requires 35 different minerals, and more
   than 30 minera s are needed to  make a computer.
•  Over the past 40 years, global consumption of wood
   as industrial fuel rose by nearly 80 percent. North
   America alone accounts for about 40 percent of both
   production and consumption of wood as industrial
   wood products.
•  In 2001, each person in the United States threw  av\
   an average of 4.4  pounds of waste each day.
(Sources: Natural Resources Defense Council, 1 996; Nati
Mining Association, 2000; World  Resources Institute, 200U;
                    Population growth, increas-
                    ing affluence, technological
                    change, and urbanization
                    are all responsible for rap-
                    idly rising resource
                    consumption all over the
                    world. The relationship
                    between population
                    growth and increased
                    resource use varies
                    among developed and
          undeveloped nations. For example, according to
          the Department of Energy, residents of the
          industrialized world comprise only  20 percent of
          the world's population, yet consume 86 percent
          of its iron and steel, and 76 percent of its
          timber. Despite the  inconsistent relationship
          between resource use and developed and unde-
          veloped nations, it is apparent that worldwide,
          more people use more resources. With popula-
          tion, technology, and lifestyle demands growing
          exponentially, people are using increasing
                amounts  of many natural resources.
 Innovative Technology Using
 Recovered Materials
 Plastic lumber was developed to utilize low-cost materials
 such as plastic grocery bags and wood chips or sawdust.
 Used as a wood alternative, plastic lumber offers severe
 advantages over using lumber; it is long lasting, requires
 limited upkeep, and resists warping and decay. One
 example of how using plastic lumber can conserve and
 recover resources is a bridge at Ft. Leonard Wood,
 Missouri. The construction of the plastic lumber bridge
 utilized 13,000 pounds of mixed plastics that otherwise
 would have gone to waste. This exercise in reuse trans-
 lates into significant natural resource conservation.
                 Emerging Trends
                 Increasing demands for natural
                 resources have spurred new methods for
                 conserving  existing resources.  More and
                 more companies are developing new
                 and innovative technologies that use
                 recycled  materials as raw materials in
                 the manufacture of products. Some steel
                 producers,  for example, use minimills
                 and a manufacturing process  that  uses
                 virtually 100 percent recovered scrap
                 steel as the raw material.
(Jnit 1. Chapter 1.1, Natural Resources
                                        The Quest for Less

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    Recovery—In Action
    •  More than 65 percent of the steel  produced  in the United States is made from recovered steel.
    •  The average aluminum can contains an average of 50 percent post-consumer recycled content.
    •  By 2003, the paper industry relied on recovered paper for 50 percent of its feedstock.
    •  Using recovered aluminum  cans saves 95 percent of the energy required to make the same
       amount of aluminum from bauxite, its virgin  source.
    •  Recycling and reuse of 2,000 pounds of paper saves 7,000 gallons of water and  380 gallons
How Can You Help?
An increasing number of individuals are also
practicing conservation methods by using less—
such as buying  products with less packaging.
(See the Teacher Fact Sheets titled Recycling on
page 101 and Buying Recycled on page 107).
Certain lifestyle changes, such  as composting
food scraps rather than buying fertilizer (see the
Teacher Fact Sheets titled Source Reduction on
page 79 and Composting on page 141), also
preserve natural resources. Other suggestions
for ways to practice conservation of natural
resources  include:

•  Reducing waste by reusing paper grocery
   and lunch bags or eliminate waste  by  using
   cloth bags.

•  Donating old toys, clothes, furniture, cars,
   and other items to organizations such as the
   Salvation Army  rather than throwing them in
   the garbage.

•  Closing the  recycling loop by purchasing
   recycled-content products and packaging.
       Additional Information Resources:
       Visit the following Web sites for more information on natural resources and solid waste:

       •  U.S. Environmental Protection Agency (EPA):  
       •  U.S. EPA Office of Solid Waste composting site:  
       •  World Resources Institute: 
       •  Natural Resources Defense Council: 
       •  United States Department of Energy's National Renewable Energy Laboratory: 
       •  United States Department of Energy's Center of  Excellence for Sustainable Development:
          


       To order the following item on municipal solid waste, call EPA toll-free at (800) 490-9198 or look on
       the EPA Web site .

       •  A Collection of Solid Waste Resources on CD-ROM
The Qciesf for- Less
                  Unit 1, Chapter 1.1, Natural Resources

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Nature
                                                                                 Grades K-l
       Objective  J
                               Key Vocabulary Words J
To gain an appreciation of nature and the environment.
       Activity Description  J
Students will take a nature walk, make observations,
and collect natural objects for an art activity.
       Materials Needed J
•  Bags (e.g., old lunch
   or grocery bags)
•  Paint
•  Smocks
•  Crayons
Glue
Scissors
Pens or pencils
Construction paper
Large sheet of paper
                                Nature
                                Environment
                                Habitat
                               Duration  J

                                2 hours


                               Skills Used
Communication
Observation/classification
Motor skills
       Activity  J
Step 1: Draw a chart on a large piece of
cardboard or poster board with headings that
describe several types of natural objects that
students could find outdoors. Headings might
include rocks, leaves, flowers, bugs, animals,
nuts (see below). Attach a sample of each of
these objects (e.g., for flower, it can be a
flower petal or seed). Discuss each of the
                objects and tell students their mission will be
                to find evidence of these items in the out-
                doors. Examples of the types of evidence
                students might bring  back that would fit into
                the category headings could include pebbles,
                leaves or needles, seeds, acorns, feathers,
                and twigs.

                Step 2: Bring students outdoors into the
                school yard, a field, a patch of woods, a  gar-
                den, or other natural  area,  no matter how
Rocks
^1
Leaves

Flowers

Bugs

Animals

Nats

The Qciesf for- Less
                                   Unit 1, Chapter 1.1, Natural Resources
                                    11

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small. Distribute a bag to students, and tell them
they are on a scavenger hunt to find evidence of
the items discussed in class. Please ensure that
students only collect items that have fallen to the
ground or are dead; no live plants, flowers,
insects, or other organisms should be collected,
nor should bark be peeled off trees. Teachers
might have to work closely with students to help
them locate and identify appropriate items.

Step 3: While students are collecting objects,
ask them for their observations. You might want
to talk about their discoveries, focusing  on col-
ors, senses, seasons, or animal lives (e.g.,
hibernation,  food).

Step 4: Regroup in  the classroom and help
students spread everything they've collected on
a table.  Ask the students to categorize their
items into the headings on the chart you pre-
pared earlier. Compare the different colors,
sizes, and shapes of each of the items.  Group
everyone's objects together and attach  them to
the posterboard, or let students keep their own
pile and proceed to Step 5.

Step 5: Prepare for painting and gluing  by
putting on smocks and gathering the art sup-
plies (e.g., paper or cardboard, glue, crayons,
paint, construction paper, and scissors). Ask stu-
dents to create artwork, using objects they
collected, that depicts the natural environment
they just explored. Students can glue natural
objects directly onto the paper, or they can cre-
ate a sculpture. Students could also create
cut-outs of animals or plants that they  observed.

Step 6; Allow the artwork to dry and hang
posters around the classroom to bring a little of
the environment indoors!
Teachers: Please note that many federal and
state land management agencies prohibit or
discourage collecting living or non-living items
in a natural environment. Depending on your
situation, you might want to consider directing
students to draw or paint the live organisms
they find  as a substitute for the real thing.
       Assessment J
1 .  Ask students if they found anything outside
   that they had never seen before. If so, can
   they explain what it is?
2.  Review some of the specific items found and
   what their purpose is.
3.  Ask students to share what they like best in
   nature.
   ^ Enrichment  J
1 .  Schedule a day trip to a local nature center
   where students can participate in further out-
   door education.
2.  Adopt a specific tree in your schoolyard and
   observe how it changes through the seasons.
   Have students draw the tree during different
   seasons.
3.  Participate in an environmental education
   workshop and obtain copies of the conserva-
   tion/environmental education activity guides
   entitled  Project WILD K-12,  Project WILD
   Aquatic  Education, or Project Learning Tree.
   Project WILD's state coordinators and their
   facilitators conduct workshops (usually 6
   hours long) for educators within their state.
   The activity guides are  provided to those who
   participate in the workshops. They include
   numerous indoor  and outdoor hands-on
   activities related to the  environment, with a
   focus on wildlife. Other classroom materials
   are available without participating in the
   workshops. For more information, and to
   find out how to get information in your state,
   visit the  Web site .
   You can also contact the Project WILD
   National Office at (71 3) 520-1 936  or
   .
(Jnit 1. Chapter 1.1, Natural Resources
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                                                                               Grades 1 -3
                                        Ifccapade
       Objective J
               Subjects Covered J
To learn how animals and plants depend on each other
in ecosystems.
       Activity Description  J
Students will role-play elements of a food web to illus-
trate the connections in ecosystems.
       Materials Needed J
   Paper or cardboard
   Crayons or markers
   Scissors and string
   Hole-punch
                Food chain
                Food web
                Ecosystem
               Skills Used ]

                Communications
                Motor skills
       Activity J
Step 1: If possible, take the students out-
side into a  natural environment, such as
woods (otherwise, ask them  to use their
imaginations and conduct the lesson
indoors). Explain what an ecosystem is and
what types  of ecosystems are in your area.
Ask them to identify different animals and
plants that  they see when they go outside.
Discuss in a group what all  animals and
plants have in common (i.e., that they need
to eat).  Explain how some animals eat
plants, some plants eat animals (e.g., a
Venus Fly Trap), and some animals eat other
animals. Ask the students what they eat.

Step 2: Explain that animals and plants
rely on each other for food  and for survival.
All of the plants and animals working
together, eating each other  and being
eaten, is part of nature and can be
Sample Food Chain:
(in an Eastern U.S. deciduous wooded ecosystem)
Sample Food Web:
(in an Eastern deciduous wooded ecosystem)
  phytoplankt
                          raspberries
                                        Arrows indicate the direction that energy is transferred.
The Qciesf for- Less
                   Unit 1, Chapter 1.1, Natural Resources
13

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described as "food chains" or "food webs."
Show the students an example on the board
(see sidebar for examples of food chains and
food webs).

Step 3: Based on the animals and  plants that
are named by the students, create a food web
on the board and have students help  you
decide which animals and plants eat each other.

Step 4: Have each student pick one animal or
plant  in the ecosystem described on the board.
Instruct each student to  draw a picture on a
piece of paper or cardboard of their animal or
plant  and write its name near the picture.
Step 5: Using a hole-punch and string, help
students create a  placard to identify them as a
particular animal  or plant.
Step  6: Facilitate an exercise with the stu-
dents in which they find the animal or plant that
they eat and link hands with that person. If the
food web is created properly, many people
should  be holding hands.
       Assessment  1
              .	j
1.  As Step 6 is being conducted, ask students
   to remember what eats what. If there is more
   than one option, acknowledge students
   when they say a correct answer, even if no
   one in the class is role-playing that  particular
   plant or animal.
2.  Ask students why animals eat other  animals
   or plants.
3.  Ask students what would happen to the
   plants and animals in the food web if one
   plant or animal disappeared. Explore with
   students reasons why an animal or  plant
   would disappear.
   ^ Enrichment  J
1.  Create illustrations and placards exemplify-
   ing a chain of foods that the students eat.
   Then link hands to create one or more
   chains  (for example, people eat hamburger,
   which is made from cows, which eat grass).
2.  Teach the students the words to "This Land  Is
   Your Land"  and  sing it as a class. Discuss
   some of the lyrics that describe particular
   ecosystems  (e.g., redwood forests).
3.  Tell students the  different types of ecosystems
   that exist in  your geographic location, such as
   streams, ponds,  forests, deserts, and mead-
   ows.  Have each  student pick one and draw a
   picture of it, including animals and plants that
   live in it. If possible, have students collect
   items in nature, such as leaves, acorns,
   bones,  bark, to include in their artwork.
(Jnit 1. Chapter 1.1, Natural Resources
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                                                                              Grades  2-3
Dr.  $eu£9 and Resource
       Objective J
To learn about resources and the potential negative
impacts humans can have on the environment
through overconsumption.
       Activity Description  J
Students will listen to the teacher read Tfie Lorax by Dr.
Seuss. The teacher will then show the class products
that exemplify reduced resource consumption.
       Materials Needed  J
       ^^^^^^^^^^^^^^^^^^^^^^^^^^^*r
   The Lorax by Dr. Seuss
               Key Vocabulary Words  J
               Natural resources
               Pollution
               Ecosystem
               Consumption
              Skills Used  )
               Reading
               Problem solving
                                                                                          science
language
  arts
      Activity J
         Listening Exercise

Step 1: Introduce and discuss the concept
of natural resources and product consumption
with students (refer to the Teacher Fact Sheet
titled Natural Resources on page 5). Review
vocabulary words above. Note how humans
continue to consume more and more prod-
ucts, which takes a toll on the environment.

Explain that ecosystems are comprised of
many different interrelated components, such
as different plant and animal species. Add
that when one part of an ecosystem is dis-
turbed, it impacts the entire ecosystem.

Step 2: Take students to a  quiet area out-
side where they can  sit comfortably and listen
without distractions.  Have students sit in a cir-
cle.  Once settled,  ask students to close their
eyes and take three long deep breaths to help
them relax.

Step 3: Once students are calm and atten-
tive, read The Lorax out loud. In this story, a
character called the "Once-ler" cuts down
"Truffula" trees for their valuable silk tufts and
uses them to make "thneeds." Due to increas-
ing thneeds sales, the Once-ler builds  a
factory and invents an axe  that can cut down
four trees at once. The Lorax, a wise creature
of the forest, recognizes the potential harm
this could  have on the Truffula tree forest
ecosystem. He speaks up to defend the trees,
animals, air, and water that the Once-ler is
destroying in pursuit of more money and to
satisfy those who want thneeds. Eventually all
the Truffula trees are depleted, and the Once-
ler can no longer produce  thneeds. The once
beautiful site is left contaminated with polluted
air and water.
The Qciesf for- Less
                  Unit 1, Chapter 1.1, Natural Resources
   IS

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Remind students that the Lorax
spoke for the trees, "for the trees
have no tongues." Ask students to
choose one thing in the environ-
ment that is in jeopardy and
cannot speak for itself and
defend it Why is it in jeopardy?
Step 4: Discuss the story with the students.
Begin by asking them why the Once-ler is called
the "Once-ler." Evaluate why the Once-ler had to
use all the Truffula trees and ask the students to
speculate why he would not listen to the Lorax.
Ask the students if they can suggest a way for the
Once-ler to make thneeds without destroying  the
ecosystem in which the Lorax lived.

Step 5: Have students suggest "thneeds" that
they often use (e.g., clothes, food, books).
Instruct students to go home that night and think
about how they can consume  less resources
while still using their thneeds. One example is
buying used clothing instead of new clothing.
Instruct students to bring in their thneed for a
"show and tell" activity the following day.
          "Show and Tell"

Step 1: Have students present their thneed
and explain their solution for consuming less
resources while using their thneed. If the student
cannot think of a solution, ask the class to con-
tribute its ideas.
                                                       Assessment  J
1.  Ask the students why the Once-ler cut down
   the Truffula trees.
2.  Ask the students why the Brown Bar-ba-loots
   have to leave the forest after the Once-ler
   starts his thneed production. Could some-
   thing like this happen in  real life? How?
3.  Have students list three ways the Thneed fac-
   tory caused problems for the Truffula Tree
   forest and its  residents.
4.  Have students explain what the Lorax's mes-
   sage "Unless" means (answers should
   include the need for future generations to
   protect and care for the  Earth).
   ^ Enrichment  J
1.  Break students into groups of approximately
   five students. Have students rewrite Trie Lorax
   so that the Truffula tree forest and its inhabi-
   tants are saved. Students can use this to
   develop a script and act out their own story
   in front of the class.
2.  Instruct students to create  a collage of their
   needs and wants,  labeling them "thneeds"
   and "thwants," by cutting  pictures out of
   magazines. Once the collages are complete,
   ask the students to tell the class about
   opportunities to use less resources with the
   thneeds and thwants.
(Jnit 1. Chapter 1.1, Natural Resources
                              The Quest for Less

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                                                                              Grades 5-6
                      0f  Resource?
       Objective J
To identify natural resources as renewable or nonrenew-
able; to learn where resources come from; and to
understand how overconsumption of limited supplies
can be problematic.
                              Subjects Covered  J

                              Natural resources
                              Renewable
                              Nonrenewable
                              Raw materials
                              Consumption
       Activity Description J
Students will research resources, investigating their
sources and uses. They will present conclusions to the
class and identify on a map where the resource is most
often found.
                           |) Duration  J

                              1  hour
       Materials Needed  J
   Wool sweater
   Plastic milk jug
   Metal can
   Glass bottle
   Plastic boot or raincoat
   Fruit and/or vegetables
   Wood object (chair,
   ruler, etc.)
   Cotton T-shirt
   Paper
Dairy product (egg,
cheese, milk, etc.)
Leather (belt, shoe,
purse, etc.)
Pushpins
Paper (used to make
small labels/tags)
Scissors
Pens
World map
                      (l[j) Skills Used  )
Communication
Research
Observation/classification
Problem solving
       Activity J
Step 1: Display all of the materials from the
"Materials Needed" list above except for the
last five items. Discuss the concept of natural
resources with the students and ask them to
identify what each of the objects on display
are made from (refer to Teacher Fact Sheet
titled Natural Resources  on page 5). List their
answers on the board. Use the list to  define
and explain the key vocabulary words.
                Valuable Natural Resources
                Aluminum
                Chromium
                Coal
                Cobalt
                Corn
                Diamonds
                Fish
                Fresh Water
                Gold
     Nickel
     Oil
     Petroleum
     Platinum
     Silver
     Tin
     Wheat
     Wool
     Zinc
The Qciesf for- Less
                                 Unit 1, Chapter 1.1, Natural Resources
                                   17

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       Journal Activity J
Ask students to list the kinds of
natural resources they use fre-
quently. Are they renewable or
nonrenewable? Ask students to
write about what they would do
if the world supply of the
resource ran out
Step  2: Have a brainstorming session with
students to identify well-known resources such as
those listed in the "Valuable Natural  Resources"
sidebar. Try to come up with at least as many
resources as there are students in the class.
Write the list on the chalkboard.

Step  3: Have each student choose a natural
resource from the list.

Step  4: Instruct students to research their cho-
sen resource. They should use library and
Internet resources to investigate the dominant
sources and uses for their resource. Students
should  also research consumption of their
resource and analyze whether their resource
might become depleted in the near future.

Step  5: Display a large map of the world in
the front of the classroom.

Step  6: Have students write the name of their
resource on several small pieces of paper.

Step  7l Have students present information
about their resource to the class,  discussing their
research conclusions. Students should begin
their presentation  by telling the class  what their
resource is and where it is most typically found.
Students should pin the paper that labels their
resource on the map  at the appropriate regions.
Additionally, students  should discuss whether the
resource is renewable  or nonrenewable and tell
the class some of the resource uses and any
associated consumption issues.
                                                       Assessment J
Ask students to identify the natural resources
used to make items, other than those previ-
ously studied. Have students think about their
house, family car, room, school, or other
familiar objects in their lives.
Test students' memory of where some of the
assigned  resources come from. Take the pins
out of the map and have students place the
pins at the proper geographic locations as
you call out the resources.
Ask students to explain and discuss the
importance of monitoring resource consump-
tion. Also, discuss why it  is important to
develop and discover alternatives to certain
resources.
    Enrichment J
Have students research, via the Internet or
the school library, information on our global
population and  specific resource quantities.
Have them calculate and record figures to
determine the approximate future supply of
particular resources.
Have students pick their favorite resource
and identify ways to conserve it. With this
information,  have students  write and act out
a skit that exemplifies resource conservation
practices.
Conduct a geology lesson that incorporates
a discussion  of the formation of some com-
mon natural  resources (e.g., coal, petroleum,
diamonds). Ask students why all resources
are not located  right in their backyards.
Discuss what this means in terms of resource
availability (e.g., how we get resources from
other countries).
(Jnit 1. Chapter 1.1, Natural Resources
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                                                                             Grades 5-6
            Kany "People T)ae$  it
             to Bum an
       Objective  J
                             Subjects Covered  J
To learn how animals and plants depend on each other
in ecosystems and how human activities can impact
ecosystems.
                             Food chain
                             Food web
                             Ecosystem
      Activity Description J
Students will role-play elements of a food web to illus-
trate the connections in ecosystems and will respond to
real-life scenarios that impact ecosystems.
       Materials Needed J
   Red stickers
   Green stickers
   Black stickers
Cardboard
String
                           |) Duration J

                              1 to 2 hours
/' Skills Used J

   Communications
   Motor skills
      Activity J
              Sample Food Web:
              (in an Eastern U.S. deciduous wooded ecosystem)
Step 1: Discuss ecosystems with stu-
dents and identify the types of ecosystems
that exist in your geographical area.
Select an ecosystem to study (e.g., forest,
meadow, stream, pond).

Step 2: As an in-class exercise with
students, brainstorm some of the animals
and plants that make up that ecosystem.
Have a  student write everything on the
board and have the class create links
between the items that plants and ani-
mals eat and those that eat them. The
result should be a complex food web
(see example in the side bar). Leave the
food web on the  board until the next day.

Step 3: Assign  each student to a partic-
ular plant or animal that exists in a
            Arrows indicate the direction that energy is transferred.
The Qciesf for- Less
                                Unit 1, Chapter 1.1, Natural Resources

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       Journal Activity J
Ask students to describe a natu-
ral place that is special to them.
Have them write about what lives
there and why it is so magical. Or
ask them to write a poem that is
in the shape of something in
nature.
specified ecosystem.  Have them research (either
at the school library or on the Internet) what the
plant eats, what eats it, and any factors that are
necessary in its habitat for survival. Have students
tell the class what they found, in 5 minutes or
less, modifying the existing food web as  you go.

Step 4: Have students create a placard to
identify themselves as a certain plant or animal.
All students should start off with a green sticker
on their placard, indicating that the population
of their plant or animal species is healthy.
sign of the animal or plant that they eat. The
result should be a tangled web of students,
holding several people's hands.

Step  6: Now, introduce some human-created
scenarios that would affect this ecosystem (see
examples below). When an animal or plant is
affected, a red or black sticker must be placed
on the  person's placard. For example, in a
meadow ecosystem, a scenario might be that a
farmer applies pesticides to the meadow, which
kills off the Monarch Butterflies. Whomever is
playing the role of the Monarch Butterfly would
put a black sticker over top of the green sticker
(and should be removed from the web).
Students should  be asked to identify what other
species are affected by the disappearance  of the
Monarchs in this  ecosystem. Those that are
affected (that depend on the Monarch for food
or that serve as prey for the Monarch) should
place a red sticker over top of the green sticker,
indicating the species is in trouble.
  Sample Scenarios of Human
  Activities That Could Affect
  Ecosystems:

  •  Pesticide-containing  runoff makes its
     way into a stream from which animals
     drink.
  •  A household dumps used oil  in the storm
     drain, which empties out into a bay.
  •  An old-growth forest is clear-cut.
  •  Hazardous  waste from a  factory is
     dumped into the river.
  •  Acid  rain from factories kills  off trees  in
     a forest 200 miles away.
Step  5: Facilitate an exercise in which each
person holds hands with  the person wearing a
                                               Step 7; Introduce several detrimental scenar-
                                               ios until the students decide that the ecosystem
                                               is  no  longer viable and should be considered
                                               destroyed.
(Jnit 1. Chapter 1.1, Natural Resources
                              The Quest for Less

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     ^Assessment J
1.  Have students define and describe a food
   web.
2.  Ask students to describe the characteristics of
   an ecosystem.
3.  Ask students to explain  how several elements
   of an ecosystem can be harmed even if only
   one element is initially affected.
   ^ Enrichment  J
1.  Repeat the exercise described in Step 6, but
   this time use examples of recent human
   actions and efforts to make a positive impact
   on an ecosystem. For example, through the
   work of biologists and naturalists, the fox is
   reintroduced into an ecosystem and  environ-
   mental groups help Congress to pass and
   enforce laws to protect its habitat.
2.  Present the class with a scenario that pits
   human activities against  an ecosystem. Break
   the class into groups and assign different
roles to the different groups. For example,
one group could represent a developer that
wants to fill in a wetland to  build  a shopping
mall. Another group could represent a group
of citizens of that community that want to
save the wetland. Another group  could  rep-
resent the new workers who could benefit
from jobs at the new mall. Students should
be instructed to think of all the reasons  why
they would support or oppose the mall from
their perspective and have a mini-debate
about the issue.
Take the students on a field trip to a local
park, stream, pond, or wooded area, and
take an inventory of all the common birds
and plants that are observed in that ecosys-
tem.  Students could learn how to use field
guides and identify the species observed.
Give the students a list of species that have
become extinct in the last 100 years and ask
them to research how they became extinct
(e.g., overharvesting, habitat destruction) and
present the information to the class, along
with a description of the species and/or a
photograph. This will help the class appreci-
ate the beauty of many of the extinct species
and gain an understanding  of the human
activities that caused their demise.
The Qciesf for- Less
               Unit 1, Chapter 1.1, Natural Resources
21

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v

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Grade  •  Subject •  Skills  Index
                         A Matchin
                         Match
                                    ig ira.
                                    to Its Roots
Putting Products
Under the
Microscope
Let's Go Eco-
Shopping
A Product's
Lif-
         Math

         Science
         Language Arts
         Social Studies
         Art
         Health
         Communication
         Reading
         Research
         Computation
Observation/
Classification
                                s
                              V
         Problem Solving
         Motor Skills
          *See Glossary of Skills for more details.
    (Jnit 1. Chapter 1.2, Products
                                                                              The Quest for Less

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Products
                                                         ledcher  ?rtct Sheet
How Are Products Made?
Everyone uses a variety of products each day—
from toothbrushes to notebooks to lunch boxes
to video games. Each of these products has an
effect on the environment in one way or another.
Sometimes merely using (or misusing) a product
can affect the health of people  and the environ-
ment. Some products can affect the environment
through the way they are  made or disposed of.
For example, products made from virgin natural
resources have different effects  on the environ-
ment than those made from recovered resources.
By understanding a  product's life  cycle—the
development, use, and disposal of a product—
people can  make better decisions about what
products to  buy and how to use them wisely.

A product's life cycle generally includes design;
exploration, extraction, and  processing of
resources (raw materials); manufacturing; distri-
bution  and  use; and retirement. If a  product is
made from  100 percent  recovered materials,
exploration  and extraction of virgin materials is
not necessary.  If a product is recycled, compost-
ed, or  reused,  people do not have to throw it
away. By altering the product life cycle in these
ways, people can save energy  and resources,
and therefore,  prevent waste and pollution.

The Product Life Cycle
The following sections describe each stage in
the product life cycle, as well as the challenges,
benefits, and emerging trends  associated with
each step.

Design
Product design can involve research, testing,
and development. This includes  development of
synthetic  materials, such as  plastics, which
derive  from natural sources.

Some products are designed to be used only
once (disposable),  while others are designed to
be used many times (durable). Engineering and
material choices can determine whether a
  !C*y Point*
  •  Product life cycle includes design,
     extraction of natural resources, manu-
     facture, use, and disposal or recycling.
     If a product is made with recovered
     materials, raw materials do not have to
     be extracted from the Earth. If a prod-
     uct is recycled or reused, its life cycle
     begins anew and has less effect on the
     environment.
  •  The extraction of raw materials and
     the manufacture and disposal of a
     product can create pollution and waste
     and can require a great deal of energy
     resources.

     Durable products can be used many
     times and create less waste, while dis-
     posable products are usually used only
     once.
     Product manufacturers are beginning to
     make more products that have environ-
     mentally preferable attributes.
product is durable, disposable, or recyclable,
or a combination.

Over the last few decades, as people's lives have
become more complicated and technology more
advanced, many consumers have come to desire
the convenience of disposable items over the
durability of reusable ones. Also, it is sometimes
easier to replace items rather than fix them. Thus,
more and more items end up as trash in landfills
or incinerators.

Products are often conceived and designed with
a focus simply on how they will be used and
with less concern about the other stages in their
life cycle. In the past decade, however, con-
sumers have begun to demand more
environmentally preferable products or "green"
products—products that have fewer negative
The Qciesf for Less
                        (Jnit 1, Chapter 1.2,

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          effects on human health and the environment
          when compared to traditional products.
          Manufacturers have responded  by offering
          products that are made from recycled-content
          materials, low in toxicity, and high in energy-effi-
          ciency. Other products have been designed to
          conserve water, minimize air pollution or,
          through a combination of factors, have fewer
          negative impacts on the environment.

          Exploration, Extraction, and Processing
          Manufacturers must obtain the materials needed
          to make their products. If a manufacturer uses
          recovered materials, the company can obtain
          them from recycling processors or other similar
          sources. Virgin resources, however, must be mined
          (for metals and minerals) or  harvested (for wood
          and  other biobased materials) from the Earth.
          Once they are extracted, they must be processed
          for use in  manufacturing.

                                The extraction of raw
                                materials generates
                                waste and pollution and
                                requires a great deal of
                                energy. In many cases,
                                the  natural resources
                                used in manufacturing
                                are  nonrenewable. This
                                means that,  eventually,
                                the  natural resource will
                                be depleted. As more
          Product Facts
          •  Most glass bottles and jars contain at least 25 to 30 per-
             cent recycled g ass.
          •  Making 2,000 pounds of paper from trees requires 3,700
             pounds of wood, 200 pounds of lime, 360 pounds of salt
             cake,  76 pounds of soda ash, 24,000 gallons of water,
             and 28 million BTUs of energy.
          •  Making an aluminum can from recycled material requires
             95 percent less energy than making  one from the natural
             resource raw material, bauxite ore.
          •  For every 1 00 pounds of products made, over 3,000
             pounds of waste  is generated.
          (Sources: Glass Packing Institute; Can Manufacturers Institute;
and more communities offer recycling  programs
and people participate in them, manufacturers
may be able to use increased recovered materi-
als instead of virgin materials to make products.

Manufacturing
Whether a product is made from virgin or recov-
ered materials, often the factories that
manufacture the product are specially designed
to use a consistent form of material.  If a product
is made in a plant designed to process virgin
materials, changing to recycled materials might
not  be  easy. Changing the kinds of materials
used in  manufacturing, such as using recycled
paper instead of virgin paper, can  require
changes in technology and equipment  and can
slow down the pace of production. In the past
decade, however, many manufacturing plants
have begun retooling and learning to use recov-
ered materials rather than virgin materials, and
thus, the variety of recycled-content products has
been growing. (See the Teacher Fact Sheet titled
Recycling on page 101  for more information.)

Manufacturing products generates pollution  and
usually requires a great deal of energy. Using
recovered materials can often save energy and
reduce pollution. The manufacturing process
also generates waste, but at some manufacturing
plants,  this waste can be reused.

Distribution and Use
People rely on various products to live in a
            modern society. Most people pur-
            chase and use some type of
            manufactured product  every day
            because it is easier and more con-
            venient than making the same
            items from scratch (for example,
            going to a store and buying a box
            or bag of rice is much  simpler, and
            more practical, than trying to grow
            rice in a  paddy in the backyard).
            After products are manufactured,
            many must be packaged for trans-
            portation and distribution. Often,
            products are transported long dis-
            tances across the nation or even
            internationally before people can
            purchase and use those items.
26
          (Jnit 1. Chapter 1.2, Products
                               The Quest for Less

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Products often require packaging to protect them
from spoilage, damage, contamination, and tam-
pering during transportation, storage, and sale.
Sometimes packaging is necessary to inform con-
sumers about product benefits, proper use, and
other information. While some products might
appear to have excessive packaging,  in many
cases the packaging serves several purposes,
without which the products might not  be available
as widely or as frequently.

Packaging—when it is discarded—can create a
great deal of waste. In communities where com-
mon packaging materials are not recyclable, these
items must be thrown away, wasting precious
resources and  potential recovered materials.

Product Retirement
After use,  many items or packaging are dis-
posed of in  landfills or incinerators. Others are
recovered for recycling. If products are disposed
of in  landfills or incinerators, they can no longer
provide any benefit. Emissions to air and water
from  these disposal methods can affect human
health and the environment.
   Think Globally, Buy  Locally
   One way consumers can help eliminate the
   need for excessive packaging is to buy products
   locally. This concept, known as bioregionalism,
   works on the  idea that if consumers buy prod-
   ucts made within their  own communities,
   packaging that would  otherwise be needed to
   protect the  products during transportation and
   storage could be eliminated or reduced.
If products are recycled, composted, or reused,
they continue to serve a purpose, either as a
raw material or for the same use they were orig-
inally intended. Extending a product's life  is a
way to save natural resources, prevent waste
reduce pollution, and conserve energy.

The more people recycle and buy recycled
products,  the more incentive manufacturers will
have to make products with recovered content.
        Additional Information Resources:
        Visit the following Web sites for more information on designing and purchasing products with the
        environment in mind:

        •  U.S. Environmental Protection Agency (EPA): 
        •  U.S. EPA Office of Solid Waste product stewardship site: 
        •  U.S. EPA Office of Pollution Prevention and Toxics, Design for the Environment Program:
           
        •  U.S. EPA Office of Pollution Prevention and Toxics, Environmentally Preferable Purchasing:
           


        To order the following additional documents on municipal solid waste and product life cycle, call EPA
        toll-free at (800) 490-91 98 or look on the EPA Web site .

        •  WasteWise Update—Extended Product Responsibility (EPA530-N-98-007)
        •  Puzzled About Recycling's Value? Look Beyond the Bin (EPA530-K-97-008)
        • A Collection of Solid Waste Resources on CD-ROM
The Qciesf for- Less
                         (Jnit 1, Chapter 1.2,

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                                                                           Grades K-1
f,  Matching  Match,
                                                                                       social
                                                                                      science
       Objective J
To teach students that many products come from
natural  resources such as animals and  plants.
              Subjects Covered J

              Natural  resources
              Products
art
     '4                    "%
     y Activity Description
Students will draw a line from a product to its natural
source and then color the pictures.
       Materials Needed  J
   Copies of the Matching Match worksheet for
   each student
   Crayons
              Skills Used  )
              Observation/classification
              Motor skills
      Activity  J
Step 1: Discuss with students that every-
thing we use is made from a natural resource,
such as a plant or other resource that comes
from the Earth. Some products also come
from animals. Provide examples by talking
about what students are wearing or items in
the classroom and the sources of those items.
Step 2: Either individually or in groups,
have the students use the Matching Match
worksheets to match the different products
with their natural resource.
Step 3: Encourage the students to color the
pictures.
      Assessment J
1. Ask the students to name other items that
  are made from the same natural resources
  that are listed on the worksheet.
2. Ask students to list other plants and ani-
  mals that products are made from.
       Enrichment J
   Pick a product that is made in your local
   community, such as paper, ice cream, or
   wool sweaters, and take the students on a
   field trip to see how it is made. Ideally, stu-
   dents would see how a  raw material is
   converted into a product.
The Qciesf for- Less
                       (Jnit 1, Chapter 1.2,

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Student  Handout
               Matching  Match
                                                Name:
   leather
   jacket
    newspaper
         wool sweater

      (Jnit 1. Chapter 1.2, Products
The Quest for Less

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                                                                           Grades 3-4
Tracing Trash. Back to It* Root*
       Objective J
To teach students to identify the various natural
resources used to produce common items that become
waste.
            Key Vocabulary Words J

             Natural resources
             Renewable resources
             Nonrenewable resources
      Activity Description J
Students will play "Trash Bingo" as a method to identify
what natural resources are used to make common
products.
       Materials Needed J
   Copies of bingo card for each student (make copies
   and then cut sheets so half the students get one version
   of the bingo card and half get a different version).
                        social
                       studies
            Skills Used )

             Communication
             Problem solving
      Activity J
Step 1: Review and explain the vocabulary
words above. Explain that most products are
made from natural resources. (Refer to the
Teacher Fact Sheets titled Natural Resources
on page 5 and Products on page 25 for back-
ground  information.)
Step 2: List five categories of natural
resources on the blackboard: animals, fossil
fuels, metals, plants/trees, and sand. Discuss
with students some examples of products that
are made from these natural resources.
Brainstorm a list of things that are made from
natural  resources (mostly everything!) and
make another list on the blackboard. Make
sure there are at least five products for each
natural  resource category. Encourage students
to think of food and beverage items and con-
Common  Products
Aluminum can
Aluminum lawn chair
Apple core
Bicycle tire
Bologna sandwich
Book
Bread
Cereal box
Cotton shirt
Egg shells
Glass bottle of juice
Grocery bag
Hamburger
Leather jacket
Linen pants
Milk container
Mirror
Nylon pantyhose
Sandwich bag
Soda bottle
Window
Wool hat
The Qciesf for- Less
                     (Jnit 1, Chapter 1.2,

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       Journal Activity J
Ask students to write about
what natural resources mean to
them. Ask them to pick a natural
resource and describe why it is
special or important to them.
Or
Have students write about their
favorite toy or game. Have them
write a history of where it came
from, starting from when it was a
natural resource.
   tainers, household product containers, and
   household items (furniture, books, appliances).
   See suggestions in box if the list is deficient.
   Step 3: Explain the rules for bingo, and hand
   out bingo cards.
   Step 4: Select words from the students' prod-
   uct list (or the list of suggestions) and  call out
   words one at a time. Instruct students  to find the
   category or categories that each item  belongs in
   on their bingo sheet and  write the name of the
   product. There may be more than one natural
   resource for each product (for example, a pair of
   tennis shoes might fill three categories: plant,
   fossil  fuel, and metal).
   Step 5: The first student to fill the card wins.
   Use the T-R-A-S-H letters as free spaces. Be sure
   to check the student's bingo sheet to  see if all
   answers are correct!
   Step 6: After the bingo game, have each stu-
   dent circle the items that are made from
   renewable resources.
                                                         Assessment  J
   What are natural resources?
2. What's the difference between renewable
   and nonrenewable natural resources?
   ^ Enrichment  J
  Additional questions include asking students
   what happens if we keep using more and
   more natural resources? How can we stop
   using so many natural resources? How can
   we use more renewable resources and less
   nonrenewable resources?
   Play show and tell. Have students bring in
   one of their favorite "things" and tell the
   class where it came from, including the
   resources used in producing it and how it
   came to be in their house. Have them
   describe what they will do with it when it is
   broken, old, used up, or no longer needed.
   Conduct a scavenger hunt.  Make a list of
   common items found inside or outside of the
   classroom that are derived from animals,
   plants, metals/minerals, fossil fuels, or sand.
   Have students find 15 of 30 items and iden-
   tify which category they belong in. Give the
   students 15 minutes to  look for the items,
   then call them together and discuss their
   answers.
   (Jnit 1. Chapter 1.2, Products
                              The Quest for Less

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                                          Student
              Name:
                                                      Plants/Trees I
The Qciesf for Less
(Jnit 1, Chapter 1.2, proddcfs

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                                                                            Grades 5-6
Putting  Product?  TTnder
the
       Objective J
To have students evaluate a product to determine its
resource use and overall impacts on the environment.
      Activity Description  J
Students select a product manufactured in their com-
munity and discuss the raw materials and resources
required to make the product.
              Key Vocabulary Words J

              Products
              Manufacturing process
              Raw materials
              Resources
              Ecosystems
      Materials Needed  J
      ^^^^^^^^^^^^^^^^^^^^^^^^^^•^

   Copies of Product Inspector worksheet for students.
              Duration J

               30 minutes
              Skills Used )
               Communication
               Observation/classification
               Problem solving
language
  arts
 social
 studies
      Activity J
Step 1: Explain that everyone uses a variety
of products every day. Note that there is a
manufacturing process involved in creating a
new product and that any new product
requires raw materials. (Refer to the Teacher
Fact Sheets titled Natural Resources on page
5 and Products on  page 25 for background
information.)

Step 2:  Have students select a product that is
made in their community or state. Products
might include  bicycles, batteries, pens, milk,
shoes, ships, plastic toys, glass bottles, or paper.

Step 3: Ask the students to draw a picture
of the product. Then  ask them to label all of
the product's  different parts and write both the
raw materials used to make each part as well
as the original resources used to make the
raw material on  the Product Inspector work-
sheet. If a student draws a car, for example,
he or she would label the dashboard and note
that plastic is derived from petroleum.

Step 4; Discuss whether there are more raw
materials required to make the product than
expected. Ask where the raw materials come
from—your town, state, country, or another
nation. Discuss what happens  to the environ-
ment when the raw materials are extracted
from the  Earth or harvested. Does this process
produce  pollutants or harm land or ecosys-
tems? Discuss ecosystems in your geographical
area that might be affected by the removal of
raw materials. How might people living in the
area be affected?
The Qciesf for- Less
                       (Jnit 1, Chapter 1.2,

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       Journal Activity
Ask the students to name some
products they could give up for a
day, a month, on longer. Ask them
to describe how giving up these
items would affect other people
and the environment
Step 5: Ask students to describe what hap-
pens to the product after they use it. Can it be
used up or will it wear out? Can the product or
its parts be reused  or recycled in some way?
How? Will the product or its parts decompose if
buried in a landfill? What effects does disposing
of this product have on the environment? Who
pays for disposing  of the product? Who is
responsible for disposing of it?
       Assessment  1
 1. Ask students how products are created.

