This publication was made possible by the U.S. Environmental Protection Agency and the following
Earth Programs in Action (EPiA) Education Committee members:
Margaret Berry • Civic Garden Center
Sharon Disher - Cincinnati Museum of Natural History
Thelma Johnson • U.S. Environmental Protection Agency
Ben Pedigo - Adams Brown Recycling Station
Frank Traina * Sunrock Farm
Vivian Wagner - Cincinnati Park Board
For additional copies, contact:
U.S. Environmental Protection Agency
Office of the Senior Official for R&D
Center for Environmental Learning
26 W. Martin Luther King Drive
Cincinnati, Ohio 45268
Phone: 513-569-7212 or
569-7781
EPA Headquarters Library
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INDEX
A. Classroom Quickies
Color Days
Trash in a Flash
Pick of the Litter
Classroom Calendar
Calendar Compost
Environmental Minutes
B. Lunch Bunch
Lunch Costs
Plant Pig Out
Incredible Insects
Earth & Sun Refreshments
Lunch - Waste Weigh In
Lunch a la Compost
Composting Defined
Lunch Bag
C. Projects
Adopt an Endangered Animal
Schools Have Gone Wild
Garbage Garden
Business Partners
Yes I Can
Write In
Back Pack Rat
Recycling Self-Survey
Energy Home Survey
Home Recycling Survey
Home Water Survey
Home Toxics Survey
Who Can make The best recycled
Paper?
Draft-O-Meter
Insulation
Sulfur-Dioxide Dangers
The Forest Blanket
D. Indoor Investigations
Hanging by a Thread
Hang-Ups
Poster Photo Essay
Pesticide Pyramid
Icky or Incredible
Decisions
Drowning in Litter
Rain Forest Rip-Off
Energy Allowance
Quiet Time: If I Were...
Recycling Paper
Whaf s Under Water
Separation Mania
Waste in Space
Recycling Plastic
E. Outdoor Explorations
String Hike
Wildlife All Hound
Recycling is for the Birds
Draft Board Designs
Pond Study
Air Pollution Collectors
F. Active Games
Migration Headache
Oh Deer
Deadly Links
Mother Earth, May I?
Organizations
Book List
April 22,1990 • Earth Programs in Action Education Committee
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A - CLASSROOM QUICKIES
COLOR DAYS:
WEAR GREEN CLOTHES TO SIGNIFY LIVING PLANTS. BROWN FOR THE SOIL.
BLUE FOR THE AIR AND WATER. TALK ABOUT THE IMPORTANCE OF THESE
ELEMENTS OF THE EARTH.
• TRASH IN A FLASH:
KEEP A BOX LOCATED IN THE CLASSROOM TO COLLECT PAPER - KEEP TRACK
OF HOW QUICKLY THE BOX FILLS UP - SEND TO RECYCLING CENTER.
• PICK OF THE LITTER:
KEEP YOUR EYES OPEN FOR LITTER OF ANY KIND AND PICK IT UP. RECORD
AND SHARE WITH THE CLASS WHAT KIND OF "GARBAGE" IS FOUND.
CLASSROOM CALENDAR
CREATE A LARGE MONTHLY CALENDAR ON THE WALL, WITH DATES ON
SEPARATE CARDS AND AMPLE SPACE BELOW EACH DATE. IN SPACES BELOW
EACH DATE, STUDENTS CAN ADD SMALL CARDS CONTAINING OBSERVATIONS
FROM NATURE, (1ST FLOWER BLOOMED, PHASE OF MOON, ETC.), WEATHER,
IMPORTANT DATES (SEASONS START, EARTH DAY, CLASS BIRTHDAYS) ETC.
PURPOSE: TO ENCOURAGE OBSERVATION OF NATURAL ENVIRONMENT
AROUND US, TO ENCOURAGE AWARENESS. CARDS CAN BE ATTACHED WITH
PINS, POSTER PUTTY, VELCRO, OR TAPE AS APPROPRIATE.
• CALENDAR COMPOST:
EACH DAY PUT A WAY YOU HAVE HELPED OR ARE HELPING THE ENVIRON-
MENT (I.E., PICKING UP LITTER, COMPOSTING, TURNING OFF LIGHTS, ETC.)
ENVIRONMENTAL MINUTES:
EACH DAY A CHILD WRITES AN ENVIRONMENTAL MESSAGE ON THE BOARD.
(MESSAGES INCLUDED.) THESE CAN BE DISCUSSED AT THE APPROPRIATE
TIME. ALL ARE THOUGHT-PROVOKING FACTS.
A-l
April 22,1990 • Earth Programs in Action Education Committee
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ENVIRONMENTAL MINUTES
TREES
• A great class project For $10.00, the National Arbor Day Foundation will send ten free shade trees!
• Over a billion trees are used to make disposable diapers every year.
• Tree nurseries raise upwards of 20 million seedlings a year - plant a tree and encourage your neigh-
bors to do the same.
• Recycling a three and a half foot tall stack of newspapers saves one 20 ft loblolly pine tree.
AIR
* Forests and oceans are natural sinks for carbon dioxide, but are unable to absorb the quantities
currently being emitted.
• On the average, a single car adds its own weight in carbon to the atmosphere each year.
• Ghlorofluorocarbons (CFCs), used in refrigerators and air conditioners, account for 17% of the
greenhouse effect.
• Trees do more than provide shade and a home for animals; they absorb carbon dioxide - one of the
gases that might contribute to global warming.
• The primary cause of acid rain is the combustion of coal and oil, processes in which large quantities of
sulfur dioxide and nitrogen oxides are released into the atmosphere.
• In the stratosphere, the atmospheric layer between six and thirty miles above the Earth's surface,
ozone forms a layer that shields the Earth against ultraviolet radiation from the sun.
• In the lower atmosphere where ozone is a by-product of fossil fuel, burning it is a harmful air pollut-
ant.
• In 1985, a hole the size of the continental U.S. was discovered in the ozone layer over Antarctica.
• A typical healthy tree removes between 25 and 45 pounds of carbon from the air every year.
• Since carbon dioxide is a gas responsible for 1/2 of the greenhouse effect, trees act as a natural control
against global warming.
• L.A. residents drive 142 million miles - the distance from Earth to Mars - every single day.
Earth
Day
1990
sew
April 22,1990 • Earth Programs in Action Education Committee
A-2
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ENVIRONMENTAL MINUTES
CONTINUED
ALUMINUM / METALS
• If the Pilgrims had used aluminum cans at the first Thanksgiving meal, the cans would still be around
today.
• Where does aluminum bauxite come from? Most is imported from Guinea, Australia, and Brazil.
• A recycled aluminum can is typically re-melted and back in the store within six weeks.
• We throw away enough iron and steel to supply all of America's automakers continuously.
• In the U.S., about 70% of all metal is used just once...and is then discarded.
• Every three months, the U.S. throws away enough aluminum to rebuild our commercial air fleet.
• Recycling one aluminum can saves enough energy to run a TV for three hours.
• Don't forget: Aluminum foil is recyclable.
GARBAGE / POLLUTION
• Laid end to end, the 18 billion disposable diapers thrown away in the VS. each year could reach back
and forth to the moon seven times. Use cloth diapers.
• Each year a leading fast food restaurant chain generates enough nonbiodegradable foam packaging to
cover Washington, DC with a foot-deep layer. Ask for paper packaging.
* The largest single source of waste paper collected for recycling is corrugated boxes.
• Don't forget: Your old car battery is worth money when you trade it in on a new one.
• Every year, Americans generate about 1,200 Ibs. of solid waste per person.
• Packaging Mania: About 8% of America's steel is used for packaging.
• Packaging Mania: About 75% of America's glass is used for packaging.
• The average American family produces about 100 Ibs. of trash every week.
• Americans buy and throw away 500 million disposable cigarette lighters every year.
• Three million cars are abandoned in the U.S. every year.
• An estimated 14 billion Ibs. of trash are dumped into the sea every year.
GARBAGE/POLLUTION, continued on next page.
A-3
April 22,1990 • Earth Programs in Action Education Committee
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ENVIRONMENTAL MINUTES
CONTINUED
• Annually, America produces the equivalent of ten Ibs. of plastic for every person on earth.
• At the rate we're generating garbage, we need 500 new dumps every year. .
• Packaging Mania: About 50% of paper in the U.S. is used solely for packaging. , (
• Don't forget: You can wash out plastic bags and reuse them.
• One third of the paper mills in the U.S. use waste paper exclusively.
• How much garbage will you generate in your lifetime? About 600 times your adult weight.
• Dispose of smoke detectors carefully: Some have radioactive parts.
• Leaves alone can account for 75% of solid waste stream in the autumn.
• If you're an average American: One third of your garbage is packaging you toss out immediately.
• Every year Americans throw out 24 million tons of leaves, grass clippings and other yard waste.
• Only about 10% of our hazardous waste is disposed of properly.
•v
• Packaging Mania: About 40% of America's aluminum is used for packaging.
• If a family saved its trash for a year, it would weigh as much as a car.
• Americans toss out enough garbage each year to fill a bumper- to-bumper convoy of garbage trucks
halfway to the moon.
• Every 20 minutes, Americans dump enough cars into junk yards to form a stack as high as the Empire
State Building.
ENERGY
• The energy saved by recycling one glass bottle could operate a TV for three hours.
• If you convinced two people to do something for the environment, and the next day they convinced
two people, and so on, it would take less than a month to get everyone in the U.S. to take action.
• Thermal windows, solar wall heater panels, hot water collectors, solar photo voltaic collectors,
sunspaces and thermal curtains are a few of the many ways solar energy can be trapped and used.
• You can cut your heating bill by 2% for every degree you turn down your thermostat.
• An open fireplace damper can let 8% of your heat escape through the chimney.
ENERGY, continued on next page.
April 22,1990 • Earth Programs in Action Education Committee
A-4
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ENVIRONMENTAL MINUTES
CONTINUED
• A long-life incandescent bulb is less energy efficient than a standard bulb.
• Energy-saving tip: Keep light bulbs clean; dirt absorbs light and uses more energy.
• Recyders: Robins, chickadees, and orioles like to use small lengths of string in their nests.
• Doesn't matter if a refrigerator door is open for 15 seconds or 30 — cold air has already escaped.