 2. Ask students how this process impacts the
   environment.

 3. Have students explain what happens to prod-
   ucts after we are finished with them.

 4. Ask students if they think we really need all
   of the products we  use. Why or why not?
                                                       Enrichment  J
1.  Contact or visit the manufacturer with your
   class to learn more about the process and
   materials used to make the product.
2.  Ask students to name the different products
   they use during the course of a day (e.g.,
   toothbrush, shoes). Make a list of these items
   on the blackboard. Then, ask students to cat-
   egorize the product as essential to survival,
   necessary for living in today's society, or a  lux-
   ury. Ask students if they are surprised how few
   products we really need and how many prod-
   ucts are a luxury. Explain to students that all
   products create waste and that they should
   keep this in mind  when they buy products.

3.  Check books, articles,  and magazines, or
   write to agencies or organizations to learn
   about the types of natural resources (e.g.,
   wood, oil) that the United  States obtains
   from other countries. Research whether these
   are renewable or nonrenewable resources.
   Describe what might happen if we begin to
   use up  these resources. What can we do to
   conserve these resources?
(Jnit 1. Chapter 1.2, Products
                              The Quest for Les

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                          Student
           Product Inspector
    Name:
       Name of Prodcici:_
     Product Parts
Raw Materials Used
Original Resources
The Qciesf for Less
                  (Jnit 1, Chapter 1.2, Produces     37

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                                                                                     Grades  4-8
        Objective  J
 To teach students how to identify and evaluate the envi-
 ronmental attributes of products and assess their
 environmental impacts.
        Activity Description
                Key Vocabulary Words J

                Postconsumer-
                  recovered material
                  content
                Life cycle
                Environmental attribute
                                                                                                 language
                                                                                                   arts
social
studies
 Research products that students buy and discuss their
 environmental attributes.
              j) Duration J
        Materials Needed J
                2 hours over two class-
                room periods
    Five products with environmental claims on labels (e.g., a cereal
    box made with recycled content, an aluminum can with a recy-
    clable symbol, a cleaning product marked "biodegradable").
    Product Review Worksheet (one for each student).
    EPA's Let's Go Green Shopping brochure located at
    . To
    order copies of this brochure, please visit  or call EPA at (800) 490-9198 and
    reference document number EPA530-K-04-003.
    EPA and the Federal Trade Commission's Environmental
    Marketing Claims brochure at .
                Skills Used )
                Communication
                Research
                Observation/classification
                Problem solving
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••i
         Activity J
 Step 11 Bring in at least five products with
 environmental claims (e.g., aluminum cans,
 newspapers,  paper towels) and examine them
 with the class. List the attributes on the chalk-
 board and discuss them (refer to the Teacher
 Fact Sheet titled Buying Recycled on page
 1 07). For example, many paper products are
 manufactured with environmental attributes
 such as those listed in the "Environmental
   Environmental Attributes
   Paper
   Preconsumer content
   Postconsumer content
   Recyclability of packaging
   Recyclability of product
   Reusability of item
Attributes for Paper" sidebar. Use the EPA/FTC
Environmental Marketing Claims brochure to
teach students what different labels mean
The Qciesf- for Less
                          (Jnit 1, Chapter 1.2,

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       Journal Activity J
Have students keep a journal of
everything they buy in a week or
on one trip to the mall (including
food). Ask them to examine the
purchases and think of ways to
reduce waste on future shopping
trips (e.g., take a reusable bag for
carrying purchases, buy in bulk to
reduce packaging waste).
(e.g., all natural, recycled-content percentages,
biodegradable). Discuss product manufacturing
(refer to the Teacher Fact Sheet titled Products
on page 25 and its potential impact on the
environment.  Discuss how changing some of the
practices involved in product manufacturing can
increase or diminish a product's environmental
impact over its life cycle (refer to A Product's Life
on page 43).

Step  2: Divide into groups or have each stu-
dent choose one product (from home or school)
that could possess environmental attributes
(e.g., binders  with recycled-content plastic cov-
ers, paper clips with recovered plastic,
energy-efficient computer). Have the students
research his or her product (e.g., read product
literature/labels, contact the company, Web
research, visit a store that sells the  product).
Give students copies of the Product Review
Worksheet and  instruct them to answer the
questions while researching.

Step  3: After students conduct and compile
their research, have a class discussion where
students report their results (discuss more than
one product at a time if several students chose
similar items.  On the chalkboard, list the envi-
ronmental attributes each person discovered.
Discuss which products  are the most environ-
mentally sound  and why. Point out that attributes
can vary depending on  local,  personal, and
other circumstances. For instance, if the students
live in a desert community, products that con-
serve water might be most important to them.
                                                     ^Assessment J
1.  Ask students to think about their shopping
   habits. Before today's lesson, ask them if
   they consider environmental attributes when
   purchasing products. After the lesson, ask
   them if they will in the future. Discuss what
   kinds of attributes they will pay the most
   attention to and why.
2.  Ask students to suggest environmental attrib-
   utes to consider when purchasing some
   products other than those already researched
   (e.g., beverages, paint, food items).
   ^ Enrichment J
1.  Have students conduct a "mall scavenger
   hunt" to search for "green" products and/or
   the sustainable practices of stores or the mall
   (e.g., recycling bins). While on the scavenger
   hunt, students can take  note of:
•   Stores that sell products with environmental
   attributes (e.g., bags with recycled content,
   biodegradable beauty products).
•   Recycling containers available for mall cus-
   tomers.
•   Store and/or mall managers who are knowl-
   edgeable about recycling, waste reduction,
   and green products.
2.  Instruct students to select one of the products
   examined in this activity and create a
   detailed lifecycle flow chart of the steps
   involved in  manufacturing, use, or disposal
   of the item  (refer to the  Teacher Fact Sheet
   titled Products on page  25 and A Product's
   Life on page 43).
3.  Have students write and design  a marketing
   brochure or public service announcement
   (refer to the Memorable Media Messages
   activity on page 21 5) that emphasizes a
   product's environmental attributes. Instruct
   students to  develop the  brochure targeting
   consumers. The brochures should explain
   why a consumer might purchase this item
   over a competing  company's product.
   Students should  pay special attention to the
(Jnit 1. Chapter 1.2, Products
                              The Quest for Less

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   guidelines outlined by EPA and
   the FTC in the Environmental
   Marketing Claims brochure.
4. Students can  hold an open
   house to showcase the items
   they purchased. They can cre-
   ate a display  of the "green"
   products and  set it up either in
   the classroom or elsewhere in
   the school. Suggest placing an
   index card or small piece of
   posterboard next to each prod-
   uct explaining the
   environmental attributes
                           con-
   tains.
   Students can hold an "eco"
   fashion show for their class-
   mates or the whole school.
   They can create outfits by sup-
   plementing the items they found
   while shopping with used cloth-
   ing from thrift shops. Suggest that
   they present the clothing and accessories in
   a live fashion show format or museum-type
   display (e.g., using mannequins,  hangers).
   Have students conduct research and write a
   report about a "green" company or a specif-
   ic "green" product.
   Have students write  letters to companies.
   They can either write to ask a company why
   they do not sell/design green  products, or
   they can thank a company for selling sustain-
   able products.
Part of an eco-fashion show of reused clothing from thrift shops at a
Pennsylvania middle school.

           8. All toilet paper contains a percentage of
              recycled paper, but only some companies
              advertise this fact. Have students compare
              packaging for five different toilet paper
              brands to determine how many advertise  that
              the paper is made from recycled content  and
              how many do not. Write a letter to the com-
              panies that do  not advertise the recycled
              content of their toilet paper, asking them  why
              they choose not to promote this fact.
The Qciesf for- Less
                                    (Jnit 1, Chapter 1.2,

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Student  Handout
                                                                 Name:
          Product  Review  Worksheet
    1. List the environmental attrib-
    utes of your product.
 2. Are there any brands of your
  product that advertise environ-
 mental attribute claims? If so, how
many different brands are available?
   3. Which brand offers more
    environmental attributes?
                                         fferent brands?
                                              re substantial
                                                                             5. What attributes do you
                                                                             think are the most important
                                                                            and which products have those
                                                                           attributes?
                                         O. Why did you choose to pur
                                          chase your product?
                                                                             7. Whether your product is an
                                                                              electronic or not, list some actions
                                                                             you can take to recycle electronics.

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                                                                                    Grades  7-8
f,  Product'*  Iiife
       Objective J
To teach students the concept of product life cycles,
including the various steps and  related environmen-
tal issues involved.
       Activity Description J
Using the Life Cycle of a CD or DVD and/or L/'fe Cycle of a
Cell Phone or other life cycle posters as an example of a
product life cycle, students research the steps involved in a
product's life cycle and present their findings to the class.
       Materials Needed J
   The Life Cycle of a CD or DVD poster and/or Trie Life Cycle of
   a Cell Phone poster located at . To order copies of these materi-
   als, please visit  or
   call EPA at (800) 490-91 98 and reference document numbers
   EPA530-H-03-002 and EPA530-H-04-002.
   Index cards.
   Library, computer/Internet access, EPA's Lef's Go Green Shopping
   Guide (available at  or order online at ), or other sources of research.
   For enrichment activity:
   •  Scissors
   •  Markers
   •  Heavy-duty (cardstock) paper
                                                  language
                                                    arts
               Key Vocabulary Words J

               "Cradle to Grave"
               Extraction
               Life cycle
               Manufacturing
               Processing
               Remanufactured products
               Recovered materials
               Virgin  resources
               (natural resources)
science
                                                           j) Duration  J
                Day 1:  1.5 hours
                Day 2:  1  hour
               Skills Used ]

               Research
               Reading
               Communications
               Motor Skills
Step  1: Introduce the concept of product life
cycles.  (Refer to the Teacher Fact Sheets, titled
Products on page 25 and Natural Resources
on page 5; the Lef's Go Eco-Sfiopping activity
on page 39; the information on the Life Cycle
of a CD or DVD and/or Life Cycle of a Cell
Phone poster; and EPA's Lef's go Green
Shopping Guide.) Start by giving a  general
overview of life cycles, and relate this concept
to something familiar to the students (e.g., our
own lives,  the life cycle of a tree). Continue by
explaining that all products are made of some-
thing that ultimately comes from nature; and
The Qciesf- for- Less
                         (Jnit 1, Chapter 1.2,

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that all products end up somewhere after we are
finished using them.

Step 2: Move on to more in-depth discus-
sions  of the various steps of a product's life
cycle. Be sure to define each step: raw materials
acquisition/extraction, materials processing,
manufacturing,  product packaging, distribution,
use (lifespan), and end use (reuse, recycling,
disposal). Discuss how each of these steps can
have environmental consequences.

Step 3: Investigate the life cycle of an every-
day item.  Have the class select one or two
products whose life cycles they would like to
research.  Choose a common product, such as
one used  often  in class or at home.  (For exam-
ple: calculator,  radio, remote control,  light bulb,
pencil sharpener, computer keyboard or mouse.)

Step 4: Divide the class into research teams
for each  item chosen. As a homework assign-
ment or an in- class activity, have students work
in groups of three or four  individuals to research
an individual step of the chosen product's life
cycle. Students can use the library, Internet, and
other resources, including those listed  on the
Teacher Fact Sheets in this binder.
Step 5: Direct the students to use their find-
ings to organize a short presentation to the
class. Give each group a handful of index cards
on which they can write down notes. Have each
group give an oral presentation to the entire
class on what they discovered through their
research. Be sure to only discuss one product's
life cycle at a time and have the groups  present
in the proper order of the steps  of a life  cycle
(i.e., materials extraction, then processing, then
manufacturing,  etc.). Encourage the students to
be creative, including  using props or other visu-
al  means of presenting their information.
 "^•i^
1.  Oral presentations can be judged and grad-
   ed on the following criteria:
   •  Comprehension of life cycle concept and
      comprehension of individual step in the
      life cycle.
   •  Effectiveness of presentation
   •  Creativity
   •  Completeness
   •  Research method and sources
   •  Ability to work in a group
2.  Ask the students  if knowing more about a
   product's life  cycle might affect their decision
   to buy the product. Discuss the choices we
   have as consumers. (Refer to the Lef's  Go
   Eco-Shopping activity on page 39 for more
   information.)
   ^ Enrichment  J
1.  Compare the lifespan of various products
   and how this relates to product life cycles.
   For example, compare the environmental
   impacts of various types of cameras (dispos-
   able vs. traditional film vs. digital) as they
   relate to product life cycles. Include a discus-
   sion of the advantages/disadvantages of
   each product option.
2.  Using the same groups created for the main
   activity,  create a graphic display of the cho-
   sen product's life  cycle.
   a. Have each group of students create a
      graphic display of their step of the life
      cycle. Encourage the students to be cre-
      ative but ask that each display indicates
      movement from one step of the life cycle
      to the next.
   b. After each team gives their oral presenta-
      tion, have the  class work together to
      display the final product in  sequential
      order along the walls of the room, in the
      hallway, or a similar appropriate space.
      (The end result may look similar to The
      Life Cycle of a CD or DVD  poster when
      completed.)
(Jnit 1. Chapter 1.2, Products
                               The Quest for Less

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 d
o^
                          6
                   .6V
                     M
63
 61
                         &

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Grade  • Subject •  Skills Index
                         Beware of
                         Mr. Yuk
"t         Weigh Your       Trash Time
          Waste           Travelers
(Hazardous)
Waste Not
         Language Arts
         Social Studies
         Art
         Health
         Communication
         Reading
         Research
         Computation
         Observation/
         Classification
         Problem Solving
         Motor Skills
          ''See Glossary of Skills for more details.
    (Jnitl. Chapter 1.3, Waste
                                       The Quest for Les

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     Solid  Waste
     What Is Solid Waste?
     Everyone  produces solid waste (otherwise
     known as trash or garbage), whether it is old
     newspapers, potato chip bags, shampoo bot-
     tles, cut grass, food scraps from the dinner
     table, old appliances, or even the kitchen sink.
     Each person in the United States generates 4.4
     pounds (EPA, 2003)  of solid waste each day,
     which is often collected  by a municipality and is
     known as municipal solid waste. This kind of
     waste primarily comes from people's homes,
     but it also comes from some factories, busi-
     nesses, and schools.

     As our population has grown, so has the num-
     ber of products we use and the total amount of
     solid waste we generate. Consequently, the
     composition  of garbage continues to change
     with more plastics, more office paper, and less
     glass filling up trash cans around the country.
     The chart below illustrates the different compo-
     nents of municipal solid  waste.

     How Do We  Manage Solid Waste?
     No single method can manage all our nation's
     garbage.  The U.S. Environmental Protection
Municipal Solid Waste Composition
Metals: 7.9%
(1 8.1 million tons)
Wood: 5.7% 	
(1 3.2 million tons)
    Plastics: 11.1%
    (25.4 million tons)

   Food Scraps: 11.4%
Cardboard: 1
35.7% (81.9J
million tons)/
  Rubber, leather, and textiles:
  7.1% (16.3 million tons)
                        (27.7 million tons)
                     sents waste generation before recycling
                     Key Point*
                     •  Americans generate about f .5 pounds
                        of garbage pen person each day, which
                        amounts to more than 220 million tons
                        per year.
                     •  EPA advocates a solid waste hierarchy,
                        organizing waste management options
                        in order of preference: source reduc-
                        tion, recycling and composting, and
                        combustion and landf illing.
                     •  Facing a variety of challenges-from rising
                        waste generation rates and costs to
                        closing disposal facilities-community lead-
                        ers and businesses are devising ways to
                        prevent waste and increase efficiency.
Agency (EPA) recommends the use of a "waste
management hierarchy," which ranks methods of
waste management in order of preference.
Although mentioned briefly here, each method is
explained in separate fact sheets. Please refer to
these other fact sheets for more information
regarding the benefits,  challenges, trends, and
opportunities of each waste management system.
EPA's waste management hierarchy includes:

•  Source Reduction. Source reduction, also
   known as waste prevention, is the preferred
   method of waste management because the
   best way to  manage garbage is to prevent it
   in the first place. As the name implies, this
   method  prevents waste at the source by
   decreasing consumption and reusing products.
   For example, using a durable cloth lunch bag
   or reusing the  same brown paper bag instead
   of a new brown paper bag each day prevents
   waste. It also includes using nonhazardous
   substitutes as an alternative to toxic products
   that could end  up in the waste stream. For
   example, using baking soda to clean kitchen
   and bathroom counters rather than a chemical
   detergent prevents the disposal of toxins.
     The Qciesf for- Less
                                              Unit 1, Chapter 1.3, Waste

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Household Hazardous Waste
Leftover household products that contain corrosive, toxic,
ignitable, or reactive ingredients are considered "household
hazardous waste." Examples of products that could become
household hazardous waste include certain cleaning products
pesticides, motor oil, oil paints, adhesives, and batteries.
         can be used as a plant fertilizer
         supplement. Both of these process-
         es  use waste as a raw material to
         create new  and valuable products.
Unlike municipal solid waste, specie  care must be taken in
disposing of household hazardous waste to minimize the
impact on human health and the environment.

The best ways to reduce the amound of household hazardous
waste being disposed of are to use up all of the products or
erly recycle them.

If you are unsure of what to do with these products, contact
your local environmental or solid waste agency.
                • Recycling, including
                Composting. If waste can-
                not be prevented, the next
                best way to reduce the vol-
                ume of it that must be
                disposed is to recycle or
                compost it. Recycling refers
                to a series of activities
                where discarded materials
are collected, sorted, processed, converted
into raw materials,  and used to make new
products. Composting is the decomposition
of organic materials such as yard trimmings
and food scraps by microorganisms. The
byproduct of this process is compost—a soil-
like material rich in nitrogen and carbon that
         • Disposal: Combustion and
         Landfills. Trash that cannot be
         reduced, recycled, or composted
         must be disposed of. Combustion
         is the burning of waste in specially
         designed facilities often called
         incinerators.  It reduces the  bulk of
         waste, and some facilities provide
         the added  benefit of energy recov-
         ery ("waste-to-energy" facilities).
         Landfills are also major compo-
         nents of waste management. A
         landfill  is a large area of land or
         an excavated  site that receives
         waste. Combustion facilities and
       landfills are subject to environmental
controls that require them to  be properly
maintained so there  is no waste run-off that
might contaminate drinking water supplies.
The portion of waste requiring combustion
and land disposal can be significantly
reduced by reducing, reusing, or recycling—
the "3 Rs" of solid waste management.
                                                What Are the Benefits
                                                of Waste Management?
                                                It might seem hard to believe now, but people
                                                once dumped trash out windows onto the
                                                streets, left it in local ravines or quarries, or
                                                burned it in fields and open dumps. In fact,
                                                throughout time, people have  made garbage
                                                "go away" in different ways, regardless of envi-
                                                ronmental or aesthetic impacts. As one can
                                                imagine,  these activities created serious sanita-
                                                tion problems for a community. Open dumps
                                                produced noxious odors, attracted rodents and
                                                pests that spread disease, and polluted drinking
                                                water supplies.

                                                Federal, state, and local laws now control how
                                                solid waste is managed and disposed of. These
                                                regulations set standards for trash disposal. As a
                                                result of regulations, many communities have
                                                state-of-the-art landfills  and combustion facilities
                                                that minimize ground- and surface-water con-
                                                tamination and air pollution. At the same time,
(Jnitl. Chapter 1.3, Waste
                           The Quest for Less

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they provide a safe and convenient way to
remove trash from homes and  neighborhoods.

Waste management can also create jobs and
provide an economic boost to some cities and
counties. Whether workers are collecting garbage,
constructing disposal facilities, managing recycling
programs, or developing new technologies, the
waste management industry employs hundreds of
thousands of people nationwide.
What Are the Challenges of Solid
Waste Management?
Despite the improvements that have been made
to solid waste landfills and combustion facilities
over the years, the general public still does not
want to live near a disposal facility. With varying
public opinion and the Not in My Backyard
(NIMBY) mentality, community leaders often  find
it difficult to find new sites for waste manage-
ment  facilities.

Balancing all of the management options in the
solid waste hierarchy can be a major challenge.
Many communities have invested resources in
source reduction and recycling in an effort to
reduce the amount of trash that must be land-
filled or combusted. Yet reducing waste
ultimately  involves changing  behaviors—
purchasing environmentally friendly products
  HHW Facts
  •  The average home may have up to 100
     pounds of household hazardous waste stored
     throughout the house.
  •  Americans generate 1.6 million tons of
     household hazardous waste each year.
when possible, and participating in recycling
and composting  programs.
What Are Some Emerging
Trends?
Communities continue to seek ways to reduce
waste.  One recent trend is to charge residents for
garbage collection services based on the amount
of trash they throw away, known as *Pay-As-You-
Throw" (PAYT). By
paying for garbage
services in the same
way as electricity,
water, and other utili-
ties, residents have a
direct incentive to
reduce the amount  of
trash they generate
and to recycle more.
       Visit the following Web sites for more information on municipal solid waste:

       •   U.S. Environmental Protection Agency (EPA): 
       •   U.S. EPA Office of Solid Waste site on municipal solid waste: 
       •   U.S. EPA Office of Solid Waste publications on household hazardous waste: 


       To order the following additional documents on municipal solid waste, call EPA toll-free at
       (800) 490-91 98 or look on the  EPA Web site .

       •   Characterization of Municipal Solid Waste in the United States
       •   Sifes for our Solid Wasfe: A Guidebook for Public Involvement (EPA530-SW-90-01 9)
       •   A Collection of Solid Wasfe Resources on CD-ROM
The Qciesr for- Less
                           Unit 1, Chapter 1.3, Wasfe

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Hazardous Waste
What  Is Hazardous Waste?
Many of the appliances, products, and materials
used in everyday life are manufactured using
processes that create hazardous waste. From the
paint on your walls, to the components of your
car, to the shingles on your house, it is likely that
when these products were made, some haz-
ardous waste was generated.  Hazardous wastes
are substances that exhibit one or more of the
following characteristics:

•  Toxicity—harmful or fatal when ingested or
   absorbed.

•  Ignitability—creates fire  under certain condi-
   tions  or spontaneously combusts.

•  Corrosiviiy—contains acids or bases that can
   corrode metal.

•  Reactivity—is unstable under "normal" condi-
   tions  and can cause explosions, toxic fumes,  or
   vapors when mixed with  water.

Hazardous waste is created by a variety of
different industries, such as petroleum refining
and pesticide, chemical, ink,  paint, and paper
manufacturing. It also is created by the activities
of certain smaller businesses found in many
communities, such as  dry cleaners, vehicle
maintenance shops, vocational  schools, and
photoprocessing stores. In  addition, hazardous
waste is  created when businesses or facilities
dispose  of certain unused products.

Hazardous waste is an inevitable product of a
thriving industrial society.  It is important to be
aware that the choices consumers make when
selecting products, services, and materials have
hidden environmental effects. Consumers also
should realize that the  management of hazardous
waste is  regulated by law and  that facilities that
produce, transport, or  dispose of it must follow
very specific rules  to minimize  environmental and
human health  problems. The primary law that
  ICey
  •  Hazardous waste can be produced in
     the manufacturing process of many
     common products people use every day,
     as well as many common services.
  •  To protect human health and the envi-
     ronment, hazardous waste is regulated
     from the time it is produced to the time
     it is disposed of.
governs the proper management of hazardous
waste is known as the Resource Conversation
and Recovery Act (RCRA).
How Do We Manage Hazardous
Waste?
The RCRA regulations cover all aspects of haz-
ardous waste—from the time it is generated at a
factory or plant until the time it is discarded.
This is known as "cradle to grave." This regu-
latory system includes many detailed rules that
require hazardous waste to be tracked as it
The Qciesf for- Less
                         Unit 1, Chapter 1.3, Waste
51

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"Hazardous Waste" Versus "Household Hazardous Waste"
"Hazardous waste" is regulated by EPA.  Businesses, institutions, or other facilities (sometimes including
schools) that generate it must comply with certain rules regarding generation, management, trans-
portation, and disposal.

When individuals dispose of household products from their home that contain hazardous ingredients,
such as pesticides, cleaners, batteries, or used oil, they create what is known as household hazardous
waste.  Individuals usually produce much less hazardous waste than businesses and other facilities,
and they are not regulated  by EPA. Even so, many communities require or prefer that household haz-
ardous waste is handled separately from the regular garbage to  prevent any potential risks to the
environment or human health.

When disposing of household hazardous waste from  your home, remember the following:

•  Sharing  leftover household products is a great way for people to use all  of a product and avoid
   dispose  . If you cannot share or donate leftover products, check with your local environmental or
   solid waste agency to see if your community has a facility that collects household hazardous
   wastes year-round or offers opportunities for exchanging products with other residents.
•  If your community doesn't have a collection program for household hazardous waste, contact your
    oca environmental or solid waste agency to see if there are  any designated days in your area  for
   collecting these materials. On  such days, qualified professionals collect household hazardous
   waste at a central location to ensure safe management and dispose .
•  If your community has neither a permanent collection site nor a special collection day, you might
   be able  to drop off certain products, such as batteries, paint, or automotive supplies,  at local
   businesses for recycling  or proper dispose . Call your local environmental or solid waste agency or
   Chamber of Commerce for information.
•  Some communities allow dispose  of household hazardous waste  in trash as a last resort. Call
   your local environmental or solid waste agency for instructions  on proper dispose . Be sure to reed
   the product lobel for disposol directions to  reduce the risk of  products exploding, igniting, leoking,
   mixing with other chemicals, or posing other  hazards on the way to a dispose facility. Even  empty
   containers of household hazardous waste can pose hazards due to residue.
moves from place to place; one of the rules
requires the use of a tracking paper known as a
"manifest." This paper must travel with the waste
wherever it goes (e.g., wherever it is stored,
shipped, recycled, or disposed of).

Depending on how much waste a facility gener-
ates, it is regulated  differently; bigger facilities
that produce a  large amount of hazardous
waste each month have more rules than those
that produce a  small amount of waste.

After a company or factory generates hazardous
waste, the waste must be packaged and labeled
in special containers,  and it must be transported
by a regulated hazardous transportation compa-
ny in special packages with specific labels.
These trucks often can be identified on the high-
way by multicolored placards and symbols that
indicate the type of hazardous waste they carry.
The Department of Transportation is responsible
for regulating these trucks.

Hazardous waste is usually transported to a facil-
ity that treats, stores, and/or disposes of it. Most
hazardous waste must be specially treated with
certain processes to alter its hazardous composi-
tion before it can safely be recovered, reused, or
disposed of. Sometimes waste is stored tem-
porarily in a regulated  unit. When the waste is
(Jnitl. Chapter 1.3, Waste
                               The Quest for Less

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ultimately disposed of, it is transported either to
a landfill or special combustion facility (see
Teacher Fact Sheets titled Landfills on  page 1 65
and Combustion on page 169). Combustion
facilities must take special precautions to prevent
air pollution, and they must ensure that only
appropriate wastes are burned.

Sometimes hazardous waste is transported to
a facility that recycles hazardous waste.
Certain hazardous wastes can be  recycled and
used again. For example, many solvents can
be recovered, some metals can be reclaimed,
and certain fuels can be re-blended.
Hazardous waste  recycling is regulated under
RCRA to ensure the  protection of human
health  and the environment.

To keep track of all of the facilities that treat,
store, or dispose of hazardous waste  and ensure
that they follow the rules, EPA and many states
have a permitting system. Each company must
obtain  a permit, which tells companies what
they are allowed and not allowed to do.
Inspectors  check these facilities regularly by
reviewing company records, observing operating
procedures, and sometimes collecting haz-
ardous waste samples. For further tracking
purposes,  EPA also requires all companies that
generate hazardous waste to  register and obtain
an EPA identification number.
What Are the Benefits of
Hazardous Waste Management?
Before RCRA took effect in  1 970, companies
could—and did—dispose of hazardous waste in
rivers, streams, and other inappropriate places.
By enforcing strict rules about the way waste is
handled, EPA and other agencies can better
control the effects of hazardous waste on the
environment and human health. These controls,
while not always perfect, allow the industrial
production on which we all depend to continue
in as safe a manner as possible.

In addition, EPA has made waste minimization
practices and pollution  prevention activities key
requirements for companies that produce haz-
ardous waste. Any company that creates a
   Hazardous Waste Facts
   •  In 2001, companies produced 40.8
      million tons of hazardous waste.
   •  Nearly 20,000 large facilities generated
      hazardous waste in 2001.
   •  Many hazardous wastes can be generated
      in schools, such as solvents from cleaning,
      chemicals from chemistry labs, fluorescent
      light bulbs, computer monitors, and chemi-
      cal residues from woodshops.
   (Source: EPA National Biennial RCRA Hazardous
   Waste Report [2001 Data])
certain amount of hazardous waste each
month must sign a statement indicating that it
has a program in place to reduce both the
amount and toxicity of its hazardous waste.
These companies also must indicate that they
have chosen a method of hazardous waste
treatment, storage, or disposal that minimizes
the present and future threat to human health
and the environment.

It can be difficult for individuals to identify com-
panies that have taken substantial measures to
minimize hazardous waste and prevent  pollu-
tion, and thus, it is  not always possible to lend
support for these activities by patronizing those
companies. When information of this sort is
available, however, consumer demand can
make a difference.
The Qciesf for- Less
                          Unit 1, Chapter 1.3, Waste
S3

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                                               What Are the Challenges of
                                               Hazardous Waste Management?
                                               Just as people and communities generally do
                                               not want municipal solid waste facilities in their
                                               neighborhoods, they often do not want haz-
                                               ardous waste facilities  near their homes and
                                               schools (the NIMBY mentality). When new haz-
                                               ardous waste generation or treatment facilities
                                               are sited near communities, the public  can
                                               become involved in the process, but it can be a
                                               challenge for companies and  communities to
                                               achieve mutually acceptable solutions.

                                               The RCRA regulations  allow the public  to have
                                               an opportunity to participate  in decisions about
                                               hazardous waste management. Through public
                                               meetings and other open forums, people can
                                               express their concerns  about  a new facility.
Additional Information Resources:
Visit the following Web sites for more information on hazardous waste:

•  U.S. Environmental Protection Agency (EPA): 
•  U.S. EPA Office of Solid Waste site on hazardous waste:
   
To order the following additional documents on hazardous waste, call EPA toll-free at (800) 490-91 98
or look on the EPA Web site .

•  The RCRA Public Participation Manual (EPA530-R-96-007)
•  RCRA Orientation Manual: 1998 Edition (EPA530-R-98-004)
•  RCRA: Reducing Ris/< From Wasfe (EPA530-K-97-004)
(Jnitl. Chapter 1.3, Waste
The Quest for Less

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                                                                                Grades K-l
 Beware of Mr
        Objective  J
               Key Vocabulary Words J
 To teach students to recognize the "Mr. Yuk" symbol; to
 help students understand that this symbol designates
 hazardous household  products that should  not be han-
 dled by children without adult supervision and without
 reading labels properly.
               Product
               Poison
               Danger
health
       Activity Description  J
 Students will identify Mr. Yuk stickers in the hidden
 picture and color them in bright green to signify
 hazard/poison.
       Materials Needed  J
   One copy of the Beware of Mr. Yuk worksheet per
   student
   One red or green crayon for each student
   (Preferably from the fluorescent color box)
               Duration J

               30 minutes



               Skills Used ]

               Observation/classification
               Motor skills
••••••••••••••••••••••••••••••••••••I
       Activity J
 Step 1: Put an enlarged picture of Mr. Yuk
 on the blackboard and ask students if they've
 seen it before.  Elicit from students how they
 would describe Mr. Yuk.

 Step 2: Tell the students they will be given a
 drawing of a house.  In the picture are many
 products commonly found in homes, and they
 will have to find the ones with a Mr. Yuk face
 on them. Explain that if they were to find a
 real product in their real home with a Mr. Yuk
 face on it, they should not touch it; they
 should tell an adult about it. Ask them where
 Mr. Yuk products are sometimes located in a
 home (e.g., kitchen,  bathroom, garage).
Step 3: Distribute crayons and worksheets
to students and ask them to color only the Mr.
Yuk stickers on the products they see. Students
can work individually or in groups.

Step 4: After coloring the Mr. Yuk stickers,
students can color the entire scene.
  Mr. Yuk Stickers
  Teachers who wish to promote the use of Mr.
  Yuk stickers at home could consider sending a
  note to parents indicating where stickers can
  be obtained. Most local poison control centers
  have Mr. Yuk stickers available.
 The Qciesr for- Less
                           Unit 1, Chapter 1.3, Waste
  55

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       Assessment  J
1. Collect the Beware of Mr. Yuk worksheets
   and assess whether students correctly identi-
   fied products labeled with Mr. Yuk.
2. Ask students what they would do if they
   found a Mr. Yuk sticker in their homes.

3. Ask students why certain products get labeled
   with Mr. Yuk stickers.
   ^ Enrichment J
1.  Conduct a role-playing game by putting a
   Mr. Yuk sticker on an empty product contain-
   er and asking students to pretend they come
   upon  it in their homes. Have one or more
   students pretend  that they are parents and
   are telling the "kids" about the Mr. Yuk stick-
   er and its importance.
2.  Ask students to draw places in their homes
   where Mr. Yuk products might be found
   (kitchen, bathroom, garage, etc.)
                              Mr. Yuk is reprinted with permission, Children's Hospital of
                              Pittsburgh, Pittsburgh, PA.
(Jnitl. Chapter 1.3, Waste
                              The Quest for Less

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                             Student  Handout
                      Beware of Mr. Yuk
The QcJest for Less
Unit 1, Chapter 1.3, Waste     SI

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                                                                                  Grades K-3
                                                                                               social
                                                                                               studies
        Objective J
               Key Vocabulary Words  J
To encourage students to think about what kinds of
materials they throw away.
                Waste
                Product
       Activity Description J
 Students will create a trash mural from collected pieces
 of home garbage and images of disposable items from
 magazines.
        Materials Needed  J
   One copy of Parents' Note for each student
   One tarp or drop cloth
   1 0 to 12 magazines (with lots of everyday product
   advertisements)
   "Clean" garbage (brought in by students)
   Art supplies (enough for class):
   — Three to four sheets of colored construction
      paper per student
   — Glue
   — Tape
   — Scissors
   — Markers or  crayons
   — Glitter
                                                            Skills Used )
                Observation/classification
                Motor skills
•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••i
       Activity J
 Step 1: Photocopy and send students home
 with the Parents' Note, which asks them to
 help the students collect two pieces of "clean"
 garbage for class the next day.

 Step 2: Lead students  in a discussion of
 what garbage is and where it comes from. Ask
 them if they know how to identify garbage.

 Step 3: Lay a tarp on the floor and have
 the students sit in a circle around it. Ask them
to spread out their pieces of garbage on the
tarp. Go around the room and ask each stu-
dent to describe what kind of garbage they
brought in. Explore  how students knew the
item was garbage and what its purpose was
before it became garbage.  Encourage the stu-
dents to compare and contrast the shapes,
colors, and sizes of the garbage on the tarp.

Step 4: Divide the class into  pairs and distrib-
ute a magazine and scissors to each pair
(teachers should use their judgement about the
use of scissors for younger students). Tell the stu-
art
 The Qciesf for- Less
                           Unit 1, Chapter 1.3, Waste

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dents to look for pictures of objects or products
that are only used once and then thrown away.
Ask the students to cut out as many of these
objects as they can. Go around the room to dis-
cuss what pictures were chosen and why.

Step  5: Distribute the rest of the art supplies.
The art exercise for this activity can  be conduct-
ed in many different ways; below are a few
age-specific suggestions:

For younger students:
•  Instruct students to  use their magazine pic-
   tures and trash objects to make a collage by
   gluing them onto the construction paper.
   Help all of the students tape their construc-
   tion paper  up on the classroom wall to form
   a colorful trash mural.
•  Have students organize their trash in terms of
   color or size. Help students decide where each
   piece of garbage should go on the mural so
   that alike items are grouped together.

For older students:
•  Have students make a trash rainbow by
   organizing  the trash into rainbow colors.
   Students could draw the outline of the rain-
   bow on  the paper first, then paste their trash
   in the appropriate color band on the  mural.
•  Have students design a 3-D trash sculpture.
   Ask them to think about the color and shape
   of each  trash item before gluing it onto the
   sculpture.
•  Have students organize the trash by the
   purpose it had during  its useful life. For
   example: was it a product or packaging for
   a product? A cleaning product, food  prod-
   uct, or hair product? Ask students to write
   down category names on the mural and then
   paste their  trash in  the appropriate spot.
       Assessment  J
1.  Ask students to name three different items that
   they or their family members often throw away.
2.  Have the students guess how many pieces of
   trash are on the class trash mural. Discuss
   with students that the mural is just a small
   amount of what gets thrown away every day
   in the world.
3.  Ask students what purpose the trash served
   during its useful life. Ask them what it was
   before it became trash.
   ^jy Enrichment J
1 .  Conduct a followup activity on what happens
   to garbage after it's thrown in the trash can.
   This resource offers the following activities:
   Luscious Layered Landfill on page 1 73 (for
   younger students) or A Landfill Is No Dump!
   on page 177 (for older students).
2.  Take a field trip to a waste disposal site (a
   landfill or incinerator) to find  out where
   waste goes. See the Teacher  Fact Sheets
   titled Landfills on page  165 and Combustion
   on page 169 for background information.
3.  For grades 2-3, enrich the activities by doing
   the following:
•  After students have brought in pieces of
   trash, ask them to separate the items into the
   following categories: paper, metal, food,
   glass, plastic. Discuss whether these items
   need to be thrown away or whether they can
   be reused or recycled.
•  Have students determine how much of each
   category of trash items they have collected.
   Draw a trash can on the chalkboard and
   have students come up and use a different
   color piece of chalk to make hash  marks (in
   the "trash can") for each type of trash item
   collected.
(Jnitl. Chapter 1.3, Waste
                               The Quest for Less

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Parents' Note
Dear Parent,
Tomorrow we are undertaking an environmental education activity to
learn more about how much garbage we create and what we do with it. I
have asked each student to bring in two  pieces of "clean" garbage for our
trash mural.  In the interest of safety and sanitation, I would appreciate your
assistance in helping your child  pick out two garbage items that are manage-
able in size and "clean" (no  glass, jagged metal, food, or wet items). Good
examples of "clean" garbage include: a cereal box, empty soda  can, paper,  plastic
bag, wrapping, packaging, plastic juice bottle, etc.
Thanks for your help!
Parents' Note
Dear Parent,

Tomorrow we are undertaking an environmental education activity to
learn more about how much garbage we create and what we do with it. I
have asked each student to bring in two  pieces of "clean" garbage for our
trash mural. In the interest of safety and sanitation, I would appreciate your
assistance in helping your child  pick out two garbage items that are manage-
able in size and "clean" (no  glass, jagged metal, food, or wet items). Good
examples of "clean" garbage include: a cereal box, empty soda  can, paper,  plastic
bag, wrapping, packaging, plastic juice bottle, etc.
Thanks for your help!
Parents' Note
Dear Parent,

Tomorrow we are undertaking an environmental education activity to
learn more about how much  garbage we create and what we do with it. I
have asked each student to bring in two pieces of "clean" garbage for our
trash mural. In the interest of safety and sanitation, I would appreciate your
assistance in helping your child  pick out two garbage items that are manage-
able in size and "clean" (no glass, jagged metal, food,  or wet items).  Good
examples of "clean" garbage include: a cereal box, empty soda can,  paper,  plastic
bag, wrapping, packaging, plastic juice bottle, etc.
Thanks for your help!
                                                                                                  61

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                                                                                 Grades 4-6
"Weigh four
       Objective J
               Key Vocabulary Words J
To increase students' awareness of the amount of waste
they generate and the  implication of that waste.
     »      •                 i
     j Activity Description J
Students will collect, weigh, record, and analyze the
amount of trash they generate in the course of a week.
       Materials Needed J
   One trash bag per student
   One twist tie garbage bag fastener for each student
   One 3- by 5-inch note card per student
   One plastic tarp
   One set of gloves per student
   One scale
   One copy of My Trash Journal for each student
   Clear tape
               Waste
               Per capita
               Duration J

                1 to 2 hours, with period
                ic discussions over the
                course of a week
                                                           Skills Used )
               Computation
               Observation/classification
               Problem solving
       Activity  J
Step 1:  Photocopy and distribute copies of
the My Trash Journal worksheet to each stu-
dent. Refer to the Teacher Fact Sheet titled
Wasfes for background information.
Step 2:  Distribute one garbage bag, one
twist tie,  and one note card to each student.
Tell students to take the trash bag to classes
for 1  week (5 days), using it to collect all of
the "dry" garbage they throw away at school.
Instruct students to include all of their used
containers, paper waste, and packaging, but
not to include food waste or any other type  of
"wet" trash that might decompose or be
unsanitary. For safety reasons, instruct students
not to collect glass items either.
Step 3:  Have the students put their names
on the note cards and tape them to the twist
ties (or use a hole-punch). Then have students
use the twist ties to close their garbage bags.
Explain that at the end of each day, students
will bring their garbage bags back to the
classroom  and store them overnight in a des-
ignated spot (show them the location). The
name tags will allow them to pick out their
trash bag the next morning.
Step 4: At the end of the week, ask the stu-
dents to predict how much their individual piles
weigh. Ask them to predict how much the total
pile of garbage for the whole class would weigh.
Write some of these predictions on the board.
The Qciesf for- Less
                           Unit 1, Chapter 1.3, Waste
63

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       Journal Activity J
Have students write a commer-
cial "jingle" asking people to
reduce the amount of waste
they generate.
Step  5: Bring in a tarp and spread it on the
floor. Have each student spread the contents of
his or her personal trash bag on the tarp. Have
the students put on gloves and sort their individ-
ual piles of garbage into as many categories as
possible:  plastics, aluminum, paper, steel, and
mixed materials (those that fit into more than
one category). Have them record the contents of
their garbage piles using the My Trash Journal
worksheet.
Step  6: Have students weigh their individual
piles of garbage on a scale and record the
amounts on the chalkboard.
Step  7: Ask a student to total the weights of
each individual pile of garbage and put this
number on the chalkboard.  Determine the aver-
age weight of trash generated per student per
day. Compare these weights to the students'
predictions.
Step  8: Write the  national average of waste
generation  on the board: 4.3 pounds per per-
son per day.

Ask the students to determine the following:

•  How much waste did the class  generate per
   day on average?  Is this  higher  or lower than
   the  national average?

•  If each person in  your community (popula-
   tion	) throws away  _ _  pounds  (use the
   students' average calculated above)  of
   garbage each day,  how many total pounds
   of garbage are thrown  away each day in
   your community?

•  How many tons is this? (To help  children grasp
   the concept of a ton [2,000 pounds] you
   might want to ask them  how many tons some
   familiar objects weigh, for example, an aver-
   age 4-door compact car weighs about a ton.)
                                                      Assessment J
1.  Ask the students why they think they generate
   so much trash. Is it more or less than they
   anticipated?

2.  Ask the students if they were surprised at how
   much trash they generated. Where does all
   of this waste  go every day? (See the  Teacher
   Fact Sheet titled Landfills on page 165 for
   background information.) Why should we
   care how much we throw away?

3.  Ask students to look at their waste generation
   charts and think of ways they could have
   reduced the amount of garbage generated
   this week. (Could any items have been recy-
   cled or reused? What about using less in the
   first place? For example, bringing a reusable
   cloth lunch bag instead of a paper lunch  bag
   each day.) Refer to the Teacher Fact Sheets
   titled Source Reduction on  page 79, Recycling
   on page 101, and Composting on page 141
   for background information.
   ^ Enrichment J
1 .  Have students identify the categories of
   materials they generally throw away or recy-
   cle. Make a list of common items on the
   board (recyclable and nonrecyclable). Ask
   students how much less waste they would
   have generated if they recycled instead of
   discarded all of the recyclable materials they
   used this week.

2.  Have a student contact your state or munici-
   pal solid waste manager to find out about
   your community's trash generation rate. How
   does it compare to other communities  in
   your county or state? Discuss the results and
   reasons behind them with your students.

3.  Have students record the amount of waste
   their families generate at home in  1 week (a
   note to parents explaining the assignment
   might help). Suggest students weigh each
   bag of trash generated on a bathroom scale.
(Jnitl. Chapter 1.3, Waste
                              The Quest for Less

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   Students should keep a log of these weights.
   At the end of the week, have students com-
   pare their data with classmates.

4. Either in class or as a homework assignment,
   ask the students to create graphs and charts
   of their data from class and home waste
   generation. The graphs might include:

   •  A pie chart of the number of pounds
      for each material measured for each
      individual.

   •  After pairing up with a partner and com-
      paring notes, a bar graph of the number
      of pounds of each material for the two
      students.

   •  A bar graph and/or pie chart showing the
      amount  of total materials collected that
      were recyclable versus not recyclable in
      your community.

   Discuss with students which materials were
   generated more than others and whether
   more recyclable or nonrecyclable materials
   were generated.

5. Take a field  trip to a landfill or combustion
   facility so students can see what happens to
   their trash.

6. Partner with a local business to calculate how
   much waste the company generates in a
   given day by conducting an audit of the
   paper waste (or other dry waste) generated.

7. Get permission for your class to sort through
   the  school dumpster on a given  day (with
   appropriate safety equipment such as gloves
   and goggles) to weigh its amount and deter-
   mine how much useful or recyclable material
   is thrown out.
The Qciesf for- Less
Unit 1, Chapter 1.3, Waste
6S

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Student   Handout
What Did 1 Throw Away?
1 Example:
1 soda bottle
Example:
5 lunch bags










What Material Category Does it
Belong In? (Paper, Glass,
Aluminum, Steel, Plastic)
Glass
Paper










My Ideas for Using Less, Reusing, or Recycling this Item
1
1 could recycle this in bins outside my school.
1 could use a cloth lunch bag each day instead of using paper.

1

[
|
F
L
4
r
l
Total weight of my garbage for one week = [calculated in class]
Weight of
recydables =
[calculated in class]
Weight of nonrecydables =
[calculated in class]
•
Total weight of my garbage per day = [calculated in class]
         Total weight of tlass garbage for one week = [calculated in class]
         Average amount of waste generated per student per day in our (lass = [calculated in class]
        Until. Chapter 1.3, Waste
The Quest tor Less

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                                                                              Grades 4-6
fro^h,  Time Travelers
       Objective J
To teach students how lifestyles change overtime and
how these changes alter the production and manage-
ment of waste.
       Activity Description J
               Key Vocabulary Words J

               Landfill
               Recycle
               Reuse
               Combustion

               (this list will vary for each
               student's interview)
Students will interview adults, either at home or in the
community, to find out what people considered trash
years ago and how that trash was handled.
             j) Duration J
       Materials Needed  J
               2 hours over two class
               periods
   One copy of the Rubbish Reporter worksheet per student
   Brightly colored markers (one per student)
   One ball of string or twine
   One hole-punch
   One roll of masking tape
       a
Skills Used
               Communication
               Research
                                                                                         language
                                                                                           arts
                                 social
                                 studies
       Activity J
Step 1: Photocopy and distribute the Rubbish
Reporter worksheets to each student. Conduct
an introductory discussion touching on the fol-
lowing topics (refer to the Teacher Fact Sheet
titled Solid Waste on page 47 for background
information):
•  Discuss what the common components of
   our trash are today—list them on the board.
•  Ask students to think about how this list
   might differ from the trash list of a settler in
   colonial times, a farmer during the Great
   Depression, or a grandparent who lived
   through World War II.
•  Discuss  how trash is disposed of today and
   ask students how they think people of other
   time periods disposed of trash.
Step 2: Inform students that they are now
"Rubbish Reporters." Their assignment is to
write a story about how different lifestyles in
different historical periods affected the gener-
ation and handling  of trash.
Step 3: Have students take the Rubbish
Reporter worksheet  home and use it to inter-
view at least two elderly  family or community
members. Give students 2 or 3 days to com-
plete this assignment.
Step 4: Have students bring in their com-
pleted Rubbish Reporter worksheets and pick
one of their interviewees to focus on. As an in-
class assignment, have the students use their
completed worksheets to write a short para-
graph or "article" about what their interviewee
thought of "trash," how they disposed of trash,
and how those ideas and practices might dif-
fer from ours today. Instruct students to mark
The Qciesf for- Less
                          Unit 1, Chapter 1.3, Waste
                                    67

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       Journal Activity J
Ask students to pretend that they
are each of the following charac-
ters: a pilgrim living in the 1500s, a
professional (business person) living
in the city today, and a grizzly bean
living today in Yellowstone National
Park. Have students write about
what kinds of trash they generate
as each of these characters. Ask
them which character they  think is
most wasteful and why.
(in the left-hand corner of the page) the year (or
years) that their interviewee remembered or
referred to during the interview.

Step 5: Go around the room and have each
student stand up and read his or her article out
loud to the class. Discuss the issues, such as
time period, geographical location, trash dispos-
al, and recycling, that are raised in each article.

Step 6: After discussing each article, have
the students determine its one aspect of trash
disposal or management that is most unique.
(For example, someone may have saved all
metal for recycling during WW II or burned
his/her own trash on a farm each  day,  etc.)
Have the student write this one aspect  with a
colored  marker at the top of his/her article.

Step 7: Collect all of the articles and spread
them out on the floor. Have the students help
you organize them in a time line according to
the years marked in the upper left-hand corner
of the pages.

Step 8: Using the hole-punch, put holes in
the tops of each article and connect them using
the string. Hang your "Trash Time line" some-
where in the  classroom or school.
                                                      Assessment  J
1.  Collect all of the students' Rubbish Reporter
   worksheets and articles and evaluate them
   for completeness, comprehension, and
   content.
2.  Ask students to offer an explanation of why
   trash and its management differs for each
   generation. Ask them to predict what trash
   will  be like in the future and what people wil
   do with trash 1 00 years from now.
3.  Have students list four ways in which trash
   management in the past differs from trash
   management today.
                                                      Enrichment  J
1.  If there are one or two very interesting or
   unique trash stories that students bring in,
   ask those interviewees to come in and speak
   to the class more extensively about their rec-
   ollections. Have students prepare questions
   in advance to ask the guest speaker.
2.  Using the different time periods or locations
   that surface during the students' interviews,
   pick one or two for an in-depth  history and
   social studies lesson. Have students explore
   the setting of the  time period, learn about
   the political and social events of that time,
   and investigate how these might have affect-
   ed trash and its disposal.
(Jnitl. Chapter 1.3, Waste
                              The Quest for Less

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                                                      Student
             The  Rubbish Reporter
                                                                  Name:
             General Assignment: Ask your interviewee to pick a time in his/her past that is easy to recall in detail.
             Ask the interviewee to remember what he/she considered trash at that time (what was thrown out), how
             that trash was disposed of, where it was disposed of, and how all of these characteristics compare with
             today's ideas about trash and methods for handling trash.

             Rubbish Reporter's name:
             Interviewee's name:
             What time period(s) does your interview cover?
             What geographical location?
     ^
IRT*
  p*^ f
0
#
             1. What time period are you going to talk about? How
                old were you then? What was your occupation (if you
                were old enough)?
     2.   What were the most important
       political and social events during the
       time period you are remembering?
                    3. What did you consider trash when you
                       were younger? What kinds of things did
                       you throw out?
4. How was your trash handled? Was it
   picked up, sent to a landfill, burned?
   Who provided this service?
                                                                                                        "SJ

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                           Handout
      Interview Questions (continued)

           Did you reuse or repair items? What kinds of items
           did you reuse? Did you recycle? What did you recy-
           cle? What were recyclables made into or used for?

  7. What were many of your products (such
   as toys, food containers, or appliances) made
  of during this time period? Did you have a lot of
 plastic products? Glass? Metal? How were they
packaged?
                                                             6. Name some products that you
                                                                use today that were not available
                                                                to you then.
                                               8. What was your attitude toward trash then?
                                                  Has it changed now?
                 Rubbish Reporter: Can you
                 think of any more questions
                    to ask?
                                                      9. Do you think we are more
                                                          wasteful as a society today?

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                                                                                 Grades 5-6
                                    "Wa$te  If at
       Objective  J
               Key Vocabulary Words J
                                                                                             Social
                                                                                            Studies
To show students what could happen to ground water if
hazardous waste were not regulated.
       Activity Description J
Students will create an aquifer and demonstrate how
hazardous waste could seep into ground water.
               Aquifer
               Hazardous waste
               Byproduct
               Regulation
               Ground water
               Saturated zone
               Porous
               Water table
               Surface water
Science
       Materials Needed J
   Clear plastic cup for each student
   What's Going on Underground diagram for each
   student
   Molding  clay (enough for each student to have a
   l/2-inch by ]/2-inch square)
   One-quart container filled with sand
   Container of small  pebbles (enough for a ]/2 cup
   for each  student)
   Bucket of water and ladle
   Red food coloring
           1j) Duration  )

                1 hour
               Skills Used  )

               Reading
               Observation/classification
               Motor skills
      Activity J
Step 1: Discuss with the class how ground
water is a major source of drinking water for
as much as half of the U.S. population.
Provide each student with the What's Going
on Underground diagram and discuss  how
ground water forms, exists, and can be
extracted. Review the vocabulary words and
definitions provided on the diagram. Explain
that it would be very easy to contaminate
ground water if hazardous waste were  simply
dumped on the ground and absorbed  by the
soil. Define  and discuss hazardous waste.
(Refer to the Teacher Fact Sheet titled
Hazardous Waste on page 51  for background
information.)
Step 2: Place the containers of pebbles,
sand, and bucket of water with the ladle on a
table in the classroom where each student can
access them.

Step 3: Pass out a plastic cup to each stu-
dent. Ask the students to fill their cups half full
  RCRA and Hazardous Waste
  In 1976, Congress passed the Resource
  Conservation and Recovery Act (RCRA)
  to protect human health and the envi-
  ronment from the potential hazards of
  waste disposal. RCRA establishes a reg-
  ulatory system for managing  hazardous
  waste from generation until ultimate dis-
  posal ("cradle to grave").
The Qciesf for- Less
                           Unit 1, Chapter 1.3, Waste
   71

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       Journal Activity J
Ask students to prepare questions
and answers representing an inter-
view with an animal tree, flower, or
other member of nature. Students
should think about how elements in
nature would "feel" about haz-
ardous waste contamination in the
environment Have them pretend they
are reporters trying to discover
how hazardous waste can affect
the natural environment.
of small pebbles. In addition, give each student
a !/2-inch by V^-inch piece of the molding clay.
Ask the students to dump the pebbles on their
desk and keep them there temporarily.

Step 4: Ask each student to go to the sand
container and scoop enough so that there is
about 1/4-inch on the bottom of their cups.
After they add the sand, ask them to ladle just
enough water into the cup so that it is absorbed
by the sand. Discuss how the water is still in the
cup, but that it is being stored in the "ground."

Step 5: Have each  student flatten their clay in
the  shape of the cup bottom and then place it
over the sand. Fasten  the clay to one  side of the
cup, but leave an opening on the other side.
  Flatten clay
in shape of cup
  1/4-inch
   sand
Leave opening
 on one side
  of clay
              Step 6: Ask each student to place their pile of
              pebbles into the cup,  on top of the clay. They
              can place the pebbles so that they lay flat or
              form hills and valleys.

              Step 7: Ask the students to add a ladle full of
              water to their "aquifers." Students that formed
              hills and valleys with their pebbles will see that
              they have surface water in addition to ground
              water, depending on how much water they
              added to their cups. Discuss how both surface
              and ground water can be sources of drinking
              water and that some parts of the ground are
              more  porous than others (e.g., water slips more
              easily through the pebbles than the clay).
                Ground Water Contamination
                Ground water contamination can occur
                when liquids (usually rainwater) move
                through waste disposal sites, carrying pollu-
                tants with them, and into the ground water.
                RCRA regulations require ground water
                monitoring, which detects early signs of
                contaminants leaching from hazardous
                waste facilities.
Step 8: Tell the students to imagine that there
is a factory that produces "widgets" near their
aquifer. In the course of producing widgets, the
factory produces  a hazardous waste byproduct.
Ask students  to imagine that hazardous waste
regulations do not exist and that the factory is
allowed to dump its  hazardous waste on  the
ground outside, which  is also an aquifer.

Step 9: Pass the food coloring around the
room so that each student can add a few drops
to their aquifers.  Explain that the food coloring
represents hazardous waste that is being
dumped illegally. Ask the students to watch the
path of the food  coloring.

Step 10:  Discuss  how easy it is to pollute
and contaminate the ground water. Explain that
this is why the government has created very
detailed laws about  how companies must deal
with their hazardous  waste.
(Jnitl. Chapter 1.3, Waste
                                            The Quest for Less

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       Assessment J
   Ask students to explain how activities above
   the ground can affect the water under-
   ground.
   Have students tell you why hazardous waste
   is regulated.
       Enrichment  J
   Draw a map of your community or region
   including all the waterways. Add a local
   source of potential hazardous waste pollution
   to the map and trace the path its waste would
   take if it were not regulated. (See the sidebar
   for examples of local hazardous waste gener-
   ators.) Discuss how streams and creeks feed
   into larger bodies of water and how pollution
   at a small,  local stream can result in  pollution
   in rivers, lakes,  bays, and/or oceans. This
   activity can be used to teach or review the
   concept of "bird's-eye" view,  the different
   types of maps, and the use of legends and
   symbols.
2.  Using papier mache or modeling clay and
   water-based paints, develop a relief map of
   the community or region including all water-
   ways. To physically show how hazardous
   waste can travel through all waterways, put a
   few drops of food coloring on one end of
   the map. Tilt the structure, if necessary, and
   watch the food coloring travel.
3.  Elicit what would happen to our waterways if
   they became contaminated by hazardous
   waste. How would people and ecosystems
   be affected?
 Examples of  Local Hazardous
 Waste Generators
 Dry cleaners
 Print shops
 Vehicle maintenance shops
 Photoprocessing stores
The Qciesf for- Less
                          Unit 1, Chapter 1.3, Waste
73

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Student    Handout
         (Jnif 1. Chapter 1.3, Waste
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                              2
Source  Reduction, Recycling, Composting,
Landfilling, or Combustion
In this unit, teachers and students will learn the basics of the common
solid waste management options used in the United States today. They
will  learn how to prevent waste before it is even created (known as
source reduction), the mechanics and benefits of recycling and buying
recycled products, how to make and use compost, and the realities of
waste disposal through landfilling and combustion. By learning that trash
doesn't just "go  away," students will gain an appreciation for how their
everyday actions and decisions affect the environment.

                     ctffl   £&'&&
                   >  7*'      -/7

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CHAPTER
             Deduction

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Grade • Subject  •  Skills  Index
         Math
         Science
         Language Arts
         Social Studies
         Art
         Health
         Communication
         Reading
         Research
         Computation
         Observation/            ,
         Classification          V
         Problem Solving
         Motor Skills
         *See Glossary of Skills for more details.
    (Jnif 2, Chapter 2.1, Source Redaction
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Source  Reduction
                                                         ledcher ?rtct Sheet
What Is Source Reduction?
Americans crave convenience—but at what
cost? American households have more
discretionary income than most households
worldwide, spending more on products that cre-
ate more waste. Over the last 40 years, the
amount of waste each person creates has
almost doubled from 2.7 to 4.4 pounds per day
(that is 1,606 pounds per person per year!)
(EPA, 2003). Though reusing, recycling, and
composting are all important methods of reduc-
ing the amount of waste produced, the most
effective way to stop this trend is by preventing
the production of materials that could become
waste.

Source reduction, also known as waste preven-
tion, is the practice of designing, manufacturing,
purchasing, or using materials (such as products
and packaging) in ways that reduce the amount
or toxicity of waste. Source reduction can help
reduce waste disposal and handling costs
because it avoids the costs of recycling, munici-
pal composting, landfilling, and combustion.
It also conserves natural resources and reduces
pollution. In 2000, Americans source reduced
(prevented) 55.1 million tons of solid waste
(EPA, 2003)

Preventing waste before it is generated is a
common-sense way to save financial and natu-
ral resources, as well as reduce pollution. That
is why EPA encourages consumers, businesses,
and governments to make source  reduction their
first priority in waste management practices. For
waste  that cannot be prevented, recycling and
composting are the next best choices. (See the
Teacher Fact Sheet titled Recycling on page 101
for more information on recycling.)

Waste is generated throughout the life cycle of
a product—from extracting raw materials, to
transporting materials, to processing and  manu-
facturing goods, to using and disposing of
products. Manufacturers that reuse materials in
  Key Point*
  •  Source reduction, also known as waste
     prevention, means reducing waste at
     the source. It can take many different
     forms, including reusing or donating
     items, buying in bulk, reducing packaging,
     redesigning products, and reducing
     toxicity.
  •  Source reduction also is important in
     manufacturing. Lightweighting of pack-
     aging, reuse, and remanufacturing are
     all becoming more popular business
     trends. Purchasing products that incor-
     porate these features supports source
     reduction.
     Source reduction can save natural
     resources, reduce pollution, reduce the
     toxicity of our waste, and save money
     for consumers and businesses alike.
     Incorporating source reduction into
     daily practices can require some chal-
     lenging but worthwhile lifestyle changes.
the production process or that use less material
to manufacture products can decrease waste
dramatically. Other ways that manufacturers
practice source reduction include:

•  Reduce the amount of packaging in the
   manufacture of items.

•  Reduce the amount of toxic components in a
   product or use smaller quantities of items
   with high toxicity.

•  Reuse parts in the manufacture of a product.

•  Redesign products  to make  them more
   modular.  This  allows  broken or unusable
   components to be  replaced rather than
   discarding the entire item.
The Quest for Less
                  (Jnit 2, Chapter 21, Source Redaction

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Source Reduction Facts
•  Since  1 977, the weight of 2-liter plastic soft drink
   bottles has been reduced from 68 to 51 grams each.
   That means that 250 million pounds of plastic per
   year has been prevented from  becoming part of the
   waste  stream.
   When McDonald's reduced its napkin size by 1  inch,
   the company prevented 12 million pounds of paper
   from being thrown away each year. In 1 999,
   McDonald's switched to lighter weight packaging for
   two of their sandwiches, conserving 3,200 tons of
   boxboard containers.
   State Farm Mutual Auto Insurance converted to e ec-
   tronic cameras for their claims processing, saving
   more than 50 tons of instant and 35mm film.
(Source: EPA, 1996, 1999)
                     In addition to reducing the
                     amount of materials in the
                     solid waste stream, reduc-
                     ing waste toxicity by
                     selecting nonhazardous or
                     less hazardous materials
                     for manufacturing is
                     another important compo-
                     nent of source reduction.
                     Using less hazardous alter-
                     natives for certain items
(e.g., cleaning products, pesticides), sharing prod-
ucts that contain hazardous chemicals instead of
throwing out leftovers, reading label directions
carefully, and using the smallest amount of a
chemical necessary are some ways to reduce
waste toxicity. (See the Teacher Fact Sheets titled
Solid Waste on page 47 and Hazardous Wasfe on
page 51 for information on safe household haz-
ardous waste practices.)

Source reduction is a challenge requiring cre-
ativity and ingenuity, but devising ways to
prevent waste can  be very satisfying and  even
fun! There are many ways consumers can prac-
tice source reduction.  Here are just a few
examples:
             Choose products that do not use
             excessive  packaging.

             Buy remanufactured or used items.

             Buy items in bulk rather than
             multiple, smaller packages to
             decrease  the amount of packag-
             ing waste created.

             Maintain  and repair durable
             items.

             Reuse bags, containers, and other
             similar items.

             Borrow, rent, or share items that
             are  used  infrequently.

             Donate items instead of throwing
             them out.

             Leave grass clippings on the lawn
             (grasscycling) or use them for back-
             yard composting.

             Rake fallen leaves for composting
             rather than bagging them and
             throwing them away.
What Are the Benefits of Source
Reduction?
Reducing waste at the source is the ultimate
environmental benefit. It means waste does not
have to be collected, handled, or processed in
any way, which  prevents pollution, saves energy,
and saves money. In addition, by reducing con-
sumption, fewer products are manufactured,
thus reducing the impacts that manufacturing
can cause. For example, by manufacturing  less,
greenhouse gas emissions are reduced, which
can make a difference in preventing global
climate change.

Preventing waste also can mean economic sav-
ings for communities, businesses, schools, and
individual  consumers. Many communities have
instituted "pay-as-you-throw" waste manage-
ment systems  in which people pay for each
can or bag of trash they produce that requires
(Jnif 2, Chapter 2.1, Source Redaction
                              The Quest for Less

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disposal. When these households reduce their
waste at the source, they create less trash and,
consequently, pay a lower trash bill.

Businesses also have an economic incentive to
practice source reduction. Manufacturing costs
can decrease for businesses that reduce packag-
ing, which can mean a larger profit margin and
savings that can be passed on to the consumer.

Schools also can share in the economic benefits
of source reduction. Buying products in bulk fre-
quently means a  savings in cost. Often, what is
good for the environment is good for the pock-
etbook as well.
What Are the Challenges of
Source Reduction?
Practicing source reduction is likely to require
some change in daily routines. Changing some
habits may be difficult, but the environmental
returns on the effort can make it worthwhile. For
example, while using disposable utensils might
be convenient, using durable flatware saves
resources and requires only slightly more effort
(for cleaning). On the other hand, if waste is not
reduced, the economic and social costs of waste
disposal and the environmental impacts through-
out the life cycle of products will continue to
grow, and it will become increasingly harder to
make decisions about waste management.

Even if consumers decide to change their con-
sumption habits, products with minimal packaging
and nontoxic ingredients are not always available.
Balancing the immediate convenience of easily
available products with the long-term  benefits of
waste prevention will be an ongoing commitment.
What Are Some Emerging Trends
in Source Reduction?
Many companies are becoming more involved
in source reduction by remanufacturing and
reusing components of their products or the
entire product. A toner cartridge for a laser
printer is an  example of a product that once
was disposable but now is manufactured to be
reused. Many products are manufactured to use
"modular," or replaceable, units.

One manufacturer of photocopy machines takes
back and remakes equipment from more than
30,000 tons of used photocopiers. Parts from
returned machines that meet internal criteria for
manufacturing are reprocessed  into new prod-
ucts. Parts that do not meet remanufacturing
criteria and cannot be repaired  are often
ground,  melted, or otherwise recycled  into basic
raw materials. The company estimates annual
savings of several hundred million dollars in raw
material, labor, and disposal as a result of
design changes and product return programs.

Other companies are also taking advantage of
more environmentally preferable ingredients as
ways to reduce the weight of packaging. Some
supermarkets across the country have instituted
shelf-labeling programs to highlight products
with less packaging or less toxic ingredients.
Purchasing these  items shows manufacturers that
consumers encourage and support source
reduction.
How Can You  Help?
Students can play an important role in protect-
ing the environment by practicing source
reduction. Here are some simple practices to
help  prevent waste:

•  Donate old clothes and other household
   items so they can be reused or sold for reuse.

•  Consider taking a thermos of juice to school
   instead of individual disposable containers.

•  Use concentrated products
   to get more product with
   less packaging.

•  Use double-sided copying
   and printing features.

•  Buy pens,  pencils, tooth-
   brushes, and other items
   with replaceable parts.
The Quest for- Less
                  (Jnit 2, Chapter 21, Source Redaction

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   Use a durable lunch container or bag
   instead  of a disposable one.

   Consider using environmentally preferable
   cleaning products instead of those that
   contain potentially toxic ingredients.

   Consider buying items that have been reman-
   ufactured or can be reused, such as toner
   cartridges for the printer or tires for the car.

   Encourage companies to  reduce unnece-
   ssary packaging and the use of hazardous
components in products. Many companies
offer toll-free numbers and Web sites for
these comments.

Compost cafeteria food waste and use the
finished compost to mulch the plants and
trees around the school grounds.
Additional Information Resources:
Visit the following Web sites for more information on source reduction and solid waste:

•  U.S. Environmental Protection Agency (EPA): 
•  U.S. EPA, Office of Solid Waste site on source reduction: 
•  U.S. EPA, Office of Solid Waste site on global climate change and waste reduction:
   
•  Reuse Development Organization: 


To order the following additional documents on source reduction and municipal solid waste, call EPA
toll-free at (800) 490-91 98 or look on the EPA Web site .

•  Planet Protector's Club Kit (EPA530-E-98-002)
•  A Collection of Solid Waste Resources on CD-ROM
•  Reusable News newsletters
•  National Source Reduction Characterization Report for Municipal Solid Waste in the United States
   (EPA530-R-99-034)
•  EPA's WasteWise program puts  out Bulletins and Updates that deal with source reduction. To obtain
   applicable issues, call  the WasteWise helpline at 800 EPA-WISE (372-9473) or visit the Web site at
   .
(Jnif 2, Chapter 2.1, Source Redaction
                             The Quest for Less

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                                                                           Grades K-1
Discovering If ature'*  Packaging
       Objective J
              Key Vocabulary Words J
To teach students that some food items come in their
own natural packaging.
              Packaging
              Compost
      Activity Description J
Circle and color the items that have their own natural
packaging.
       Materials Needed  J
   Copies of the Find Nature's Packaging worksheet for
   each member of the class
   Crayons or markers
            j) Duration  J

               1 hour
              Skills Used ]

              Observation/classification
              Motor skills
                                                                                        Art
      Activity J
Step 1: Discuss how some food products
have their own natural packaging that protects
the part people eat. If possible, bring in exam-
ples of items that have natural packaging
(e.g., bananas, unshelled nuts, oranges) and
others that do not (e.g., cheese, crackers,
soda). Discuss how nature's packaging can be
used in compost, which returns materials to
the earth. Refer to the Teacher Fact Sheet titled
Composting on page 141  for background
information on the composting process.

Step 2: Distribute the Find Nature's
Packaging worksheet and pass out crayons or
markers. Ask the students to circle the items
that have natural packaging.

Step 3: Ask the students to color the items
on the worksheet.
      Assessment J
1. Ask students what items have their own
  packaging.

2. Ask students what we can do with natural
  packaging instead of throwing it away.
   ^ Enrichment J
1. Start a vermicomposting bin in the class to
  demonstrate how nature's packaging can
  be recycled rather than thrown away. (See
  the activity Worms af Work on page  159 in
  the Compost chapter for instructions on
  how to start a vermicomposting bin.)

2. Bring in a variety of unshelled nuts (e.g.,
  pistachios, walnuts,  peanuts).  Draw or find
  a sketch of a face, animal, or a fun object.
  Photocopy it and give one to each student.
  Have the students shell the nuts and then
  glue the shells to the sketch. Use paints to
  color the picture once the  glue has dried.
The Quest for Less
                  (Jnit 2, Chapter 21, Source Redaction

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Student  Handout


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                                                                              Grades K-4
                               Jurtforthe
       Objective J
To teach students that, with some creativity, we can
make useful things from items we might ordinarily dis-
card in the trash or recycling bin.
       Activity Description J
Students will bring in plastic milk jugs to create bird
feeders.
       Materials Needed J
   Extra plastic milk jugs (with caps) for students that do
   not bring in one from home
   Glue
   Scissors
   Paint
   Colored markers
   Two 1-foot long pieces of wood approximately
   1/4- to 3/4-inch in diameter (per bird feeder)
   Bird feed for students to put in  their finished feeders
               Key Vocabulary Words J
               Reuse
               Recycle
               Source reduction
                                                          Duration  J
                                                           1  ho
                                                               ur
                                                          Skills Used  )
               Motor skills
                                                                                             art
      Activity J
Instruct students ahead of time to bring in an
empty plastic milk jug from home.

Step 1: Introduce the concept of source
reduction to the class. Explain that reusing
items is a great way to achieve source reduc-
tion. (Refer to the Teacher Fact Sheet titled
Source Reduction on page 79 for background
information.)

Step 2: With an adult's supervision or
help, instruct students to cut out two large
holes on different sides of their milk jug for
birds to enter.
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                   (Jnit 2, Chapter 21, Source Redaction

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       Journal Activity J
Have students write a story
from the point of view of a
bird. What does the bird think
of all of the trash it sees from
the sky?
Step 3: Provide each student with two 1 -foot-
long pieces of wood. These could be sticks from
a nearby park or even the school grounds.
Explain that these wooden pieces will cut
through the bird feeder and stick out on either
end so that birds can perch on the feeder. With
an adult's supervision or help, instruct students
to trace a circle below each of the large holes
on the milk jug to match the diameter of the
stick. Then, cut out the tracing  and  insert the
wooden pieces through the milk jug.
Step 4: Punch small  holes in the bottom of
the jug to allow rain water to drain out. Tell
students to make sure the holes are not too
large, or else the feed might fall through.

Step  5: With markers and/or paints, work
with the students to decorate the feeders.

Step  6: Have each student put bird seed in
their feeders. Tell the students they can take their
feeders home or hang them outside the school.
                                                       Assessment J
1.  Have students name items that can  be
   reused without any alterations. Ask them to
   list items that can  be changed to create a
   new product (like the bird feeder just created
   from the milk jug).
2.  Ask students to explain why reuse is good for
   the environment.
3.  Ask students what would have happened to
   the milk jug  if it hadn't been used to make
   the feeder.
                                               ^ <  ^ Enrichment J
1.  Organize a waste exchange—with just the
   class or the entire school. Ask students to
   bring in something from home they no longer
   need (e.g., a toy, game, piece of clothing).
   With teacher facilitation, students can then
   trade one item for another. Donate unwanted
   items to a local charity or thrift store.
2.  Have students  bring in small pieces of "junk"
   they think look interesting or colorful  (e.g.,
   bottle caps, colorful pieces of  paper,  wood
   scraps, toy parts, lids, old keys, pieces of old
   clothing). Then, have the class work together
   gluing them onto a large piece of wood cre-
   ating a colorful, attractive mosaic.  When the
   "junk"  mosaic  is finished, hang it on  the wall
   of the classroom.
3.  Instruct students to bring items from home
   that their families are reusing.  Have the stu-
   dents present these items to the class as a
   "show and tell."
(Jnif 2, Chapter 2.1, Source Redaction
                              The Quest for Less

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                                                                            Grades 3-6
Source Reduction Roundup
       Objective J
To teach students the various ways to create less waste
in the first place.
      Activity Description J
Students form teams and work together to answer ques-
tions on source reduction.
       Materials Needed  J
•  Source Reduction Questions and Answers sheet
•  Chalk board or flip chart
•  Clock or timer
              Key Vocabulary Words J
               Reuse
               Source reduction
               Disposable
               Pollution
               Natural resources
                                                       Skills Used
               Communication
               Observation/classification
                                                                                      language
                                                                                        arts
      Activity  J
Step 1: Discuss source reduction and reuse
and how it relates to a clean and healthy envi-
ronment. Explain what individuals can do to
make a difference in the amount of waste that is
created. (Refer to the Teacher Fact Sheets titled
Source Reduction on page 79 and Products on
page 25 for background information.)

Step 2: Divide the class into two teams.
Bring the two teams to the front of the class-
room and have them face each other. You
might want to line up a row of desks on each
side to create a "game show" setting. Flip a
coin to decide which team will go first.

Step 3: In preparation for this activity, write
the questions on a flip chart, or simply write
them one at a time on the board. Present the
first question to Team 1. Inform students there
are a certain number of answers to this ques-
tion. The number of correct answers is provid-
ed on the attached Questions and Answers
sheet. Instruct Team 1 that they can consult for
2 minutes before they must try and  provide as
many of the six answers as possible.

Step 4: As the students in Team  1 state their
answers, write them on the board below the
question.

Step 5: Team 1  gets a point for  every cor-
rect answer. If Team 1 was unable to get all
six answers referred to on the Questions and
Answers sheet, then Team 2 gets an opportu-
nity to guess the rest of the answers for that
same question. Write Team 2's answers on the
board next to Team 1 's answers. If Team  1
was able to provide all of the correct answers,
then Team 2 doesn't get a chance to answer
that question.

Step 6: Go over the answers with the class
and discuss any answers that neither team
could provide.
The Quest for- Less
                  (Jnit 2, Chapter 21, Source Redaction

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Ask students to make a list of all
the things they currently do that
create less waste. Then ask them
to list other things they could do
to further reduce the amount of
waste they produce in their daily
routines.
Step 7: Start the process over again with
question #2, but this time, allow Team 2 to
answer first.  Keep track of the score and work
through all of the questions, alternating which
team  gets to answer first.

After all of the questions  have been answered,
the team with the most points wins. For extra
credit, see if students can name even more cor-
rect answers.
                                                      Assessment J
1.  Ask students what kinds of activities are
   involved in source reduction.
2.  Have students list some things each of us
   can do to create less waste and reuse more.
3.  Ask students to explain why source reduction
   is important.
                                               v   ^ Enrichment J
1.  Have each team of students devise its own
   questions and answers for the opposing
   team, and play again.
2.  Organize a clothing drive with the class or
   the entire school. Donate the used clothing
   to a local charity or thrift store.
(Jnif 2, Chapter 2.1, Source Redaction
                              The Quest for Less

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                                Reduction Kemnttup
                  Question* and jl&^trer^ $h,eet
(Note: Students should be encouraged to think of additional responses that are not
on these lists.)
What are 6 ways you can reuse a jelly jar?
1. Pen and pencil holder
2. Cookie cutter
3. Storage container for leftovers
4. Drinking glass
5. Vase for flowers
6. Container for  nonfood items such as paper clips, buttons, marbles, or any other small item
         What are 6 commonly used items that are often thrown away but could be reused? (Note
         that some items have both reusable and disposable parts.)
         1. Cups
         2. Eating utensils (e.g., forks, knives, spoons)
         3. Plates
         4. Cloth Napkins
         5. Lunch bags
         6. Batteries
What are 6 benefits of source reduction?
1.  Reduces waste
2.  Conserves natural resources
3.  Reduces pollution
4.  Reduces disposal costs
5.  Reduces toxic waste in the waste stream
6.  Saves money
What are 6 ways you and your family can reduce waste?
1.  Use a reusable bag when shopping
2.  Bring your lunch in a  reusable bag
3.  Buy or make your own nontoxic cleaners
4.  Make sure you  only buy what you need
5.  Donate items you don't need  anymore instead of
   throwing them  away
6.  Use both sides  of paper before recycling it
The Quest for- Less
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                                                                                Grades  3-4
"Geological "Picnic
       Objective J
To show students that choices they make about prod-
ucts and packaging can have an impact on the
amount of waste they generate.
      Activity Description  J
Plan a picnic with students that produces as little waste
as possible.
       Materials Needed J
•  Lunch
•  Durable or reusable plates, silverware, cups, napkins,
   etc.
•  Recyclables container
•  Garbage container
•  Food waste container, if your school composts
•  Large scale
                                                                                            math
               Key Vocabulary Words J
               Source reduction
               Durable
               Nondurable
               Duration J
                Day 1: 1  hour
                Day 2: 1  hour, 30 minutes
               Communication
               Computation
               Observation/classification
science
social
studies
      Activity J
Step 1: Select a location to hold your eco-
logical picnic, preferably outdoors with an
indoor alternative in case of inclement weath-
er. Find three containers the children can use
to separate their recyclables, trash, and food
scraps after they have finished their picnic
lunch. Check with your  cafeteria manager to
see if your class can use nondisposable silver-
ware, cups, and plates and if arrangements
can be made to provide bag lunches for stu-
dents who forget or are unable to bring  a
lunch from home.
Step 2: Explain to students that you will be
taking them on an ecological picnic where they
will learn how to create less garbage, recycle
more, and  compost their leftover food items.
Introduce the concepts of durable and dispos-
able items and source reduction to the class
(refer to the Teacher  Fact Sheet titled Source
Reduction on page 79 for background informa-
tion). Note  how students will put these concepts
into practice during the picnic.

Step 3: With students, compile  a list of items
on the blackboard that people usually bring to
a picnic (e.g., paper plates, plastic utensils,
paper napkins, chips, drinks, sandwiches).
Working through the list on the blackboard,
discuss items that can replace the disposable
items. Examples might include cloth napkins
The Quest for Less
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   91

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Ask students if they saw any litter
where they had their picnic. Ask
them how it made them feel to see
litter. How could it affect the
plants, animals, and other people
that use the space?
instead of paper napkins or washable plastic
plates instead of paper plates. Explain the bene-
fits of buying in  bulk by describing how one large
bag of popcorn, for example, leaves  less
garbage than many smaller bags. You can also
discuss picnic games and activities and their
impact on the environment. Note that tossing a
frisbee or flying  kites doesn't create any waste,
but having a water balloon fight does.

Step 4: Send a  note home with the children
explaining how to  prepare for the picnic. The
note should explain that your class is  having an
ecological picnic and is trying to limit the amount
of garbage left over. Encourage students to dis-
cuss what they've  learned about source reduction
with their parents and to help make preparations
by placing food in reusable containers or includ-
ing as little packaging as possible.  Parents can
also be invited to volunteer for the  picnic. You
can conduct the picnic in two ways:
A) Children  can bring their own lunch.
B) Children  can bring "potluck" items. This  may
   require more time and effort from the par-
   ents to provide and transport the items. In
   class, have the children draw up a list of the
   things they need  and have each of them
   select something to bring. If your cafeteria is
   unable to provide silverware, cups, and
   plates, these will  need to be provided by stu-
   dents. In  the note to the parents, list  the item
   the student has chosen to bring.
 Day 2
Step 1: Before the picnic, explain to the stu-
dents that they will be weighing the amounts of
recyclables, trash, and food scraps left over from
the picnic. Ask them to guess approximately how
many pounds of material they think will be left
over in each of the  containers after the picnic.
Draw the Eco-Picnic Table shown below on the
blackboard and enter their guesses in the first
                                                     table

Guess
Actual Weight (with container)
Subtract Weight of Empty
Container
Total of Each
Recyclables




Food Scraps




Trash




Total Guess




(Jnif 2, Chapter 2.1, Source Redaction
                              The Quest for Less

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row. Show students which container you want
them to use for recyclables, trash, and food
scraps and then weigh each of the empty con-
tainers  on the large scale. Record these numbers
on the  Eco-Picnic Table. Encourage the students
to pick up any litter they find at the picnic site.