• Contrary to popular belief: Small appliances don't add much to your electric bill.
• If you have mice in your house—a mousetrap is still the best way to catch them.
• The average U.S. home uses the energy equivalent of 1,253 gallons of oil every year.
• Appliances, heating, and cooling cost the average U.S. home over $1,000 a year in energy,
* The production of meats, dairy products, and eggs accounts for one third of the raw materials used
for all purposes in the United States.
• Earth-saving tip: When you buy new appliances, go for the most energy-efficient models.
• About 40% of all battery sales are made during the Christmas season.
* An energy-efficient fluorescent light bulb uses one quarter the energy of a standard incandescent
bulb.
• Every year the solar energy contained in the food and fibers we grow in the U.S. is greater than all the
energy in the oil we bum.
• Well-positioned trees can shade buildings and reduce their energy consumption by up to 50%.
SOIL/CHEMICALS
• Every year in the U.S. we lose seven billion tons of topsoil- an area the size of Connecticut.
* More than a 200 million tons of pesticides are used annually in California alone.
• Americans spend $6 billion on their lawns every year.
j>-
WATER
• Installing a water-saving showerhead can save 10-50 gallons of water for every ten minutes shower
you take.
• The U.S. uses 450 billion gallons of water every day.
WATER, continued on next .page.
A-5
April 22,1990 • Earth Programs in Action Education Committee
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ENVIRONMENTAL MINUTES
CONTINUED
• The smallest drip from a leaky faucet can waste over 50 gallons a day.
• The world's shipping industry dumps over 450,000 plastic containers into the sea every day.
• It takes 1,630,000 gallons of water to feed an American for a year.
• Dishwashing detergent is generally just detergent with dye and artificial fragrance.
• In six months, a leaky toilet wastes 45,000 gallons of water. >
• How can you find a leak in your toilet? Put some dye in the tank—if the color shows up in the bowl
without a flush, you've got a leak.
• All milk sold in the U.S. today contains pesticide residue.
• Astonishing water fact: To produce one steak, 2,607 gallons of water is needed.
• It takes 100 times more water to produce a pound of meat than a pound of wheat.
• Using a broom, not a hose to dean driveways and steps saves hundreds of gallons of water.
• About 75% of the water we use in our homes is used in the bathroom.
• Thaf s hot: The average annual energy bill for America's hot tubs is $200 million.
• 99.5% of all the fresh water on Earth is in icecaps and glaciers.
• A trigger nozzle on your hose will save at least 20 gallons when you wash your car.
• Astonishing water fact: To produce one pat of butter, 100 gallons of water is required.
• To keep your drain dean: Put a handful of baking soda and 1/2 cup of vinegar down the drain and
cover tightly for one minute. Rinse with hot water.
• Only 3% of the Earth's water is fresh water.
• It takes 1/2 a gallon of water to cook a pot of macaroni...and a gallon to wash the pot.
• Just one part oil per million parts water will make drinking water smell and taste funny.
• Astonishing water fact: To produce one serving of chicken, 408 gallons of water are required.
• For each ton of paper recycled, 3,700 pounds of lumber and 24,000 gallons of water are saved.
April 22,1990 • Earth Programs in Action Education Committee
A-6
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ENVIRONMENTAL MINUTES
CONTINUED
POLLUTION
• In 1987, America produced over 50 billion pounds of plastic.
• Coffee Alert: According to Debra Lynn Dadd, pesticides banned in the U.S. are shipped to coffee
growing countries and used on coffee thaf s sent back here. Drink organic.
• Artificial color is added to the feed of commercial, egg- laying hens to color their yolks.
• Don't leave puddles of antifreeze on your garage floor - pets like the sweet taste of the toxic.
ANIMALS
• Up to a dozen pelts may be used to make one snow leopard coat.
• Current estimates of the blue whale population are between 200 to 1,100. Before commercial whaling,
estimated numbers were around 250,000.
• The hamburgers that McDonald's serves in a week equal more than 16,000 head of cattle.
• The U.S. has been a major consumer of ivory jewelry; unfortunately, most of this ivory comes from
poached elephants.
• There are now five billion people on the earth, and there will probably be six billion by the year 2000.
• A millionplant & animal species in the tropical rain forest could be extinct by the end of the century.
• Only 625,000 African elephants roam the continent today — a reduction of more than 50% in the past
ten years.
RAINFOREST
• The average rain forest tree gobbles up an average of 50 pounds of carbon dioxide a year - as much as
30 pounds more than trees growing in other climates.
• The Amazon rain forest alone stores at least 75 billion tons of carbon in its trees.
• Almost 1/4 of the prescription drugs used in the U.S. contain materials derived from plants from the
rain forest.
• Sixty percent of all plant species are found in tropical forests, which cover only. 7% of the Earth's land
surface.
• Two-fifths of the world's original rain forest has been destroyed mostly in the last 50 years.
• Chemists are looking at rain forest plants for prototypes for new medicines to fight cancer, heart
RAIN FOREST, continued on next page.
A-7
April 22,1990 • Earth Programs in Action Education Committee
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ENVIRONMENTAL MINUTES
CONTINUED
disease and other ailments.
• After agriculture, logging is probably the most serious threat to rain forests, perhaps reaching the ten
million acre mark each year.
• Millions of acres of rain forest, mostly in Central and South America, are converted to cattle pasture
each year.
• Up to 20 million acres of forest (nearly the size of West Virginia) are cleared each year in the tropics
for agriculture.
• Every 15 minutes, more than one square mile of tropical rain forest is burned or bulldozed.
• The U.S. imports 15% of the world's tropical rain forest hardwood products such as teak, mahogany,
rosewood and ramin.
LIST OF REFERENCES
50 Simple Things You Can Do To Save the Earth
the Earth Works Group
• World Wildlife Fund
• National Arbor Day Foundation
• Earth Day 1990
• National Wildlife Federation
• U. S. Environmental Protection Agency
April 22,1990 * Earth Programs in Action Education Committee
A-8
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B - LUNCH BUNCH
LUNCH COSTS
HAVE STUDENTS LIST THE ITEMS THEY HAVE FOR LUNCH. EACH STUDENT
CHOOSES ONE ITEM FROM HIS LUNCH AND TRACES ITS EFFECTS ON WILDLIFE.
STUDENT MAKES A DIAGRAM OF THE LUNCH ITEM FROM ITS POINT OF
ORIGIN, THROUGH PROCESSING, TRANSPORTATION AND DISTRIBUTION
(STORE) TO HIS LUNCH BAG. AT EACH STEP OF DIAGRAM, CONSIDER ALL
POSSIBLE IMPACTS ON WILDLIFE. THINGS TO CONSIDER: USE OF FERTILIZERS
AND PESTICIDES GROWING, HABITAT LOSS, FUEL NEEDS AT EVERY LEVEL,
PACKAGING, WASTE AND LANDFILL, ETC
EACH STUDENT THINKS OF ONE CHANGE SHE/HE COULD MAKE TO REDUCE
COST OF HIS LUNCH TO WILDLIFE. STUDENT TRIES OUT THE CHANGE AND
REPORTS BACK: WAS THE CHANGE WORKABLE?
•PLANT FIG OUT:
CHILDREN BRING ONLY "PLANT FOOD" FOR LUNCH, NO MEAT. DISCUSS THE
PROBLEMS OF RAISING MEAT VS. THE ENVIRONMENT.
INCREDIBLE INSECTS:
LOOK INTO YOUR LUNCH. WHAT TYPES OF FOOD IS DEPENDENT ON THE
INSECTS? WHAT WOULD HAPPEN IF THERE WERE NO MORE INSECTS?
WHICH FOODS WOULD DISAPPEAR?
B -1
April 22,1990 • Earth Programs in Action Education Committee
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LUNCH BUNCH
EARTH AND SUN REFRESHMENTS
DECORATE A CAKE PAN AND PIZZA PAN
(OR SERVING TRAY) TO RESEMBLE
THE SUN AND EARTH.
CARROTS
PURPLE OR GREEN GRAPES COVER THE BOTTOM OF A
CAKE PAN. PEANUTS ARE PLACED ON TOP OF THEM TO
MAKE CONTINENTS.
ADAPTED FROM: LIVING LIGHTLY IN THE CITY BY SCHLITZ AUDUBON CENTER
• LUNCH - WASTE WEIGH-IN
CLASSES COMPETE TO WASTE THE LEAST AMOUNT OF FOOD AT LUNCH. EACH
CLASS HAS A BUCKET INTO WHICH STUDENTS EMPTY LUNCH-TIME GARBAGE.
BUCKETS ARE WEIGHED DAILY AND RESULTS DISPLAYED. PACKAGING
MATERIALS MAY/MAY NOT BE INCLUDED IN THE WEIGH-IN. AFTER SET TIME
PERIOD (WEEK?), CLASSES WITH THE LEAST WEIGHT, GREATEST IMPROVE
MENT, ETC. ARE RECOGNIZED AND REWARDED.
• LUNCH A LA COMPOST
STUDENTS TAKE LEFT OVERS FROM LUNCH AND PUT IN A PLASTIC BAG OR
CUP (TOPPED WITH PLASTIC TO HOLD IN HEAT). TO THIS ADD A LITTLE SOIL
AND GRASS CLIPPINGS. SPRINKLE WITH WATER. (SEE COMPOSTING NEXT
PAGE.) SET IN SUN TO HEAT UP. SHAKE UP BAG EVERY WEEK. CHECK IN A
MONTH TO SEE WHAT HAS HAPPENED TO FOOD AND GRASS.
AFTER COMPOST IS READY, DIVIDE UP AND PLANT SEEDS.
SEE WHAT DEVELOPS.
April 22,1990 • Earth Programs in Action Education Committee
B-2
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LUNCH BUNCH
COMPOSTING
COMPOSTING DEFINED: THE ART OF ECOLOGICALLY REUSING WASTE.
COMPOSTING OCCURS IN NATURE, AND WHEN WE BUILD A COMPOST PILE
WE ARE PROMOTING THE BIOLOGICAL DECOMPOSITION OF ORGANIC MATTER
UNDER CONTROLLED CONDITIONS, AND DEMONSTRATING THE CONCEPT OF
CYCLES AND CHANGE.