Step  2: Go to the  picnic site and have the
picnic.

Step  3: After lunch, discuss the types of
garbage that are left over, as well as the
garbage prevented because of the choices stu-
dents made. Have the students look at the
leftover garbage and come up with ways they
could have reduced it further.

Step  4: Return to the classroom with the con-
tainers.  Weigh the three containers to determine
the amount of material that must be disposed
of, recycled, or composted. How close was the
students' original guess? Multiplied by 7 days,
how much waste would your classroom dispose
of in 1  week? How much would it recycle? How
much could  be composted? Ask your students to
discuss, generally speaking, what would happen
if the whole school (or even America as a
whole)  practiced source reduction as they did
for the  picnic.
       Assessment J
1 .  Ask students why people use disposable
   items even if they know they make more
   garbage.
2.  Ask students to provide an example of a dis-
   posable item that they or their family use
   regularly. Are there other alternatives that
   could create less waste? Would they or their
   family be willing to switch products or change
   their lifestyles to produce less waste and have
   less of an impact on the environment?
   Ask students to think of other ways, beyond a
   picnic, that they can practice source reduc-
   tion. Examples might include using cloth
   napkins  and wipes instead of paper towels,
   buying juice in large bottles  or concentrate
   rather than separate single-serving bottles,
   using their imagination for games rather than
   toys, or taking cloth  bags when shopping.
   ^ Enrichment  J
1 .  You could consider conducting this activity
   by measuring the recyclables, trash, and
   compostables from a regular day's lunch
   compared to the ecological picnic lunch.
2.  Collect the food scraps left over from the
   picnic and put them in a vermicomposting
   bin or compost pile. (Refer to the composting
   activities section and the Teacher Fact Sheet
   titled Composting on page 141  for more
   information.)
3.  Make fun lunch bags out of an old pair of
   jeans or shorts. Cut off the legs, sew the bot-
   tom closed just under the pockets, and tie
   thick ribbon through the belt loops for han-
   dles. Help students decorate their bags with
   objects such as buttons, small toys, scrap
   cloth and ribbon, and  fabric paints.
The Quest for- Less
                   (Jnit 2, Chapter 21, Source Redaction

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                                                                            Grades 5-6
flaw  Much  Iftuxch,
lieft  Over?
       Objective  J
To teach students that reducing product packaging can
often reduce waste.
      Activity Description  J
Students will weigh their lunches before and after eating
to determine how much of their lunch is packaging.
       Materials Needed J
   Copies of Packaging Worksheet for each member
   of the class
   Resealable plastic bags (approximately 1 quart
   capacity) for each member of the class
   Small scales capable of weighing items under a pound
              Key Vocabulary Words J
               Source reduction
               Recycling
               Organics
               Composting
               Landfills
               Disposable
            j) Duration  J

               2 hours
              Skills Used )

              Computation
              Problem solving
      Activity J
Before conducting this activity, ask all students
in the class to bring their lunch from home on
a selected day. If some students are on a
cafeteria lunch program, consult with cafeteria
staff to see if they can provide box lunches on
a certain day. If box lunches aren't feasible,
have the students use the waste from their
regular school lunches (e.g., milk containers,
plastic packages, paper napkins, cups, etc.).

Step 1: Explain source reduction to the
class. Discuss how it is one of the most impor-
tant activities we can engage in to help the
environment. In addition, discuss how  packag-
ing is frequently necessary, but can also create
a lot of waste. (Refer to the Teacher Fact
Sheets titled Products on page 25 and Source
Reduction on page 79.) Distribute a copy of
the Packaging Worksheet to each student.
Step 2: Before lunch, ask students to list
each piece of their lunch (including the lunch
bag or container) in Column A, then weigh
each item on a scale and record the weights
in Column B on their Packaging Worksheet.
Send them to  lunch with their own  resealable
bag and instruct them  to put all packaging
from their lunches in the bag instead of the
garbage can.  Explain that they should save
nature's packaging also (e.g., banana peels,
orange rinds,  peanut shells).
The Quest for- Less
                  (Jnit 2, Chapter 21, Source Redaction

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        Journal Activity J
 Ask students to write a stony about
 what their lives and the environment
 would be like if everything was dis-
 posable and they could not reuse or
 recycle anything.
Step  3: After lunch, have the students weigh
each piece of packaging from their resealable
bags and record these numbers in Column C.
Step  4: Have the students compare the  weight
of each piece of their lunches  before eating and
after. Based on these numbers, calculate the per-
centage of the total weight that is the packaging
for each lunch item.
Step  5: Instruct students to total Columns B
and C  and put these figures in the "Total"  row of
those columns.
Step  6: Discuss recycling, composting, and
reuse.  Have students put a check in the appro-
priate box for those packaging items that are
reusable, compostable, or recyclable. These
checks are for information only, showing students
what methods could be used as alternatives to
throwing out these items.  If students couldn't
check any of these alternatives, then the total in
their final column (H) would be zero. If, however,
they can check off any of these (reusable, com-
postable, recyclable) columns, then that item's
remaining packaging weight gets added to
column H.
Step  7: Ask students to compare their totals
from Columns B, C, and H and share them with
the class. Discuss the types of  packaging waste
they could not reuse, compost, or recycle.
Discuss how this waste could be reduced
through other actions, such as their purchasing
behavior or the  design of the packaging.
Step  8: Start a list on the chalkboard of ways
students can create less waste  in their lunches
(e.g., buying in bulk, reusable  lunch bags,
reusable utensils).
       Assessment  J
Ask students the following questions:
1 .  Why do manufacturers use packaging?
2.  Why did some students have more packaging
   waste than others?
3.  Why do some products have so much
   packaging?
4.  Are there ways to avoid purchasing so much
   packaging? What are they?
5.  Can some packaging be reused or recycled?
   Which?
6.  What is the difference between a disposable and
   reusable product? What are some examples?
        Enrichment J
1.  Bring in a bulk item and the same amount in
   individually wrapped single serving contain-
   ers. Empty the contents of the containers and
   weigh them. Compare the weights of the one
   big container to the total weight of the multi-
   ple single-serving containers. Discuss what
   effect the different kinds of packaging have
   on the  environment.
2.  Ask students to go to the store and compare
   the per unit prices of similar items that are
   packaged differently (e.g., bulk versus individ-
   ual packages). Instruct them to write down their
   findings and draw conclusions from them.
3.  Have students find  a product they believe to
   be packaged in excess. Ask them to explain
   why they think the packaging is wasteful.
   Instruct the students to write a letter or send
   an e-mail to the manufacturer that sells the
   overpackaged product asking the company to
   consider reducing the amount of packaging.
   Request a response.
4.  Instruct students to select a package of their
   choice  and think of ways they could reduce the
   volume and/or weight of the package without
   changing its function. Ask students to sketch a
   rough drawing or write a description of their
   proposed package and  list the reasons why
   they think the new package would be better.
 (Jnif 2, Chapter 2.1, Source Redaction
                               The Quest for Less

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                    Student  Handout
Packaging Worksheet
                       Name:
A
Item From
Lunch
1 . Example:
Banana
2.
3.
4.
5.
6
7.
8.
9.
10.
Totals
B
Weight Before
Eating
(Product and
Packaging)
170 g










c
Weight After
Eating
(Packaging)
28 g










D
Packaging %
16%










E
Packaging
Reusable?











F
Packaging
Compostable?
/










G
Packaging
Recyclable?











H
Total Amount
of Trash That
COULD Have
Been Avoided.
28 g










                                           97

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   d
,o
                a-<
            .So'
                    \\

                             .1*
            \o
$
\0
                           e-

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Grade •  Subject  • Skills Index


         Math

         Science
         Language Arts
         Social Studies
         Art
         Health
         Communication
         Reading

         Research
         Computation
         Observation/
         Classification
         Problem Solving
         Motor Skills
         *See Glossary of Skills for more details.
    (Jnit 2, Chapter 2.2, Recycling
The Quest for Less

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Recycling
                                                         leacher  ?act Sheet
What Is Recycling?
Recycling is a series of activities that includes the
collection of used, reused, or unused items that
would otherwise be considered waste, sorting and
processing the recyclable products into raw mate-
rials, and remanufacturing the recycled raw
materials into new products. Consumers provide
the last link in recycling by purchasing products
made from recycled content. Recycling also can
include composting of food scraps, yard trim-
mings, and other organic materials. (See the
Teacher Fact Sheet titled Composting on page
141 for more information.)
How Does Recycling Work?
Many people already recycle items like paper,
glass, and aluminum. While these efforts are a
vital  part of the process, the true recycling path
continues long after recyclables are collected
from household bins or community drop-off
centers. Collecting, processing, manufacturing,
and  purchasing recycled products creates a
closed circle or loop that ensures the overall
success and  value of recycling.
     Point*
  The latest numbers show that the
  recycling rate in the United States has
  reached an all-time high-in 2001 the
  country recycled 29.7 percent of its
  municipal solid waste. (EPA, 2003)
  Recycling includes collecting materials
  and sorting and processing them into
  recycled raw materials to be remanu-
  factured into new products.
  Recycling reduces the use of virgin
  materials, reduces the pollution and
  energy used in manufacturing and pro-
  cessing, saves landfill space, and
  creates jobs and revenue.
  New methods for the recycling and
  reuse of certain items, such as computer
  and electronic equipment, are being
  developed to prevent waste and save
  additional materials and energy.
  Recycling can only be effective if people
  buy recycled-content products.
              Manufacturing
  Collecting
     and
 Processing
P,
•v]
                     *T^V
  \   \Purchasing
/\  /  Recycled
         Products
Collection
How and where recyclables can be collected
vary from community to community. Some com-
munities collect from residences, schools, and
businesses through:

•  Curfaside collection programs, the most com-
   mon method. Residents set recyclables,
sometimes sorted by type, on their curbs to be
picked up by municipal or commercial haulers.

Drop-off centers, locations where residents
can take their recyclables. These centers are
often sponsored by community organiza-
tions.

Buy-back centers,
local facilities where
recycled-content
manufacturers buy
their products back
from consumers and
remanufacture the
used products into
new products.
The QcJest for- Less
                     (hit 2, Chapter 2.2, Recycling
                                                                                     101

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   Deposit/refund programs, which require con-
   sumers to pay a deposit on a purchased
   product in a container (e.g., bottle). The
   deposit can  be redeemed when the con-
   sumer brings the container back to the
   business  or company for recycling.
other commodity, and prices for the materials
change and fluctuate with the market. Each
MRF has individual requirements about what
materials it will accept, but most accept newspa-
pers, aluminum cans, steel food cans, glass
containers, and certain types of plastic  bottles.
                         Processing
                         After collection, some
                         recyclables are
                         "processed" and pre-
                         pared for delivery to
                         manufacturing facili-
                         ties. Processing
                         usually includes mak-
Follow a Plastic Bottle Beyond
the Bin...
After a plastic soda bottle is collected in a
recycling bin, it is sorted and transported to a
materials recovery facility. There it is cleaned
and fed into a granulator that chops it into
uniform-sized pieces, called "flakes." A manu-
facturer then purchases the flakes and  melts
them, squeezing the plastic into thin spaghetti-
like strands and chopping those strands into
small pieces called "pellets." These plastic pel-
lets are further stretched and squeezed into
thin fibers that can  be remanufactured into
items like clothing,  bags, bins,  carpet,  plastic
lumber,  hospital supplies, housewares, packag-
ing, shipping supplies, toys, and more.
Consumers then complete the recycling loop
by purchasing and  using these new recycled-
content  products.
ing sure the materials are sorted properly and
that contaminants (i.e., nonrecyclables) are
removed. Recyclables are then usually sent to a
materials recovery facility (MRF, pronounced
"murph") to be further sorted and then processed
into marketable commodities for remanufactur-
ing. Recyclables are bought and sold just like any
Manufacturing
Once cleaned and sorted, the recyclables move
to the next part of the recycling loop—manufac-
turing. More and more of today's products are
being manufactured with recycled content.

•  Recycled  cardboard and newspaper are used
   to make new boxes, papers, and other prod-
   ucts such as tissues, paper towels, toilet
   paper, diapers,  egg cartons, and napkins.

•  Recycled  plastic called PET, found in soft
   drink, juice, and peanut butter containers, is
   used to make new products such as carpets,
   fiberfill (insulating  material in jackets and
   sleeping bags),  bottles and containers, auto
   parts, and paint brushes. Another kind of
   recycled plastic, HOPE, used in milk, water,
   detergent, and motor oil containers, can be
   remanufactured into trash  cans, bathroom
   stalls, plastic lumber, toys,  trash  bags, and
   hair combs. Numbers imprinted on the plastic
   product indicate from which type of plastic
   the product has been manufactured and how
   it can be  recycled.  Not all  communities recy-
   cle all types of plastic.

•  Recycled  glass is used again and again in
   new glass containers as well as in glasphalt
   (the roadway asphalt that  shimmers in sun-
   light), road filler, and fiberglass.

•  Recycled  aluminum beverage cans,  one of
   the most  successful recyclables, are remade
   into new  cans in as little as 90 days after
   they are collected. Recycled aluminum cans
   also can  be used  in aluminum building
   materials.

•  All steel products  manufactured in the
   United States contain 25 to 30  percent or
   100 percent recycled steel, depending on
   the manufacturing process used.
(Jnit 2, Chapter 2.2, Recycling
                               The Quest for Less

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   Recycling in  the United States Throughout History
   Although the United States has witnessed a major increase in public participation in recycling pro-
   grams in recent years,  Industrie  and commercia recycling  has always made sense economically.
   The time line below presents a brief glimpse of recycling throughout U.S. history.

   Late 1800s to Early 1900s
   •  Before the days of mass production, the economic climate required people to routinely repair,
      reuse, and recycle their material possessions.
      - Scrap yards recycled old cars, car parts, and metal goods.
      - The paper industry used  old rags as its  main source of fiber until the late 1 9th century.
      - Retailers collected used cardboard boxes for recycling.

   1914-1918 and 1939-1945 (WWI and WWII)
      Patriotism inspired nationwide scrap drives for paper,  rubber, and other materials to help the
      war effort.
      - Many farms melted down and recycled iron or metal pieces of rusted machinery for warships,
        vehic es, and other military machines.
      People even saved grease from meat they cooked, which was used to make munitions.
   I
1960s
•  Interest in recycling waned as America's peacetime economy soared. Rising incomes and wide-
   spread, affordable, mass-produced goods created the "disposable" society.
   1970s
   •  Environmental awareness rejuvenated the nation's interest in recycling.
   •  U.S. Environmental Protection Agency (EPA) was established December 2, 1 970.
   •  The first Earth Day was held in 1970, significantly increasing recycing awareness. In the years
      following, 3,000 volunteer  recycling centers opened and more than 100 curbside collection
      programs were established.
      EPA and some state agencies developed guidelines, technical assistance, and targets for
       oca recycling efforts.

   1980s
      The national spotlight fell on monitoring trash due to increased awareness of pollution resulting
      from poor waste management.
      Federal, state, and local governments became more and more involved in waste management.
      Waste management firms began to offer recycling programs in  connection with proposals for
      new incinerators or landfills.

   1990s
      Industry expanded the range of products made from recycled materials instead of virgin raw
      materials.
      National recycling rate reached double digits (28.2 percent in 1998).

   2000s
   •  EPA sets national goals for  reducing and recycling waste.
The Quest- fen Less                                                           (Jnif 2, Chapter 2.2, Recycling         103

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Recycling Facts
•  By recycling 1  ton of paper, we save: 1 7 trees, 7,000 gallons of water, 463 gallons of oi, 3
   cubic yards of landfill space, and enough energy to heat an average home for 6 months.
•  Manufacturers can make one extra-large T-shirt out of only five recycled  plastic soda bottles.
•  Americans throw away enough aluminum every 3 months to rebuild our  entire commercial air
   fleet.
•  When one ton of steel is recycled, 2,500 pounds of iron ore, 1,400 pounds of coal, and 1 20
   pounds of limestone are
   conserved.
•  Recycling aluminum  cans saves 95 percent of the energy required to make aluminum cans from
   scratch.
•  The amount of aluminum recycled in 1 995 could have built 1 4 aircraft carriers.
(Sources: Weyerhaeuser Company, 2001; Steel Recycling Institute, 2000; American Forest and  Paper Association,
2000; R.W. Beck, 1997; The Can Manufacturers Institute, 1997; Anchorage Recycling Center,  2000; Recyclers'
Handbook by Earthworks Group, 1997; EPA, 1997)
Purchasing Recycled Products
The market for recycled materials is the final
part of the recycling loop. Recycled products
must be bought and used in order for the entire
recycling process to succeed.

Recycling and composting activities divert about
62 million tons of material from landfills and
incinerators. (See the Teacher Fact Sheets titled
Landfills on page 165  and Combustion on
page  169 for more information.) In  2001, this
country recycled 29.7  percent of its waste, a rate
that has almost doubled over the past 15 years.
That's  1.3 pounds per person per day. Of that
29.7 percent, here is the breakdown of what the
United States recycled  that year:
   Materials Recycled  in the
   United States
      Other:
      Glass: 4%

     Plastics: 2%

       Metals: 9%
                            Source: EPA, 2003
What Are the Benefits of
Recycling?
When each part of the recycling loop is com-
pleted, the process helps both the environment
and the economy. Recycling prevents materials
from being thrown away, reducing the  need for
landfilling and incineration. In addition, the use
of recycled materials  to manufacture new prod-
ucts prevents pollution caused by the
manufacturing of produces from virgin materi-
als. Also, using recycled materials for
manufacturing decreases emissions of  green-
house gases that contribute to global climate
change. Since the use of recycled  materials
reduces the need for  raw material extraction
and processing,  energy is saved and the Earth's
dwindling resources are conserved.

Recent studies indicate that recycling and
remanufacturing account for about 1 million
manufacturing jobs throughout the country and
generate more than $100 billion in  revenue.
Many of the  employment opportunities created
by recycling are  in areas of the country where
jobs are most needed. Jobs include  materials
sorters, dispatchers, truck drivers, brokers, sales
representatives, process engineers, and
chemists.
(Jnit 2, Chapter 2.2, Recycling
                               The Quest for Less

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   Recycling in Action
   For recycling to work, everyone has to participate in each phase of the loop. From government and
   industry, to organizations, small businesses, and peop e at home, all Americans can easily make
   recycling a part of their daily routine. Below are some ways for individuals to get involved in recycling:

   •  Learn about and participate in a community recycling program. Know the collection schedule or
      drop-off location as well as which items are acceptable. Get involved by volunteering with a
      homeowner's association or community organization to educate neighbors about the recycling
      program.
   •  Empty all fluids and remove all lids from  bottles and cans when recycling and do not  contami-
      nate recycling containers with trash.
   •  Participate and encourage colleagues to  recycle in the containers provided in your
      school. Initiate a recycling program in your school if one does not exist.
   •  Make the effort to find recycling opportunities for  items, such as plastic packaging, that are not
      included in your local recycling  program.
   •  Use recyclable products and encourage others to  do the same.


What Al*e the Challenges  Of            used in packaging, usually can not be included
Recycling?                                   in curbside or drop-off recycling programs.
                                                 These  items still end up in the trash because it  is
Despite its success, the potential of recycling in     not profitable to collect the tons needed for
this country is not yet fully realized. Some plas-     remanufacture into new products.
tics, for example, such as bottles and
containers, are recyclable in almost any com-       In addition, the costs of collecting,  transporting,
munity,  but others, such as plastic  "peanuts"        and processing recyclables can sometimes be
   Is Your School Waste Wise?
   WasteWise is a voluntary EPA partnership program that helps businesses, governments, and institu-
   tions reduce waste and save money. Since the program began in  1 994, WasteWise partners have
   reduced their municipal solid waste by more than 26 million tons! In 1 998 alone, partners saved an
   estimated $264 million. Partners include many large corporations, small and medium-sized
   businesses, hospitals, tribes, and state, local, and federal governments, as well as 87 schools,
   school districts, colleges, and universities in more than 30 states.

   The following are examples of the accomplishments of a few WasteWise partners in the education
   field. Alden Central School of New York, which educates children from K-12, implemented a compre-
   hensive waste reduction program in all campus buildings. Students and staff e iminated 450 pounds
   of polystyrene cafeteria trays and dishes by switching to reusable products. They also composted 900
   pounds of cafeteria food scraps  and 1 50 pounds of yard trimmings for use as mulch on building
   grounds. Sligo Adventist School  of Maryland also implemented several innovative waste prevention
   activities including the reduction  of more than 1 ton of drink boxes by switching to bulk juice dis-
   pensers. Eastern Illinois University reduced the amount of computer paper used  on campus by  10
   percent and reused 13 tons of office supplies through an internal exchange among employees.

   To find  out how your school  can join the WasteWise program, please call 800-EPA-WISE (372-
   9473),  e-mai  at ww@cais.net,  or visit the Web site at .
The QtJesr fen Less                                                             (Jnif 2, Chapter 2.2, Recycling        105

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higher than the cost of disposing of these mate-
rials as waste. The average cost to process a
ton of recyclables is $50, while the average
value of those  recyclables on the market is only
$30. Processors often compensate for this dis-
crepancy  by charging a set fee for each ton of
material they receive or by establishing ongoing
contracts  with communities  or haulers. Efforts  to
better manage waste and recycling programs
are under development. Many communities
across the country implement financial incen-
tives to encourage people to recycle.  Residents
are charged a  fee based  on the amount of solid
waste they throw away. The more a household
recycles, the less garbage it throw outs, and the
lower the collection fee it pays.

Finally, recycling facilities are not always a wel-
come addition to a community. As with  other
waste management operations, recycling facili-
ties are often accompanied by increased traffic,
noise, and even pollution. Community leaders
proposing the location for a recycling facility
can encourage the NIMBY (Not in My Backyard)
sentiment.
Additional Information Resources:
Visit the following Web sites for more information on recycling and solid waste:

•  U.S. Environmental Protection Agency (EPA):  
•  U.S. EPA, Office of Solid Waste site on recycling: 
•  Plug-in To e-Cycling: 
•  U.S. EPA, Office of Solid Waste WasteWise Program site: 
•  U.S. EPA, Office of Solid Waste site on global climate change and recycling:
   
•  U.S. EPA, Office of Solid Waste, Kid's Page:  
•  U.S. EPA, Region 9 Office's Recycling Site for Kids:  
•  National Recycling  Coalition: 
•  Institute for Scrap Recycling Industries: 
•  American Plastics Council: 
•  Steel Recycling Institute: 
•  Aluminum Association: 
•  Glass Packaging Institute:  
•  American Forest and Paper Association: 
•  Institute for Local Self-Reliance: 
•  Rechargeable Battery Recycling: 
•  Polystyrene Packaging Council: 
•  Electronic Industries Alliance: 
To order the following additional documents on municipal solid waste and recycling, call EPA
toll-free at (800) 490-91 98 or look on the EPA Web site
.

•  Characterization of Municipal Solid Waste in the United States
•  Planet Protectors Club Kit (EPA530-E-98-002)
•  A Collection of Solid Waste Resources—CD-ROM
(Jnit 2, Chapter 2.2, Recycling
                                The Quest for Less

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Buying  Recycled
                                                        •Teacher Jact Sheet
What Is ''Buying Recycled?"
"Buying recycled" means purchasing items that
are made from postconsumer recycled content—
in other words, materials that were used once
and then recycled into something else. This
process is also known as "closing the loop."

Consumers "close the loop" when they pur-
chase products made from recycled materials.
After an item has been collected for recycling,
sorted and processed, and remanufactured  into
a new product, it still has one more critical step
to undergo: purchase and reuse. If no  one buys
recycled-content products, the entire recycling
process is  ineffective.
                   How Can People
                   "Close the Loop?"
                   Consumers hold the key to
                   making recycling work.
                   Many manufacturers are
                   already making the use of
                   recycled materials a part of
A Recycled Product Shopping List
available in stores, and their numbers are rapidly growing.
Some of the everyday products people regularly purchase
contain recycled-content. Here are some items that are
typically made with recycled materials:
   Aluminum cans
   Cereal boxes
   Egg cartons
   Motor oil
   Trash bags
   Comic books
   Newspapers
Paper towels
Carpeting
Car bumpers
Anything made from
steel
Glass containers
Laundry detergent
bottles
                    Key Point*
                    •  Buying recycled-content products
                      encourages manufacturers to purchase
                      and use recycled materials.
                    •  Buying products with "postconsumer"
                      content closes the recycling loop.
                    •  Not all recyclable products can be
                      recycled in every community.
                    •  Buying recycled products saves energy,
                      conserves natural resources, creates
                      jobs, and reduces the amount of waste
                      sent to landfills and incinerators.
                    •  Today's recycled-content products
                      perform just as well, cost the same on
                      less, and are just as available as their
                      nonrecycled counterparts.
                    •  New products containing recycled
                      materials, from construction materials
                      to playground equipment to computers,
                      are constantly being developed.
their official company policy. Through
buying recycled-content products,
consumers can encourage this trend,
making each purchase count toward
"closing the loop." Purchasing recy-
cled-content goods ensures continued
availability of our natural resources for
the future.

The first step in buying recycled-con-
tent products is to correctly identify
them. As consumers demand more
environmentally sound products,
manufacturers are encouraged to
highlight these aspects of their mer-
chandise. While this trend is good,
shoppers should be aware of the vari-
ous uses of "recycled" terminology. To
help consumers understand  product
claims about recycled content, the
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Federal Trade Commission has issued guidelines
to ensure that products are properly and clearly
labeled. Here are some basic definitions:

•  Recycled-content products are made from
   materials that have been recovered or oth-
   erwise diverted from the solid waste
   stream, either during the manufacturing
   process or after consumer use. Recycled-
   content products also include products
   made from used, reconditioned,  and
   remanufactured components.

•  Postconsumer content indicates that materi-
   als used to make a  product were recovered
   or otherwise diverted from the solid waste
   stream after consumer use. If this term is not
   noted, or if the package indicates a total
   recycled content with a percentage of post-
   consumer content (e.g., 100 percent
   recycled,  1 0 percent postconsumer), the rest
   of the material  probably came from excess
   material generated during normal manufac-
   turing processes. These materials were not
   used by a consumer or collected through a
   local recycling program.
•  Recyclable products can be collected, sepa-
   rated, or otherwise recovered from the solid
   waste stream for use in the form of raw
   materials in the manufacture of a  new prod-
   uct. This  includes products that can be
   reused, reconditioned, or remanufactured.
   These products do not necessarily contain
   recycled materials and only benefit the envi-
   ronment if people recycle them after use.
   Not all communities collect all types of prod-
   ucts for recycling, so it is really only
   recyclable if your community accepts it.

•  Products wrapped in recycled or recyclable
   packaging do not necessarily contain recy-
   cled  content. They can be wrapped in
   paper or plastic made from recycled materi-
   als, which is a good start, but the most
   environmentally preferable packaging is
   none at all.

Consumers must remember to read further than
the recycling symbol or the vague language to
find specific and verifiable claims. When in
doubt about the recycled content of an item,
contact the manufacturer for information; this
        will  also raise the company's awareness
           of shoppers' interest in environmen-
           tally preferable products.
Buy-Recycled Facts
•  Aluminum cans contain an average of 50 percent recy-
   cled postconsumer content, while glass bottles contain
   an average  of 30 percent.

   How many recycled plastic soda bottles does it take to
   make...?
   1  XL T-shirt	5 bottles
   1  Ski jacket filler	5 bottles
   1  Sweater 	27 bottles
   1  Sleeping bag  ....35 bottles

   Manufacturers in the United States bought $5 billion
   worth of recycled materials in  1995.

   One 6-foot-long plastic park bench can be  made from
   about 1,000 plastic milk jugs.

(Sources: Aluminum Association, 2000; Glass Packaging Institute;
Recyclers' Handbook by Earthworks Group, 1997; Anchorage
Recycling Center,  2000; American Plastics Council, 1999; National
Recycling Coalition)
           What Are the  Benefits of
           Buying Recycled?
           Important advantages to buying
           recycled content products include:

           •  Waste and Pollution Prevention:
              Manufacturing products with
              recycled-content generally cre-
              ates less waste and pollution,
              ranging from truck emissions to
              raw material scraps.

           •  Resource and Energy
              Conservation: Making a new
              product from recycled-content
              materials generally reduces the
              amount of energy  and virgin
              materials needed to manufac-
              ture the product.
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   Economic Development: The Institute for
   Local Self-Reliance in Washington, DC, esti-
   mates that nine jobs are created for every
   15,000 tons of solid waste recycled  into a
   new product. These jobs range from low- to
   high-skilled positions, including materials
   sorters, dispatchers, truck drivers, brokers,
   sales representatives, process engineers, and
   chemists.

   Money Savings: Products such as re-refined
   motor oil, retreaded tires, and remanufac-
   tured automotive batteries will often  cost less
   than their virgin material counterparts.
What Are Some Emerging
Trends?
A wider variety of recycled-content products are
being produced every day. Some newly avail-
able items include electronic equipment, such  as
computers and printers,  made from recycled
parts; tape measures made from reconditioned
and recycled parts; kitty  litter made from recy-
cled drywall; recycled-content plastic office
products; and innovative clothing and  acces-
sories made from recycled tire inner tubes.
Asking local stores to stock more recycled-
content products that you or the children can
use in the classroom.
Buying Recycled in Action
Consumers hold the power in their wallets and
on their shopping lists. Whether buying items for
home, school, or work, consumers must think
about the environment and the future as they
consider products and brands. Below are activi-
ties that will  help promote buying recycled:

•  Buying recycled-content products personally
   and encouraging the use of recycled prod-
   ucts at school.

•  Teaching children about "closing  the recy-
   cling loop" by organizing a tour of a local
   facility that manufactures  recycled-content
   products, such as steel products.

•  Organizing an exhibit of recycled-content
   products.
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           Buying  "Green"
           In addition to buying recycled products, consumers can
           help protect the environment by buying "green":
           Green shopping can mean:
           •  Not buying things you don't need
           •  Buying energy-efficient products
           •  Buying used or reusable products
           •  Buying products that have no packaging or reduced
              packaging

           •  Buying recycled  products or recyclable products
                                                   long time
           Additional Information Resources:
           Visit the following Web sites for more information on buying recycled products and solid waste:

           •  U.S. Environmental Protection Agency (EPA): 
           •  U.S. EPA, Office of Solid Waste site on buying recycled: 
           •  King County, Washington Environmental Links: 
           •  Green Seal: 
           •  The American Plastics Council: 
           •  The Official Recycled Products Guide: 
           •  The Global Recycling Network: 
           •  Buy Recycled Business Alliance: 
           To order the following additional documents on buying recycled and "green" shopping, call EPA
           toll-free at (800) 490-91 98 or look on the EPA Web site 

           •  The Consumer's Handbook for Reducing Solid Waste (EPA530-K-96-003)
           •  A Collection of Solid Waste Resources on CD-ROM
           •  Let's Go Green Shopping (EPA530-K-04-003)


           EPA's WasteWise Program helpline (800  EPA-WISE) has additional resources available.
           These resources include information on the following:

           •  State Buy-Recycled Contacts
           •  Buy Recycled Guidebook
110
(Jnit 2, Chapter 2.2, Recycling
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                                                                            Grades  K-2
Recycling  Banger?
       Objective J
            Key Vocabulary Words J
To help children recognize the similarities and differ-
ences among common recyclable items.
      Activity Description  J
             Paper
             Plastic
             Glass
             Metals
Students play a sorting game and put different recy-
clables into the appropriate bin.
       Materials Needed J
   Four recycling bins
   Recyclable materials listed in the box below
            Duration
                                                         l Ihour
            Skills Used ]

            Communication
            Observation/classification
                     '•••••••••••••••••••••••••••••••••••••••••••••••••••••I
      Activity  J
Step 1: Set up the four bins in the class-
room and label them "Paper," "Glass,"
"Plastic," and "Metals." Make a pile of all of
the recyclable items on the floor and ask the
students to gather around them in a circle.

Step 2: Explain to students that by the end of
the lesson they will become "Recycling  Rangers"
and learn how to recycle different items. Discuss
with the students how different "garbage" items
can be recycled into new products. Note that it
is important to separate these items into differ-
ent categories before they are used to make
new products. Refer to the Teacher Fact Sheet
titled Recycling on page 101  for background
information on the recycling  process.

Step 3: Ask the students to look at the differ-
ent recyclable materials and  discuss how they
are alike and how they are different. Ask them
Recyclable Materials
   — Cardboard
    - Newspapers
    - Magazines
   — Plastic soda bottles
   — Plastic milk containers
   — Glass jars or bottles
   — Aluminum cans
   — Steel food cans
   — Other materials recycled in your
     community
Note: All materials should be cleaned and all
sharp lids or edges should be removed or taped
over to avoid injury.
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           to compare the colors, textures, and weight of
           the different objects. When handling the glass
           bottles, take great care not to accidentally break
           the containers. Also, note that some metal con-
           tainers  have sharp edges that can cause injury
           to the children.

           Step 4: Moving through the pile one item at
           a time,  ask the students to identify the material
           that each item is  made from. Then, choose a
           student volunteer to place the item in the appro-
           priate bin. For the older children, ask the
           student volunteer to also name another product
           that is made from that same  material. If a stu-
           dent, for example, is holding a glass jelly jar, he
           or she could note that soda bottles are also
           made of glass.

           Step 5: After the lesson is concluded, encour-
           age students to go home that night and share
           what they learned with their parents.
                                                       Assessment  J
                                                   Ask students to name some examples of
                                                   recyclable items.
                                                   Have students explain why it is important to
                                                   sort the different recyclable items.
                                                   Ask students what kinds of materials
                                                   recyclable items are made from.
                                                    ^ Enrichment  J
                                                   Select a few objects from the lesson, ensur-
                                                   ing a good mix of shapes and sizes. Ask the
                                                   children to trace outlines of the objects and
                                                   then color them in. Put the pictures up on
                                                   the classroom wall to create a recycling
                                                   art gallery.
                                                   Organize the class into teams of four chil-
                                                   dren and give each group a different
                                                   recyclable item. Ask the  students to make a
                                                   new object from the recycled items such as a
                                                   crayon holder or paper plane.
112
(Jnit 2, Chapter 2.2, Recycling
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                                                                                 Grades K-2
                     That Bottle/
       Objective  J

To show students the various steps involved in recycling.
       Activity Description J
While coloring, students will follow the path of the
bottle in the Follow That Bottle! worksheet.
       Materials Needed  J
   Copies of the Follow That Bottle! worksheet for
   each member of the class
   Crayons
               Key Vocabulary Words J
               Recycling
               Processing
               Manufacturing
               Factory
                                                                                               art
            j) Skills Used  )

               Motor skills
       Activity  J
Step 1: Using the storyline in the Follow That
Bottle! worksheet, discuss the life of a recycla-
ble item, such as a plastic bottle, after it is
placed in the recycling bin. Explain that items
such as bottles, cans, and newspapers can be
made into a new product—either the same
kind of product or a completely different prod-
uct—if they are recycled and not thrown away.
(Refer to the Teacher Fact Sheet titled Recycling
on page 101 for background information.)

Step 2: Read and then distribute the Follow
That Bottle! worksheet and instruct the stu-
dents to  follow  the bottle by coloring it with
crayons as it is  used, recycled, remanufac-
tured,  and made into a new product. As the
students color, ask them what they think is
happening in each section of the picture. Ask
them, for example, if anyone has been to a
factory or if they recycle at home.

Step 3: After talking about the life of the
bottle, students can color the rest of the story
board.
     ^Assessment  J
1.  Have students explain what happens to a
   plastic bottle, or other recyclable, after it is
   placed in a recycling bin.

2.  Ask students to describe their own recycling
   experiences. Do they use a bin?
       Enrichment J
1.  Instruct the students to draw a picture of
   themselves as they recycle common products.
2.  Have students sort and separate recyclables
   from lunch for one week to get a sense of the
   items that can be recycled in your community.
   Prepare separate bins for each  recyclable.

3.  Ask students what happens to the plastic
   bottle if it does not go in the  recycling bin.
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                           Handout
                                                        Name:
                                                                     When he is finished he puts the
                                                                     empty bottle in the recycling bin.
A track comes to pick tip the
recycled bottles.
The truck takes the recycled      The bottles get separated by colon.
bottles to a factory.
The bottles are ground tip
into little pieces.
The little plastic pieces are
melted...
...and made into pieces of thread.
       (Jnit 2, Chapter 2.2, Recycling
                                                  The Quest for Less

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 In another factory.,
...the plastic thread is used to
make clothing.
Jackets, scarves, gloves, and
blankets can be made from
recycled soda bottles...
V

...and are sold in stores.
Billy's favorite jacket is made from the soda bottles he recycled!

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                                                                           Grades 2-3
fake-Home  Recycling  fCit
Suggestion for Teachers: You might want to find out what materials are collected for
recycling in your community before beginning this activity.
      Objective J
              Key Vocabulary Words J
To teach students the value of recycling and encourage
them to discuss recycling with their families.
      Activity Description J

Students will assemble a take-home recycling kit.
      Materials Needed J
   Recycling Facts handout for each member of
   the class
   Old magazines and newspapers
   Used cardboard
   Construction paper
   Markers and/or paint
   Glue
   Scissors
   Any other arts and crafts supplies available
              Recycling
              Processing
              Skills Used )

              Communication
              Motor skills
                                             language
                                              arts
      Activity J
Step 1:  Explain how recycling works and
the important role we all can play by recycling
items instead of throwing them away. (Refer to
the Teacher Fact Sheet titled Recycling on
page 101  for more information.) Review the
information on the following Recycling Facts
handouts with the students, pointing out the
economic  and environmental benefits of recy-
cling.

Step 2:  Have each student cut the old card-
board boxes into four 8 '/2- by 1 1 -inch pieces
and glue different colored sheets of construc-
tion paper to each side of the cardboard.
Connect each piece of cardboard with tape to
form a placard that can stand on a table.
Instruct the students to label each cardboard
piece with one of the following recyclables:
aluminum, glass, plastic, and paper (see
examples below).

Step 3: Instruct the class to cut out or draw
the appropriate recyclable for each cardboard
                         PAPER
GLASS
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       Journal Activity J
Ask students to interview their
family members about recycling
practices and views on recycling.
Ask students to write a short
article on their families' current
views and how their recycling kit
changed those views or practices.
placard using the magazines, newspapers,
markers, and paints. Ask students to write infor-
mation about recycling on each placard.
Optional recycling facts are included on the
attached handout and might assist students in
this task.

Step  4: When the students are finished deco-
rating their placards, ask them to take them
home and affix them where  their family keeps its
recyclables or its trash to encourage families
that don't already recycle  to start. Ask students
to share the information they learned about
recycling with their parents.  Explain how the
placards serve as friendly  reminders of the
importance and benefits of recycling.
                                                     ^Assessment  J
   Ask students to list the ways recycling helps
   the environment and why these benefits are
   important.
   Ask students what role each of us can play in
   recycling.
                                                   ^ Enrichment J
1 .  If your community recycles, but the majority
   of the class' families do not recycle at home,
   have the students practice a "recycling pitch"
   to their parents using their placards and
   other facts about the benefits of recycling.
   Also, students could develop a  commercial
   using their placards and draw a story board
   of it or create a skit that is then videotaped.
2.  Make signs for the  classroom or school recy-
   cling bin. Ask students to put cans, bottles,
   or other items from their lunches in the recy-
   cling bins in the classroom or school. When
   the bins are full, take them to a collection
   facility and  use the money to buy treats for
   the class.
3.  Organize a tour of a recyclables processing
   facility or a manufacturing plant that uses
   recycled materials.
(Jnit 2, Chapter 2.2, Recycling
                              The Quest for Less

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                                              Student   Handout
Paper
   The average amount of recycled fiber in
   newspapers increased from 10 percent in the
   late 1 980s to more than 30 percent today.
                   • By recycling or reusing
                     1  ton of paper, we save
                     1 7 trees, 7,000 gallons
                     of water, 463 gallons of
                     oil, 3 cubic yards of
                     landfill space, and
                     enough energy to heat
                     an average home for 6
                     months.
                     Americans recycled 36.7
                     million tons of paper and
                     paperboard in 2001 .
Plastic
Recycling aluminum cans saves 95 percent
of the energy required to make aluminum
cans from scratch.
Americans earn about $1 billion from recy-
cling aluminum cans each year.
Every minute, an average of 127,093 alu-
minum beverage cans are recycled in the
United States.
The amount of aluminum recycled in 2001
could have built 14 aircraft carriers.
American's recycled 800,000 tons of alu-
minum in 2001.
   Using fewer than five recycled plastic soda bot-
   tles, manufacturers can make one extra-large
   T-shirt.
   Milk jugs can be made into all different types
   of plastic objects, from  park benches to
   boardwalks.
   Recycled plastic soda bottles can be made
   into "fleece" sweaters, long underwear, stuff-
   ing for sleeping bags, and other items.
                    •  Americans recycled 1.4
                      million tons of plastics in
                      2001.
If all the glass bot-
tles and jars
recycled were laid
end-to-end, they
would reach the
moon and  make it more than
halfway back to Earth.
Most bottles and jars contain at least 25  per-
cent recycled glass.
Every ton of new glass produced results in 27.8
pounds of air pollution, but recycling glass
reduces that pollution by 14 to 20 percent.
American's recycled 2.4  million tons of glass
in 2001.
                   Sources: EPA, 2003; American Forest and Paper Association; Can Manufacturers Institute;
                   www.green-networld.com/tips/glass.htm.
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                                                                              Grades 2-3
Making
                                      from  Scratch,
       Objective J
To teach students about the processes and resources
used in the manufacture of glass and to introduce how
recycling glass is good for the environment.
      Activity Description J
Students make a glass-like substance using sugar and
water.
       Materials Needed J
   1 cup sugar
   1/4 cup water
   Hot plate and sauce pan or hot pot (to boil water)
   8-inch square sheet of glass or a cookie sheet
   Newspaper
   Assorted glass objects
                                                                                          math
                                                        Key Vocabulary Words J
                                                         Glass
                                                         Heat
                                                         Energy
                                                         Natural resources
                                                         Reuse
                                                         Recycle
                                                         Resource
                                                         Minerals
                                                         Raw materials


                                                         Duration J

                                                         45 minutes
                                                      ft Skills Used  )
                                                         Communication
                                                         Reading
                                                         Observation/classification
                                                         Problem solving
science
      Activity J
Step 1: Discuss how glass is made (i.e., that
sand, soda and lime are heated together at
high temperatures),  emphasizing the heat and
energy required during the manufacturing
process. Explain to students that glass contain-
ers can be remelted or "recycled" to make new
glass containers, saving valuable resources in
the process. (Refer to the Teacher Fact Sheets
titled Products on page 25 and Recycling on
page 101  for background on the manufactur-
ing process.) During the discussion, allow
students to touch a variety of different glass
objects (e.g., beverage container, jelly  jar,
vase). Ask them to describe the colors, shapes,
and textures of the different items.
                                          Step 2: Begin the glassmaking exercise by
                                          heating the water. Tell students you are going
                                          to make "pretend" glass using sugar in place
                                          of the actual raw material, sand. Let students
                                          examine the sugar and  describe it in terms of
                                          its color, texture, and shape. Point out the sim-
                                          ilarities  between the sugar and sand. Have
                                          students describe the water and how it
                                          changes as the heat begins to make the water
                                          boil (e.g.,  after the sugar has melted it will
                                          look like a brown liquid). Point out the heat
                                          energy involved in  making the water boil as
                                          well as the steam that is produced. Next, pour
                                          the sugar  into the boiling water. Tell students
                                          to pretend the sugar is sand (minerals) from
                                          the ground.
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           Step 3: Stir the mixture vigorously over the
           heat until the sugar is dissolved (about 5 min-
           utes). Ask students to describe the changes in
           the sugar and water. Tell them this is how glass
           looks before it cools.

           Step 4: Put several layers of newspaper under
           a sheet of glass or a cookie sheet. (If you are
           worried about handling glass, use a cookie
           sheet—although students will not be able to see
           through it.) Carefully pour the mixture onto the
           sheet of glass and allow it to cool (about 15
           minutes).

           Step 5: Hold up the sheet of "glass" so stu-
           dents can see through  it.  By allowing it to set
           overnight, the "glass" will become frosted. The
           next day,  ask students to describe the changes
           that occurred overnight and why (e.g., the water
           evaporated leaving sugar crystals behind).

           Step 6: As an optional exercise, illustrate
           glass recycling by scraping the dried "glass"
           back into the pan (pretending it is small pieces
           of crushed, recycled glass), adding water, and
           reboiling  the mixture. More sugar will need to
           be added to repeat the procedure. Ask students
           which resources were replaced when the
           crushed glass was used to make the new glass
           (minerals, energy).
                                                        Enrichment  J
                  Assessment J
           1 .  Ask students what materials are used to
              make virgin (nonrecycled) and  recycled glass
              bottles. Older students may illustrate the
              process, labeling the natural resources used
              to make glass and show which ones are
              replaced when recycled glass is used as a
              raw material.
           2.  Have students describe how recycling glass is
              good for the environment.
                                                    Perform a molding glass exercise. For this
                                                    project, you will need one wide-mouth glass
                                                    jar per group of four to six students, and one
                                                    stiff straw or glass tubing, balloon, and  rub-
                                                    ber band per student. To begin, divide the
                                                    class into small groups of four to six students
                                                    and give each group a wide-mouth jar. Next,
                                                    give each student a  straw or glass tubing,
                                                    balloon, and  rubber band. Assist students in
                                                    attaching the  balloon to the straw with the
                                                    rubber band.  Ask students to take turns put-
                                                    ting the balloon into the jar and blowing it
                                                    up until it takes the shape of the jar. Explain
                                                    that this  process illustrates how glass is  mold-
                                                    ed into a jar or other shape during  the
                                                    manufacture of glass containers.
                                                    Bring samples of  handmade glass to class
                                                    and show students the bubbles in the glass
                                                    formed by a person  blowing air into the  hot
                                                    glass mixture.  Point out the irregularities that
                                                    identify the glass as handmade. Visit a glass
                                                    blower, if possible. These individuals often
                                                    participate in local crafts festivals or  similar
                                                    events.
                                                    Ask students to look around their homes for
                                                    glass products that could be recycled to
                                                    make new glass.  Ask students  to make a list
                                                    of the items and  bring the list to class. Have
                                                    students  share their  lists and then discuss
                                                    which items can and cannot be  used for
                                                    recycling  (for example, items not commonly
                                                    accepted for recycling are lightbulbs, mirrors,
                                                    windows, etc.).
122
(Jnit 2, Chapter 2.2, Recycling
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                                                                          Grades 2-6
Handmade  Recycled Paper
Planter*
      Objective J
                            Key Vocabulary Words J
To show students how easy it can be to make products
from recycled items.
      Activity Description J

Students will make planters from recycled paper.
                            Recycle
                            Fibers
                            Decompose
                            Pulp
                            Virgin materials
                            Resources
      Materials Needed J
                            Duration J

                            2-3 hours
   Large stack of
   newspapers
   Scissors
   Three to five 2-gallon
   buckets
   Water
Egg beaters
Magnifying glass
Plant seeds for each
student
Planting soil
Paper drinking cups
j) Skills Used J

   Motor skills
Note: Try to reuse a cup-shaped container instead of using paper drinking cups. For example, you
could use reusable plastic drinking cups, plastic planter molds, or milk containers.
      Activity J
Step 1: Introduce the concepts of recycling
and decomposition to the class. Explain that
making items from recyclables rather than virgin
materials benefits the environment by saving
natural resources. (Refer to the Teacher Fact
Sheets titled Recycling on page 101  and Natural
Resources on page 5 for background informa-
tion. The Composting fact sheet on page 141
contains information on decomposition.)

Step 2:  Discuss with the class how paper is
made. Explain that most paper is made from
only trees, while other paper is made from a
combination of trees and old newspaper or
              used office paper (in addition, a small per-
              centage of paper is made from other fibrous
              materials such as cotton, papyrus, or rags).
              Discuss how when recycled paper is used to
              make new paper, less trees need  to be cut
              down.  Help students explore the environmen-
              tal implications of this.

              Step 2: Have each student cut up two full
              pages  of newspaper into 1/2- to 1-inch square
              pieces.

              Step 3: Ask a few student volunteers to fill
              the buckets 1/3 full with paper and the
              remaining 2/3 with water (1 part paper to 2
              parts water).
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       Journal Activity J
 \sk students to write a story
about their seedling's journey
from its first days in the
planter to when it takes root
in the ground outdoors.
Step 4: Let the mixture sit overnight.  By the
next day, the newspaper fibers will be soft and
ready to pulp.

Step 5: On the second day, have students
take turns pulping the fibers with the hand  beat-
er until the paper and water look like mush.
Explain that the pulping process  breaks down
the fibers into a form that can be bonded
together again to make recycled paper. Have
students look at the pulp with a magnifying
glass to  see the loose wood fibers.

Step 6: Give each student a plastic cup-
shaped container.  Instruct them to mold the pulp
to the inside of the cup, squeezing out as much
of the water as possible. The pulp should be
1 /4- to 1 /2-inch thick on the inside of the  cup.

Step 7: Let the pulp dry completely over the
next 3 days.

Step 8: After the pulp has dried, take the
handmade recycled paper cup out of the drink-
ing cup.

Step 9: Give each student a seed and instruct
them to  plant it in  the cup using  the planting
soil. Keep the planters  in the classroom and
have the students care for the  plants. Discuss
how much sunlight and water their plants need.

Step 10: Send the students home with their
planters when the seedlings have sprouted and
are ready to be planted in the ground.  Instruct
the students to place the whole cup with the
plant in  it into the  ground.
Students in an  urban setting could either plant
their seedlings  in a local park or decorate their
planters and donate the seedlings to a  local
nursing home.  (Students also could  give a pres-
entation on recycling to the elderly when they
drop off their planters.)

Step  11: Discuss how the  planter will decom-
pose in the soil and the plant will take root  in
the ground. Explain that they have just complet-
ed the recycling loop by sending the nutrients
from the paper cup back into the soil.
       Assessment  J
1 .  Ask students where paper comes from.
2.  Ask students to explain how making paper
   from used paper benefits the environment.
3.  Ask students how and why the planter will
   decompose in the ground.
   ^ Enrichment J
1 .  On the blackboard or as a handout, work
   with the students to diagram and label all of
   the steps that occur in making paper from
   recycled materials versus making paper from
   only virgin materials.  Discuss the differences.
2.  Instead of sending the students home with
   the seedlings, start a garden at the school
   and tend it  regularly with the class.
3.  Have students discuss what else they can  do
   to  reduce the number of trees being cut
   down to make paper.
(Jnit 2, Chapter 2.2, Recycling
                              The Quest for Less

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                                                                                   Grades 3-6
           It
To help students test and better understand the proper-
ties of different recyclable materials.
       Activity Description  J
Students rotate to different stations to evaluate recyclable
items and learn how to sort them into different categories.
       Materials Needed J
   Recyclable items listed below
   Magnets
   An aquarium tank or other large container filled
   with water
   Rocks or other items that vary in density
   Balance scale
   Scissors
   Tablespoon of sand
   Copies of the Sorting Statistics Worksheet
   Calculators (optional)
                                                                          Cut
                                                                                                moth
                                                            Key Vocabulary Words  J
                Sorting
                Recyclables
                Magnetism
                Density
                Mass
                Matter
               Skills Used ]
                Communication
                Research
                Computation
                Observation/classification
science
Step  1: A day or two before the lesson, ask
students to bring in different recyclable items
from home or collect items left over from
lunch. See the box at right for the list of mate-
rials to request. Be sure to clean these  items
before the lesson and remove any sharp
edges.  Store these items in a utility closet or
some other storage room at the school until
you are ready to conduct the lesson.
Step 2: To begin the lesson, discuss how
waste is reduced by recycling. Explain how after
recyclables are collected from businesses and
homes, they are sent to a facility where they are
sorted into different categories of materials.
Explain that it is important for recyclers to tell
 Recyclable Items

 Steel food cans
 Aluminum soda cans
 Plastic detergent bottles
 Plastic milk jugs
 Newspapers
 Magazines
 Notebook paper
 Cardboard boxes
the difference between materials because they
end up being recycled into different products.
(Refer to the Teacher Fact Sheet titled Recycling
on page 101 for more information on this
process).
The Qciesr for- Less
                          (hit 2, Chapter 2.2, Recycling
  125

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Ask students if they can think of
an innovative way to sort recy-
clables? Ask them to describe or
draw their invention.
Step 3: Organize three different stations
throughout the classroom.
Station One should include the steel and alu-
minum cans, a magnet, and an information
sheet about magnetism. This sheet should
explain that magnets are pieces of iron or steel
that can attract other metals.
Station Two should include the plastic items and a
large container (e.g., an aquarium) filled with
water, along with scissors and a few heavy and
light objects. You should prepare an information
sheet explaining that density refers  to how compact
an object is. As an example,  note that a bowling
ball is much more dense than a  foam rubber ball
of the same size because the bowling ball is more
compact and made of heavier material.
Station Three should include the  paper items
and a scale. An information sheet should
explain that mass  refers to the amount of matter
in an  object. You can weigh an object on a
scale  to determine its mass.
Step 4: Once the stations are set up, hand
out worksheets, break the students up into
groups of three, and explain that students should
rotate from station to station in  their groups and
fill out their worksheet as they go. Students can
discuss answers within their groups.
Step 5: At Station One, have students experi-
ment with the magnet and the different cans to
discover that some of the cans are attracted to
the magnet while others are not. At Station Two,
students should compare the density of various
plastic items. Students can compare the density
of other items with plastic, and can cut up plas-
tic into pieces to see how density is affected.  At
Station Three, students  can  place various paper
items  on  the scale and  record the different
weights.
Step 6: Discuss the questions from the work-
sheet. Students should understand that recycling
sorting facilities use magnets to separate the
steel cans from the rest of the collected recy-
clables. They should also understand that
density is important because it can be used to
identify and  separate different items. Recycling
sorting facilities use sinking/floating exercises to
sort plastics  from other materials, such as
crushed glass, since plastic  containers float.
Students should also understand that sorting
facilities use scales to weigh the recyclable
materials they receive so they know how much
material is being recycled.
       Assessment J
1.  Ask students to explain magnetism. Ask them
   why only some objects are attracted to magnets.
   Which ones?
2.  Ask students to explain density and how to
   test for it.
3.  Ask students what mass means. Have them
   explain how to test something to determine
   its mass.
4.  Have students list some of the techniques
   that sorting facilities use to separate different
   recyclables.
   ^ Enrichment  J
1 .  Visit a local  recycling materials recovery
   facility to see firsthand how the different recy-
   clables are sorted.
2.  Ask students to draw their own recycling sort-
   ing facility. Ask them to start with a pile of
   recyclables at one end and show how the
   different recyclables would be separated
   (e.g., magnets, conveyor belts) as they move
   through the facility. Ask them to decide
   whether their diagram will only involve
   machinery or whether it will involve people to
   sort some of the items. Ask them to label
   each of the different stations in the facility
   and describe how each station works.
(Jnit 2, Chapter 2.2, Recycling
                               The Quest for Less

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                                            Student   Handout
                Sorting Statistics
Name:
Station One
1m How many steel cans are at Station One? Use the magnet to find out. Now, multiply that number
   by the number of students in your classroom. If you recycled 56 percent of these cans, approxi-
   mately how many would that be? As a nation, we recycled 56 percent of our steel cans in 1 998.
2. How would magnets help workers at a recycling sorting facility?
3. Suppose you have 10 aluminum cans—5 containing recycled aluminum and 5 with no recycled con-
   tent (made from bauxite, the primary ore). Next, suppose it takes 5 watts of energy to make a can
   with recycled aluminum and 1 00 watts to make a can from bauxite. How much energy does it take to
   make the 5 recycled-content cans? How about the 5 nonrecycled cans? Note that it takes 95 percent
   less energy to make an  aluminum can from recycled aluminum versus making one from scratch.
   Calculate the aluminum can recycling rate for Anywhereville, USA, given the following information:

   •  1,938 pounds of aluminum cans were recycled
   •  3,370 pounds of aluminum cans were produced
   •  There are an average of 33.04 cans per pound
   Number of cans recycled:
   Number of cans produced:
   Recycling rate:
The QcJest for Less
(hit 2, Chapter 2.2, Recycling
127

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Station  Two
1m Does the size and shape of an object affect its density? Test a few different types
   of plastic objects in the water and record your results. You can cut up some plas-
   tic and try some other objects for comparison—record all results.
2. How is testing for density helpful to a recycling sorting facility?
3. Note that the following formula is used to determine the density of an item: density :
   mass (gramsj/volume (centimetersj). Now, assume a piece of garbage—a popcorn
   bag—has a mass of 1 2 grams and a volume of 5 centimeters3. What is its density?
  . Note that water has a density of 1.0 g/cm3. Items that have a density of less than 1  float in water,
   while those that are more than  1 sink. Do plastic bottles have a density greater or less than 1 ?
Station  Three
1m Describe the characteristics of the different types of paper. How are they similar? How are
   they different? Consider color, texture, glossiness, thickness, etc.
2. Assuming you recycle 7 newspapers a week, 365 days a year, how many news-
   papers do you recycle per year?
3. Using the scale at Station Three, weigh a newspaper to determine its mass.
   Using your answer from question 2, what is the total mass (in pounds) of the
   newspapers you recycle each year? In tons? (There are 2,205 pounds in a ton.
^.Assuming that each ton of paper recycled saves 1 7 trees, how many trees have
   you saved by recycling your newspaper each year?
(Jnit 2, Chapter 2.2, Recycling

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                                                                          Grades 4-6
Designing the  tTltimate
      Objective J
To help students understand simple machines and
manipulate materials and tools to build their own
machine.
      Activity Description J
Students work in teams to design and construct a
machine to crush aluminum cans. Students then vote
for the best design.
      Materials Needed J
   Construction items listed in the box below
   Hammer
   Saw
   Screwdriver
   Pliers
   Wire cutters
   Ruler and/or measuring tape
                                                                                     math
          Key Vocabulary Words J
          Recycling
          Recycle bles
          Compaction
                                                                                     science
                                                      Duration J
          Set-up/design: 1 hour
          Construction: 1 to 2
          hours
          Skills Used ]

          Research
          Computation
          Motor skills
      Activity J
Step 1: Several days before the lesson, ask
students to bring in different construction items
from the list to the right. Be sure to store these
items in a  safe place at the school where stu-
dents cannot access them and hurt themselves.
Also, note that this lesson will work best in a
shop room or similar area with plenty of open
space and room for students to work.

Step 2: To begin the lesson, introduce the
concept of simple machines—levers, pulleys,
etc. Next,  explain how simple machines are used
in the recycling process. Recycling facilities use
machines, for example, to crush aluminum cans
Construction Items
Aluminum cans
Rope
Wire
Hinges
Screws
Nails
Wood scraps
Bricks
Blocks
Other construction items
The QcJest for- Less
                  (hit 2, Chapter 2.2, Recycling
129

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       Journal Activity J
Ask students to describe the most
challenging pant of designing their
can crusher. Ask them how they
overcame this challenge.
to make them easier to store and ship since they
require less space when crushed (Refer to the
Teacher Fact Sheet titled Recycling on page  101
for more information on this process).

Step 3: Divide the class into small groups of
four or five students.

Step 4: Place a few aluminum cans on the
floor.  Ask a volunteer to crush the cans with his
or her foot. Have students identify what  is
involved in crushing a can. Ask them to describe
what  happens to the can.

Step 5: Have students examine all of the  con-
struction materials brought to class. Explain  that
the job of each group is to use these  materials
to design and construct a can crushing
machine. Each  group should use at least one
"simple machine" in their construction.

Step 6: Tell students that they should begin the
project with a design phase. You may  want to
spend several class periods on this stage. Ask
students to work together to draw a diagram for
how their can crusher would work. Have them
make a list of all of the items they will need for
their machine. Make sure these items are
already in the classroom or can be brought from
home. Ask students to write instructions for how
they will build their can  crusher. Encourage them
to take measurements and be as detailed as
possible.

Step 7: Review each group's designs  carefully
to ensure they are reasonable given the materi-
als required and time frame of the assignment.
Ask each group to explain to you how their
machine will work.

Step 8: Conduct a safety lesson regarding the
appropriate use of the tools. Ask students to use
caution and remember that the tools are not  toys.
Step 9: Under close adult supervision (you
might need adult volunteers to help), ask stu-
dents to begin the construction phase.  It may
take several class periods for students to com-
plete their can crushers.  Have students follow
their directions carefully and encourage them to
ask questions throughout the process.

Step 10: Once all of the machines are con-
structed, tell students that it is time to test them.
Ask each group of students to demonstrate to
the class  how their can crusher works. Allow
other students to ask questions.
       Assessment  J
1.  Ask students to explain why it is important for
   recycling facilities to crush the aluminum cans.
2.  Ask students why it is important to develop a
   detailed design first rather than immediately
   building a machine.
3.  Have students explain why it is important to
   test the machine.
4.  Have students explain how the machine
   makes crushing cans easier than doing it by
   hand.
   ^ Enrichment J
After everyone has demonstrated their crushers,
have each student rank each project on a scale
of 1 to 1 0 for each of several categories, such
as: total cost  of materials, ease of use, efficiency,
size, safety, effectiveness, time to construct, etc.
1. Organize  a recycling drive for aluminum cans
   at your school. The can crusher contest can
   be used to draw attention to the drive. The
   can crushers designed by the students can be
   used to  help store the cans more easily
   before they are taken to a recycling center.
2. Invite  a  local recycling coordinator or recy-
   cling professional to your class to talk with
   students about what he or she does. Ask the
   visitor to bring in pictures of baled, crushed
   recyclables as well as samples of recycled
   products,  if possible.
•Unit 2, Chapter 2.2, Recycling
                               The Qaest for Less

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                          'Recycle
                                                                                  Grades 7-8
                                                                                                Art
       Objective J
To teach students the specifics of recycling in their com-
munity or help them understand why their community
does not recycle.
       Activity Description  J
Students will research local recycling options, includ-
ing where to recycle, what can be recycled, and how
to prepare recyclables.
       Materials Needed  J
               Key Vocabulary Words J

               Materials Recovery Facility
               (MRF)
               Processing
               Recyclables
               Recycling
             j) Duration  J
                Day 1:  1  hour+
                Day 2:  1  hour
   Supplies for presentation (will differ depending on
   format)
   Phone
   Computer with Internet access
               Skills Used ]

                Communications
                Research
Language
  Arts
       Activity J
Step  1: Explain to students that local gov-
ernments and private companies usually
manage solid waste  and recycling. It is impor-
tant that they understand what can be
recycled to ensure proper recycling processes.
(Refer to the Teacher Fact Sheet titled
Recycling on page 101.)

Step 2: Assign specific research tasks to dif-
ferent groups of students. One group should
make calls, search the Internet, or visit the
local library to find out where to recycle
locally  (e.g., curbside service, drop-off loca-
tions). Another group should find  out what
items can  be recycled and how to prepare
those items for recycling (e.g.,  rinse plastic
bottles  and remove lids). Another group can
discover how, when, and where to recycle
nonstandard items (e.g., paint, electronics,
packing peanuts, motor oil, batteries, hang-
ers, fluorescent light bulbs, scrap tires).

Research can be conducted in the classroom,
after school, or at home.

If students speak to a recycling official, have
them inquire about recycling collection meth-
ods. Are the items separated by type or mixed
together and sorted later? How does collection
at businesses differ from household collection
or collection at apartment buildings?

Students may also inquire about where their
recyclables are sent after they  are collected.
What types of products are made from their
recyclables? How are the materials processed
to create other products?
The QcJest for- Less
                         (hit 2, Chapter 2.2, Recycling
   131

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           Step 3: Each group should work together to
           present their findings. The presentations can be
           verbal, computer-based, artistic, etc. Presentations
           could be aimed at persuading a  neighbor, family
           member, another student, or others, to recycle.
              ^ Enrichment J
              Using the research already collected, or by
              doing additional  research, have the students
              take a closer look at recyclables. Visit trade
              association  and other Web sites to find out
              three facts for specific commodities (e.g.,
              aluminum, glass  bottles, paper, plastics, steel
              cans). What do the numbers imprinted  on
              plastic containers mean? What percent of
              recycled steel  is used to make a new steel
              can? How long does it take for aluminum
              cans to be recycled? Sample sites include
              ,
              ,
              , ,
              , ,
                                                   and  . List the facts in the
                                                   worksheet and use it as the basis for a class
                                                   discussion.

                                                2. Use  the information gathered to create a
                                                   brochure, fact sheet, or video explaining
                                                   "How to Recycle" in your community.  Make
                                                   copies for students of all grade levels to
                                                   share with their parents or hand out at
                                                   community events/locations (e.g., local
                                                   library, township administration building).
                                                   Coordinate with your local recycling offi-
                                                   cials to see samples of similar publications
                                                   they may  have produced or to have them
                                                   check the accuracy of the information  you
                                                   are providing.

                                                3. Start a school recycling club that students
                                                   can  join to learn about recycling and to
                                                   serve as the recycling watchdog at school
                                                   and  within the community.

                                                4. Let students see first hand what happens to
                                                   trash and  recyclables by taking a field  trip to
                                                   the local landfill and recycling center.
132
(Jnit 2, Chapter 2.2, Recycling
The Quest for Less

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                        Student
Recycling:
        the fact*
Name:
    S
 Assignment:
 Research Sources:
 facts Learned
The Quest- for Less
(Jnit 2,Chapter 2.2, Recycling    133

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                                                                                   Grades 4-8
Recycling  Include?
                                                                                                science
       Objective J

To introduce students to electronics recycling.
       Activity Description J
Assess different types of household electronics, their
lifespan, and opportunities for recycling them.
       Materials Needed  J
   Worksheet:  Electronics Inventory
   Life Cycle of a Cell Phone Poster (to order a free
   poster, call  EPA at (800) 490-9198 and reference doc-
   ument number EPA530-H-04-002)
             Key Vocabulary Words J
             Recycle
             Demanufacture
             Life cycle
             Remanufacture
            Duration J

             Two classroom periods
math
            Skills Used )
             Observation/classification
             Communication
Step  1: Provide students with an overview
of the life cycle of electronics. The "life cycle"
includes all aspects of the life of the electron-
ics—from mining raw materials to
manufacturing to disposal or recycling. Use
the  information below as well as the Life  Cycle
of a Cell Phone  poster as sources  of informa-
tion for this discussion. Students can complete
the  activities on the poster as part of the  class-
room activity. You can also consult the Web
site   for more
background information.
Ask students to think of ways they can con-
serve the precious resources locked inside
used electronics and how they  can prevent
pollution from disposal. Have them create a
personal "to do" list addressing these issues.
Electronics are made from many different resources, includ-
ing plastic (made from petroleum) and various metals
(mined from the earth). That's why recycling e ectronics is so
important—to recover these materials to use again.
Recycling electronics requires demanufacturing, or disman-
tling, them, which is labor-intensive, but it yields valuable
resources that can  be used to make new electronics or other
products. In 1 998, more than 112 million pounds of materi-
als were recovered from electronics including steel, glass,
plastic, and precious metals.

Electronics (especially computers) become outdated very
quickly and need to be replaced often. In fact, nearly 250
million computers will become obsolete in the next 5 years.
When no longer used, electronics are often thrown away,
ending up in landfills and incinerators. Electronics can con-
tain substances that can contaminate the soi and ground
water. In fact, TVs and computers can contain an average of
4 pounds of lead (depending  on their size, make, and vin-
tage) as well as other potential toxics like cadmium,  mercury,
beryllium, nickel, zinc, and brominated flame retardants.
The QcJest for- Less
                       (hit 2, Chapter 2.2, Recycling
 135

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Step 2: For homework, ask students to take
stock of the electronics in their home using the
Electronics Inventory worksheet. They should
inventory their entire household, noting all elec-
tronics—from computers to  DVD  players  to
calculators. They should estimate each item's
life span and recyclability (e.g., computers must
be replaced  every few years, while calculators
last longer).  In addition, they should also think
about where and how each item  can be  recy-
cled/reused  (e.g., donated to charity, sent back
to the manufacturer, demanufactured).

If time permits, students may also want to con-
tact electronics companies or use the  Internet to
find out which companies offer take-back pro-
grams for used electronics. Students can  ask the
companies or search the Web to  find out if the
products in their homes contain recycled-content
materials or  are designed for easier recycling.

Students may also want to contact their local
government's solid waste office and ask for rec-
ommendations about recycling or donating used
electronics.

Step 3: Discuss the results of the students'
electronics inventories (see Assessment for dis-
cussion questions).
       Assessment  J
Ask students which electronics have the longest
life span and why. Is it because of technology
changes or better physical design? Do the
newer models have more or fewer environmen-
tal impacts? How often do people need to  buy
new  models of electronics? What else did stu-
dents learn from their home inventories? How
does what they learned apply to other items in
their home?
        Enrichment  J
1 . Invite a local recycling official to speak to the
   class about electronics recycling and/or local
   electronics recycling events.
2. Take a field trip to an electronics recycling
   facility.
3. Ask students to think about questions they
   could ask electronics store employees the
   next time they are shopping.  Do they accept
   used electronics for recycling? Do they know
   an organization that accepts them?
(Jnit 2, Chapter 2.2, Recycling
                               The Quest for Less

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                   Student Handout
        Ulectr
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139

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Grade  • Subject  • Skills  Index
        Observation/           /
        Classification           V
        *See Glossary of Skills for more details
   (Jnif 2, Chapter 2.3, Composting
The Quest for Les

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Composting
                                                         •Teacher fact  Sheet
What Is Composting?
Composting is the controlled thermophilic (130°-
150°F) decomposition of organic materials such
as leaves, grass, and food scraps by various
organisms. Composting can be divided into three
types: backyard, or home, composting; vermi-
composting; and heat-based composting.

Home composting is the natural degradation of
yard trimmings, food scraps, wood ashes, shred-
ded paper, coffee grounds,  and other household
organic waste by naturally occurring  microscopic
organisms. Vermicomposting is the natural
degradation of similar household organic waste
using naturally occurring microscopic organisms
and the digestive process of earthworms. Heat-
based composting is performed by municipal or
commercial facilities that increase the rate  of
degradation using high temperatures.

Varying amounts of heat, water, air, and food
produce different qualities of compost as a final
product. Heat-based compost differs from com-
post produced at ambient temperatures (e.g., a
                  forest floor or home com-
                  posting) because high
                  temperatures destroy both
                  weed seeds and pathogens.
                  Composts produced by all
                  three systems are crumbly,
                  earthy-smelling,  soil-like
                  materials with a  variety of
                  beneficial organisms.
Key Points
•  Composting is the controlled decompo-
   sition of organic materials.
•  There are three methods of composting
   home or backyard composting, vermi-
   composting, and heat-based
   composting.
•  Invertebrates and microorganisms in
   compost are key to the breakdown of
   the organic materials into a rich soil-like
   product.
•  Quality compost is the result of the prop-
   er mixture of carbon and nitrogen
   sources and adequate amounts of mois-
   ture, oxygen, and time. Certain food items
   should be avoided when home composting.
•  More than 67 percent of the waste
   produced in the United States (including
   paper) is compostable material.
•  Compost is a valuable product that can
   be used as a soil amendment, mulch, or
   even to decontaminate natural habitats,
   storm water, and brownf ields.
•  Composting helps divert a large portion
   of America's organic trash from landfills
   and combustion facilities.
         •_ J^

Worms—A Composter's Best  Friend
Vermicomposting is a method of composting using a special kind of earthworm known as a red wig-
gler (Elsenia fef/da), which eats its weight in  organic matter each day. Vermicomposting is typically
done in a covered container with a bedding of dirt, newspaper, or leaves. Food scraps (without
added fats) can then be added as food for the worms. Over time, the food will be replaced with
worm droppings, a rich brown matter that is an excellent natural plant food. Vermicomposting
requires  ess space than normal composting methods, and is therefore ideal for classrooms, apart-
ments, and those in high-density urban areas.
The QcJest for- Less
                    Unit 2, Chapter 2.3, Composting

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Composting in Action
An easy way to understand all the factors that
go into composting is with a hands-on demon-
stration. A school can provide the perfect
medium for these demonstrations. Classes
could start a composting bin using food  scraps
ground maintenance. Depending on the scope
of the project, the compost could then be sold
the school campus. Tour a local composting
facility, if composting cannot be done at
school. For more information on how to
start a school composting project,  go to the
Cornell University composting Web site at
  or use these
suggested activities to get you started:
   Start a compost pile or bin in the school or
   as a class experiment.
   Try using compost in  place of chemical fer-
   tilizers, pesticides, and fungicides. Use
   compost made by the school or buy it from
   municipalities or private companies.
The decomposition of organic materials in com-
posting involves both physical and chemical
processes. During decomposition, organic
materials are broken down through the activities
and appetites of  bacteria, fungi, and various
invertebrates that will naturally appear in com-
post, such as mites, millipedes, beetles,
sowbugs, earwigs, earthworms, slugs, and
snails. These microorganisms and insects found
in decomposing  matter need adequate moisture
and oxygen to degrade the organic materials in
the most efficient manner.
How Does Composting Work?
Compost contains both carbon and nitrogen
sources, which can be simplified as browns
(e.g., leaves, straw, woody materials) and
greens (e.g., grass and food scraps), respective-
ly. Adequate sources of carbon and nitrogen are
important for microorganism growth and energy.
The ideal ratio is 30 parts brown to 1  part
green. Odor and other problems can  occur if
the  ratio or any of the factors discussed  below
are not right.

The browns and greens can be mixed together
to form compost in a backyard bin or in a
municipal compost facility. Whether the com-
posting is done on a small scale or large, the
composting process is the same. To encourage
decomposition throughout the pile, the compost
should be kept moist and turned periodically.
What Are the Benefits of
Composting?
As a method of handling the large amount of
organic waste created in the United States each
day, composting makes  good environmental
sense. Instead of throwing  organic materials
away, they can be turned into a useful resource.

In addition, many organic  wastes are not ideally
suited for disposal in combustion  facilities or
landfills. Food scraps and yard trimmings tend to
make inferior fuel for combustors because of their
high moisture content. Decomposition of organic
wastes in landfills can create methane, a green-
house gas that is environmentally harmful
because it destroys atmospheric ozone.

Because yard trimmings  and food scraps make
up about 24 percent of  the waste U.S. house-
holds generate (EPA, 2003), backyard or home
composting can greatly  reduce the amount of
(Jnif 2, Chapter 2.3, Composting
                              The Quest for Less

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waste that ends up in landfills or combustors. In
addition, compost is a valuable product that can
be used as a soil additive for backyard gardens
and farm lands or in highway beautification and
other landscape projects.

The benefits don't end there—composting also
makes good economic sense. Composting can
reduce a community's solid waste transporta-
tion, disposal,  and  processing costs. In many
communities, residents pay for each bag or can
of trash they put  out for pickup. If a household
is composting, it will most likely put less in trash
cans and will  pay a smaller trash bill.

In backyards and on the community level, inter-
est in composting has increased rapidly over the
past several years. Yard trimmings programs
constitute the large majority of composting
operations in the United States. In these pro-
grams, community members place their yard
trimmings in a separate bag or container at the
curb, which is  collected and taken to a munici-
pal  composting facility. These facilities create
large amounts of compost, which, in  many
cases, is sold  back  to community members.
People can also purchase compost created by
private composting companies.
           While composting increases the rate of natural
           organic decomposition, it still takes months for
           compost to mature. If compost is used while it is
           still "cooking," the high temperatures could kill
           the plant life on which it is spread. In addition,
           using compost before it is ready can encourage
           weed growth because the high temperatures of
           the pile have not had a chance to kill any
           potential weed seeds.
           What Are Some Emerging Trends
           in Composting?
           A large amount of organic waste is created by
           institutions, restaurants, and grocery stores—
           perfect for compost. Across the country, many of
What Are the
Challenges Associated
With Composting?
Creating quality compost
requires the right mix of mate-
rials and attention to moisture,
particle size, and temperature.
Too little moisture will slow the
decomposition, but too much
can create odor problems. To
avoid attracting pests and
rodents, composters should
monitor the food scraps put in
the compost pile.  Meat scraps,
fats, and oils are difficult items
to compost, attract pests, and
should be kept away from the
compost pile, and thrown away
instead.
What Can Go Into a Composting Bin?
This list is not meant to be all inclusive. Some food products
should not be included because they can attract pests or
compromise the quality of fhe composf.
Materials to Include
Fruit and vegetable scraps
Tea bags
Wool and cotton rags
Coffee grounds with filters
Grass/Yard clippings
Leaves
Egg shells
Sawdust
Fireplace ash
Nonrecyclable paper
Vacuum cleaner lint
Fish scraps
Materials to Exclude
Meats
Dairy foods
Bones
Fats
Pet excrement
Diseased plants
Grease
Oils (including peanut
The QcJest for- Less
                                 Unit 2, Chapter 2.3, Composting
                                 113

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these businesses are participating in pilot proj-
ects to compost their food scraps and soiled
paper products. These businesses can not only
provide a valuable component of compost—
organic material—but also can reduce their
waste disposal  costs significantly.

Compost is also being used as an innovative
technology to clean  up land contaminated  by
hazardous wastes, remove contaminants from
storm water, facilitate reforestation, and restore
wetlands and other natural habitats. Compost
has been used to restore soil that is contaminat-
ed with explosives, munitions wastes, petroleum,
fuel wastes, and lead and other metals. In
addition, various biodegradable tableware
and dishes have been developed;  in particular,
cups and plates  made with a cellulose-based
vegetable polymer.
Additional Information Resources:
Visit the following Web sites for more information on composting and solid waste:

•  U.S. Environmental Protection Agency (EPA):  
•  U.S. EPA, Office of Solid Waste site on composting: 
•  Cornell University composting site: 
•  U.S. Composting Council Web site: 
To order the following additional documents on municipal solid waste and composting, call EPA
toll-free at (800) 490-91 98 or look on the  EPA Web site
.

•  Innovative Uses of Compost Erosion Control, Turf Remediation, and Landscaping
   (EPA530-F-97-043)
•  A Collection of Solid Waste Resources on CD-ROM
(Jnif 2, Chapter 2.3, Composting
                                The Quest for Less

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                                                                                  Grades K-1
 Comport
Critters
        Objective J
                                  Key Vocabulary Words J
 To teach students that nature can "recycle" its own
 resources.
       Activity Description J
 Students will search for and observe some of nature's
 recyclers at work, learning what role each plant or ani-
 mal plays  in the recycling process.
        Materials Needed J
 •  An outdoor area, such as a yard, park, or garden,
   that offers access to some of the following: rocks,
   trees (dead and living), leaf litter, mushrooms
 •  One or two teacher's aides or parents to help
   facilitate the outdoor adventure (optional)
 •  Several sheets of drawing paper and pencils or
   crayons per student
 •  One clear viewing container with holes

••••••••••••••••••••••••••••••••••••••i
                                  Decay
                                  Mushroom
                                  Millipede
                                  Fungi
                                  Lichen
                                  Duration J

                                  Outdoor expedition:
                                  1 hour
                                  In-class follow-up:
                                  30 minutes
                                  Skills Used ]
                                  Observation/classification
                                  Motor skills
 Step 1: Visit your chosen outdoor area prior
 to the class trip in order to make sure it is suit-
 able for viewing nature's recyclers. Scout out
 four specific "stations" for the students to visit,
 including a live tree, an old decomposing log,
 a large rock (or board) in the soil, and a leaf-
 covered patch of soil. To draw insects to a
 specific spot, you might want to plant a log or
 board  in the soil several days in advance.

 Step 2: Discuss recycling with the students
 and explain the following concepts  (refer to
 the Teacher Fact Sheet titled Composting on
 page 141 for background information):
 •   Why we recycle and why nature  also needs
    to recapture the value of its organic waste.
                   •  What kinds of "trash" get "recycled" in
                     nature.
                   •  Who recycles these materials. Discuss the
                     plants and animals, such as snails, slugs,
                     beetles, millipedes, earthworms, fungi, pill-
                     bugs, snowbugs, mushrooms, and lichen
                     that perform nature's recycling work.

                   Step 3: Divide the class into small groups of
                   three to four students. Explain that the students
                   are now adventurers on a mission to locate and
                   study nature's recyclers at work. Remind students
                   that  it's very important to observe, but not touch
                   or disturb the recyclers or their habitat.

                   Step 4: Lead the students to your predeter-
                   mined outdoor area and stop at each of the
                   four stations. At each station, first lead a dis-
                   cussion (see below) and then give each group
                                                                                              Science
 The QcJest for- Less
                                          Unit 2, Chapter 2.3, Composting

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of students the chance to get up close and make
individual  observations. A list of suggested topics
and discussion questions for each station fol-
lows:

Station #l-Live Tree
•  Ask students what makes the tree grow.
   Where are  its roots? Where does it get its
   food from?
•  Will the tree live forever?

•  Are its  leaves falling to the ground?