INGREDIENTS OF A COMPOST PILE
CARBON
(DRIED MATTER)
DRIED LEAVES
STRAW
DRIED GRASS
BRANCHES
NITROGEN
(FRESH MATTER)
KITCHEN SCRAPS
MANURE
LAWN CLIPPINGS
LEAVES
SOIL/MATERIALS
SOIL INTRODUCES
THE NECESSARY
MICROORGANISMS
FOR AEROBIC
DECOMPOSITION.
MINERALS ADD
NUTRIENTS
KEEP COMPOST MOIST—ADD WATER WHEN NEEDED. TURN PILE FROM
TIME TO TIME TO AID DECOMPOSITION,
DREAMSAND
•LUNCH BAG:
HAVE EACH STUDENT SELECT A LUNCH ITEM AND EXPLORE THE FOLLOWING:
WHO IS EATING BIRD, COW OR PIG FOR LUNCH? WATER? (RAW FRUIT OR
VEGETABLE) (APPLE, ORANGE) SUN? (TRAPPED LIGHT, E.G., IN GREEN
LEAVES) (BREAD) SOIL? (MINERALS IN FOODS) (CHICKEN, BUTTER) MANURE
OR COMPOST? (USED AS FERTILIZER ON YOUR VEGETABLES)
April 22,1990« Earth Programs in Action Education Committee
B-3
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C - PROJECTS
ADOPT AN ENDANGERED ANIMAL:
RESEARCH AN ENDANGERED ANIMAL - FIND OUT ABOUT ITS LIFESTYLES,
HABITATS AND PROBLEMS. TRY TO WORK ON A SOLUTION.
• SCHOOLS HAVE GONE WILD:
PLANT A MINI ECOLOGICAL HABITAT ON SCHOOL GROUNDS. FEED THE
BIRDS - RECORD DATA ON WHICH ANIMALS FREQUENT FEEDER (INCLUDE
INSECTS.) PROVIDE WATER. CHANGE FOOD FROM TIME TO TIME. WHAT HAP-
PENS?
• GARBAGE GARDEN:
AT HOME OR SCHOOL, DIG 7 HOLES {SIX INCHES DEEP) AND "PLANT" THE
FOLLOWING ITEMS: STYROFOAM, PLASTIC STRAW, APPLE CORE, ORANGE
PEEL, ALUMINUM CAN, PANTY HOSE AND COTTON. WATER ITEMS. COVER
WITH SOIL. CHECK IN 1 MONTH, 2 MONTHS, ETC.
OR
PLANT SOME ITEMS IN A PAPER CUP; INCLUDE A SEED. KEEP BY THE WINDOW;
SEE WHAT GROWS, WHAT BIODEGRADES - WHAT DOESN'T.
BUSINESS PARTNERS:
WRITE IN
SELECT A BUSINESS IN CINCINNATI - WRITE TO THEM - HOW ARE THEY
HELPING WITH THE ENVIRONMENT - WHAT ELSE COULD THEY DO - GUEST
SPEAKERS - TOUR BUSINESS PLACE.
CHILDREN PICK AN ENVIRONMENTAL ORGANIZATION TO WRITE TO. ASK FOR
INFORMATION ON HOW THEY CAN HELP. WHEN ALL INFORMATION IS RE-
CEIVED CHILDREN WILL DEVISE THEIR OWN "HOW I HELPED" PROGRAM.
PRESENT PROGRAMS TO THE CLASS DEMONSTRATING PROCEDURES THEY'VE
LEARNED ABOUT.
April 22,1990 • Earth Programs in Action Education Committee
C-l
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PROJECTS
• YES, I CAN! GAME
PURPOSE: CHILDREN WILL ACT TO SAVE ENERGY, RECYCLE, AND SET
GOOD EXAMPLES FOR LIVING ENVIRONMENTALLY.
CHILDREN TAKE TURNS SPINNING A
GAME SPINNER (TEACHER MAKES,
OR ADAPTS AN OLD GAME SPINNER)
TO GET AN ACTION CATEGORY. FOR
EACH CATEGORY, TEACHER PRE-
PARES LIST OF POSSIBLE PROJECTS TO
BE DONE AT HOME OR SCHOOL,
EACH WITH POINT VALUE. STUDENT
CHOOSES A PROJECT FROM THE AP-
PROPRIATE LIST AND DOES IT, EARN-
ING POINTS. WHEN A DESIGNATED
NUMBER OF POINTS HAS BEEN
EARNED IN A CATEGORY, STUDENT
IS AWARDED A "BADGE" TO WEAR
(I'M AN ENERGY SAVER, ETC) WHEN
A PROJECT IS COMPLETE, STUDENT SPINS DIAL AGAIN.
DREAMSAND
PROJECTS COULD BE ENVIRONMENTAL ACTIONS (PICK UP SCHOOL YARD
LITTER, USE BOTH SIDES OF A PAPER, ETC.) OR AWARENESS ACTIVITIES (MAKE
A POSTER, POEM, ETC OF WAYS TO SAVE ENERGY).
BACK PACK RAT
PACK RATS COLLECT OBJECTS SUCH AS SHINY METALS, PLASTIC, ETC., TO LINE
THEIR NESTS. COLLECT ALL THE LITTER YOU FIND OR GENERATE IN A WEEK'S
TIME, INCLUDING PAPER, POP CANS, FOOD AND CANDY WRAPPERS, AND PUT
IT IN YOUR BACK PACK. CARRY YOUR BACK PACK TO AND FROM SCHOOL.
HOW MANY DAYS DID IT TAKE TO FILL UP? AT THE END OF THE WEEK EVERY
ONE EMPTIES THEIR PACKS AND EXAMINES THEIR TRASH. WHAT ITEMS ARE
THROWN AWAY IN THE GREATEST QUANTITY? WHAT COULD BE RECYCLED? .
April 22,1990 • Earth Programs in Action Education Committee
C-2
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RECYCLING SELF SURVEY
TAKE THIS SURVEY TO FIND OUT YOUR RECYCLING HABITS.
DO YOU?
1. SAVE YOUR POP CANS FOR RECYCLING?
2. REMIND YOUR PARENTS TO REUSE BROWN
PAPER BAGS FOR GROCERIES?
3. SAVE PASTIC MILK CONTAINERS FOR RECYCLING?
4. USE BOTH SIDES OF WRITING & DRAWING PAPER?
5. USE DISHES INSTEAD OF PAPER PLATES?
6. USE CLOTH NAPKINS & TOWELS?
7. USE SILVERWARE INSTEAD OF PLASTIC?
8. USE A GLASS MUG INSTEAD OF STYROFOAM CUPS?
9. BUY PRODUCTS THAT CAN BE REUSED? "
10. MAKE SOMETHING USEFUL FROM OLD THINGS?
11. THINK ABOUT WHERE THE GARBAGE GOES
AFTER IT LEAVES YOUR HOME?
12. SWAP MAGAZINES WITH YOUR CLASSMATES?
13. THINK OF WAYS YOUR FAMILY REDUCES GARBAGE?
14. SAVE ALUMINUM FOIL FOR REUSE?
15. SAVE NEWSPAPERS FOR RECYCLING?
TOTAL SCORE
CIRCLE THE NUMBER
NEVER SOMETIMES OFTEN
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2;
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
OREAMSAND
THE HIGHER THE SCORE, YOU ARE BECOMING A GOOD RECYCLER.
15 OR LESS - A POOR RECYCLER
16-25 - YOU NEED TO DO MORE RECYCLING
26-45 - YOU ARE A GOOD RECYCLER
April 22,1990 • Earth Programs in Action Education Committee
C-3
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Earth Day 1990
ENERGY HOME SURVEY—GRADES K-3
Name: :
Choose an hour block of time during which you
and your child will record all the ways that you
use energy Go about your normal activity but
keep this survey sheet with you. Record every
time you turn on a light, use an appliance, talk
on the phone, etc. check those that were used
during a one hour block of time.
Typical home energy uses:
lights
• t'^-Ci hot water
JT\jl
TTlil
home heating
Appliances
It television
ilfc'Jj radio
r i
^\ record player/ stereo
| telephone
hair dryer
,
ifT>rji| stove and/or oven
microwave
refrigerator
i washer
The following list identifies some typical ways
energy is used in the home. Use it as a starting
point to keep track of your energy use. Add to
the bottom of the list other ways you use en-
ergy. Put a check, or have your child check the
appropriate time you completed this survey:
morning
Q
afternoon
night
dryer
, toaster
blender, or food
processor
i garbage disposal
dishwasher
clock
; can opener
electric blanket
ron
' [fiSij i typewriter, computer
vacuum cleaner
sfri air conditioner
Other: Draw pictures en back.
C-4
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Earth Day 1990
ENERGY HOME SURVEY—GRADES 4-6
HOME APPLIANCES
Name:
My estimate of the
number of appliances in my home:-
List all the appliances you have at home. Be sure to record the number of each kind that you find.
Example:
CRAPMIC: MOPE tPSTEIN
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Earth Day 1990
HOME RECYCLING SURVEY—GRADES K-6
Name:.
U
Q
glass bottles
paper
aluminum foil
styrofoam
(containers
and packing
materials)
cardboard
Q
I. Put an X by the picture of those items that go into your garbage
cans Q
(aluminum
and/or tin)
disposable
diapers
plastic
containers
newspapers
grocery bags
(paper or plastic)
egg cartons
2. Which items (of those listed above)
could be recycled—by you or someone
else? l
3. Does your town or city have a place to
recycle any of these items?
Yes No I don't know
4. Where does your garbage go once it
leaves your house? (Draw a picture or
explain in words on the back of the page.)
C-5
-------
Earth Day 1990
CONTINUATION PAGE—GRADES 4-6
5. a) Which items listed in question one
could be saved and made into a new
product?
7. List five products that your family pur-
chases which produce "instant garbage."
They may come packaged in such a way
that you throw away packaging as soon as
you open them or they may be disposable
so that you throw them away after using
them only one time. Can you think of any
alternatives to these products?
5. b) If you are not sure, how might you
find out?
Instant Garbage
Possible Alternative
6. What are the benefits and drawbacks of
recycling to your family?
Benefits Drawbacks
8. How does it help the environment to re-
use things?
-------
Earth Day 1990
HOME WATER SURVEY—GRADES K-6
Name:
1 What is your age?
2. Are you male or female?
3. Name five ways that you use water every day.
4. What is one of your favorite activities that involves water?
5. Where does your water come from?
6. a). Who do your think owns the water in a river or lake?
b). In the ocean?