Station #2-Dead,  Decaying Log

•  Ask students how this tree is different from
   the live one.
•  Have them  touch and smell its bark. How is
   it different than  the live bark?  Is it dry or
   damp?

•  Do the students see evidence of the  wood
   being eaten? By what?

•  Have the students look in the crevices and
   cracks  for any of nature's recyclers at work. If
   they see ants, spiders, millipedes, mush-
   rooms, etc., ask them the following
   questions:
   — Is it a  plant or animal?
   — What's its name?
   — How does it move? How many legs does
      it have?
   — What  color is it?
   — Why is it living under this dead log?  What
      does it eat?

   — How many of these creatures are living
      together?

•  If it's possible (and safe), capture a few of
   these recyclers in your clear container and  let
   the students view them up close. You may
   want to impose an item limit to  prevent too
   much disruption for the critters.  Students
   could draw the  recyclers they see in  nature
   or wait until they return to the classroom and
   draw from memory. Make a point of return-
   ing the creatures safely to their homes after
   the viewing is over.
Station #3-Large Rock or Board
•  Have the students watch as you carefully lift
   the rock from its position. Ask students to
   look at what's underneath it.
•  What's it like under the rock? Is it dark and
   moist?

•  Can the students see any of nature's recy-
   clers at work here? If they do see life, ask
   them the same questions as above:
   — Is it a plant or animal?
   — What's its name?
   — How does it move? How many legs does
      it have?
   — What color is it?

   — Why is it living under this rock or board?
      What does it eat?

   — How many of these creatures are living
      together?

Station #4-Leaf Litter and Soil
•  Have the students use their hands to dig
   through the  leaves and into the soil.
•  Ask them to compare  these leaves to the
   leaves still on the live  tree. How are they dif-
   ferent? Are these leaves  older? Are they wet
   or dry?

•  Have the students look for evidence of
   nature's recyclers; again, identify and discuss
   any animals or plants  that they find.
•  Ask the students to feel and smell the soil.
   How does it compare  to the dead log they
   visited earlier?

Step 5: Before  returning to the classroom,
visit the live tree station again. Ask students to
think again about where this tree gets its food.
Discuss how the decaying log, busy creatures,
and moist, rich  soil all play a role in keeping the
tree alive.

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       Assessment  J
1.  Back in the classroom, pass out paper and
   colored pencils or crayons to the students.
   Have each student draw one of the recyclers
   he or she saw outside. Ask each student to
   verbally describe to the class how this crea-
   ture moves, what it's called, and what
   recycling  role it plays in nature.
2.  Ask the students how they are like nature's
   recyclers. Do they recycle anything at home?
   How does it get reused?
3.  Have the students draw a tree in different
   stages of its life, showing the tree 1) bud-
   ding, 2)  in full growth, 3) with leaves falling,
   4) as a dead tree, having fallen as a log and
   decaying back into the earth, and 5) as a
   new tree growing from the soil.
   ^ Enrichment  J
1 .  Engage students in a role-playing activity.
   Have students pretend that they are different
   recyclers (ants, millipedes, worms, mush-
   rooms, spiders). Ask the students  how these
   animals or plants moved or behaved. Have
   the students  imitate this behavior.
2.  Study nature's recyclers in the winter by col-
   lecting  some leaf litter, bringing it inside, and
   warming it with a lamp.  Dormant recyclers,
   such as millipedes, ants, spiders,  and worms
   will come to life under the heat.
3.  Conduct another nature walk, this time giv-
   ing each student a recyclable paper bag.
   Have them collect dead  leaves, sticks,  nuts,
   or other teacher-approved items on their
   walk. When  students return to the classroom,
   discuss what role these items have in nature
   and  in  the natural cycle  of life. Is the item
   dead or alive, what is it  called, is there any
   evidence of  nature's recyclers at work?  Help
   them glue or tape these items on a piece of
   construction  paper and display them. Have
   the students  perform leaf rubbings by placing
   a leaf under a piece of paper and coloring
   over it to reveal its shape and texture. Ask
   the students  to explore how each leaf is simi-
   lar or different from others.
The QcJest for- Less
                      Unit 2, Chapter 2.3, Composting

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                                                                                  Grades 3-8
       Objective  J
To teach students how composting can prevent food
scraps and yard trimmings from being thrown away and
how different components, such as air, moisture, and
nitrogen, affect composting.
       Activity Description J
Students will create four compost bins that differ in their
amounts of air, moisture, and nitrogen. Students will
observe and record the differences these conditions
cause in the composting process.
       Materials Needed  J
   Four thin, plastic buckets (5 gallons each) or other
   plastic container (e.g., milk jug)
   One hand drill or punch-type can opener
   One copy of the Compost Cfief worksheet per student
   Grass clippings (shredded, if possible)
   Vegetable and fruit peels
   Weeds (shredded, if possible)
   Hay (shredded, if possible)
   Sawdust
   Coffee grinds
   Thermometer
   Bloodmeal
   One marker or pen
   Tape
   Four pieces of construction  paper (3 by 5 inches each)
   Garden trowel
            Key Vocabulary Words  J
             Compost
             Nitrogen
             Oxygen
             Decompose
             Bedding
             Organic
            Duration J

             Set-up: 1  hour

             Follow-up: 15 minutes to
             1  hour on an occasional
             basis for up to 4 weeks
            Skills Used ]
             Computation
             Observation/classification
             Motor skills
       Activity  J
Step  1: Photocopy and distribute one copy
of the Composf Cfief worksheet to each stu-
dent. Introduce the following concepts (refer
to Teacher Fact Sheet titled Composting on
page 141 for background information):
Explain to the class what compost is and
how it is made.
Discuss why composting is important in
managing and reducing trash that is sent
to landfills.
Explain how composting works, and how
nitrogen, oxygen, and water all play a part
in the creation of compost.
The Qciesf for- Less
                     (Jnit 2, Chapter 2, Coraposfing

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       Journal Activity J
Ask students to pretend they are
gardeners. Ask them if they would
use compost to help their gardens
grow. Why on why not?
Step 2: Pick an appropriate project space.
This activity can either be conducted in an
indoor area of the classroom that has been
covered with a protective drop cloth or in a
designated area outside of the school. If you
choose to leave the compost buckets outside,
make sure the chosen area will not be disturbed
by recess or after-school activity. Use the hand
drill and carefully poke several holes in the sides
(near the bottom) of three of the buckets or
milk  jugs.
Step 3: Have the students sit in a circle within
view of you and the compost buckets. Divide the
class into four groups and assign a group of
students to each bucket. Using the construction
paper and marker,  label the buckets "one"
through  "four."
Step 4: Work with each group of students to
set up the buckets.  As each mixture is created,
discuss its ingredients and ask students to record
the "recipe" on their Composf Chef worksheets.
Following are directions for setting up each
bucket:
Bucket #1-Compost lacking nitrogen.
•  Place mostly "brown" carbon-containing
   materials in the bucket, such as dead leaves,
   straw, and coffee grounds. On top, add a
   few vegetable and fruit peels.
•  Moisten, but do not soak, the mixture with
   water.

Bucket #2-Compost lacking moisture.
•  Place a mixture of "green" grass clippings
   (make sure they are dry), bloodmeal, and
   vegetable and  fruit peels in the bucket.
•  Place a few layers of "brown" dead leaves,
   straw, and coffee grounds into the mixture.
•  Do  not add any water.

Bucket #3-Compost lacking air
circulation.
•  Use the bucket without the holes.
•  Place several layers of mostly high-nitrogen
   grass clippings, bloodmeal, vegetable peels,
   and fruit peels  in the bucket.
•  Moisten the mixture with water.

Bucket #4-"Perfect" Compost.
•  Layer (in an alternating pattern) leaves, cof-
   fee  grounds, straw, and vegetable and fruit
   peels, and a small amount of grass clippings
   in the bucket.
•  Moisten the mixture with water.
Step  5:  Explain that, as compost chefs, the
students must monitor their creations. Give each
group written instructions on how to care for its
compost bucket over the next few weeks. For
example:

Bucket #1
•  Use a garden trowel to stir your compost
   mixture regularly: once every 3  days for the
   first 2 weeks, then once per week.
•  Add a dash of  moisture to your compost mix-
   ture with a sprinkle of water every other week.
'(Jn'rr 2, Chapter 2, Composting
                              The Quest for Less

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Bucket #2
•  Use the garden trowel to stir your compost
   mixture regularly: once every 3 days for the
   first 2 weeks, then once per week.
•  Keep your compost mixture dry.

Bucket #3
•  Add a sprinkle of water to your compost mix-
   ture every week.
•  Make sure you don't stir your mixture.

Bucket #4
•  Add a sprinkle of water to your compost mix-
   ture every week.
•  Use the garden trowel to stir your mixture
   regularly: once every  3 days for the first 2
   weeks, then once per week.
Step 6: At each interval of stirring or water-
ing, have all of the groups visit each compost
bucket and record their findings, including tem-
perature, appearance, and smell. Students can
use their Compost Cfief worksheets for this task.
Step 7: After 4 weeks, have the students use
the trowels to dig into each compost pile and
examine it closely. Ask them to compare and
contrast the compost in each bucket. Ask stu-
dents which mixture decomposed the most.

Step 8:  Use the finished compost from Bucket
#4 as soil for classroom plants or a garden.
Have students explore  how compost aids new
vegetative growth.
       Assessment  J
1 .  Ask students to list the most important ingre-
   dients for a good compost pile (nitrogen,
   water, and air circulation). Have them
   explain what role each ingredient plays in
   decomposition. Ask each group to name the
   missing ingredient in its  mixture (Group #4
   won't have a missing  ingredient).
2. Have the students explain how composting
   reduces the amount of waste that we send to
   landfills.
3. Ask students to think of places in nature
   where composting might occur naturally.
   ^ Enrichment J
   Collect and evaluate the data on each stu-
   dent's Composf Cfief worksheet. Have the
   students create charts or graphs based on
   the temperature data they collected. Which
   pile had the highest mean temperature?
   What does a high temperature mean in
   terms of decomposition?
   Explore composting as a natural cycle. Study
   the nitrogen cycle and  have students make
   diagrams of its components. (The nitrogen
   cycle is the continuous cyclic progression of
   chemical reactions in which atmospheric
   nitrogen is compounded, dissolved in rain,
   deposited in soil, assimilated, and metabo-
   lized.) Use composting as a lead-in to
   discuss other natural cycles.
   Start a schoolwide compost bin using the
   appropriate wastes from school lunches.
   Have students decide which wastes can be
   added to the pile and have different classes
   watch over and stir the pile each week. Have
   each participating class start a small flower
   garden plot, using the compost as a soil
   amendment.
The Qciesf for- Less
                       (Jnit 2, Chapter 2, Coraposfing
151

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Student  Handout
                            Compost Chef
                            Name:
                                                Smell:
                          Week 1
                 Temperature:
          Week 2
       Temperature:
     Appearance:
     Smell:
                       " Week 4
                   Temperature:
              Appearance:
                Smell:
     Week 3
Temperature:
                                                            Smell
                                                 Bucket #1
         WeekS
    Temperature:
Appearance:
    Smell:
                                                  Ingredients:
           Ingredients:

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                                         Stud+ntHandout
                        Week 1
            Temperature:

    Week 2\APPearance:
Temperature:         \ Smell:
Appearance:
                              Appearance:

                      Week 4
               Temperature:
         Appearance:

         Smell:
       WeekS
Temperature:
                           \
                                    Temperature:
                                         Appearance:
                                               Smell:
                                WeekS

                           Temperature:
                      Appearance:
   Week 2
 Temperature:

Appearance:

 Smell:
                                                    Week 4
                                               Temperature:
                                           Appearance:
                                            Ingredients:
                                         O                           O
                                                  o          o

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                                                                                    Grades  3-8
*Prerequisite:* This activity involves the use of previously made compost. Your students can use the compost they made
from completing one of the following activities: Compost Chefs or Worms at Work.
                                                                                                science
       Objective J
                Key Vocabulary Words J
To teach students how composting can prevent food
scraps and yard trimmings from being thrown  away and
to show them the usefulness of compost in gardening.
       Activity Description J
Students will assess the effectiveness of compost as a
soil amendment by planting and comparing two garden
plots—one that relies just on dirt and one that relies on
their homemade compost.
       Materials Needed  J
   *Compost* (See prerequisite above)
   Two 4- by 4-foot garden plots in the schoolyard
   Two packets of flower seeds (have your students
   vote on the type and color)
   Two seed packets of a vegetable that grows well
   in your locale
   One watering can
   Two garden trowels
   One copy of the Composf Crop worksheet per student
   One tape measure or ruler
                Decompose
                Compost
                Root
                Nutrient
                                                                                                 math
                Duration J

                Setup:  1 hour
                Follow-up each week:
                1 5 minutes
               Skills Used  ]
                Computation
                Observation/classification
                Motor skills
       Activity J
Step  1: Locate and mark the two school-
yard garden plots you plan to use, making
sure they receive plenty of direct sunlight.
Secure permission for gardening from the
proper school authorities.

Step  2: Discuss composting with the stu-
dents and explain the following concepts (refer
to the Teacher Fact Sheet titled Composting
on page  141  for background information):
•  Recap how the students made  the compost
   and what materials they used.
•  Discuss how this compost can now be used
   in a garden.
•  Explain why compost can be more effective
   than just natural soil.

Step  3: Take the class outside to the garden
plots and divide the students into two groups.
Explain how the composting experiment will
work. Tell one group that they will only add
water to the soil to help their plants grow.
Give the other group a bucket of compost
and tell them to use the trowels to mix it into
their soil before watering  it.
The Quest for Less
                         Unit 2. Chapter- 2, Composting
1SS

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       Journal Activity J
Ask students to pretend they are
world-famous gardeners giving
an interview about the secrets
of their success. How do they
make their plants grow so well?
Step 4: Have each group plant flower seeds
and vegetable seeds according to packet
instructions in their respective plots.

Step 5: Ask the students to predict which plot
will grow better and faster. Have them  record
their predictions and reasoning on their
Compost Crop worksheets.

Step 6: Break each of the two groups into
pairs of students and assign each pair  a week
during which they are gardeners. During that
week, those students are responsible for visiting
their group's plot each  day. They should water it
and use the tape measure or ruler to record any
changes in plant growth on their Compost Crop
worksheets.  Create a gardener calendar for the
classroom to remind students when it's their turn
to watch over the plots.

Step 7: After 4 or 5 weeks, have the  entire
class visit the garden  plots again. Discuss which
plot's plants grew faster. Ask student volunteers to
gently dig  up one plant from each plot.  Have the
students examine and compare the root structures
of each plant. Have several students dig around
in the plots' soil, discuss the differences  in texture
or moisture they find, and have them notice how
many earthworms or bugs they find.

Step 8: If the vegetables in the plot  are ripe,
pick them and have a class snack from the
compost harvest.
        Assessment J
                                                   ^ Enrichment J
 1. Have students list the benefits of composting,
   both from the standpoint of preventing waste
   and as a garden soil supplement.
1 .  Use the two garden plots as a lead-in to a
   more in-depth science lesson on soil and
   compost. Compare the relative amounts of
   materials in different soil samples. Have stu-
   dent volunteers collect a handful of soil from
   each plot. For each sample, fill a liter (or
   quart) jar about one-quarter full of soil, then
   add water to about the three-quarter level.
   Screw the  lid on tightly and shake hard for
   about a minute. Let the jars stand for several
   minutes. The mixture will separate into lay-
   ers, with the largest particles (gravel and
   sand) settling  on the bottom, and finer parti-
   cles (clay and silt)  settling above. Organic
   matter—leaves, twigs,  and  any animal mat-
   ter—will float on top of the water. Discuss
   the differences between the soil and com-
   post/soil plot samples. Explore the
   components of your local soil  and compost.
2.  Have the students compile their measure-
   ments and recordings from their Composf
   Crop worksheets on the board. Depending
   on the  age group, ask all of the students to
   make graphs  charting  the growth in each
   plot. Ask them why plants in the compost
   plot grew more quickly.
3.  Discuss the root structures of the plants from
   the different plots. Ask students if the plant
   from the compost  plot was  more developed
   in  its root structure? Why?
4.  Ask the students to think about the differ-
   ences in the soil of the two plots. Did they
   see more earthworms in the compost plot?
   Why? Why would these creatures be attract-
   ed by the compost? How did the presence of
   earthworms affect the growth  of the plants?
5.  Start a  schoolwide compost bin using  the
   appropriate wastes from school lunches.
   Have students decide which wastes can be
   added  to the compost pile and have different
   classes watch over and stir the pile each
   week. Have each participating class start a
   small flower garden plot, using the compost
   as a soil amendment.
'(Jn'rr 2, Chapter 2, Composting
                              The Quest for Less

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                                             Handout
                     op War
Plot#
Amount of
Water Added
Soil Status
(How It Loob
and Smells)
Presence of
Plant Growth?
Which Plants?
Measurement of
Plant Growth
(mm)
Thoughts or
Observations
Day 1
Plot#l
(just soil)
Plot #2
(compost and soil)










Day 2
Plot#l
(just soil)
Plot #2
(compost and soil)










Day 3
Plot#l
(just soil)
Plot #2
(compost and soil)










Day 4
Plot#l
(just soil)
Plot #2
(compost and soil)










Day 5
Plot#l
(just soil)
Plot #2
(compost and soil)










The Qciesf for Less
(hit 2, Chapter 2, Composting
157

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                                                                             Grades 4-8
Warm? at  "Work
       Objective  J
              Key Vocabulary Words J
To teach students that food scraps and yard trimmings
can be made into compost instead of being thrown away.
      Activity Description J
Students will create a compost bin using worms and
food scraps and monitor changes in the bin overtime.
      Materials Needed J
   Large plastic bin (about 8 to 1 6 inches deep) with
   holes in the bottom for aeration
   Tray for underneath the bin
   Two bricks or other large sturdy objects
   9 to 1 4 pounds of newspaper
   One bag of  potting soil
   1  pound of red worms
   Food scraps  (such  as bread, vegetables,  fruits,
   eggshells,  grains, coffee grounds, tea bags) Do NOT
   include meat, bones, mayonnaise, fish, peanut butter,
   candy, or nonfood items
   Tarp or drop cloth
   Bucket or other carrying container
   Household gloves  (optional)
   Copy of Verm/composf/ng Dafa Sheef for each student
               Compost
               Verm icom posting
               Castings
               Decompose
               Bedding
               Organic
                                                                                         Science
                                                        Duration J
               Setup: 1  hour
               Follow-up:  15 minutes to
               1  hour on an occasional
               basis
              Skills Used )
               Computation
               Observation/classification
               Motor skills
      Activity J
Step 1: Explain to the class what compost is
and how it is made (refer to the Teacher Fact
Sheet titled Composting on page  141). Discuss
the use of worms, the need for and use of
organic waste, and other vocabulary words.
During the course of this lesson, inform
students of good and bad foods to use in
composting, as well as the reason why it is  bet-
ter to compost than to throw food scraps away.
Step 2: Place bin on top of two bricks and
put tray under bin.

Step 3: Have the students tear each sheet
of newspaper lengthwise into strips that are 1
to 3 inches wide and place half of the pile in
the bin.

Step 4; Have the students multiply the num-
ber of pounds of newspaper by 3 to determine
the total amount of water needed (a pint of
water weighs a pound, and a gallon of water
The Qciesf for- Less
                       (Jnit 2, Chapter 2, Coraposfing
159

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       Journal Activity

Have students write a poem, such
as a limerick, that describes what
compost looks like and how it
feels when touched.
weighs 8 pounds). Then add half of the water to
the bin with newspapers.

Step  5: Sprinkle two handfuls of soil and the
rest of the newspaper and water.  Have the stu-
dents mix the contents well and distribute evenly
in the bin.

Step  6: Gently place  the worms on top of the
bedding, spreading them evenly.  Keep the bin
uncovered so the students will see the worms
moving down into the bedding to avoid light.

Step  7: Use the attached data  sheet to record
all activities surrounding the worm bin, including
the date the  bin was set up, the number of
worms  (or pounds of worms) added to the bin,
and the number of people contributing food
scraps  (number of people in the class). For the
remainder of steps for this activity, have students
record  the date and day food is added, includ-
            ing the type of food and its weight, as well as
            the amount of water added. The compost bin
            should always remain  moist.

            Step  8:  Use food scraps that you brought
            from home or that you asked students to bring
            from home or save from school lunch, and  have
            students add them to the  bin. Food can  be
            added  daily, weekly, or monthly. Do not  over-
            load the system; bury food relatively evenly
            amongst the different "plots." On the data
            sheet, instruct students to  keep track of how
            much food they are providing the worms and
            where it is  placed (see diagram on data sheet).

            Step  9:  Place a sheet of newspaper over the
            top  of the  bin to prevent flies from circulating
            near the area. Store the bin in a cool place out
            of direct sunlight, and keep the lid tightly shut.

            Step  10: Have students check the bin fre-
            quently as  they add food  scraps to see the
            changes that occur. After  a period of 3 to 6
            months, depending on the size of the container,
            most of the food and bedding will be trans-
            formed into worm  castings, the nutrient-rich
            waste materials that worms excrete.

            Step  11: In order to harvest the compost, or
            humus, for use (if you choose to), you must
            change the bedding and temporarily remove the
            worms. Spread out a tarp or drop cloth in an
            open area  and dump out the entire contents of
    Step  11:  How To Harvest Compost
     DA        d
        Divide compost
      materials into several
       cone-shaped piles
     (larger on the bottom).
  Scoop off the
material from the
 top of the piles.
 Put the castings into a
container to carry out to
     the garden.
(Jnif 2, Chapter 2, Composting
                                          The Quest for Less

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the bin. Have students help you divide the
materials into several cone-shaped piles (larger
on the bottom, so the worms will burrow into it
and avoid the light). Direct students to scoop off
the material from the tops of the piles, and put
the castings into a container to carry out to the
garden (see illustration on the previous page for
help). Repeat this procedure until most of the
compost is harvested.

Step 12: Have students put worms back in
the bin, along with  any uncomposted food and
old bedding. Your class can start a new stock of
bedding and add in any  additional worms to
begin the  process again.

Step 13: Create a garden  in which to use the
compost as a soil amendment,  or use the com-
post  on the schools' beds or lawn.

NOTE: Other critters may make their way into
the compost bin. Many are beneficial, including
mold, bacteria, sow bugs, beetle mites, white
worms, snails and slugs,  flies, round worms,
and millipedes. You do NOT want the following
in your bin, however: flat worms, ground bee-
tles, centipedes, ants, and pseudo scorpions. If
you find any of these organisms, start over.
   ^jy Enrichment J
       Assessment  J
1.  Ask students to define and describe
   decomposition.
2.  Ask students why it is beneficial to compost
   items instead of throwing them away.
Ask the students to make observations about the
worm bin each week. Do smaller pieces of food
tend to break down faster than  larger ones?
What does the compost smell like? What organ-
isms do they notice? Are the worms multiplying?
1.  Have students take the temperature  of the
   worm  bin once a week to determine the vari-
   ations that occur while food is composted.
   Use a thermometer that can measure up to
   1 70°F. Have the students create bar graphs
   showing the increase or decrease in temper-
   ature over time.
2.  Let students use a pH paper to test the acidi-
   ty of the worm  bin once a week. Does the
   pH change based on the foods that are
   added? Have the students keep a record  of
   the foods that are added and the pH and
   chart a graph showing the correlation. If the
   soil is  too acidic, the worms may try to leave
   the bin. Try adding a little lime.
3.  Give students gloves to gently examine the
   critters inside the bin once a week. You might
   also examine a sample of the soil under a
   microscope (at the beginning of composting,
   bacteria are present that help  break down
   the food; later  larger organisms such as sow-
   bugs and round worms play a larger role.)
   Obtain an identification guide to inverte-
   brates and insects and see how many you
   can identify. Have students draw the different
   kinds of critters and discuss the differences in
   each (number of legs,  body  parts, function).
The Qciesf for- Less
                       (Jnit 2, Chapter 2, Coraposfing
161

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Student   Handout
                                                      Name:
         Date bin was set up:	

         Number of worms (or pounds of worms) added to bin:	

         Number of people contributing food scraps on a regular basis:.
                   Day
 Weight
of food
 added
 Type
of food
 added
 Amount
of water
 added
Baried
in site *
                  (If you run out of spaces, get an extra copy of this sheet from your teacher.)
       On the back of this paper, draw the worm bin,
       including its dimensions, and assign plots to cer-
       tain sections so you can track decomposition of
       food placed in each numbered area.

       Harvest date:
                           Example:

       Total days:_
       Total weight of food buried:
                                  Plot /  Plot  /  Plot   /  Plo
                                   1  I    2   ,    3    ,.  «
                                 Plot /  Plot  /  Plot   / Plot
                                            /    7    *   o
                                                     T
                                                     t—>
                                                     N3
                                                      S

                                                     1
       Weight of uneaten food left over:

       Average weight buried per day: _

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Landfill? and


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Grade •  Subject« Skills  Index
       *See Glossary of Skills for more details.
      (Jnit 1. Chapter 2.f, Landfills and Combust-ion
The Quest for Less

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                                                          leacher fact  Sheet
Landfills
What Is a Landfill?
A landfill is a large area of land or an excavated
site that is specifically designed and built to
receive wastes. Today, about 56 percent of our
country's trash is disposed of in landfills (EPA,
2003). Items such as appliances,  newspapers,
books, magazines, plastic containers, packag-
ing, food scraps, yard trimmings, and other
wastes from residential, commercial, and some
industrial sources can be disposed of in munici-
pal solid waste landfills. Municipal solid waste
landfills can also accept some types of  haz-
ardous waste, such as cleaning products,  paint,
and chemicals, as well as some industrial wastes
from certain businesses. Many states and com-
munities, however, promote the safe collection of
these  hazardous wastes through local programs.
(See "Are There Landfills for Hazardous Waste?"
on page 166 for more information.)

In the past, garbage was collected in open
dumps. These uncovered and  unlined sites
allowed leachate, a liquid formed by decompos-
ing waste, to soak into the soil and ground water.
/"                                        ^
      Cross Section of  a Landfill

Vegetative
Cover
                                                 ICey Voixvt*
                                                 •  Landfills are the most common form of
                                                    waste disposal and are an important
                                                    component of an integrated waste man-
                                                    agement system.
                                                 •  Federal landfill regulations have eliminat-
                                                    ed the open damps of the past. Today's
                                                    landfills most meet stringent design,
                                                    operation, and closure requirements.
                                                 •  Landfills that handle hazardous wastes
                                                    are specially designed with two sets of
                                                    liners and two leachate detection systems.
                                                 •  After a landfill is capped, the land may
                                                    be used for recreation sites such as
                                                    parks, golf courses, and ski slopes.
                                                 •  Methane gas, a byproduct of decom-
                                                    posing waste, can be collected and used
                                                    as fuel to generate electricity.


                                                Open dumps also attracted rodents and insects,
                                                emitted odors, and created fire hazards. Most of
                                                these small and unsanitary dumps have been
                                                replaced by large, modern facilities that are
                                                designed, operated, and monitored according to
                                                strict federal and state regulations. Today's land-
                                                fills eliminate the harmful and undesirable
                                                characteristics of dumps to help protect public
                                                health and the environment.

                                                In addition to being safer for the environment
                                                and neighboring communities, these larger land-
                                                fills hold more trash than the dumps of the past.
                                                In 2001, about 1,850 municipal solid waste
                                                landfills were operating in the United States (EPA,
                                                2003). While this number is significantly smaller
                                                than the number of landfills 25 years ago, new
                                                landfills—often called megafills due  to their
                                                size—can accommodate significantly more
                                                garbage. This greater capacity is necessary to
                                                keep up with the steady growth of  municipal
                                                solid waste.
The QcJest for Less
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165

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Are There Landfills for Hazardous Waste?
In 2001, more than 1  million tons of hazardous waste was dis-
posed of in landfills or surface impoundments. Hazardous waste
is toxic, ignitable, corrosive, or reactive, or generated from cer-
tain industries or manufacturing processes. When  it comes to
disposing of hazardous waste in landfills, EPA takes additional
steps to ensure environmental safety and human health.

While landfills that accept solid waste have a clay and plastic
liner and a leachate system to prevent eakage, landfill owners
that accept hazardous waste must take extra precautions. For
example, a hazardous waste landfill must have two sets of lin-
ers, one consisting of a special plastic, and the other composed
of both plastic and a thick layer of soil material. In addition, a
landfill  accepting hazardous waste must have two leachate
detection systems instead of just one.
Before hazardous waste even reaches a landfill, however, it
must be treated differently than solid waste. If hazardous waste
is bound for disposal in a landfill, it is regulated under EPA's
Land Disposal Restrictions program. Through this program, haz-
ardous waste must undergo treatment that will destroy or
immobilize its hazardous components before it is sent to a land-
fill. For example, when a business generates hazardous waste, it
must either treat that waste itself, or send it to a specie facility
for treatment, before sending the waste to a landfill.
             be lined and have a leachate col-
             lection system. In addition, landfill
             owners must monitor and collect
             explosive gases; regularly test
             nearby ground water; and com-
             pact and cover waste with a  layer
             of soil on a daily basis.

             In addition to federal regulations,
             each state has its own landfill
             requirements, which are often more
             stringent than the federal laws.
             Many states require landfill opera-
             tors to obtain a license and present
             a  plan for how the site will be safe-
             ly closed, even though the closing
             date might be 50 years in the
             future. Furthermore, federal law
             requires landfill owners to set aside
             the money to close the landfill
             properly and support ongoing
             monitoring activities. Once a land-
             fill is capped (closed), the operator
             must monitor the site for gas  and
             leachate for a minimum of 30
             years after the closing date.
How Does a Landfill Work?
Atypical modern landfill is lined with a layer of
clay and protective plastic to prevent the waste
and leachate from leaking into the ground or
ground water. The lined unit is then divided into
disposal cells. Only one cell is open at a time to
receive waste. After a day's activity, the garbage is
compacted and covered with a layer of soil to
minimize odor, pests, and wind disturbances. A
network of drains at the bottom of the landfill
collects the leachate that flows through the
decomposing waste. The leachate is sent to a
leachate recovery facility to be treated. Methane
gas, carbon dioxide, and other gases produced
by the decomposing waste are  monitored and
collected to reduce their effects on air quality.

Landfills are regulated by federal and state laws.
The federal  laws dictate where landfills can be
located, such as away from unstable land prone
to earthquakes or flooding, and require them to
What Are the Benefits of
Landfills?
In addition to providing a cost-effective, safe
method to dispose of ever-increasing amounts
of trash, landfills often provide other services to
the community. For example, some landfills col-
lect methane, a gas created by decomposing
(Jnit 2, Chapter 2.f, Landfills and Combust-ion
                               The Quest for Less

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    Landfill Facts
    •  The first garbage dump was created in 500 BC by the ancient Greeks in Athens.  Residents were
       required to take their trash at least 1 mile away from the city walls to dump.
    •  Paper takes up as much as 50  percent of all landfill space. Recycling 1 ton of newspapers would
       save 3 cubic feet of that space.
    •  In a study of waste buried for more than 1 5 years, Professor William Rathje of the University of
       Arizona found legible  newspapers and chicken bones with meat still on them, proving that waste
       does not decompose completely in a landfill.
    (Sources: The League of Women Voters' Garbage Primer, 1 993; Rubbish! The Archaeology of Garbage by William
    Rathje, 1990; Anchorage Recycling Center, 2000)
garbage that can contribute to global climate
change, and convert it into an energy source. In
addition, after a landfill is capped and a certain
amount of time has passed, the land might be
reused for parks, ski slopes, golf courses, and
other recreation areas.
What Are the Challenges of
Landfills?
Though regulations have made landfills safer to
the public and the environment, public opposi-
tion, high land prices, and environmental
concerns can make it difficult to find suitable
places for new landfills.

Landfills can pose other problems if not properly
designed or managed. If a liner leaks, for exam-
ple, the underlying soil and ground water can
become contaminated. Additionally, since land-
fills are often located in  remote areas, waste
must be hauled long  distances, which might
result in environmental impacts from increased
truck traffic (e.g., air  pollution) and noise from
    Putting Landfill  Gas to Use
    1  million tons of waste within a landfill cre-
    ates 550,00 cubic feet per day of landfill
    gas, or one megawatt of electricity. That is
    enough to power 700 homes for a year.
    Removing that much methane gas from the
    atmosphere is equal to taking 8,800 cars
    off the road for a year.
    (Source:  EPA's Landfill Methane
    Outreach Program, www.epa.gov/docs/
    lmop-pres-1 2-22-03. ppt)
truck traffic and the use of equipment onsite.
Additionally, landfills often compete for local
garbage within a given municipality.
Competition can lead to reduced support for
recycling and other waste reduction programs.

Issues also might arise if a landfill is located
close to a community. Many people do not want
landfills near their homes. The NIMBY (Not in
My Backyard) attitude can  make finding a  land-
fill site  very challenging.
What Are Some Emerging  Trends?
Increased waste generation requires landfill
operators and managers to constantly evaluate
and improve current disposal methods. One
strategy to speed the rate of decomposition of
landfill waste is to recirculate the collected
leachate by  pouring it over the cells and allow-
ing it to filter through the rotting garbage.

Another trend that is becoming common for
landfill operators is collecting methane gas from
the landfill and using it as the energy source to
power the landfill or selling it to a local utility
provider, company, or even greenhouses. This
process allows landfills to reduce their depend-
ence on  precious fossil fuels and save money.

A new trend that is gaining attention is landfill
reclamation, in which old cells are excavated to
recover recyclable items. This process, in which
recovered recyclables, soil, and waste can be
sold, reused, or burned  as fuel, is a new
approach used to expand  landfill capacity and
avoid the cost of acquiring additional  land.
The Qciesr for Less
              (hit 2, Chapter 2.f, Landfills and Combustion
167

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Additional Information Resources:
Visit the following Web sites for more information on municipal solid waste landfills:

•   U.S. Environmental Protection Agency (EPA): 
•   U.S. EPA, Office of Solid Waste site on disposal: 
•   U.S. EPA Landfill Methane Outreach Program: 
•   National Solid Waste Management Association: 
•   Solid Waste Association of North America: 

For more information on the disposal of hazardous waste in landfills, visit:

•   U.S. EPA, Office of Solid Waste site on Land Disposal Restrictions:
    
•   U.S. EPA, Office of Solid Waste site on RCRA Hotline Training Modules (hazardous waste land
    disposal units): 
To order the following additional documents on municipal solid waste, call EPA toll-free at (800)
490-31 98 (TDD 800 553-7672) or look on the EPA Web site .

•  Sites for Our Solid Waste: A Guidebook for Public Involvement (EPA530-SW-90-01 9).
•  Safer Disposal of Solid Wosfe; The Federal Regulations for Landfills (EPA530-SW-91 -092)
•  Decision-Makers' Guide to Solid Wasfe Management Volume II (EPA530-R-95-023)
•  A Collection of Solid Wasfe Resources on CD-ROM
(Jnit 2, Chapter 2.f, Landfills and Combust-ion
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                                                        T*each.er -Fact Sheet
Combustion
What  Is Combustion?
Recycling, composting, and source reduction are
vital activities for effective solid waste manage-
ment, but 100 percent of people's trash cannot
be handled by these methods. The remaining
waste must be deposited in landfills or combust-
ed (burned). Because of  limited  space, landfills
are not always a viable option in many cities,
making combusfors (commonly referred to as
incinerators) an important part of a community's
integrated waste management system. Burning
garbage can decrease the volume of waste
requiring disposal by 70  to 90 percent.

Before the late  1970s, many people  burned
garbage in their backyards and in simple private
and municipal combustors. These methods did
not burn garbage completely, however, and
                         allowed  pollutants
                         to escape into the
                         atmosphere. With
                         the passing of the
                         Clean Air Act, com-
                         bustor owners had
                         to develop more
                         effective  methods of
                         pollution control.
                         Today's municipal
                         waste combustors
  :
  •
  :
  *
Key Point*
•  Municipal waste combustors burn waste
   at high temperatures to reduce its volume.
•  Municipal waste combustors reduce the
   volume of garbage by 70 to 90 percent.
•  Ash is a byproduct of combustion that
   must be disposed of in landfills or
   reused.
   Air pollution control equipment helps
   reduce air emissions.
   The heat produced by burning waste in
   municipal waste combustors can be
   recovered as useful energy.
   Specially designed incinerators can be
   used as a means of handling hazardous
   waste. The burning process reduces
   the toxicity of organic compounds in
   the waste.
release significantly less pollutants into the air
than the "backyard burners" and simple com-
bustors. More than 100 municipal waste
combustor plants currently exist nationwide,  and
nearly 20 percent of the municipal solid waste
generated in the United States is combusted.
Facts about Municipal Waste
Combustors
•  Fire in the boiler of a combustor is often as hot as flow-
   ing lava (between  1,800 and 2,200 degrees Fahrenheit).
•  In 1 874, a new technology called "the destructor"
   provided the first combustor of municipal garbage in
   England.
•  The first garbage incinerator in the United States was
   built on  Governor's Island, New York, in  1 885.
(Sources: Integrated Waste Services Association, 2000; Rubbish! The
Archaeology of Garbage by William Rathje, 1 990)
          How Do Municipal Waste
          Combustors Work?
          Municipal waste combustors dispose
          of trash by burning it at high temper-
          atures. Not all municipal  waste
          combustors are designed alike, but
          they function in a similar  manner.
          Typically, a facility collects waste in a
          garbage receiving area or pit, where
          the garbage is mixed by a crane. The
          crane operator looks for  large items
          that are not suitable for combustion
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       How Typical Combustion Facilities Work
  1.  Tipping area for trucks
  2.  Refuse pit               5.
  3.  Refuse crane              6.
  4.  Hopper, which sends waste to   7.
combustion zone
Primary combustion zone
Underfire air
Furnace
 8. Heat exchanger
 9. Turbine
10. Scrubber, to remove acid
   gases
11. Fly ash and dust collector
12. Stack
13. Bottom ash and fly ash
   collection and transport
 Hazardous Waste Combustion
 In addition to combustion facilities that accept
 municipal (nonhazardous) waste, specially
 designed incinerators, boilers, and industrial
 furnaces, can burn hazardous waste.
 Hazardous waste, which is toxic, ignitable,
 corrosive, or reactive, can  be produced by
 businesses or manufacturing operations.
 Combustion has some key advantages as a
 means of managing  hazardous  waste. First,
 burning hazardous waste reduces the volume
 of waste by converting solids and liquids to
 ash. Second, the burning process destroys
 toxic organic compounds in waste. Third, dis-
 pose  of the ash in a landfill is safer and more
 efficient than dispose of untreated hazardous
 waste. The ash  generated from  hazardous
 waste combustion must be tested and, if found
 to be hazardous, must be treated for  remain-
 Ing toxicity before it is disposed  of in a landfill.
                     (e.g., batteries and refrigerators) and removes
                     them from the pit. The crane operator also uses
                     the crane to lift piles of garbage into a large
                     chute.  From the chute, garbage falls into a com-
                     bustion chamber or furnace and then moves
                     along a series of sloping grates that work like
                     conveyer belts. The garbage is  burned as it
                     moves forward.

                     After garbage is burned, some  matter remains in
                     the form  of ash. There are two  types of ash: bot-
                     tom ash and fly ash. Bottom ash is the heavier,
                     nonburnable material, such as  glass and metal,
                     that falls  through the grate after burning. Large
                     pieces of metal accumulate in this ash and are
                     extracted from the  ash with magnets. Bottom  ash
                     accounts for about 75 to 90 percent of  ash pro-
                     duced by incinerators. Fly ash  includes lighter
                     particles  that rise with hot gases as the garbage
                     is burned and are captured by  air pollution con-
                     trol equipment in the  stacks. All ash generated
                     by combustion facilities must be tested to deter-
                     mine if it is hazardous. If it is hazardous, the ash
                     is subject to special hazardous  waste disposal
                     regulations. If the ash is nonhazardous,  it may
(Jnit 2. Chapter 2.f, Landfills and Combustion
                                                     The Quest for Less

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be deposited in landfills specially designed to
store it. Currently, studies are under way to inves-
tigate ways to reuse ash; for example, to replace
soil as a landfill cover (generally applied at the
end of each day to minimize odor, pests, and
wind disturbances). Ash might also be used in
road and building construction and as part of
artificial offshore reefs. Whether the leftover ash
is recycled or landfilled, it takes up much less
space than the same  materials in their original
form.
What Are the Benefits of
Municipal Waste Combustors?
Most municipal  waste incinerators in the United
States generate  energy in the form of electricity
because certain materials, such as paper, plas-
tics, wood, and  packaging, make excellent
fuels. Producing this energy has about the same
environmental impact as energy produced from
natural gas and less of an environmental impact
than energy produced from oil or coal. In other
words,  generating energy from municipal waste
combustors contributes no more pollution—and
sometimes less—than processes generating
electricity using  natural gas, oil, or coal. Waste-
                         to-energy plants
                         also reduce the
                         need  to generate
                         electricity from non-
                         renewable  natural
                         resources such as
                         oil and coal.
What Are the Challenges of
Municipal Waste Combustors?
Although technologies to control pollution have
improved significantly, burning certain materials
still produces chemicals that contribute to air
pollution. To minimize emissions of air pollutants
into the atmosphere,  municipal waste incinera-
tors use special  equipment (e.g., scrubbers and
dust collectors) to remove pollutants. To protect
air quality and monitor the hazardous con-
stituents in ash,  EPA established regulations that
apply to all large municipal solid waste units
(those with the capacity to burn more than 250
tons of garbage per day). The regulations signif-
icantly reduce toxic air emissions such as dioxin,
acid gas, lead, cadmium, and mercury.

Many people do not want incineration sites near
their homes. The "NIMBY (Not In My Back
Yard)" attitude makes finding appropriate sites
for municipal waste combustors a challenge for
many municipalities. There are, however, oppor-
tunities for the public  to participate in deciding
where a combustor will be located. Officials
must hold a  public meeting to inform the com-
munity about the size of the proposed
combustor, as well as the amount of  waste gen-
eration and ash to be discarded.
The QcJest for- Less
             (hit 2, Chapter 2.f, Landfills and Combustion
171

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           Additional Information Resources:
           Visit the following Web sites for more information on municipal and hazardous waste combustion and
           solid waste:

           •  U.S. Environmental Protection Agency (EPA):  
           •  U.S. EPA, Office of Solid Waste site on disposal:
              
           •  Integrated Waste Services Association:  
           •  Solid Waste Association of North America: 

           To order the following additional documents on  combustion and solid waste, call EPA toll-free at
           (800) 490-91 98 or look on the EPA Web site  .

           •  Decision-Makers' Guide to Solid Waste Management Volume II (EPA530-R-95-023).
           •  Sifes for our Solid Wasfe: A Guidebook for Public Involvement (EPA530-SW-90-01 9)
           •  A Collection of Solid Waste Resources on CD-ROM (EPA530-C-98-001)
172
(Jnit 2, Chapter 2.f, Landfills and Combust-ion
The Quest for Less

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                                                                              Grades 1 -4
                        Layered  Landfill
       Objective  J
                                                        Key Vocabulaiy Words J
To teach students how a modern landfill functions (that
is, how its many layers contain garbage and prevent
leakage into soil or ground water).
      Activity Description J
Students will construct edible models of a landfill to
learn about its different layers and their functions.
                                                         Landfill
                                                         Clay liner
                                                         Plastic liner
                                                         Leachate
                                                         Leachate collection pipes
                                                         Methane
                                                         Decompose
                                                         Rodent
       Materials Needed J
•  One 8-ounce pliable clear plastic cup per student
•  Five chocolate sandwich cookies per student
•  One 8-ounce box of raisins
•  One fruit rollup per student
•  Two graham crackers per student
•  Two red licorice sticks per student
•  One package of birthday candles
•  One set of matches
•  One scoop of chocolate ice cream (or pudding)
   per student
•  Two tablespoons of whipped cream  per student
•  One plastic knife per student
•  One plastic fork per student
•  One handful (per student)  of a variety of small chewable
   candies (e.g, chocolate, peanut butter, fruit)
•  One copy of Anatomy of a Landfill handout per student
                                                         Skills Used )
                                                         Observation/classification
                                                         Motor skills
      Activity J
Step 1: Refer to the Teacher Fact Sheet
titled Landfills on page 1 65 for background
information. Explain the purpose of a landfill
to students and explain that they will construct
their own model landfills in class. Copy and
distribute the Anatomy of a Landfill handout.
Using the handout, go over each layer's
name and function with students.
                                          Step 2: Distribute a cup and five chocolate
                                          sandwich cookies to each student. Explain that
                                          the cup represents an excavated hole in the
                                          ground.

                                          Step 3: Have students carefully "unscrew"
                                          two of their cookies so that one half has white
                                          cream and the other is bare. Students should
                                          have two cookie halves with white cream  and
                                          two cookie halves without cream. Crush the
                                          bare cookie halves into small pieces and  put
The QcJest for Less
                                                       (hit 2, Chapter 2.f, Landfills and Combustion
173

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       Journal Activity J
Ask students to list some common
items that they throw away. What
do they think people threw away
100 years ago? Ask them to predict
what we will throw away in the
future. What would they expect to
find in a landfill in another country
(pick a country)? Ask students to
compare these answers with the
United States.
them into the cup.  Explain that the crushed
cookies represent a layer of soil that is placed in
the bottom of real  landfills.

Step  4: Next, have the students take the
cookie halves with  white cream and break them
up into two or three pieces. Direct students to
place the pieces in the cup with the white cream
face up. These pieces represent a  layer of clay
that is  put on top of the soil in  real landfills.

Step  5:  Have students use the plastic knife to
cut their fruit rollups to roughly fit the size of the
top of cup and slide them  into place (will push  up
on sides) on top of  the cookies to represent a
plastic  liner. Plastic liners prevent leachate from
escaping from a landfill into the ground. Leachate
is liquid created  when trash decomposes.

Step  6: Have students crush and add their
graham crackers to represent a sand layer. This
layer is used to  prevent liquids  in landfills from
seeping out.

Step  7: Have students place raisins on top to
represent a layer of pebbles. Like the sand  layer,
pebbles provide further protection  against
leachate leaks.

Step  8: Have students rip the licorice sticks in
half and bite off both ends to  represent leachate
pipes. Stick pipes into pebble  layer. These pipes col-
lect any leachate that collects  on top of the liners.
Step  9: Ask students to sprinkle the candies on
top of the raisins. The candies represent pieces of
garbage. Ask students to think about what hap-
pens when a landfill or "cup" is  filled up with
trash or "candies"? How can they reduce the
amount of trash that they send to the landfill?
(Refer to the Teacher Fact Sheet titled Recycling
on page 101  for background information.)

Step  10: Give each student a scoop of ice
cream  on top of the candies. Then, have the stu-
dents add one more layer of candies on top of
the ice cream. The ice cream layer represents the
seepage created from rain  seeping through  the
garbage. Explain that in a real landfill, more lay-
ers of garbage or "candies" are placed on the
landfill  each  day, so that liquid from the decom-
position of the trash is continually created.

Step  1 1: Direct students to "unscrew"  their
two remaining cookies and crush another layer
of the bare cookie halves,  without the cream,
on top of the candies and  ice cream to repre-
sent soil again.  (Students can eat the other
cream-covered  cookie halves.)  This layer
reduces the amount of rain water that reaches
the garbage.

Step  12: Each student should use a layer of
whipped cream to  "cap" the landfill or cover it
(as would a plastic cap)  in  order to prevent
odor, insect, and rodent problems.

Step  1 3: In front of the  class, stick a candle
deep into your own edible  "landfill" and light it.
Explain that the candle  represents the methane
gas recovery system, which  draws methane  gas
from the decomposing garbage. The flame rep-
resents energy that can be  generated by burning
the captured methane gas.

Step  14: Have students eat their landfills as a
snack.  When  they get to the bottom of their cup,
ask students to  notice whether their cookie or
"soil" layer is dry, or whether the ice cream or
"leachate" leaked  past the many layers and the
fruit roll-up liner to soak the cookies. Remind
students that if they built their landfill correctly,
their cookies will be dry, just as in a real landfill
the soil remains protected from leachate.
(Jnit 2, Chapter 2.f, Landfills and Combust-ion
                               The Quest for Less

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       Assessment  J
   After enjoying the luscious layered landfill as
   a snack, ask the students if they remember
   the purpose of all the different parts, such as
   the fruit roll-up, the licorice, the cookies, and
   your candle.
        Enrichment  J
   Contact a landfill in your community and
   take a tour. Ask to hear about all the differ-
   ent parts of the landfill. If your landfill
   recovers methane for energy, ask for a tour
   of the plant.
   Have students  conduct a survey of friends
   and family asking them where their garbage
   goes.  Have them record peoples' responses
   and determine whether they are well
   informed. In class, discuss the survey results.
The Qciesr for Less                                               Unit 2, Chapter 2. f, Landfills and Combust ion

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        •Unit 2. Chapter 2.f, Landfills and Combustion
                                                                The Quest for Less

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                                                                             Grades 3-6
f. Landfill I* No Dump/
       Objective J
To teach students where garbage goes and explain the
difference between unlined trash "dumps" of the past
and today's specially designed landfills.
      Activity Description J
            Key Vocabulary Words J

            Organic
            Municipal solid waste
            Landfill
            Leachate
            Groundwater
            Turbidity
            pH
social
studies
Students will construct models of an old-fashioned
"dump" and a modern landfill in class and observe their
differences.
       Materials Needed J
          jp Duration J
  Two plastic colanders (9 inches wide by 4 inches deep)
  Two cake pans (9 inches)
  One 10-pound bag of garden soil
  One 32-ounce bottle of distilled water
  Small pieces of typical home-generated garbage
  (see below)
  One package of modeling clay
  One roll of colored (red) crepe paper
  Clear tape
  One measuring cup
  One pair of scissors
  One package or roll of litmus (pH) paper
  One copy of the Landfill Log worksheet for each student
            Landfill creation: 1 hour
            Observation over 4
            weeks: 1 5 to 20 minutes
            each week
            Skills Used J
            Observation/classification
            Problem solving
       Activity J
Step 1: Photocopy and distribute Landfill
Log worksheets to each student. Bring in some
small pieces of garbage from your home,
such as potato peels, apple cores, newspaper,
and plastic yogurt containers. Introduce the
following topics or concepts (refer to the
Teacher Fact Sheets titled Solid Waste on page
47 and Landfills on page 165 for background
information):
Trash generation and disposal.

How trash has been disposed of in the past
and how it is disposed of now.

Explain, in general terms, how a landfill
wo rks.

Define each of the key vocabulary words
used in the lesson.
The QcJest for- Less
           (hit 2, Chapter 2.f, Landfills and Combustion
  177

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       Journal Activity J
Ask students to write a haiku
or sonnet about where their
garbage goes.
Step 2: Begin the exercise by asking a
student volunteer to line one colander with flat-
tened modeling clay, patting it out flat like a pie
crust. Explain that this represents the liner of a
sanitary, modern landfill. Do not line the second
colander. Note that it represents an old-fash-
ioned, unsanitary dump.
Step 7; After every "rain" session, have the
students use a measuring cup to measure the
water that leaked out of the unlined colander.
Have students observe and record the water's
color and turbidity. Ask for volunteers to test the
pH of the collected water with litmus paper. Ask
students to record results and observations in
their Landfill Logs. For comparison purposes,
have students test and record the pH  of the
distilled water.
Step 8: Next, have student volunteers put the
"dirty" water from the unlined colander in a
plastic cup. Fill  another plastic cup with distilled
water.
Step 3: Have several students cut the differ-
ent garbage items you brought in from home
into small pieces, about 2 inches square.
Step 4: Have a few student volunteers place
this trash and the garden soil in the colanders in
alternate layers until the colanders are full. For
each layer, add 1  inch of garbage covered by
1/4 inch of dirt. Add several strips of red crepe
paper as one layer toward the bottom of the
colanders and cover them with more dirt.  (The
red crepe paper will emphasize the seepage of
water through the unlined dump.)
Step 5: Place cake pans under the colanders
to collect the seepage.
Step 9: Ask students to pretend that the dirty
water or "leachate" had escaped an unlined
landfill and reached surrounding plants and ani-
mals. Ask them what effect they think the liquid
would have on animal or plant life. Ask students
to predict how a piece of celery (representing a
plant) would react to the leachate or "dirty"
water.
Step 10:  Insert two pieces of celery—one
into the leachate cup and one into the distilled
water cup. Point out to students  how the celery
stalk absorbs all of the color from the crepe
paper, or dirt and toxins, of the  leachate. Have
students record observations about the process
and the differences between the two  pieces of
celery.
Step 6: Have students simulate "rain" on the
"landfills" by pouring 1 cup of water onto each
colander twice a week for 4 weeks. Ask students
to observe the changes that take place. Pay par-
ticular attention to any water that collects in the
cake pans. The unlined colander's seepage
should be observable and colored by the crepe
paper. The lined colander should not leak.
(Jnit 2, Chapter 2.f, Landfills and Combust-ion
                               The Quest for Less

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       Assessment J
   ^jy Enrichment  J
1 .  Ask students to explain the differences
   between the mini-landfills.

2.  Ask students to refer to their Landfill Logs.
   How did the color, turbidity, and pH of the
   leachate and the distilled water differ? Why?

3.  Have students describe how an unlined land-
   fill or "dump" can pollute ground water and
   surrounding soil.

4.  Ask students to decide which landfill is better
   for the environment and why. Which kind of
   disposal facility would they rather have in
   their neighborhood?

5.  Ask students to define the key vocabulary
   words of this lesson. Conduct a spelling  bee
   using these words.
1.  Take a field trip to a local landfill. Have kids
   tour the facility and learn firsthand how it
   operates. When you return, have students
   write a paragraph about their visit, including
   five new facts about landfills that they
   learned.

2.  Contact your state solid  waste or environ-
   mental agency to find  out how many landfills
   are in your state. If one  is located near you,
   ask how many tons of trash it accepts per
   day or per year and its lifetime maximum
   capacity. Have students  use data obtained
   from the agency to calculate how quickly the
   landfill is filling  up. Have students make
   graphs to show how much longer it can
   accept garbage at its current rate.
The QcJest for Less
              (hit 2, Chapter 2.f, Landfills and Combustion
179

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Student  Handout
        Landfill Log
                                            m
                                                   Name:
                                       Observations
^^MM^^
^•^^^

fe___
— B__
Date
Weekl
Rain 1
Rain 2
Week 2
Rain 1
Rain 2
W66K 0
Rain 1
Rain 2
Week 4
Rain 1
Rain 2
Amount of
Leach ate
'/2 cup






pH of Leachate
9






pHof
Distilled Water
7






Color of Leachate
brown and red






Turbidity of
Leachate
murky and filled
with particles






Celery in Leachate
(one-time
observation)







Celery in
Distilled Water
(one-time
observation)







A


	
i

,
•^



i
      (Jnit 2, Chapter 2.f, Landfills and Combust-ion
The Quest for Less

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                                                                           Grades 4-6
Energy tJxpediti
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        Journal Activity J
Have students keep an energy diary
for one week. Ask them to record
every time they use energy in a day
(for example, turning on lights, using
a car or bus). Where could they
have saved energy  (for example, rid-
ing a bike instead of using a  car)?
                                                    2. Ask students to list at least four different
                                                      sources of energy.
    ^ Enrichment J
        Assessment  J
 1 . Collect the Energy Expedition worksheets
   and assess students' work.
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1.  Visit a waste-to-energy facility as a field trip.
   Have students write summaries that explain
   how the facility works.

2.  Divide the class into groups and assign them
   each an energy concept (such as those intro-
   duced in the Energy Expedition worksheet.)
   Ask each group to conduct research on their
   topic and prepare a presentation to teach the
   class about  their findings.

3.  Conduct a spelling bee using the energy
   words featured on the Energy Expedition
   worksheet.
                                            1. A type of energy. The word describes something that's "possible,
                                              but not certain."  potential

                                            41 The process of burning a material or substance. It's another word
                                              for "incineration," and its letters might "bust!"     COmbdstlOn
                                            6. A liquid that we can control and direct to generate energy. You might
                                              drink it or swim in it.  WdteP

                                            7. A substance that is neither liquid, nor solid, but can be removed
                                              from the Earth and used to generate power.  gas

                                            8. A hard, black substance that we burn for fuel. COal

                                            1 0. A word describing energy from the sun. It rhymes with
                                               "polar."  solar
                                            2. It's another word for unwanted material that you throw out into a
                                              container every day. You might set it out on the curb or throw it in a
                                              dumpster.  trash

                                            3. The hard rock-like remains of prehistoric animal and plant life, such as
                                              dinosaurs, which we sometimes discover in the Earth's crust.  rOSSlI
                                            5. A natural gas that is generated by garbage decomposing in a landfill.
                                              Live animals can produce this gas as well...such as a cow burping!
                                              The word ends in "one," but it's not "propnnp " mei nariG

                                            9. The liquid  that we pump from the Earth's surface to burn for fuel.
                                              This work also applies to a product we often use in cooking.

(Jnit 2, Chapter 2.f, Landfills and Combust-ion
                                 The Quest for Less

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                 ergy
                        edition
Name:
Directions: Your first task is to complete the Energy
Crossword Puzzle below using the clues provided.
Once you have filled in the crossword puzzle, you'll
have a list of ten important energy vocabulary words.
Student  Handout

 "Welcome Energy Ikeplar er/
       You're about to set out on a mission
         to investigate ENERGY, including its
         uses, sources, and connection to
         our trash. If you accomplish your
       mission, you'll be promoted to an
   Energy Expert-and you'll be able to help
   your family and friends understand how
     important energy is to them and their
       way of life. This mission is not easy,
       however, and it will take all of your
          concentration and effort to crack
        the energy mystery. Good luck.'
   I. A type of energy. The word describes something that's
     "possible, but not certain."  	
                                                       4. The process of burning a material or substance. It's another
                                                         word for "incineration," and its letters might "bust!"
   6. A liquid that we can control and direct to generate
     energy. You might drink it or swim in it.  	

                                                       7. A substance that is neither liquid, nor solid, but can be
                                                          removed from the Earth and used to generate power.
                                                       8. A hard, black substance that we burn for fuel.

                                                        1 0. A word describing energy from the sun. It rhymes with
                                                          "polar." 	
                                                       2. It's another word for unwanted material that you throw
                                                          out into a container every day. You might set it out on
                                                          the curb or throw it in a dumpster.	

                                                       3. The hard rock-like remains of prehistoric animal and
                                                          plant life, such as dinosaurs, which we sometimes dis-
                                                          cover in the Earth's crust	

                                                       5. A natural gas that is generated by garbage decomposing
                                                          in a landfill. Live animals can produce this gas as
                                                          well...such as a cow burping! The word ends in "one," but
                                                          it's not "propane."	

                                                       9. The liquid that we pump from the Earth's surface to
                                                          burn for fuel. This word also applies to a product we
                                                          often use in cooking	
       The Quesf for Less
              (Jnif 2, Chapter 2.f, Landfills and Combustion
133

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Directions: Great jobl You've now learned ten
important energy vocabulary words! Read the story
below to learn more about energy and become an
Energy Expert. You must determine which of your ten
vocabulary words goes in each blank. Remember,
some words will be used more than once. After you
have filled in all of the blanks/ you'll have success-
fully completed your energy missionl
           i*
Energy is one of the most important parts of our world—it
makes things happen. Energy means the "ability to do
work." Did you know that you use energy every day?             ^^^"^^BT^          ^"  ^^F
Every time you flip a light switch on; use hot water; or ride in a
car, bus, train, or plane, you are using energy. Each time you
watch TV or use a computer, you are using  energy. All of the clothes that you wear, toys you play with,
and food you eat are products made from processes that require energy.
There are two different types of energy:
    •   Energy that is stored is called	energy.
    •   Energy that is moving is called kinetic energy.
Let your pencil rest on your desk. Right now, if it's not moving, your pencil has	(same as pre-
vious Wank) energy.  Now, tap it lightly so that it rolls across your desk. Since it's moving, the pencil
now has  kinetic energy.
"Where dee*
                                    come from?
There are many different sources of energy on Earth and there are many different ways that we can
tap into those sources and make the energy work for us — creating power, electricity, and heat.
One source of energy upon which we rely heavily are
                                                           fuels. How were these fuels
formed? Millions of years ago, ancient plants absorbed the energy from the sun and converted it
into more  plants. Ancient animals, like dinosaurs, ate the plants and converted the plant's energy
into body mass. When the animals and dinosaurs died, their remains collected in the ground, and,
over millions of years, decomposed into a source of fuel.
What are some
                         (same as previous Wank) fuels? Coal, oil, and natural gas are three
important fuels that are derived from the Earth and the stored energy of organic remains.
	started out as a spongy, brown material called "peat," which consists of the decomposed
organic matter of ancient animals and plants. Geologic forces buried the peat deep under the Earth's
surface, where it was further packed down by heat and pressure. The compressed peat was eventually
Converted to	(same as previous Wank).
We burn	(same as previous Wank) to heat our homes and run electrical  machinery. About 20
percent of the energy we use comes from	(same as previous blank).

	is formed deep within the Earth's surface in rocks that are  fine-grained and rich in the
organic remains of once-living animals. The  oldest	(same as previous Wank) -bearing
rocks date  back more than 600 million years.	 (same as previous Wank) is burned to
fuel vehicles and heat homes. About 45 percent of the energy we use comes from
	(same as previous Wank).
(Jnit 2, Chapter 2.f, Landfills and Combust-ion
                                                                             The Quest for Less

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Natural _      is a colorless, odorless fuel produced by drilling into the Earth's crust where it was
trapped hundreds of thousands of years ago. Once it is brought to the surface, it is refined and
purified to remove water, other gases, and sand. Next, it's transported through large metal
pipelines that span the continent. Natural _ (same as previous blank) is used for heating,
cooling, and the production of electricity.

                           connected t* tra*h?
While these sources of energy continue to serve us well, they are known as nonrenewable resources
that will eventually be used up. Once we use all of our supplies, we will have to depend on new
sources of energy. We're already looking for new energy sources so that we can conserve those that
come from within the Earth. That's where _ comes in. Did you know that you can get energy
from _ (same as previous Wank)?  There are two ways that we can use our _ (same as
previous Wank) to make energy.
In one method, _ (same as previous blank) is taken to a waste-to-energy facility. These facilities
burn the _ (same as previous blank) during a process called _ .  This  process
generates  heat that can be converted to fuel and electricity. Waste-to-energy facilities take a large
amount of trash and  make it smaller by burning it. This reduces the amount of trash that piles up in
our landfills, which is better for the  environment.

A second way for us  to use trash for energy involves the garbage that we dispose of in  landfills. As
this trash decomposes, it produces _ gas. Too often, this valuable source of energy is
not used. Now, however, over 150 landfills in the  United States are using the  gas, captured by a
special pipe system set up in the landfill, to generate electricity; provide fuel for factories, schools,
and other  facilities; and to produce natural gas for general distribution.
jlre there any other source* of
In addition to using the energy we generate from our garbage, there are other ways we can harness
the  renewable energy sources that surround us. Here are two other important energy sources that we
are just beginning to use in place of fossil fuels.
The light that comes to the Earth from the sun is pure energy. Nearly all other sources of energy origi-
nally got their energy from  the sun. Organic matter, like plants, convert _ energy into
leaves, flowers, and fruits. We can also use energy from the sun to heat our homes and buildings with
special _ (same as previous blank) panels that capture and convert the light into energy.
Hydroelectric power is generated by harnessing _ . When _ (same as previous
blank) falls or runs downhill,  it can be used to run turbines or large water wheels at mills and  facto-
ries, which generate electricity.
                                   io u -w \>ecofc&e an     -
                               Energy Expert/    ^ -
 Now you understand how our trash can help us generate power and electricity.
In addition, you've learned all about our use of energy on this planet and the many
           different sources we can turn to for energy use in the future.
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                                                                             Grades 5-8
tfKe drreat  TX$po$di "Debate
       Objective J
               Key Vocabulary Words J
To teach students about some of the environmental,
social, and economic issues surrounding modern
landfills, incinerators, and other forms of waste man-
agement.
       Activity Description J
Students will research and debate the pros and cons of
using landfills for waste disposal and energy genera-
tion, and then compare with other forms of waste
disposal and energy generation.
       Materials Needed J
   Index or note cards for each student
   Internet, library, encyclopedia, or other access to
   research resources
   Background information from Teacher Fact Sheets and
   other resources listed below
                                                                                        social
                                                                                        studies
               Decomposition
               Greenhouse gases
               Ground water
               Incinerator
               Landfill
               Leachate
               Methane
               Duration J
                Day 1: 1 hour
                Day 2: 1 hour
               Skills Used ]

               Research
               Reading
               Problem solving
               Communication
      Activity  J
Step 1: Introduce the concept of the mod-
ern landfill and explain some of the
advantages and disadvantages to this form of
waste disposal. (Refer to the Teacher Fact
Sheets titled Landfills on page 1 65,
Combustion on page 1 69, Solid Waste on
page 47, and Hazardous Waste on page 51
for background information. Teachers may
also choose to use the History Channel's
video, Modern Marvels: Garbage, which pro-
vides information on sanitary landfills and the
history of garbage; contact (800) 941-4007
or  for more information.)
Step 2: Once the students understand the
above concepts, divide the class into two
groups: Pros and Cons.

Step 3: As a homework assignment or an
in-class teacher-led group activity, have stu-
dents conduct research and come up with at
least three points or arguments defending their
side of the debate (i.e., pros or cons associat-
ed with landfills). Encourage students to use
the school library, Internet, or other  resources,
such as contacting the regional solid waste
agency or local  recycling coordinator. Teachers
may also choose to provide students with
Enviroscapes' Landfill Model, which  compares
old garbage dumps to modern sanitary land-
fills. For more information, email
 or visit
.
The QcJest for- Less
              (hit 2, Chapter 2.f, Landfills and Combustion
137

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       Journal Activity J
Ask students to think about the
advantages and disadvantages
associated with landfills. Which
one issue is most important to
them? Why?
 Day 2
Step  1: On day two, have the two sides
regroup to discuss what they discovered through
their research.  Give each group 1 5 to 20 min-
utes to work together and prepare their side of
the debate on either the pros or cons of land-
fills.  During that time, ask the  students to
combine their note cards and assemble them in
order of importance  for easy reference during
the debate.  Instruct  students to pick four class-
mates to represent the group as the debaters.

Step  2: Explain that each team will  get 5
minutes to present their side of the  debate.
During that time, any of the four designated
debaters for that team can speak, but they must
take turns.  After one side presents, the other
team has 5 minutes to present their points.

Step  3: After the formal debate is over, allow
each team to respond to one or more of the
issues raised by the other  group. The teacher
may choose to serve as a moderator during this
question and answer session.

Step  4: At the end of the  debate ask the stu-
dents if they were persuaded by either side and
why.
                                                   ^Assessment  J
 1. Ask the students to discuss/explain whether
   or not they would want a landfill in their
   community. Why or why not?
 2. How does the debate change if the landfil
   used for electricity generation? Does this
   benefit outweigh some  of the negatives?
   Does this change the students' opinions/
   perceptions of landfills?
is
^   ^ Enrichment J
 1 .  Have students create a survey and conduct
    interviews with family members or friends to
    determine how other people feel  about land-
    fills. Compile, analyze, and discuss the
    results of the surveys in class. Make graphs
    or charts based on these results.
 2.  Have each student group research how
    garbage was disposed of in Medieval times,
    the 1 800s, and early  1 900s. How does this
    compare to today's disposal methods? Have
    one group of students research how garbage
    is disposed of today in countries other than
    the United States. Ask the students how they
    think garbage may be handled in the  future.
 3.  Take a field trip to a local landfill to tour the
    facility and learn how it works. When  you
    return, have the students write a paragraph
    on  their visit, including five new facts.
 4.  Explore the issues of greenhouse  gases and
    global climate change in more depth. Use
    the example of capturing methane from
    landfills for energy as one way to help
    reduce greenhouse gas emissions. Ask the
    students to think of other ways we might
    reduce greenhouse gases.  Examples include
    using less electricity, creating less garbage
    (see section on Source Reduction), improving
    technologies to cleanup power plants  emis-
    sions, and planting trees.  (See EPA's Web site
    on  methane, , and global warming,
    , for
    reference information.)
(Jnit 2, Chapter 2.f, Landfills and Combust-ion
                               The Quest for Less

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  A Look at Landfills
   Pros
      Gives us somewhere to put our solid
      waste.
      Is more protective than dumps of the
      past.
      Waste decomposition at a landfill  gener-
      ates methane—a potent greenhouse gas
      that can be captured and used for
      energy.

      Converting methane to energy can help
      reduce  greenhouse gas emissions—
      directly, by capturing methane from the
      landfill, and indirectly by serving as an
      alternative energy to fossil fuels.
      Can be properly capped and use  for
      park land, playgrounds, or other nonres-
      idential purposes.
      Can provide a source of jobs and
      income for a town or state that  is  willing
      to accept solid waste from other cities,
      towns, or states for a fee  ("host fees").
      Using a local or nearby landfill  can cut
      down on fuel emissions from trucks and
      boats carrying waste to faraway areas.
Cons
   Can cause noise and traffic with trucks
   driving to and from the landfill.
   Must be designed and constructed to
   prevent contamination of ground water,
   surface water, and soil.

   Can lead to bad smelling (rotten egg) or
   unhealthy air.

   If not properly capped and managed,
   can attract birds and  pests.

   May lower the property values of the sur-
   rounding area.

   Shipping waste to a landfill in another
   state or county may lead to dust prob-
   lems or blowing trash if not covered
   properly.

   Loose garbage can blow around if landl-
   fill is not properly capped and managed.
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                                                                             Grades 6-8
drreenhoxi^e  .)

Step 2: Hand each student a Weekly Waste
Generation Tracking Sheet and ask them to fill
it out every day for one week. Have the stu-
dents take the sheet home every evening to
record their waste generation at home. Remind
them to include the materials they use both in
The QcJest for- Less
              (hit 2, Chapter 2.f, Landfills and Combustion
   7

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           school and home, such as drink cans and car-
           tons, lunch bags, and looseleaf and printer
           paper.

           Step 3: During this same week, have students
           research how each type of waste (e.g., alu-
           minum, food scraps, newspaper)  is normally
           disposed of, particularly in their town or county.
           (Tip: You may want to assign one specific waste
           to individual groups of students.)  Teachers will
           use this information to enter data into the base-
           line scenario of EPA's Waste Reduction Model
           (WARM).
          Two Methods for Gathering
          Information
          Teachers may choose between two methods for
          gathering the necessary information to input
          into WARM (Part  1, Step 2):

          •  Simpler—Students will track the amount
             of each material type they dispose of each
             day.  The teacher will use this information
             (as directed Part 2, Step 3) as baseline
             data and then try different combinations of
             alternative waste disposal methods in
             WARM and discuss the results with the
             class.
          •  Complex—Students will track both the
             of each day and the method of disposal
             (throw out, recycle, compost). The teacher
             will use this information as directed  Part 2,
             Step 3 to complete the WARM spread-
             sheets.
           Part 2

           Step 1: The following week collect the
           Weekly Waste Generation Tracking Sheets from
           the students and tally the results into one com-
           bined tracking sheet. This represents the weekly
           waste generation for the class. In order for the
           WARM tool to give meaningful results, however,
           the class will  need to take the weekly waste
           generation information and project the total
           waste generation (by commodity) for the class
                                                for the year. (Depending on the size of the
                                                class, teachers may need to take this one step
                                                further and project the yearly waste generation
                                                for the school.) Convert this number into tons
                                                for input into WARM.

                                                Step 2: Review the discussion on greenhouse
                                                gases and their relationship to waste and waste
                                                disposal (as described in Part 1: Step 1).

                                                Step 3: Access EPA's WARM  calculator at
                                                . Explain
                                                that this tool  is often used by  solid waste plan-
                                                ners and organizations to track, report, and
                                                estimate the effects of various waste disposal
                                                methods on greenhouse gas  emissions. The
                                                model calculates greenhouse gas emissions for
                                                baseline and alternative means of waste man-
                                                agement. Discuss how people can use models
                                                to predict possible future scenarios, such  as the
                                                effect of certain activities on air or water pollu-
                                                tion, or a new street layout on rush hour traffic
                                                conditions. Enter the information for  baseline
                                                data as gathered by the class. (Teachers can
                                                enter data into the online spreadsheets and
                                                print out the  results but cannot  save them.
                                                Therefore, teachers may choose to download
                                                the  Microsoft  Excel file, which can be saved.)

                                                Step 4: Working with the students, enter data
                                                into the alternative management scenario and
                                                complete the WARM spreadsheet. Review and
                                                discuss the results of various  waste manage-
                                                ment practices on greenhouse gas emissions.
                                                Ask the class to observe whether the  alternative
                                                management scenario reduced the amount of
                                                emissions. Why or why not? Try incorporating
                                                different waste management  practices to view
                                                the  effects on emissions and  discuss the  results
                                                with the class.
                                                       Assessment  J
                                                   Ask the students what they learned from
                                                   using the tool and how this might be appli-
                                                   cable to the real world. How might
                                                   communities use tools such as WARM to
                                                   help manage their waste and minimize their
                                                   impacts on global climate change?
199
i / £
(Jnit 2, Chapter 2.f, Landfills and Combust-ion
The Quest for Less

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       Enrichment J
1.  Contact a local solid waste planner or
   organization and ask them to fill out WARM.
   Had they heard of this tool before?  How did
   their baseline and results compare with the
   class?
2.  How do greenhouse gas reductions
   achieved with alternative waste management
   methods relate to real life? Equivalency cal-
   culators convert emissions or energy use
   reductions into more understandable terms,
   such as number of cars removed from the
   road or acres of  trees  planted.  Use the
   information generated by the class and
   WARM to complete the Greenhouse Gas
   Equ/Va/enc/'es Calculator available at
     or other
   tools available at . Discuss the results.
The QtJesr fen Less                                                Unit 2, Chapter 2. f, Landfills and Contest ion        1 9 3

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            Handout
      Weekly Wo^te dreiveration
             Tracking sheet
Name:
Enter the amount of each item that you discard each day.
Material
Aluminum Cans
Steel Cans
G-lass
HOPE (plastic)
LDPE (plastic)
PET (plastic)
Mixed Plastics
White (printer) Paper
Textbooks
Magazines
Newspaper
Food Scraps
Grass
Leaves
Yard Trimmings
Mixed Paper (general)
Mixed Metals
Mixed Recyclables
Dayl


















Day 2


















Day 3


















Day1/


















   (Jnit 2, Chapter 2.f, Landfills and Combust-ion
                   The Quest for Less

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Name:
Enter the amount of each item that you  discard each day.
Material
Aluminarn Cans
Steel Cans
G-lass
HDPE (plastic)
LDPE (plastic)
PET (plastic)
Mixed Plastics
White (printer) Paper
Textbooks
Magazines
Newspaper
Food Scraps
Grass
Leaves
Yard Trimmings
Mixed Paper (general)
Mixed Metals
Mixed Recyclables
DayS


















Day 6


















Day?


















Total


















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A Review of  Lessons and  Options
Once students understand the range of available solid waste management
options—including their different purposes, benefits, and impacts—they are
ready for a series of activities that utilize and  reinforce their accumulated
knowledge. This unit allows students to integrate the key lessons learned
from previous sections and exercise decision-making and analytical skills
while having  fun.

                                                              l/>" •«••«,,«


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Grade •  Subject  • Skills Index
         Math
         Science
         Language Arts
         Social Studies
         Art
         Health
         Communication
         Reading
         Research
         Computation
         Observation/
         Classification
         Problem Solving
         Motor Skills
         *See Glossary of Skills for more details.
    '(Jnit 3, Putting It All Together
The Quest for Less

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                                                                              Grades 2-3
 Warteltace
       Objective J
To classify trash items as reusable, recyclable,
compostable, disposable, or household hazardous waste.
       Activity Description J
Students will participate in a relay race to place trash
items in appropriate bins.
              Key Vocabulary Words J
               Reusable
               Recyclable
               Disposable
               Compostable
               Household  hazardous
               Waste
       Materials Needed  J
   A variety of trash items in each of the categories listed
   in Step 1, supplied by the teacher (see below for sug-
   gestions)
   Two trash bags or wastebaskets
   Two sets  of colored stickers (e.g., red and blue)
   Five large plastic or metal bins

  Waste Race Suggested Items (no food items please)
Napkin
Plastic packaging
Piece of cloth
Glass bottle
Aluminum can
Leaves or grass
Steel can
Plastic fork
Aerosol can
Piece of wood
Copy paper
Text book
Paper lunch bag
Cardboard
Paint can
Tea bag
Coffee can
Flowers
              Duration J

               50 minutes



              Skills Used )

               Communication
               Observation/classification
               Motor skills
      Activity J
Step 1: Review the Teacher Fact Sheets titled
Solid Waste on page 47, Hazardous Waste on
page 51, Recycling on page 101, and
Composting on page 141 for background
information. Review the different waste manage-
ment options with students to put the activity in
context. Discuss the different collected trash
items and where they should go when they are
done being used (e.g., trash, recycling bin,
compost pile).

Step 2: Label five plastic bins/trash cans as
"Reusable," "Recyclable," "Compostable,"
"Household Hazardous Waste (HHW)," or
"Disposable Waste," respectively, and place
them throughout the room. (This activity will
work best in a large area like a gymnasium or a
playground so the students have enough room
to run around.) Review vocabulary with students.
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Step  3: Collect trash items over a few days
(see above for suggestions). Collect enough for
each student to have at least one turn
participating in the race. Make sure the items
are not dangerous for the students to handle
(e.g., no  sharp edges on open  cans) and they
should  be cleaned, if necessary. Divide the  items
into two piles (one for each team), labeling the
Red team's items with the red stickers and the
Blue team's items with the blue stickers.

Step  4: Have students form two lines/teams
in the center of the room.

Step  5: Explain to the students how a relay
race works. The teacher should pre-determine
and announce a time limit for the race, based
on the  number of students and their level of
familiarity with the subject. When the teacher
signals for the race to start, the first student in
each line will  reach into his or her team's trash
bag and  pull  out an item. The two students will
decide  in which bin it belongs and run  to the
labeled plastic bin. After placing the trash item
in the bin, the student will run back to the end
of the line and the next two students will repeat
the same process. When the time limit  has  been
exceeded, the teacher will end the race. The
object  is to be the fastest team  to sort the items
correctly.

Step  6: At the end of the race, empty each
bin one at a time so all the students can see if
the items were placed correctly. Encourage  the
students to discuss why each trash  item was
placed  in  its  bin. Discuss whether some trash
items can be  placed in  more  than one  bin.  The
team that was able to place the most items in
the correct bin wins.
       Assessment  J
1.  See Step 6.
2.  Have students name an item not included in
   the game that is reusable, recyclable, com-
   postable, disposable, and/or household
   hazardous waste.
   ^ Enrichment J
   Expand the Waste Race to include other
   classrooms and possibly a tournament for a
   great Earth Day activity.
   Explore the activities found in the Planet
   Protector's Club kit. This kit was created by
   EPA as a way to get students involved in
   learning about their environment. It includes
   two pocket guides (one for adults and one
   for children), an official membership certifi-
   cate, an official Planet Protectors Club
   badge, activity guides for grades K-3 and 4-
   6, a  board game about recycling, and a
   Planet Protectors Club poster. To order this
   kit, call EPA at (800) 490-9198 and ask for
   document number EPA530-E-98-002.
'(Jnit 3, Putting It All Together
                              The Quest for Less

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                                                                         Grades 3-6
Join the Planet Protectory
      Objective  J

Establish a Planet Protectors Club at your school.
      Activity Description  J
At Planet Protectors Club meetings, students can discuss
environmental issues and develop projects they can
engage in at school and in their community.
      Materials Needed J
   Planet Protectors Club kits (one for each member/
   student; order free copies by calling (800) 490-91 98 and
   referencing document number EPA530-E-98-002 or
   visiting )
   Welcome Note
   Planet Protectors Club Duties and Responsibilities list
Key Vocabulary Words J
 Composting
 Conserve
 Energy
 Incinerator
 Landfill
 Pollution
 Recycling
 Resources
 Waste Reduction
Duration J
 Regularly scheduled
 meetings based on local
 needs and resources.
                                                     Skills Used  ]
                                                      Skills will differ based on
                                                      local projects, but may
                                                      include:
                                                      Communications
                                                      Motor skills
                                                      Observation/classification
                                                      Problem solving
                                                      Reading
                                                      Research
                                                                                    science
                                                                                    social
                                                                                    studies
math
                                art
                                health
                               language
                                arts
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 203

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       Activity  J
Step 1: Order and review the contents of
EPA's Planet Protectors Club kit. Plan and publi-
cize a kick-off meeting for teachers or volunteers
who  will lead the meetings. Use the clip art pro-
vided to create signs and other materials. If
there is an existing,  relevant school-wide initia-
tive (e.g., new beverage container recycling
program) that could involve Planet Protectors
Club  members, discuss the members'  potential
roles  (e.g.,  monitoring collection bins and edu-
cating students).
Step 2: Enlist  students to join the club and
schedule the first meeting. At the meeting, give
each student the Welcome Note, Mission Papers
folder, and  Planet Protectors badge (you may
want to  reserve several components of the kit to
hand out individually at subsequent meetings).
Describe the Planet  Protectors Club and the
types of projects  in which members will be
involved (these will be unique to your school;
see the list of ideas  below). Have them read and
sign the Planet Protectors Club Duties  and
Responsibilities.
Step 3: If you have decided to hand out
pieces of the Planet Protectors  Club kit one at a
time,  hand  out one  piece at each meeting and
plan  activities related to it. Alternatively, or after
you have handed out all the pieces, you can
plan  school- or community-related  activities for
members. Possible activities include:

•  Picking up litter from school grounds.
•  Initiating a recycling  program (e.g., for cans,
   bottles, paper) in your school or monitoring
   one that already exists to make sure it is
   working.
•  Initiate a waste reduction program, such as a
   "materials exchange" where students and
   teachers bring in items (e.g., sports equip-
   ment, clothing, school supplies) for exchange
   and/or donation.
•  Plan  field trips to local  recycling centers.
•  Invite speakers from your local government's
   environmental/recycling office or a nonprofit
   organization to give presentations.
Other ideas for Planet Protectors Club
activities/projects  can be found  in the following
resources (visit  or call (800) 490-91 98 for
ordering information):

•  Reuse  + Recycling = Waste  Reduction: A
   Guide for Schools and Groups (EPA530-K-
   03-001)
•  Service-Learning:  Education Beyond the
   Classroom (EPA530-K-02-001)
•  Volunteer for Change: A Guide to
   Environmental Community Service (EPA530-
   K-01-002)
       Assessment  J
Students should be individually assessed based
on participation, effort, interest, or other rele-
vant criteria.
   ^ Enrichment  J
1.  Enlist adult volunteers to administer Planet
   Protectors Clubs in several district schools.
   Prepare a volunteer agreement/code of con-
   duct for them to sign and have them  fill out
   any paperwork required by your school.
2.  Hold an "EnviroFair" or other event that
   brings together all Planet Protectors Club
   members from your district. Members can
   share information about their local projects
   and/or participate in a large-scale project.
3.  Integrate Planet Protectors Club activities into
   the regular school curriculum, such as
   calculating the  results of a recycling survey
   for a math lesson.
'(Jnit 3, Putting It All Together
                               The Quest for Less

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                                                                   Handout
            Welcome to the Planet Protectors Club/

            "this folder contains your Mission Papers.
            "They are very important papers that include
            an activity book and a Planet Protector
            badge, jti. each, club meeting, you will work on
            an activity to add to your Mission Papers. Keep
            them safe and bring them to every meeting.