7. Since you and your family pay for the water you use, do you believe you own that water
and can do anything you want with and to it? Why or why not?
8. Do you think people can hurt other living things by what they put in water?
yes
no x
I don't know
C-6
-------
Earth Day 1990
CONTINUATION PAGE—GRADES 4-6
9. What do you think is the biggest problem concerning water in our community? (Check
one)
A. Not enough water
B. Too much water
C. Water pollution
D. Water is wasted
E. Other problem
F. There is no problem
10. On a scale of 1 to 5, how much of a problem would you say water quality is in our
community? (Put an X on the line.)
not at all very much so
1 2 3 45
11. Suppose city planners believe that the population of your community will continue to
grow, doubling in the next 20 years. The current water supply simply won't support that
many people at the current levels of use. What do you think your community should do to
prepare for this increase in water need?
A. Get more water by building a dam.
B. Get more water by buying water from another community.
C. Pass laws requiring people and businesses to use less water.
D. Get people to use less water by charging more for it, and save the extra money
charged to pay for water later when the population increases.
E. Other.
-------
Earth Day 1990
HOME TOXICS SURVEY—GRADES K-6
Name:
1. What is your age? Are you male or female?
2. What do you think of when you hear the word toxic? (See the explanation at the bottom
of page if you are unsure of what the word "toxic" means.)*
3. Which of the following do you use? Which of the following do you consider toxic?*
The laundry detergent your
parents use to wash
clothes.
Use
Consider Toxic
The cleanser your parents
use to clean the sink and
bathtub.
Use
Consider Toxic
The furniture polish your
parents use to clean and
shine furniture.
Use
Consider Toxic
The drain cleaner your
parents pour into sink and
bathtub drains.
Use
Consider Toxic
The glass cleaner your
parents use to clean win-
dows and mirrors.
Use
Consider Toxic
The baking soda your par-
ents use in cooking.
Use
Consider Toxic
The air freshener your
parents use to make the air
in your house smell fresh.
Use
Consider Toxic
The ant spray your parents
use to kill ants in and
around the house.
Use
Consider Toxic
The hair spray some family
members use to keep their
hair in place.
Use
Consider Toxic
The salt you use to flavor
food.
Use
Consider Toxic
4. When do you think it is okay to use something that is toxic?
5. What room in your home do you think contains the most toxics?
*A toxic is any substance that is capable of harming a person if ingested, inhaled, or absorbed through any body surface.
C-7
-------
Earth Day 1990
CONTINUATION PAGE—GRADES 4-6
6. Which statement best describes your home?
There are no toxics in my home.
There are some toxics in my home.
I do not know if there are toxics in my home.
7. Would you want to be told if something you are about to buy might be toxic?
Yes
No
Sometimes
For Adults
8. Do you think that people who work where there are toxics should be told this when they
are hired?
Yes
No
Sometimes
9. Do you think individuals should decide whether to buy and use toxics, or do you think
the government should make it illegal to sell toxics?
Individuals should decide.
Government should make it illegal.
I don't know.
-------
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D - INDOOR INVESTIGATIONS
• HANGING BY A THREAD:
HANG MOTHER EARTH/FATHER SUN
MOBILES IN CLASSROOM. PIECES ARE
MADE OF CONSTRUCTION PAPER,
RIBBON AND STRING.
• HANGUPS!
USING HANGERS, TIE DRAWINGS OF
ANIMALS INVOLVED IN A FOOD
CHAIN (FROM THE CEILING.)
CLOSEST TO THE HANGER ARE A
VARIETY OF PLANTS, THEN
HERBIVORES, FIRSTLEVEL
CARNIVORES, SECOND LEVEL
CARNIVORES, THEN DECOMPOSERS.
FOR EXAMPLE, GRASSES, GRAINS,
SEEDS —> MICE, RATS —> SNAKES,
WEASEL —> GREAT HORNED OWL
—> MAGGOTS, BACTERIA.
DESIGN FROM: LIVING LIGHTLY IN THE CITY BY SCHLITZ
AUDUBON CENTER.
• POSTER, PHOTO ESSAY CONTESTS:
1. SOLUTIONS FOR POLLUTION (POLLUTION CONTROLS)
2. SUPER SAVERS (RECYCLING)
3. DON'T CEMENT THE ENVIRONMENT (ECOLOGICAL HABITATS)
OREAMSAND
April 22,1990 • Earth Programs in Action Education Committee
D-l
-------
• PESTICIDE PYRAMID:
DIVIDE STUDENTS INTO PLANTS (8+ PER 15 STUDENTS),
HERBIVORES (+ 4 PER 15 STUDENTS), FIRST LEVEL PREDATORS
(+ 2 PER 15 STUDENTS), TOP LEVEL PREDATOR (1 PER CLASS).
HAVE STUDENTS STAND IN LINES, MAKING PYRAMID SHAPE,
WITH PLANTS IN FRONT ROW.
TEACHER EXPLAINS HER PLANTS WERE SICKLY AND
ATTACKED BY INSECTS, SO SHE SPRAYED THEM WITH A
PERSISTENT (LONG-LASTING) CHEMICAL. PLACE NAPKIN ON
THE HEAD OF EACH SPRAYED PLANT - A SIGN IT'S PRO-
TECTED.
I
HAVE HERBIVORES "EAT" PLANTS BY SNATCHING NAPKINS OFF PLANT HEADS AND
PILING THEM ON THEIR OWN. HERBIVORE WITH NO "HATS" HAS STARVED.
1ST LEVEL PREDATORS EAT HERBIVORES SAME WAY, THEN FINAL PREDATOR EATS OTH-
ERS.
COUNT THE NAPKINS ACCUMULATED ON THE HEAD OF THE TOP PREDATOR. HOW DID IT
GET SO MUCH OF THE CHEMICAL IN ITS SYSTEM? WHAT MIGHT HAPPEN TO IT AS A RESULT
OF PESTICIDE ACCUMULATION?
• ICKY OR INCREDIBLE?
EACH STUDENT PICKS AN ANIMAL (INSECTS INCLUDED) THAT HE OR SHE FINDS
DISGUSTING. RESEARCH IT WITH A PARTNER. ONE CHILD MUST BUILD A CASE (LIKE A
LAWYER) DEFENDING THIS ANIMAL, TELLING WHY IT IS SO USEFUL. THE OTHER CHILD
MUST PROSECUTE, TELLING THE AUDIENCE ITS BAD POINTS. CLASS THEN VOTES ON THE
ANIMAL, PUTTING IT IN THE ICKY OR INCREDIBLE CATEGORY. THIS IS FUN ACTIVITY, ESPE-
CIALLY FOR BUDDING TRIAL LAWYERS.
• DECISIONS:
IN A BOX, PUT SOME PROBLEMS FACING PEOPLE IN EVERYDAY LIFE INVOLVING ENVIRON-
MENTAL PROBLEMS. LET THE CHILDREN DECIDE HOW TO SOLVE THEM. WRITE DOWN
SOLUTIONS ON PAPER AND POST.
April 22,1990 • Earth Programs in Action Education Committee
D-2
-------
• DROWNING IN LITTER:
FOR A PRE-DETERMINED LENGTH OF TIME, INSTRUCT THE SCHOOL'S CLEANING STAFF TO
NOT DO YOUR CLASSROOM. STUDENTS CAN EITHER CONTINUE TO TOSS PAPER INTO THE
OVERFLOWING TRASH CAN (AND KEEP THE PILE A BIT CONFINED) OR TOSS IT ON THE FLOOR
(AND SPREAD THE MESS OUT). AFTER ABOUT 2 WEEKS, THE ROOM SHOULD GRAPHICALLY IL-
LUSTRATE THE DEGREE OF WASTE. ASK STUDENTS HOW THEY FEEL ABOUT LIVING IN THE
MIDST OF GARBAGE. DISCUSS: WHERE DOES OUR GARBAGE GO? WHAT HAPPENS WHEN WE
RUN OUT OF PLACES TO PUT IT? HAVE A GRAND CLEAN-UP. DISCUSS WAYS TO REDUCE
WASTE IN THE CLASSROOM; TRY TO PUT SOME REFORMS INTO PRACTICE. IF POSSIBLE, TAKE
THE ACCUMULATED PAPER TO A RECYCLING CENTER. TEACHER'S OPTION: TELL THE CHIL-
DREN AT THE BEGINNING WHAT THE PROJECT WILL BE, OR KEEP THEM UNINFORMED
ABOUT WHY THE GARBAGE IS ALLOWED TO ACCUMULATE UNTIL THEY ASK.
• RAIN FOREST RIP-OFF:
RAINFORESTS ARE VANISHING AT AN ASTOUNDING RATE (100 ACRES/MINUTE.) NOT
ONLY ARE WE LOSING VALUABLE PLANTS IN THIS PROCESS BUT ANIMALS CANNOT SURVIVE
WHEN PLACED IN OVERCROWDED SITUATIONS. TO DRIVE THIS POINT HOME MAKE A SMALL
SQUARE WITH MASKING TAPE ON THE FLOOR (ANY SIZE AS LONG AS THE STUDENTS ARE
CROWDED.) NEXT, EXPLAIN THAT A GROUP OF STUDENTS WILL DO THEIR SCHOOL WORK
WITHIN THE CONFINES OF THE SQUARE FOR 1 /2 HOUR. TALK ABOUT THEIR FEELINGS AND
DIFFICULTIES AFTER THE EXERCISE. HOW DOES THIS RELATE TO ANIMALS THAT LOSE THEIR
HABITAT? WHAT HAPPENS WHEN ANIMALS AND PEOPLE ARE OVERCROWDED
• ENERGY ALLOWANCE:
ISSUE EACH CHILD THE SAME NUMBER OF ENERGY ALLOWANCE STICKERS SMALL
GUMMED STARS, CIRCLES, ETC) GIVE EACH CHILD A PAPER WITH PICTURED ALTERNATIVES
FOR ACTIVITIES (LINE DRY VS. MACHINE DRYER FOR CLOTHES; WALK OR BIKE VS. CAR RIDE;
HAND WASH VS. MACHINE WASH DISHES; READ VS. TV WATCH, ETC., ETC.). TELL THE CHIL-
DREN (OR LET THEM MAKE UP IN PROGRESSIVE-STORY FASHION) A STORY IN WHICH CHIL-
DREN DO THE ACTIVITIES AND MAKE CHOICES. EACH CHOICE HAS AN ENERGY COST WRIT-
TEN BY IT, FROM FREE TO A FEW POINTS TOO MANY, BASED ON ENERGY REQUIREMENTS. AS
CHILDREN MAKE CHOICES, THEY STICK THE REQUIRED NUMBER OF STICKERS TO THEIR
CHOICE. DOES THEIR "ENERGY ALLOWANCE" LAST THROUGH THE STORY? WHAT ENERGY-
SAVING CHOICES CAN THEY MAKE AT HOME?
D-3
April 22,1990 • Earth Programs in Action Education Committee
-------
• QUIET TIME: IF I WERE ...:
STUDENTS CHOOSE TO BE A PARTICULAR PLANT OR ANIMAL IN THEIR
IMAGINATIONS. DIM THE ROOM LIGHTS, AND LET STUDENTS LISTEN TO A
RECORDING OF MUSIC (CLASSICAL MUSIC WITH THUNDERSTORMS LIKE
BEETHOVEN'S 6TH SYMPHONY, POET & PEASANT OVERTURE, GRAND CANYON
SUITE WORKS WELL, AS DOES SOME ELECTRONIC MOOD MUSIC WITH ENVIRON-
MENTAL THEMES) OR NATURAL "MOOD" SOUNDS. AS THEY LISTEN, THEY
IMAGINE THAT THEY ARE THAT PLANT OR ANIMAL GOING ABOUT ITS LIFE.
AFTERWARDS, SHARE STORIES. WHAT HAPPENED? HOW DID THEY FEEL?
OLDER STUDENTS COULD WRITE OUT THE STORIES AND COMPILE THEM INTO A BOOK.
April 22,1990 • Earth Programs in Action Education Committee
D-4
-------
RECYCLING PAPER
INTERMEDIATE
Objectives Students will l,c al.le 1" -
hie mnirriala and equipment:
Students use screens, blender, scis-
sors and other equipment to make rough recycled
paper sheets from a paper pulp mixture. They read
and follow directions to guide them through (he
process.
Duration: two to three periods if doing the b;i-
sic procedure
Retting: classroom
Subject: Science
Curriculum Reference: 1.1. l.-r>
Numerous Horns will he
needed and alternative ways of doing the activity re-
quire different items. So read over the steps in the
Procedures, including "ALTERNATIVE StICWJER
TIONS". to decide which items you want to use from
the list below. Items for the basic procedure are
listed below with alternative or ndilitionn) supplies
listed in parenthesis.
• a container for pulp: dish pnn, wash basin,
bucket or large bowl
• something to grind paper into pulp: electric
Mender (epg heater— this enhances hands-on ap-
proach*
• scrap paper: white, uncoated loose-leaf notebook
paper and paper towels work fine (Newspaper is. .
easy to pulp but ink causes final product to l>e
blnck. However, you could experiment adding
2r>',( household blench to the pulp solution.
Blench will also promote breakdown of heavier
notebook and copy papers. Make surf you. and
not students, handle the blench in demonstra-
tion fashion if this is done. I
• wooden framed screen representing a paper
mold: about 6" square, could use nylon window
screen and affix to back of wooden frame wilh
staples or tacks. An old picture frame will do.
• (instant starch can be added to pulp mixture to
make paper stronger, but is not necessary i
• scrap paper to dry recycled paper on (could usr
plastic wrnp»
• I non- toxic food dye to add coloring)
• warm water in plastic jug or other container
• something to put pressure on we! pulp to
squeeze out water: » piece of paper pressed
against screen, or a wooden block made lo Ml
over screen (You could also lay paper between
two sheets of plastic and move rolling pin or
pipe over it. I
Set up workstatioii(s) for students to work in pairs.
A model workstation, in process order, could be as
follows: aprons -bos of scrap paper to be recycled—
jug with warm water beside blender— container for
pulp runoff and screen molds— scrap paper or
wooden block— drying area. Cover all arejis with a
good thickness of newspaper to protect surfaces, this
is a messy, but worthwhile, activity.
paper pulp, physical prop
erlies. process, recycle
Instruction* for Recycling
I'apcr
Procedures
1. Explain how recycling requires physical
changes in matter. What must happen to old pa-
per to make new paper out of it? tit must be bro-
ken down into tiny fibers and mixed in water to
make pulp.) The physical properties of paper
such as its light weight, its fibrous texture and
. II. |.i.i!"«mir"«. umi-
I.. tl»|V i .l'.,lu
' I. :, ,,<'...,, m.inu ir.,li,n,l,i... ll|ii*iul Hit. iil l.
it. 1)1. 1 'Ti
D-5
-------
its ability to retain moisture (or other chemi
cals) in a mixture enable paper to be recycled.
2. Divide students into pairs or groups of pairs and
set up workstations as previously mentioned.
3. Give each pair of students an instruction sheet
to follow for making paper. Go over the instruc-
tions once and ask if there are any questions. I If
you have modified the process, you may need to
modify this sheet, make one of your own, or ox-
plain process orally.) Have students put on
aprons before beginning.
TIPS: Each pair of students should make two
samples of paper so each student has a sample.
As the pulp container fills up with pulp the
screens crmkl merely be dipped in this solution
instead of making more pulp. However, this di-
minishes the hands-on nature of the activity
through the use of the mixing device. Then-fort'.
as the container fills up you could collect the
pntp and store in freezer for future use. RE-
MEMBER: do not pour pulp down a sink drain,
wrap in paper and throw in the trash if you
want to dispose of it.
4. When paper is dry have students make pictures
on them with crayons or magic markers and
tack on a bulletin board. REMEMBER: the pa
per students will have made is not slick, shiny
while paper they usually write on. To achieve
this quality at a paper recycling plant better
machines are used and some chemicals are
added to the pulp mixture.
5. In general, the recycled paper made in the class-
room is thicker, darker and grainer than nidi
nary writing tablet paper. However, this
classroom recycled paper may have special
qualities for other purposes, such as packaging
for eggs or cereal. You could have studenls make
many pieces of recycled paper so they can exper-
iment with scissors, glue, tape. etc. to see who
can make the best box to protect an egg or to
package some other item.
ALTERNATIVE SUGGESTIONS
Changes in Equipment
• Use egg beater instead of blender to make pulp.
Be sure to tear scrap paper into very small
pieces and to let these pieces soak overnight be-
fore beating.
• To promote paper breakdown when using a cov-
ered blender, add 25^ household bleach to the
pulp mixture. You may want to add this yourself^
as it can he harmful if not added properly by stu-~
dents.
• Instead of using paper or a wooden block to
press waier out of pulp on the screen, use a roil-
ing pin. by placing wet pulp between two sheets
of plastic.
• One way to enhance drying time i? to place wot
sheet of paper pulp between two sheets of blot-
ter paper and iron with a clothes iron.
• If you want, to demonstrate the de-inking proc-
ess in newspaper recycling, add bleach tn a pulp
solution of strips of newspaper and water. Then
strain pulp squeezing out ink in liquid and
blend in water again.
Experimenting tn Achiwc Different Results
Discuss with students how various physical charac-
teristics of recycled paper, such as thickness, color,
texture and strength could be changed.
• Thickness: Increasing or decreasing the amount
of pulp poured onto the screen will affect thick-
ness iso will pressure applied to rolling pin if
used to press moisture out). Increasing or de
creasing the amount of scrap paper in wate
mixture will also have an effect.
* Color: To achieve a specific color recycle con-
struction paper scraps of the color you desire.
Or. add non-toxic fabric dye to pulp mixture.
• Texture antl Strength: Add two tablespoons of
starch to pulp mixture to see what happens.
Evaluation
1. Write the following steps from the recycling pa-
per activity on the board and have students put
them in correct process order,
• niix paper nnd water into pulp
• let paper dry
• press water out of pulp
• separate contaminants such as metal or
plastic from paper
• pour pulp over mold screen
• shred paper into small pieces
2. Have students write a paragraph about the
physical changes required to recycle paper. If
D-5A
-------
different variables (starch, bleach, dye, thicker
pulp, etc.) were introduced and compared with
the control samples, have students write up re-
suits.
3. Have students describe as many uses as possible-
for recycled paper.
D-5B
-------
INSTRUCTIONS FOR RECYCLING PAPER
Read the directions through once before beginning.
|
MAKING PAPER PULP
1. Take some scrap paper fr mi thf? scrap pjiper box. Remove any plastic, staples or
other materials which are not paper. Tear paper into small pieces. (They need not be
tiny bits.)
2. Fill the blender half full of warm water and put a handful of torn paper into it. IM-
PORTANT: Do not turn on lender'with the lid off! Put lid on blender and blend pa-
per until it turns to pulp. (1 his will happen quickly.)
PROCESSING PAPER INTO SHEETS
3. Hold the screen over the cr.ntninor while
your partner pours pulp ove> the screen.
4. Hold a sheet of paper (or woeien block) over
the pulp on the screen and press as much
water out as you can.
5. Turn screen upside down on top of the sheet
of paper (or wooden bloclO and lift screen
away.
DRYING WET SHEETS
6. Tkke your paper (or wooden block) with wet sheets on top to the drying area.
7. >Let your paper dry for about 24-48 hours. When dry, peel the newly formed sheet off
'the paper or wooden block.
, Til „< Nnfurnl Hi'*
D-5C
-------
WHAT'S UNDER WATER?
PRIMARY1
Students will be able to: <1»
explain how waterways become littered; (2) suggest
solutions to keep from polluting our beaches and wa-
terways. Students will improve their abilities to
solve problems and write crt'a/f'rr/v.
Students infer whel her objects will
float or sink and observe them when placed in an
aquarium tank in the classroom. They complete
handouts to show where litter can be found and
what should be done with it. They observe a demon
stration to compare the degradnbiiity of waste on
land with the degradability of waste in water.