            3&S a Planet Protectors dlub member, you will
            learn about environmental issues and help
            save the planet by performing tasks at your
            School, at home, and throughout the
            community. You will also be able to help your
            fellow students learn about protecting the
            environment by sharing the lessons you
            learn with them.
Name:
                  O
                0
                      0
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                 Handout
                   a member of the Planet Protectors Club, I
                 promise to perform the following duties and
                  responsibilities to the best of my ability:
                                 courteous
                                                Protectors
Protectors
                  performing
 standards
                citizenship
                                                     Protectors
'(Jnit 3, Putting It All Together
                                The Quest for Less

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The Qciesf for Less
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                                                                                   Grades 4-6
 Tra$h  tfawn,
        Objective J
 To teach students about the costs involved in waste
 management.
       Activity Description J
After reading about Trash Town, students will complete
math problems to assess the cost of disposal and
recycling.
                                                                                                math
               Key Vocabulary Words J
                Landfill
                Tipping fee
                Recycle
                Disposal
social
studies
       Materials Needed  J
    One copy of Trash Town worksheet per student
    One pencil per student
    One calculator per student (optional)
               Skills Used )
                Reading
                Computation
                Problem solving
•••••••*••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
                                               The Economics of Trash
 Step 1: Photocopy and distribute the Trash
 Town worksheet to each student. Introduce the
 following concepts to your class (refer to the
 Teacher Fact Sheet titled Solid Waste  on page
 47 for more information):
 •   It costs us money to dispose of our
    garbage. The more garbage we generate,
    the more money we pay for disposal.
 •   Landfills charge a fee for accepting trash
    (tipping fee).
 •   We can save money by recycling,  compost-
    ing, reusing, or source reducing instead of
    throwing out garbage.
 •   We can earn money by recycling because
    recycled  materials can be sold to
    manufacturers.


    Landfill Tipping Fee—Communities that want
    to dispose of their waste in a landfill must
    pay the landfill owners a fee, based on the
    number of tons of waste they discard.
    Recyclables Market—Recycling can be
    profitable! Communities that collect
    recyclable items can sell those items to
    manufacturers for reuse. Communities can
    check the recyclables marketplace to find out
    the current, per-ton prices associated with
    different recyclable materials.
Step 2: Pass out calculators to each stu-
dent. Ask the students to carefully read the
Trash Town worksheet and complete the math
problems related to the town's disposal and
recycling  practices. (Teachers can decide
whether this worksheet should be completed
in groups or individually.)
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                  Journal Activity J
           Ask students to pretend that they
           are the mayor of Trash Town. If
           the residents of their town com-
           plained about the price of
           garbage disposal, what wocild
           they tell  them?
                  Assessment  J
           1. Collect the Trash Town worksheets and eval-
             uate the  computations and answers.

           2. Ask students to identify the most expensive
             element  of garbage disposal. Ask them
             whether  it's more costly to recycle and reuse
             or to throw everything away.

           3. Ask students to list some of the cost consid-
             erations  involved in garbage disposal.
          ^  ^ Enrichment J
           1. Conduct a "Pay-As-You-Throw" (PAYT) exper-
             iment in the classroom or lunchroom. Hand
             out the same amount of fake money to each
                                                  student and charge them based on the
                                                  amount of trash they throw away from their
                                                  lunch. (One paper bag = $100, one plastic
                                                  bag = $200, one aluminum can = $500, etc.)
                                                  Keep this up for a  few days and see if the stu-
                                                  dents can bring in  lunches that are less costly
                                                  the next day (less wasteful). See who ends  up
                                                  with the most fake money at the end of the
                                                  week and give  that person a prize for  being
                                                  "waste  wise." You  can also explain to  students
                                                  that more than 4,000 communities across the
                                                  country have PAYT programs where citizens
                                                  are charged based on the amount of garbage
                                                  they throw away.

                                                  Contact your local solid waste agency to
                                                  obtain actual waste statistics and costs for your
                                                  own community. Have students use these num-
                                                  bers to  find out how much money the
                                                  community spends on garbage disposal per
                                                  day, per week,  or  per year.

                                                  Have students devise a plan for helping  the
                                                  residents of Trash Town save more  money and
                                                  protect  the environment. Ask the students to
                                                  write a  speech  or article explaining their new
                                                  plan to the residents of Trash Town—what
                                                  needs to be recycled and how, how the resi-
                                                  dents will benefit, and  how the environment
                                                     benefit.
                                                            wi
            Answer Key

            1.  How many tons of garbage does the entire Trash
                Town generate per day?  110 tons	
                Per year?  f Q.I50 tOHS
            2.  How much does it cost for Trash Town to throw all of
                its garbage into a landfill each year?
                	ftl.6Q6.000	

            3.  If Trash Town started a recycling program and recy-
                cled 30 percent of its garbage each year, how many
                tons of recyclables would be collected?
                	12.0^5 tons	
                                                          5.
                                                   If Trash Town recycled 30 percent of its garbage per
                                                   year, how many tons of trash would still be sent to
                                                   the landfill? 28.105 tons _

                                                   How much money (in less tipping fees) would Trash
                                                   Town save from recycling 30 percent of its garbage
                                                   per year?
                                               6.  How much money would Trash Town earn from recy-
                                                   cling 30 percent of its garbage per year?
                                                             ftl
                                               7.  How much could Trash Town earn if it started recy-
                                                   cling 50 percent of its garbage per year?
                                                             What about 60 percent? #2fQ.9QQ
210
Unit 3, Putting It All Together
The Quest for Less

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        Welcome to
                                Student  Handout

                               Greetings.' I'm Ruby Rubbish, the
                               mayor of Trash Town, and I want
                               to thank you for visiting our com-
                               munity. Are you good with
                               numbers? Do you know what's
                               best for the environment? We need
                              your help.' The residents of Trash
                           Town are spending lots of money to haul
                        and dump their garbage in the local landfill.
                        Our landfill is filling up fast and we worry
                      about what all this trash is doing to our envi-
                  ronment Plus, we can't afford to keep paying so
  much for our garbage disposal. We've heard that other towns are
  helping to protect the environment by recycling and reusing items
  instead of throwing them away. We've also heard that some com-
  munities can make money by recycling. Unfortunately, the Trash Town
  garbage specialist is on vacation and we need someone to
  answer all of our questions about garbage disposal
  immediately. If I give you all of the information, can
  you help? If
  you can fig-
  ure out the
  solutions to
  our ques-
  tions on the
  next page,
  you'll be the
  hero of
  Trash Town.'.'
I he Quest forLesj
211

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   Student  Handout
                                                Name:
                                         I.How many tons of garbage does the entire Trash Town
                                            generate per day?
                                            Per year?
                                         2. How much does it cost for Trash Town to throw all of its
                                            garbage into a landfill each year?
                                         3.If Trash Town started a recycling program and recycled 30
                                            percent of its garbage each year, how many tons of recy-
                                            clables would be collected?
          4.  If Trash Town recycled 30 percent of its garbage per year, how many tons of trash would still be
              sent to the landfill? 	

          5.  How much money (in less tipping fees) would Trash Town save from recycling 30 percent of its
              garbage per year?	

       __  6.  How much money would Trash Town earn from recycling 30 percent of its garbage per year?
           .  How much could Trash Town earn if it started recycling 50 percent of its garbage per year?
              What about 60 percent?

          Can you face the Trash Town challenge? The following information will help you solve the word
          problems below.

          Different types of recycled materials earn different amounts of money in the recyclables
          marketplace. For example:

          Plastic bottles: $15/ton    Cardboard: $f 0/ton       Magazines: $5/ton         Steel: $f 0/ion
          Aluminum cans: $fO/ton     Newspaper: $15/ton       Glass: $15/ton

          1. How much money would Trash Town earn for recycling 250 tons of newspaper and 30 tons of
            steel per year? 	

          2. If Trash Town recycles 20 percent of its total annual garbage and 15 percent of that garbage is
            aluminum cans and 5 percent is magazines, how much money will it earn in total?	
          3. How many pounds of cardboard would Trash Town have to recycle in order to earn more than
            $39,000 per year?	
212

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                                                                              Grades 7-8
tiocker  Leftover $
       Objective J
              Key Vocabulary Words J
To help students realize the amount of trash they
produce and help them recognize the difference
between trash, recycled products, and  reusable
materials.
               Recycling
               Reuse
       Activity Description  J
Students from one class or one grade will collect items
while cleaning out lockers and desks and sort them into
recyclables, reusables, and trash.
       Materials Needed  J
Large trash bags or containers
Scale
              Duration  )

               2 hours
              Skills Used  )
              Computation
              Observation/classification
       Activity J
Step 1. Before winter break, spring break,
and/or at the end of the school year, have stu-
dents clean out their lockers and/or desks and
place the contents into large bags or contain-
ers. Have them pay close attention to items
that can  be reused or recycled. Before begin-
ning the  clean-out, give some examples of
items that are trash and items that can be
reused or recycled. For example, old papers
and notebooks can be recycled. Pens and
other writing implements that are in working
order can be reused. Bottles and cans are
recyclable, and books can be donated to a
local charity. Generally, food items should be
thrown away, unless they are compostable or
the packaging (e.g.,  bottle, can, cardboard)
can be recycled.
Step 2. After their lockers are empty, have
students take the trash bags to a large sorting
area, such as the school gym. Have the stu-
dents sort through the bags/containers for
reusable and/or  recyclable items, discarding
trash (students can work in shifts if space is
limited or if the volume to be sorted is very
large). Before sorting, count the number of
trash bags. When finished sorting, count the
number of bags actually being disposed of.
Students can also quantify recyclables by
weighing or counting them.
The Quest for- Less
                        (hit 3, Puffing If All Together
213

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       Assessment J
1 .  Ask students how they have gone about
   cleaning out their lockers in the past. What
   was different this time?
   ^ Enrichment  J
1 .  Extend the activity to your school's library or
   storage rooms and donate books and other
   materials to  local organizations.  (It's best to
   line up an organization willing to accept the
   reusables before beginning a clean out proj-
   ect.) Note: Chemical storage areas should
   not be part of this activity. Only personnel
   trained in chemical hazards should take on
   this task.
2.  Expand this activity to include more classes,
   more grades, or the whole school. A 7th-8*
   grade class can coordinate the effort. They
   can collect and sort items for their own class-
   room to develop a baseline for estimating
   volunteers, bags/containers, and volumes of
   trash and recyclables.
3.  If recyclables can be returned for deposits in
   your area, use this activity to raise funds for
   your school's band, science or environmental
   club or other activities.
'(Jnit 3, Putting It All Together
The Quest for Less

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                                                                              Grades 6-8
Memorable Kedia Me$$age$
       Objective  J
To encourage students to develop their own envi-
ronmental beliefs and messages by creating a
public service announcement (PSA) about the topics
they have covered previously in the Quest for Less
curriculum.
       Activity Description J
Work in groups to develop a live production (a live "tel-
evision" or "radio" PSA) promoting environmental
messages from the Quest for Less curriculum to present
to other students.
       Materials Needed  J
For a televised PSA, students can create props using class-
room materials, or items made during other Quest for Less
activities.
                                             language
                                               arts
             Key Vocabulary Words J
             Natural resources
             Products
             Waste
             Recycling
             Composting
             Source reduction
             Landfills
             Combustion
             Duration J

              Two classroom periods
             Skills Used )

             Communication
             Research
       Activity J
Step 1: Introduce and define a public service
announcement (PSA) with students. Explain to the
students that successful PSAs must grab the atten-
tion of the intended audience and present the key
message effectively so that it is retained in the
minds of the target audience. To do this, the  PSA
must use an appropriate type of appeal/incentive
and be credible, understood, and considered rel-
evant by the intended audience. Present to
students examples of a television, radio, or mag-
azine PSA (refer to  PSA example on page 217) so
that they understand the concept.

Step 2: Divide students into groups. Assign or
allow them to choose a topic from the Quest for
Less curriculum (e.g., the value of composting,
recycling,  reducing waste).
Step 3: Devote one classroom period for stu-
dents to research, brainstorm, and  plan their PSA.

Step 4: Give students a deadline for research
homework to supplement information gleaned
from Quest for Less.
  What Is a Public Service Announcement
  (PSA)? A PSA is an announcement on televi-
  sion, radio, or promotional materials (e.g.
  billboards, posters, brochures) serving the
  public interest and run by the media at  no
  charge. PSAs differ from  regular commer-
  cials because rather than selling a product,
  they are generally developed to  prevent a
  behavior from starting, stop a behavior, or
  encourage adoption of a new behavior.
The QcJesf for- Less
                      (hit 3, Puffing If All Together
215

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Step  5: Devote a second classroom period for
each group to perform their PSA for the class.
       Assessment  J
1 .  Ask students which PSAs were the most effec-
   tive and why.
2.  Ask students why PSAs are an effective
   method of educating the public about envi-
   ronmental issues.

3.  Ask students to discuss what other methods
   can be used for disseminating environmental
   information to the public.
   ^ Enrichment  J
1 .  Have students create a survey assessing
   knowledge on their designated PSA topic.
   Allow students to administer the survey to
   another class, preferably a class that had not
   worked on the Quest for Less curriculum.
   Then allow students to perform their PSAs to
   the other class. They may also create a fol-
   low-up survey to compare to the first survey
   to determine  how effective their PSAs were to
   the other class.
2.  Have students create print PSAs (e.g., posters
   or brochures) advocating their positions.
   These could be displayed in the school or in
   a community center.

3.  Allow students time to create props and cos-
   tumes for their PSAs. Videotape  their
   commercials and  have them  broadcast on a
   school educational channel or a public
   access television.  Radio PSAs can be record-
   ed or broadcast over the school's public
   address system.
Exa
     mples of Public Servi
Announcements
-Radio
1 .  http://www.epa.gov/safewater/psa.html
2.  http://www.energyhog.org/
3.  http://www.fhwa.dot.gov/environment/italladd/
1 .  http://www.epa.gov/iaq/tvads.html
2.  http://www.energyhog.org/
3.  http://www.turner.com/planet/tune-in/psa.html
4.  http://www.energystar.gov/
   index. cfm?c=news.nr_psa
5.  http://www.fhwa.dot.gov/environment/italladd/
6.  http://www.smokeybear.com/
7.  http://www.kab.org/media. asp? id = 246&rid =250
'(Jnit 3, Putting It All Together
                             The Quest for Less

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The Quest- for Less
(Jnit 3, Puffing If All Together
217

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61o$$ary

                          21?

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Note: This glossary defines unfamiliar terms specifically related to solid waste and the environment;
some words listed in the activities under 'Vocabulary* will not be found in this glossary.
                      	
                                                    Backyard composters can use their compost as
                                                    a soil enhancement for their gardens.

                                                    Bacteria—single-celled microorganisms. Certain
                                                    types of bacteria breakdown organic materials
                                                    (using an aerobic and/or anaerobic process).
                                                    Bedding—organic material, such as shredded
                                                    newspaper, used to retain moisture and allow
                                                    proper air circulation and drainage to provide a
                                                    healthy  environment for worms in a vermicom-
                                                    posting  container.

                                                    Biodegradable—materials that can decompose,
                                                    usually  by bacteria or sunlight, into basic com-
                                                    ponents. Most organic materials (paper, grass
                                                    clippings, food scraps), under the right condi-
                                                    tions, are biodegradable.
                                                    Biodiversity  (also biological diversity)—indicated
                                                    by the numbers  of different species of plants and
&V
                            —
    Aerobic—with oxygen. During the composting
    process, certain bacteria need oxygen to break
    down the mix of organic materials. This is
    known as aerobic decomposition.

    Anaerobic—without oxygen.  In a landfill, certain
    bacteria decompose organic materials without
    oxygen and create methane gas through a
    process known as anaerobic decomposition.

    Ash (also combustion ash)—solid residue that
    remains after the combustion, or burning, of waste.
    Backyard composting—the homeowner's prac-
    tice of collecting leftover kitchen scraps
    (excluding meats and fats) and yard trimmings
    for decomposition  in a private compost  pile.
       Common Recyclable Items and  Related Terms
       Aluminum—a lightweight, silver-white, metallic element
       that makes up approximately 7 percent of the Earth's
       crust. Aluminum is used in a variety of ways, but perhaps
       most familiarly in the manufacture of soft drink cans.

       Bauxite—a rock in which aluminum is found in high
       concentrations.

       Cardboard—a thin, stiff material made of paper pulp
       and used in making cartons and other forms of packag-
       ing.

       Gullet—clean, generally color-sorted, crushed glass
       used to make new glass products.

       Fibers—the long, thick-walled cells that give strength
       and support to plant tissue. The fibers of wood and
       cloth are used in making paper.

       Glass—hard, brittle, generally transparent or translucent
       material typically formed from the rapid cooling of  liq-
       uefied minerals. Most commercial glass is made from a
       molten mixture of soda ash, sand, and lime.

       Metal—an element that usually  has a shiny surface, is a
       good conductor of heat and electricity, and can be
                                                    melted down, fused, or hammered. Metals include iron,
                                                    gold, sodium, copper, magnesium, tin, and aluminum.

                                                    Paper—a thin material made of pulp from wood, rags,
                                                    or other fibrous materials and used for writing, printing,
                                                    or wrapping.

                                                    Plastic—a material made from petroleum capable of
                                                    being molded, extruded, or cast into various shapes.
                                                    There are many different kinds of plastic made from dif-
                                                    ferent combinations of compounds.

                                                    Pulp—a mixture of fibrous material such as wood, rags,
                                                    and paper, that is ground up and moistened to be used
                                                    in making paper or cardboard.

                                                    Steel—a strong, durable material made of iron and  car-
                                                    bon, and often other metals, to achieve different
                                                    properties. Steel is often used  as a component in cans
                                                    and as a structural material in construction.

                                                    Tin—a soft silver-white metallic element, capable of
                                                    being easily molded and having a low melting point. Tin
                                                    is often used together with other metals in making cans
                                                    for packaging.
    The Quest; for- Less
                                                                                      Glossary of ~ferms

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animals found in a natural environment. Many
different species of plants and animals within an
ecosystem is indicative of a healthy environment.
Brownfields—abandoned or unused industrial
and commercial land that cannot be developed
or expanded  because of real or perceived con-
tamination with toxic substances.
Bulk—when food or other products are sold
unpackaged or in large volumes to reduce pack-
aging waste.  Consumers who buy one large
bottle of juice rather than many small  containers
of juice, for example, are "buying in bulk."
Byproduct—excess  material or waste produced in
addition to the primary product. Sludge is a
byproduct from the manufacture of paper, for
example. Many manufacturers look for innovative
ways to reuse or recycle the byproducts created
during the production process to reduce waste.
Carbon dioxide—a naturally occuring gas in the
atmosphere, released by oceans, decaying veg-
etation, and the respiration of living creatures
and plants. Also a greenhouse gas created  by
human activities such as fossil fuel combustion.
Castings—manure from red wriggler worms that
can be used as a soil conditioner to provide
aeration, drainage, and nutrients to soil.
Climate—the average course or condition of
weather over a period of years based on condi-
tions of heat and cold, moisture and dryness,
clearness and cloudiness, wind and calm, applied
to a specific  location or globally. Southern Florida,
for example, has a sunny, dry, warm  climate.
Closing the loop—purchasing  products made
from recycled materials. Recycling is a cycle.  It
is not enough simply to collect recyclables for
manufacture into new products. People must
then buy products made with recycled content,
thus closing  the loop.
Combustion/Incineration—a rapid chemical
process that  produces heat, gas, ash, and usually
light through burning. This process is one option
for the disposal of municipal solid waste. It can
also be used as a treatment or disposal option for
hazardous waste. See combustor, vvaste-to-ene/gy.
Combustor/lncinerator—a facility for the con-
trolled burning of waste. Burning municipal solid
waste can reduce its volume and weight. Some
facilities capture energy from the steam or heat
that is produced during the burning process. (See
waste-fo-energy.) Burning hazardous waste can be
considered a form of treatment and can reduce
the hazardous components of the waste.
Compaction—the act or process of pressing
materials together to occupy the smallest volume
possible; a common practice at a sanitary landfill.
Compost—a crumbly, earthy, sweet-smelling
mixture of decomposing organic matter (e.g.,
leaves, food scraps) created in a controlled, fher-
mophilic environment that is often used to
improve the texture, water-retaining capacity,
and aeration of soil.
Composting—the controlled biological decom-
position of organic material under aerobic or
anaerobic conditions. Organic materials are bro-
ken down (decomposed by microorganisms) into
compost, also known as humus. Composting can
occur in a backyard bin, a  pile, long Windrows,
or in a vermicomposfing container.
Conservation—the protection or wise use of
natural resources that ensures their continuing
availability to future generations; the intelligent
use of natural  resources for long-term benefits.
Consumption—the amount of any product or
resource (e.g., material or energy) used in a
given time by a given  number of consumers.
Contamination—the process of adding one sub-
stance to another substance, such as as  motor
oil to water, that reduces its quality; to make
impure or unsafe by contact with potentially
harmful substances.
Corrosive—a substance capable of dissolving or
breaking down other substances (especially met-
als) or causing skin burns. A corrosive has a  pH
level below 2 or above 12.5.
"Cradle-to-grave"—from  generation to dispos-
al; a term used in reference to  solid or
hazardous waste.

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Decompose—to break down into basic compo-
nents, given the right conditions of light, air, and
moisture; refers to materials such as food and
other plant and animal  matter.
Deforestation—the clearing and removal of
trees from a forested area.
Disposable—products or materials that can be
or are usually thrown away after one use or a
limited amount of time. For example, used
paper plates are disposable.
Disposal—refers to the  process of throwing
away unwanted materials.  These materials are
placed in a landfill or combusted rather than
recycled, reused, or composted.
Disposal cell—a fixed area in a sanitary landfill
where waste is disposed of, compacted into the
smallest space possible, and then covered with
soil on a daily basis.
Durable—goods that can be used more than
once and withstand  long use, wear, and decay.
Appliances are examples of durable goods.
Dump—site where waste is disposed of in an
unmanaged, uncovered area. Current landfill
restrictions  have  made dumps illegal. See sani-
tary landfill.
Ecosystem—community of plants and animals
that interact with one another and  with the sur-
rounding nonliving environment. Examples of
ecosystems include ponds, forests,  and beaches.
Effluent—waste material discharged into the
environment;  refers to the treated liquid emitted
from a manufacturing facility or municipal
wastewater treatment plant.
Emission—the discharge of gases or particles,
such as from  a smokestack or automobile
engine.
Energy—capacity for a system or an  object to
do work (i.e., cause a change by pulling, push-
ing, or heating).  Energy generated  from
incineration, for example, can be harnessed to
provide electrical power for communities.
Environment—the external conditions that influ-
ence the development and survival of an
organism or population; usually refers to air,
water, land, plants, and animals.
Environmental impact—the effect of an activity
or substance on the environment.
Environmentally preferable products—those prod-
ucts that have a reduced effect on human health
and the environment when compared to other
products that serve the same purpose. For
example, products that contain recycled content,
require less energy or create less waste during
production and manufacture, use less packaging,
or are reusable or recyclable are preferable.
Flammable—describes a substance that ignites
and burns.
Food chain—the transfer of food energy from
one organism to the next. As one example of a
simple food chain, an insect consumes a plant
and is then consumed by a  bird.
Food web—the complex and interlocking net-
works of food chains within  ecosystems where
plants and animals coexist and depend on one
another for energy needs.
Fossil fuels—fuels such as petroleum or coal
formed over millions of years from the remains
of ancient organic materials.
Geothermal energy—the internal heat of the
earth collected from underground concentra-
tions of steam or hot water trapped in fractured
or porous rock.
Global climate change—natural or human
induced change in the average global tempera-
ture of the atmosphere near the Earth's surface.
This condition poses serious dangers around the
world,  potentially prompting such disasters as
flooding, drought, and disease.
Grasscycling—refers to a method of source
reduction whereby grass clippings are left on
the lawn  rather than  bagged and set out for
collection.

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Greenhouse effect—the excessive trapping of
heat in the Earth's atmosphere by a  blanket of
gases. Gases such as water vapor, methane,
and carbon dioxide exist naturally and help
retain the Earth's normal surface temperature.
Changes in the normal volume of gases in the
atmosphere, due to human-induced activities,
are believed to contribute to global climate
change.
Greenhouse gas—gas such as methane, nitrous
oxide, ammonia, sulfur dioxide, carbon dioxide,
and certain chlorinated hydrocarbons that
affects the overall heat-retaining  properties of
the Earth's atmosphere. A build-up of these
gases creates a warming of the Earth's atmos-
phere, thus changing the global  climate.
Ground water—water stored in porous spaces of
soil and rock underground. Many communities
depend on ground water for their drinking water.
Habitat—an area where a living organism is
typically located that provides adequate food,
water, shelter, and living space for survival.
Hazardous waste—waste that is often produced
in large quantities by businesses and industrial
facilities that can be defined as toxfc, ignitable,
corros/ve, or reactive. This type of waste is regu-
lated by a law called the Resource Conservation
and Recovery Act (RCRA) to minimize risks to
human health and the environment.
Household hazardous waste—small quantities of
unused or leftover hazardous products used in
the home that become waste. Paints, pesticides,
and some cleaners are examples of household
hazardous waste. Caution must be taken when
handling, storing, or disposing  of these products.
Humus—the organic portion of soil; a sub-
stance resulting from the decay of plant and/or
animal matter by microorganisms.
Ignitable—capable of burning; will catch fire at
temperatures less than  140° F.
Incineration—see combustion/incineration.
Incinerators—see combustor/incinerator.
Integrated waste management—the comple-
mentary use of a variety of waste management
practices to safely and effectively handle munici-
pal solid waste. These practices include source
reduction, recycling, composting, combustion,
waste-to-energy, and landfilling.
Landfill—see sanitary landfill.
Landfill reclamation—the process whereby old
disposal cells are excavated  to recover recycla-
ble items.
Landfilling—the process of hauling waste to a
landfill cell for disposal.
Leachate—occurs when  precipitation seeps
through a landfill  and mixes with  toxic and non-
toxic liquids, some of which are created during
biological decompos/'tfon. A sanitary landfill usu-
ally has a leachate collection system where
leachate is collected from the landfill and treated
to prevent the confam/naf/on of ground water.
Leachate collection system—a  system of layers
and pipes, located between the primary  and
secondary liners  in a landfill, designed to cap-
ture all leachate  and prevent groundwater
contamination.
Leachate recovery facility—a  special facility
designed to collect liquids leaching out of a land-
fill to remove harmful or particulate materials.
Life cycle—the complete cycle of  events occur-
ring over the lifetime  of an animate or inanimate
object. For example,  in  the life  cycle of a plant,
seeds are dropped in the ground; soil, water,
and composf help the plants grow; the plants
drop seeds;  the plants die and  become compost;
new seeds grow into  new plants. A product life
cycle is the series  of steps involved in manufac-
turing; distributing; using; reusing, recycling, or
ultimately disposing of a product.
Liner—a layer of  plastic or clay placed in a san-
itary landfill  to prevent leachate from escaping
and contaminating surrounding groundwater.

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Manufacturing—the process of turning raw
materials into a product or good by hand or
machinery.
Methane—a colorless, odorless, flammable gas
formed by the anaerobic decomposition of
organic waste in a landfill. Methane also is  a
greenhouse gas that contributes to global cli-
mate change. Many sanitary landfills have a
system in place for methane gas recovery. These
facilities collect some of the methane and sell  it
as a source of energy for heating  buildings,
manufacturing products, or other  uses.
Materials Recovery Facility (MRF)—a  site where
recyclables are sorted and prepared into mar-
ketable commodities for manufacturing.
Microorganisms—organisms of microscopic
size, such  as bacteria, amoeba, and viruses.
Municipal—properties, goods, and  services owned
or operated by a city or county government.
Municipal solid waste—wastes such as durable
goods, disposable goods,  containers and pack-
aging, food scraps, yard trimmings, and
miscellaneous inorganic wastes from house-
holds, some commercial establishments (e.g.,
businesses or restaurants), institutions (e.g.,
schools or hospitals), and some industrial
sources. It does not include nonhazardous
industrial wastes, sewage,  agricultural waste,
hazardous waste, or construction and demoli-
tion waste. Also known as garbage, trash,
refuse, or  debris.
Municipal solid waste landfill—see sanitary
landfill.
Natural resources—raw materials or energy
supplied by nature and its processes (e.g.,
water, minerals, plants). Trees are a natural
resource used to make paper, and sunlight is a
natural  resource that can be used to heat
homes.
NIMBY  (Not In My Backyard)—a term  indicating
the attitude of individuals who oppose siting a
disposal facility in their communities.
Nonrenewable resources—naturally occurring
raw materials that are exhaustible and become
depleted more quickly than they naturally regen-
erate. Some nonrenewable resources, such as
peat,  petroleum, and metals, are only available
in  limited quantities, take a long time to form,
and are used up rapidly.
Nontoxic—does not contain substances that are
harmful, poisonous, or destructive.
Oil (crude oil)—unrefined liquid petroleum.
Open dumps—the outdated, unsanitary practice of
discarding waste in unlined, unprepared land sites.
Organic—from a living organism  (e.g., plant,
animal, person, or bacteria). Also refers to a
product grown or manufactured only with natu-
ral materials (e.g., corn grown with compost
and not chemical fertilizer or pesticides; sham-
poo made from plants instead of human-made
chemicals).
Organism—a living body made up of cells and
tissue; examples include trees, animals, humans,
and bacteria.
Packaging—a cover, wrapper, container, or sta-
bilizer (e.g., strapping or pallet)  designed to
store, transport, display, and protect a product
and/or attract purchasers.
Pathogen—an organism that causes disease,
such as e. coli or salmonella typhi bacteria.
Pay-As-You-Throw (PAYT)—see  unit-based
pricing.
Petroleum—a fossil fuel extracted from natural
deposits deep in the Earth;  consists of a  mixture
of solids, liquids, and gases that are physically
separated (refined) into products such as
gasoline, wax, asphalt, and petrochemical feed-
stocks, which are the building blocks of many
plastics. Also sometimes known  as oil (crude
oi0.
pH—a measure of acidity or alkalinity. The pH
scale ranges from 0 to 1 4.  A substance with a
value less than 7 is acidic, 7 is neutral, and
above 7 is  alkaline.

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Photovoltaic (PV)—technology for converting
sunlight directly into electricity.
Pollutant—a liquid, gas, dust, or solid material
that causes contamination of air, water, earth,
and living organisms.
Pollution—the contamination of soil, water, or
the atmosphere by the discharge of harmful
substances.
Pollution prevention—preventing or reducing
pollution where it originates, at the source—
including practices that conserve natural
resources through increased efficiency in the use
of raw materials, energy, water, and land. See
Waste minimization.
Postconsumer content—percentage of materials
recovered by consumers (from the municipal
solid waste stream).  For example, a newspaper
might be made from 30 percent  recovered
newsprint.
Postconsumer materials—materials recovered
through recycling programs (i.e., materials
recovered from the municipal solid waste
stream, not from internal  industrial processes).
These materials are  often used to make new
products. Newspapers that are recycled by con-
sumers, for example, are  a  postconsumer
material used to make  newsprint.
Preconsumer content—percentage of materials
salvaged for reuse from the waste stream  of a
manufacturing process  (rather than from con-
sumers) subsequently used to manufacture a
product.
Processing—see manufacturing.
Product—item manufactured by hand or by
industry for consumers to purchase and use.
Pulp—a mixture of fibrous material such as
wood, rags, and paper, ground  up and mois-
tened to be used in  making paper or
cardboard.
Raw materials—unprocessed materials used in
the manufacture of products. These unprocessed
materials can be either natural substances such
as wood or metals or recovered materials such
as crushed glass from  residential recycling.
Reactive—tending to react spontaneously with
air, solids, or water, explode when dropped, or
emit toxic  gases.
Recovered material content—see recycled content.
Recovered materials—materials used in a man-
ufacturing process that are obtained from
municipal  recycling programs or collected from
industrial processes (e.g., short paper fibers left
over after  making high-grade paper may be
used to make paperboard).
Recovered resources—see resource recovery.
Recycling—collecting,  sorting, processing, and
converting materials that would  have been
thrown away into raw materials used to make
the same or new products.
Recycling loop—the cycle of collecting and pro-
cessing, manufacturing products with recycled
content, and purchasing products containing
recycled materials.  Consumers "close the recy-
cling loop" when they buy recycled-content items.
Recycled content—also known as recovered
material content, is the percentage of material a
product is made from that has been recovered
from consumers in the municipal solid waste
stream (posfconsumer content) plus any industri-
al materials salvaged for  reuse (preconsumer
contenf).
Recyclable—material that still has useful physi-
cal or chemical properties after serving  its
original purpose and can be reused or  remanu-
factured to make new  products. Plastic, paper,
glass, steel and aluminum cans, and  used oil
are examples of recyclable materials.
Residential—refers to homes and neighborhoods.
Resource Conservation and Recovery Act
(RCRA)—a set of regulations that control the
management of hazardous waste to protect
human health and the environment.
Resource recovery—the process of obtaining
materials from waste that can be used as raw
materials in the  manufacture of new products or
converting these materials into some form of fuel
or energy source. An integrated resource recovery

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program may include recycling, waste-to-energy,
composting, and/or other components.
Resources—materials used to make products,
generate heat, produce electricity, or perform
work. See natural resources, nonrenewob/e
resources, and renewable resources.
Renewable resource—naturally occurring raw
material that comes from a limitless or cyclical
source such as the sun, wind, water (hydroelec-
tricity), or trees. When properly used and
managed, renewable resources are not con-
sumed faster than they  are replenished.
Reusable—material that can be used again, either
for its original purpose, or for a new purpose.
Reuse—a type of source reduction activity
involving the recovery or  reapplication of a
package, used product, or material in a manner
that retains its original form or identity.
Runoff—water, usually from precipitation (rain),
that flows across the ground—rather than soak-
ing into it—and eventually enters a body of
water. Sometimes carries  substances, such as
soil or contaminants, into a water body.
Sanitary landfill—a site where waste is managed
to prevent or minimize health, safety, and
environmental impacts. To develop a sanitary
landfill, communities excavate soil and install an
impermeable liner, made of plastic or clay, to
prevent the contamination of ground water.
Waste  is deposited in different cells and covered
daily with soil. Sanitary landfills often have
environmental monitoring systems to track per-
formance and collect leachate and methane
gas. Some  landfills are specially designed to
handle hazardous waste.
Solid waste—see municipal solid waste.
Source reduction (also known as waste preven-
tion)—any change in the design, manufacture,
purchase, or use of materials or products
(including packaging) to reduce their amount or
toxicity before they become municipal solid
Waste.  Source reduction also refers to the reuse
of products or materials.
Sustainability—social and environmental practices
that protect and enhance the human and natural
resources needed by future generations to enjoy
a quality of life equal to or greater than our own.
Thermophilic—"heat loving," or surviving well in
high temperatures. In the composting process,
heat-loving microorganisms break down food
scraps and yard trimmings  into a crumbly, soil-
like substance.
Tipping fee—a fee assessed for waste  disposal
in a  sanitary landfill, waste-to-energy plant, or
composting facility for a given amount of waste,
usually in  dollars  per ton.  Fees are established
based on  disposal facility costs and the amount
disposed of at the facility.
Toxic—containing compounds that pose a
substantial threat  to human health  and/or the
environment.
Unit-based pricing/PAYT (Pay-As-You-Throw)—a
system in which residents pay for municipal solid
waste management services per unit of waste
(by weight or volume) collected rather than
through a fixed fee. Residents, for example,
might purchase a sticker to place  on each bag
of waste set out at the curb—the price of the
sticker covers the solid waste management serv-
ice costs for the volume of the bag.
Vemnicomposting/vermiculture—a method of
composting  using a special kind of earthworm
known as a  red wiggler (Elsenia fef/da), which
eats its weight in organic matter each day. Over
time, the organic material is replaced with worm
castings, a rich brown matter that is an excellent
natural plant food.
Virgin materials—previously unprocessed  mate-
rials. A tree  that is cut into lumber to make
pallets is an  example of a virgin material.
Lumber recovered from broken pallets to  make
new pallets is not a  virgin  material  but a recy-
clable material.

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Virgin resources—raw materials that must be
mined or captured from the Earth for use in the
creation of products or energy.
Waste—see municipal solid waste.
Waste management—administration of activities
that provide for the collection, source separa-
tion, storage, transportation, transfer,
processing, treatment, and disposal of waste.
Waste management hierarchy—the preferred
way to manage solid waste is to first practice
source reduction, then recycle and composf,
and finally to combust waste at a  wasfe-to-
energy facility or place it in a sanitary landfill.
Waste minimization—includes reducing waste
before it is even generated (see source
reduction) and environmentally sound recycling.
Often  used in relation to hazardous waste.
Waste prevention—see source reduction.
Waste-to-energy—a process in which waste is
brought to a facility and burned to generate
steam  or electricity.
Waste-to-energy facilities—specially designed
waste management facilities where waste is
burned to create energy, which is captured for
use in generating electricity.
Waste stream—the total flow of solid waste gen-
erated from homes, businesses, and institutions
that must be recycled, incinerated,  or disposed
of in landfills.
Windrow—large, elongated  pile  ofyardfrim-
mings or other organic materials used in the
composting process, typically turned by a
machine. Municipal composting  programs often
use windrows for large-scale composting of yard
trimmings.
Yard trimmings—grass, leaves, tree branches,
brush, tree stumps, and other compostable
organic materials that are generated by homes,
schools, or businesses.

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Note: This resource uses the following definitions for the skills indicated in each activity.
Communication—writing or verbally expressing
coherent and creative thoughts and opinions;
interacting with other students to accomplish a
common goal.
Computation—adding, subtracting, multiplying,
dividing, or grouping numbers; recognizing and
describing numerical patterns or symmetry;
developing skills of estimation and judgement;
using variables or equations to express relation-
ships; developing charts, graphs, or tables to
represent numerical data; giving directions or
explaining ideas or concepts to others.
Motor Skills—hands-on  activities such as cut-
ting, pasting, coloring, or drawing;  physical
activities such as running, or, throwing and han-
dling  objects.
Observation/Classification—identifying certain
physical  properties or abstract qualities of
                                                 objects or concepts; understanding objects or
                                                 concepts according to physical or abstract simi-
                                                 larities or differences.
                                                 Problem  Solving—using prior knowledge to  con-
                                                 struct or  anticipate meaning; generating and
                                                 answering who, what, when, where, why ques-
                                                 tions; using  data, tools, or resources to obtain
                                                 information; interpreting data to explain out-
                                                 comes or to predict outcomes.
                                                 Reading—reading or listening to  a story, essay,
                                                 dissertation, or speech; being able to compre-
                                                 hend, remember, and respond to questions; and
                                                 following directions.
                                                 Research—using outside sources  to obtain data;
                                                 recording accurate data.
The Qciesf for- Less
                                                                                  G-lossary of Skills

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