Duration: four class periods
Setting: classroom
Subjects: Social Studies, Science. Language
Arts
Curriculum Reference: 3.1, 3.4, 5.1
Preparation put 2- «r
aquarium. Add water to fill to n/4 full. Collect the fol-
lowing: plastic 6-pack holder, empty aluminum pop
can, empty tin can, empty plastic 2 liter pop bottle.
metal bottle cap, empty gtnss pf>|> bottle and metal
cnn opener. For an additional demonstration you
will need some organic garbage (paper, vegetable
scraps, wood) and another set of each of the items
listed above. Also, a container with soil will be
needed.
Vocabulary beach. n»ai. ioke. HM™,
ocean, recycle,-river, sink
Keep 0«r Water ami Hwhc*
Clean: I'nhappy at the Jiotlitm
Procedures
1. Display the seven litter items next to the aqtinr-
ium. Ask students which item? will float nnd
which items will sink when placed in the water.
Record their responses. Student volunteers
place each item in the water tone at a time) and
observe wh.it happens. Record rrsnlls and com-
pare with initial inferences the students made.
2. Point out that some empty containers mny fill
with water and sink. The time they take to sink
may vary based on certain conditions, such as
roil(ih water or human manipulation.
H. Hnvo students mnke a list of litter that may he
under water in lakes and rivers. Discuss the-
consequences of this. (Fish can lie killed if they
grl slock in a six-pock ring holder, people can he
hurt by broken glass in swimming areas.I
4. Distribute the handout, Keep Our llh/rr and
Hear lies Clean. Give students time to complete
the handout. Then ask what is missing from
this picture which could help prevent littering
(waste containers on land, litter haps in the
boat, less use of throw-away containers and eat-
ing utensils, a recycling collection bin).
5. Set up a demonstration to compare the degrada-
bility of solid waste in water with the degrada
bility of solid waste in land environments. Add
half of the organic garbage items to the aquar-
ium which already has inorganic objects in it.
Put an additional set of the inorganic items
along with the rest of the organic garbage in a
container (dishwashing pan, etc.) with soil. Let
items rest on top of soil or push them into soil
slightly. Have students compare rates of decom-
position over a period of time.
«. IV.p.rlnvnl
i.•«. M:.rtH.-.. S. h.-.| ,r.,rv..v,ll..
-------
Evaluation Have students complete the
handout, Unhappy at the Bottom. Discuss answers
in class. This could be done orally, or in writing.
P-6A
-------
KEEP OUR WATER AND BEACHES CLEAN
V
(
-------
UNHAPPY AT THE BUT TOM
Directions: Draw some litter in the water. Write what the animals think about it in
the spaces below the picture.
I'MKDhiri Itr,,.-,It nil-Ill ..f \.il in:,I 1j. ...
D-6C
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SEPARATION MANIA
INTERMEDIATE
Objectives Students will be able to: Ml
describe the function of various separation lech
niques in recycling processes; (2) make deductions
from daln to describe how physical properties of mat-
ter enable various separation techniques to be us<;d.
Students will improve their ability to fuilve /»•<>/>•
I ems.
Students describe physical proper-
ties often waste items on a data sheet. They arc pre-
sented with several mechanisms that can be used to
separate these items and are thon directed to make
deductions from the information sheet to design a
separation process in stages, using the mechanisms
that had been. introduced previously. Students work
in pairs or small groups to compote for (he most effi-
cient design which is put lo the trst for classmates in
observe and to be judged.
Duration: several class periods
Setting: classroom
Subjects: Science
Curriculum Reference: 1.1, 1.4. 1.6
Preparation r
magnetic device (preferably a bar magnet which
could be attached to a flat, piece of woo»h. a small fan
with two speeds or a hair dryer with two speeds, an
aquarium Lank or other large vesr-el for water, n size
sorter (a cardboard box at least !' by I' with :?"
square holes cut in the bottom), anr.iher ciiai.buaid
box with flaps taken away hut no holes »n ii: fur e;u'h
pair of studt-iit.s or for each small group, have the fol-
lowing items: aluminum can. tin can. several u^-d
or unused staples, pieces of paper or pieces of card-
board, piece of wood, styrofoam Container. p!as;k
two-liter bottle and the cup part from the bnitle. an
orange peel, some steel bottle caps. Have extra
pieces of paper or cardboard on hand.
properties of mntl.-r. ivry
cling, sorting techniques
/Vo/H'r/ir.< «f Wastr 0/>/»-r/.«
Procedures
1. Discuss the concept of properties of matter, ie.
sire, shape, weight, susceptibility to ntapnet-
ism. Discuss the importance of sorting mate-ri-
als according.to type before they can be
recycled. Show students the pieces of paper and
staples. Explain how these often end up to-
gether at paper recycling plant? and can be sep-
arated based on the physical properly of
magnetism in staples.
2. Explain how all of the items in (hi? activity of-
ten end up at refuse facilities such as landfill?
and incinerators. Sometimes materials which
are combustible and organic are separated frum
those which can be recycled or cannot burn
3. Divide the class into pairs or small groups. Hive
each (lair or group u set of items mentioned in
the Preparation. Discuss son-.e physical prop
pi-ties of the items.
4. Pass mil a copy of the handout. I'l-npcrtii-x of
llnsfr Olijerts. tn each pair r.r primp of students
and have them complete it. To do so, they will
need to test the items in various ways in order
to make choices on the handout. For this, have
rulers, a tank of water, a magnet, a. box wish
holes, and scissors at their disposal in vnrimi?
places throughout the roum.
•nlnTNiitur..! II. .,,
D-7
-------
5. After the charts have been completed, discuss
answers.
6. Display on a large table space the magnet, the
small fan or hair dryer, the vessel of water, the
size sorting device (box with holes), scissors ami
cardboard box.
7. Based on information completed on the handout
assign the following task to each pair or group
of students.
GOAL: Use the equipment to construct a process
for separating all ten items individually. Do this
by designing separation techniques in a series
of stages. You must begin with all ten items in
one pile bunched up close together on the table.
You can pick up items to place them where you
want them to go each time you make a separa-
tion, but you cannot separate them with your
hands while using a separation technique. The
group that separates the items most efficiently,
i.e. in the fewest stages or with the most suc-
cess, wins.
EXAMPLE: You could do the following demon-
strations for students to give them ideas. Ask
students, based on their information shed,
which items should float and which will not. Put
all ten items, as your first stage in the process,
in the water. Put those that floated on the table
in a separate bunch from those which did not
float. This represents the first stage or step to be
counted in the process. The next step(s) must in-
volve sorting items from each of the two piles.
EventuaJly you want to separate each item indi-
vidually. The individual separation of one item
from the rest could happen in a first step de-
pending on design. Do another demonstration.
Use scissors to make a pile of shredded plastic
(from the bottle> and of shredded paper. The
shredding process represents only one s1;igc al-
though two types of material have been shred-
ded. Set the fan on the table in front nf the
pieces of paper and plastic. Put the cardboard
box at end of table. Turn the fan on at a distance
from the pieces and at a speed which will blow
only paper into the box (or perhaps only I he
plastic if the paper is wet from having boon in
the water). Now you have separated these two
items in two steps including the shredding proc-
ess. You have eight more items to separate. Ex-
plain that ymi have deduced this plpp based on
information about the weight of the materials
listed on the handout. One important technique
would be one that separates the items into three
instead of two piles. Vou may also want to judp
designs based on energy efficiency by creating
scale of energy required to use the various
pieces of equipment. The team using the !ea?t
energy could be given a prize,
8. Now direct pairs or groups of students in stem .
Size Sorting Device
D-7A
-------
PROPERTIES OF WASTE OBJECTS
NAME OF WASTE OBJECT
SIZE
length x width
WEIGHT
ounces
!9*B Ohio IVpurtmnil of Nuurat Rnmtmt
O-7B
-------
-------
WASTE IN SPACE
THERE
MOT6VEM
INTERMEDIATE
Students \v\\\ be able to: Ml
i/i/or fut urr needs to dispose of waste; i'2i <:\i>lnin n-:i
sons why we need to find alterna lives for waste dis
posal; (3) describe alternative ways to dispose of
waste in space; (4) deduce that recycling is the host
alternative to any means of disposal when recycling
is possible. Students will improve prnhlem sntriiifi
skills.
Students discuss problems asso-
ciated with waste disposal. The problems associated
with litter in space and disposing of waste in space
are examined by rending a handout ;niil misxvcrtng
questions to test comprehension. Students ttrnir pic
lures of waste collection in space anil irri'/r :i slory
about their pictures. They discuss and take a poll
about waste in space. Students explain why recy-
cling is a good alternative to waste disposal.
Duration: five to six class periods
Setting: classroom
Subjects: Social Studies. Language Arts, Art
Curriculum Reference: 5.5, 8.1
writing and drawing ma-
terials; a map of the solar system: reference books
about the solar system (optional I
disposal, incineration.
landfill, orbit, recycle, solar system
nothing tin Ht-arcnn: Sparr
Want? Collrt-linn
Procedures
1. Discuss with students current problems asso-
ciated with (he disposal of. waste. These should
include the following:
a. We are running out of landfill spate to bury
our trash and garbage.
b. One alternative to burying waste is to incin-
erate it, hut this can cause air pollution and
there are still ash and residue lo bury after
waste has been burned.
c. The history of the past fifty In one hundred
years has shown that our waste production
has increased: therefore, we h:ive good rea-
son t<> believe it will continue to increase in
the future.
d. Everywhere people go litter and uaslc S'-i-in
to follow. Steps 2 ami 3 below highlight
waste problems in space: a rurrenl and hi
lure dilemma.
2. Initiate a discussion about our solar system.
Show the class a map of the planets. Describe
distances in space and special features of plan-
ets ;iml stars. Describe various aitempls ihat
have been made to explore our solar system in
manned spaceships and with satellites.
H. Mention thai one otter t of our spare exploration
has be<-n a problem with waste in spare. To help
explain this, give each student the handoiil.
Trashing Ihr llcarrnit, to rend alone or as a
class. Direct students to answer reading «|ues-
tions about the article and then discuss.
4. Divide students into groups to brainstorm pro)'
lems associated with waste disposal and litter in
space. After each group has listed some prob-
lems have them think of solutions Hint might
still make waste disposal in space possible.
Have each group make a short presentation to
the class.
5. (live each student the handout. Sparr llir.s/c
r «4 Nntlirnl M<-~imr
D-8
-------
i Collection, to complete. Note that this involves
assignment as well as making a dp-
sign on the handout.
6. Mention to students that one suggested alterna-
tive to our waste disposal problems is to ship
waste into space. List alternatives: e.g., send
into sun to be incinerated; send into deep space
beyond solar system. Initiate a classroom sur-
vey regarding these proposals. Put two columns
on the blackboard with the headings "FOR
Space Disposal" and "AGAINST Space Uis
posal." Have students put their initials in the
column they choose and give a brief reason why
they have made this choice.
Evaluation Have students answer the
following question in writing: Why is recycling a
heller altcrnnlive io disposing of waste on earth or
in space?
D-8A
-------
TRASHING THE HEAVENS
Dircction8: Read the news article and then answer the cjuestions bo low on a separate
sheet of paper.
NatureScope News - National Wildlife Federation (1986) Vol. 2 No. 2
There's a "down-to-Earth" phenomenon out there in space: litter. Uld salrliiirs. frag-
ments of exploded rockets ami other hits and pieces of junk are in nrhif around Karth —
and they're starting to create problems for functioning satellites, the spac" shuttle and
other spacecraft.
In 1983, for example, the space shuttle Challenger had a "run in" with what research-
ers think was a tiny fragment of paint that had worn off of another spacecraft. Like all
objects in space, the paint was traveling at a tremendous speed — so fast that it dented
the shuttle's window when it smashed into it. Fortunately, the hurtling fragment
didn't actually break the window. If it had, the crew of the Challenger would have
been faced with a very dangerous situation.
In an effort to find solutions to the problem of litter in space, scientists at NASA have
been trying to learn more about it. They've been using special telescope's to locate the
orbits of pieces of junk — some of which are as small as a pebble. And a lot of people
have been tossing around ideas about how to get rid of the trash.
One way of alleviating the problem might be to launch a kind of giant space trash col-
lector. Using robot arms controlled from Earth, the device would go around picking up
pieces of space junk. Then it would either guide the pieces into Earth's atmosphere,
where they'd burn up from friction, or take them into an out-of-the-way orbit, where
they'd be less likely to collide with spacecraft.
Other ideas for getting rid of space trash have also been proposed. Maybe one of them
will solve the problem — before the sky above us turns into one big dangerous trash
dump!
1. What does "in orbit" mean in the first paragraph? (Answer can be found in the sec-
ond paragraph.)
2. Why is litter "in orbit" such a problem?
3. What is one way scientists have been using to learn more about the litter problem
in space?
io IVptirlmf nl of Natural R^
D-8B
-------
SPACE WASTE COLLECTION
i
Directions: Design a machine or vehicle that could collect space litter. Then on n separate piece o»
write a fictional story about a day in the life of a spare ^nrhnge collector.
D-8C
-------
RECYCLING PLASTIC
INTERMEDIATE
Objectives students wm he RMC t<.: u»
identify and describe physical chonges in 111:1 1 lev
which arc required in recycling processes involving
plastic, glass, aluminum and oilier metnls: <2i h to cul
plastic, to make an impression on n mold and to
make decorative use of the ornament nl pircc of plus-
tic made from the recycled plastic*. They complHe a
handout using different words that represent differ-
ent types of plastic.
Duration: two to three periods
Setting: classroom
Subjects: Science, Language Arts,
Arts & Crafts
Curriculum Reference: l.:i. 1 -r>
Preparation YOU win m><>d the roii( malt<'r
with slvidi-nls. Pay pai'ticnlnr at tent inn to (be
chan^iny of solids into liquids thr»ii';h llv ap-
plication of heat and then changing hack to a
solid hy diminisliinR heat. Have st»id«-nts think
of examples: candle wax is first solid unlil wick
is Hi. Then it becomes a liquid form a) tlu> t"p of
the burning candle, yet as wnx runs down the
side it escapes the heat thus hardening into
solid form again. Make note thai before drip
ping wax hardens completely it can Iw shnpr-d
without breaking. Other examples o) heating
materials, forming them into shapes while hot
and then allowing them to cool into a solid si air
again include aluminum recycling of aluminum
cans, glass recycling of glass bottles and the re-
cycling of ferrous metals from oid automobiles
into sleel rods used in concrete construction.
2. Divide students into groups of six. Have p;»rh
group obtain sonic empty two-ltU-j plastic pop
bolt.les, and have them remove tlio bottom cups
from these.
.'1. Using scissors, have students cul up ih
-------
4. Preheat oven to 400 PF. Spray the muffin pan
with non-stick kitchen spray.
5. Students should place all of their pieces in one
of the muffin pan cups. (About ten pieces of pins-
tic are enough to cover the bottom of a cup, but
add more if bottom is not covered.)
6. Place the pan in the oven. Check every few min-
utes. When plastic has melted, use pot holder to
remove the pan from the oven.
7. One at a time, have each student from t he group
use the wax stamp to make an imprint on the
plastic. BE CAREFUL NOT TO TOUCH THE
PAN, IT IS VERY HOT!
8. Dip pan in wash basin full of cold water. Plastic
pieces can be easily removed from the pan.
9. Repeat process with the other groups.
KEMEMBEI . There are many different colors
of plastic bottle bottom cups available. You may
mix any colors you like. Be creative. The plnstic
pieces can be put on a necklace or used as orna-
ments. Different shaped pans can be found and
used to create different shapes. (Be sure pan is
teflon coated and used with non-stick spray.)
10. Ask students why only the bottom plastir cup
part of the bottle was used in this activity. By
observing the bottle they should be able to de-
duce that the cup part appears to he made from
a different type of plastic than the bottle part.
This means that the two types of plastic may
have different physical and chemical properties.
In terms of physical properties of matter, th
translucent plastic bottle part melts at a muc
higher temperature than the bottom part. In
terms of chemical properties of matter, the bot-
tle part releases poisonous fumes if burned a)
high temperatures.
11. Note that one of the problems with plastic recy-
cling is that there are many different types of
plastic, requiring different recycling processes,
So it is important to separate different types of
plastic before recycling.
12. To help students understand the variety of ffas
tics that can be made by combining chemical el-
ements into other compounds and mixtures.
give each student the handout, Hbrrfs In Or-
ganir ('hrmixlrfi. to complete.
Evaluation
1. Have students list in writing the physical
changes they made in the plastic cup to recycle
it.
2. List these two words on the board with their def-
initions:
ISOFORM RECYCLING - material is recycled
to make the same or similar product
HETEROFORM RECYCLING - material is re-
cycled to make a different product
Ask students: When the two-liter bottle cup was
recycled in the activity, was that an example of
isoform or heleroform recycling? Why? (hetero-
form recycling)
D-9A
-------
WORDS IN ORGANIC CHEMISTRY
Plastic two-liter pop bottles are nifule of two types of plastic. The bottle port is innde of
POLYETHYLENE TEREPHTHALATE (or PfcT). Can you pronounce t heso two words?
(See bottom of page.) The cup part is made of HIGH DENSITY POLYETHYLENE (or
HDPE).
1. What prefix is found in the word POLYETHYLENE?
2. What does it mean?
3. Therefore, POLYETHYLENE is a plastic mate-rial which includes
units of ETHYLENE.
4. If a plastic material is called MONOETHYLENE, how many units of ETHYLENE
does it have?
Plastic products are also made from materials with names resembling ETHYLENE.
such as STYRENE and PROPYLENE.
5. ..What suffix do those three words shore?
(This suffix refers to the way these types of plastic are made which gives them
strength.)
6. if plastic made from STYKENE included more than one unit of STYKKNK, il
would be called , .
Density relates to the compactness of matter.
7. What do the words high density mean?
8. What does low density mean? __
Compare a plastic garbage bag to tho cup part of a two-liter bottle.
9. Which one is made of low density Polyethylene?
10. All of the chemical words used above can be found in an organic chomie.il diclio
nary. Why are they found in an organic chemical dictionary and not an inorganic
chemical dictionary? (HINT: Look up words organic and inorganic and look up the
word plastic to find out what plastic is made from.) Write answer on buck.
POLYETHYLENE (pal' e eth' aleri'l TEREPHTHALATE
-------
REFERENCES
"THE GROWING CLASSROOM"
LIVING LIGHTLY IN THE CITY BY SCHLITZ AUDUBON CENTER
OHIO DEPARTMENT OF NATURAL RESOURCES
PROJECT WILD
TENNESSEE VALLEY AUTHORITY, CITIZEN ACTION OFFICE
400 WEST SUMMIT HILL DRIVE
KNOXVILLE, TN 37902
LESSON PLANS, EARTH DAY, 1990, STANFORD UNIVERSITY
April 22,1990 • Earth Programs in Action Education Committee
D-9C
-------
E - OUTDOOR EXPLORATIONS
STRING HIKE
EACH STUDENT HAS A STRING A FEW FEET LONG. TAKE THE STRINGS OUTSIDE AND
DRAPE THEM ON THE GROUND (GRASSY OR NATURAL AREAS ARE BEST). EACH STUDENT
CRAWLS SLOWLY ALONG STRING EXAMINING AREA ALONG IT - MAGNIFIERS HELP. NEXT,
EACH STUDENT TAKES A 'TARTNER" ON A GUIDED "NATURE HIKE" ALONG THE STRING
"TRAIL". PARTNER THEN TAKES STUDENT ON A "HIKE" ALONG HIS STRING. GOOD FOR
IMAGINATION: PRETEND YOU ARE SMALL INSECT AND IMAGINE WHAT THE AREA LOOKS
LIKE TO YOU.
• WILDLIFE ALL 'ROUND
CONCEPTS: WILDLIFE EXISTS IN MANY FORMS, OFTEN SMALL. PEOPLE SHARE ENVIRON-
MENTS WITH WILDLIFE.
STUDENTS EXPLORE SCHOOLYARD FOR SIGNS OF WILDLIFE AND SIGNS (TRACKS, WEBS,
DROPPINGS) OF WILDLIFE. DO NOT HARM OR DISTURB ANY CREATURE. LOOK UNDER
ROCKS, CANS, ETC
DISCUSS WHAT WAS FOUND. EXTEND THE SEARCH INSIDE THE SCHOOL BUILDING OR
CLASSROOM (DEAD INSECTS BY LIGHTS? SPIDER WEBS? HOLES IN BASEBOARDS?)
• RECYCLING IS FOR THE BIRDS
COLLECT OR HAVE STUDENTS BRING IN A
VARIETY OF (CLEANED) CONTAINERS: PLASTIC
AND PAPER MILK JUGS, PRINGLE'S CANS, TENNIS
BALL CANS, ETC. HAVE AVAILABLE: SCISSORS,
PUNCHES, WIRE, STICKS. LET CHILDREN DESIGN
AND CREATE BIRD FEEDERS FROM THE CONTAIN-
ERS. HANG THE FEEDERS OUTSIDE AND STOCK
WITH SEED. WHAT BIRDS COME?
NOTE: IT MAY TAKE A WHILE FOR THE LOCAL
BIRDS TO BECOME AWARE OF THE FEEDERS.
WINDOWS ARE CUT INTO THE PLASTIC.
CUT ON 3 SIDES & FOLD
THE TOP FLAP UP FOR A "ROOF."
April 22,1990 • Earth Programs in Action Education Committee
E-l
-------
• DRAFT BOARD DESIGNS ,
YOU ARE A LANDSCAPE ARCHITECT. YOUR JOB IS TO MAKE YOUR SCHOOL MORE
ENERGY EFFICIENT BY PLANTING TREES AND BUSHES AROUND THE SCHOOL. THE CHIL-
DREN ALSO WANT HABITATS PROVIDED FOR WILDLIFE. HOW WILL YOU ACHIEVE BOTH?
MAKE A DRAWING DEMONSTRATING YOUR PLAN. REMEMBER THAT THERE WILL BE A LOT
OF CHILDREN PLAYING ON THE GROUNDS.
• POND STUDY
PLACE A BUCKET OUTSIDE AND LET IT FILL WITH RAIN WATER (CAN BE FILLED BY
HAND.) RECORD CHANGES THAT OCCUR AFTER THE FIRST WEEK, SECOND WEEK, ETC. TAKE
SAMPLE AND STUDY UNDER A MICROSCOPE. IS ALGAE PRESENT, MOSQUITO LARVA, OTHER
INSECTS? WHAT HAPPENS TO THE WATER IF THERE IS NO RAINFALL — IF THERE IS A LOT OF
RAINFALL — DOES THIS HAPPEN IN NATURE? IF AVAILABLE, VISIT A POND OR STREAM AND
STUDY CHANGES. IF A PESTICIDE WERE SPRAYED IN THE BUCKET WHAT DO YOU THINK
WOULD HAPPEN? WOULD YOU WANT TO DRINK IT?
• AIR POLLUTION COLLECTORS
USING EITHER CONTACT PAPER (STICKY SIDE SHOWING) OR WAX PAPER WITH VASE-
LINE, ATTACH TO A SQUARE OF CARDBOARD AND HANG IN DIFFERENT LOCATIONS
(WOODS, PLAYGROUND, SCHOOL, HOME, NEAR A ROAD.) AFTER FOUR DAYS, CHECK THE
COLLECTORS. WHICH ARE THE DIRTIEST, THE CLEANEST? LOOK AT THEN UNDER A MICRO-
SCOPE.
April 22,1990 • Earth Programs in Action Education Committee
E-2
-------
F - ACTIVE GAMES
"MIGRATION HEADACHE"
AT EITHER END OF A LARGE PLAYING AREA {GYM OR SCHOOLYARD) PUT DOWN
ENOUGH PAPER PLATES SO THAT EACH END HAS ONE PLATE FOR EVERY 3 CHILDREN.
SCATTER 1 PLATE PER 3 CHILDREN BETWEEN THE 2 END ZONES. THE END ZONES REPRESENT
WINTERING HABITAT AND NESTING HABITAT FOR MIGRATING BIRDS, THE SCATTERED
PLATES ARE RESTING STOPS EN ROUTE, AND THE CHILDREN ARE MIGRATING BIRDS.
"BIRDS" OCCUPY A HABITAT BY PUTTING ONE FOOT ON THE PLATE; ONLY 3 "BIRDS" MAY
OCCUPY A HABITAT AT ONE TIME.
IF THE "BIRDS" ARE WATERBIRDS, THE HABITATS ARE WETLANDS, AND THE PERILS
ENCOUNTERED INCLUDE OIL SPILLS, WATER POLLUTION, DRAINAGE, CONVERSION TO
FARMLAND, STREAM CHANNELIZATION, DISEASE, ETC. IF THE "BIRDS" ARE SONGBIRDS,
HABITATS ARE FORESTS AND GRASSLANDS, AND THE PERILS ENCOUNTERED INCLUDE
CUTTING AND LOGGING, BURNING OF THE TROPICAL FOREST, CONVERSION TO FARMLAND
O SUBDIVISIONS, ETC. FACTORS THAT HELP BIRDS SURVIVE INCLUDE HABITAT PRESERVA-
TION AND RESTORATION, RAINFALL AND FAVORABLE WEATHER, ETC.
"BIRDS" ALL START AT THE WINTERING GROUNDS. AT THE TEACHER'S SIGNAL, THEY
RUN AND OCCUPY RESTING HAVENS; AT THE NEXT SIGNAL THEY RUN AND OCCUPY
NESTING GROUNDS.
THE TEACHER EXPLAINS THAT NATURAL AND MAN-MADE CHANGES IN HABITAT
AFFECT BIRDS' SURVIVAL. TEACHER ANNOUNCES A CHANGE, THEN REMOVES AN APPRO-
PRIATE NUMBER OF PLATES FROM REST HAVENS AND/OR WINTERING GROUNDS. AT A
SIGNAL, "BIRDS" FLY FIRST TO REST STOPS THEN TO WINTERING GROUNDS. BIRDS UNABLE
TO OCCUPY A HABITAT (PLATE) "DIE" AND GO TO THE SIDELINES. "DEAD BIRDS" CAN
REJOIN THE GAME AS HATCHLINGS WHEN HABITAT CONDITIONS IMPROVE AND TEACHER
PUTS MORE PLATES OUT.
AT EACH ROUND, TEACHER ANNOUNCES SOME CHANGE TO HABITAT AND REMOVES OR
REPLACES PLATES. REMEMBER THAT, WORLDWIDE, HABITAT IS DISAPPEARING.
CONTINUE FOR ABOUT 8 ROUNDS. FOLLOW WITH A DISCUSSION OF FACTORS AFFECTING
THE SURVIVAL OF MIGRATING BIRDS.
ADAPTED FROM PROJECT WILD
F-l
April 22,1990 • Earth Programs in Action Education Committee
-------
CHOOSEWHICH ONE
BOTHER/
DEER AND HABITAT COMPONENTS MAY CHOOSE
ROUND.
OFTHE
EACH "YEAR" (ROUND) ©F THE STUJ^Yr, THE ,
TEACHER MAY MANIprM,AfEfTH&6AME^Vl
INSTRUCTJONS TO THfH*A%ITAT (A'YE'AlfcbF
DROUGHT-N0 WATER» ETC).
-'1
FOLLOW WITHDISGSSIONSlOF,WHAT
ADAPTED FROM PROJECT WILD
Til 22,1990 • Earth Programs in Action Education CommftBi^** ^
-------
ACTIVE GAMES
DEADLY LINKS
FOR EACH STUDENT, HAVE ABOUT 20 SMALL PIECES OF WHITE PAPER OR YARN AND
ABOUT 10 COLORED PIECES. PLACE ALL IN A BAG.
DIVIDE THE STUDENTS INTO HAWKS, SHREWS (3 PER HAWK) AND GRASSHOPPERS
(9 PER HAWK). COLORED ARM BANDS MAKE IDENTinCATION EASIER. SCATTER THE PAPER
OR YARN PIECES OVER THE PLAYING AREA FLOOR. GIVE EACH GRASSHOPPER A PAPER BAG;
GIVE GRASSHOPPERS 30- 45 SECONDS TO COLLECT AS MUCH "FOOD" (PAPER/YARN) AS
POSSIBLE. STOP COLLECTING AT END OF TIME.
ALLOW SHREWS INTO THE AREA; GIVE THEM 30-45 SECONDS TO CATCH AS MANY
GRASSHOPPERS AS POSSIBLE. ANY GRASSHOPPER TAGGED BY A SHREW MUST GIVE THE
SHREW IT'S BAG OF FOOD AND THEN GO TO THE SIDELINES. UNCAUGHT GRASSHOPPERS
MAY CONTINUE FOOD-CLOTHING. STOP PLAY AT THE END OF TIME.
ALLOW HAWKS IN TO CATCH SHREWS FOR 30-45 SECONDS. CAUGHT SHREWS GIVE FOOD
BAGS TO HAWKS AND GO TO SIDELINES. UNCAUGHT GRASSHOPPERS AND SHREWS
CONTINUE PLAY. STOP PLAY AT TIME END.
HAVE HAWKS AND UNCAUGHT SHREWS AND GRASSHOPPERS EMPTY THEIR FOOD BAGS
AND COUNT THE NUMBER OF WHITE AND COLORED PIECES INSIDE.
TEACHER GIVES SHORT EXPLANATION OF PESTICIDES IN THE ENVIRONMENT. COLORED
PIECES REPRESENT PRESENCE OF PESTICIDE IN FOOD SUPPLY. ANY GRASSHOPPER WITH
ANY COLORED PIECES IS DEAD. ANY SHREW WITH HALF OR MORE OF THEIR FOOD PIECES
COLORED IS DEAD. THE HAWK WITH THE GREATEST NUMBER OF COLORED PIECES IS NOT
DEAD, BUT HAS SO MUCH ACCUMULATED PESTICIDE THAT ITS EGGS WILL NOT HATCH.
FOLLOW WITH DISCUSSION OF WHY PESTICIDES ARE USED, THEIR EFFECTS ON THE
ENVIRONMENT, AND POSSIBLE ALTERNATIVES.
ADAPTED FROM PROJECT WILD
F-3
April 22,1990 • Earth Programs in Action Education Committee ^^_——
-------
ACTIVE GAMES
MOTHER EARTHf MAY'I?
CA:i^
_ **X •*** "- -rfb a-**-* jft»«**i •&*** •* ' * » T Td-^ftstf Ma^ J
k -'
f
WATER: NAME ONE $AfYvYQU-USE>ME/NAME ©N]E%il'©.S
* ' ' » -»"'< **• / -"
LAND: NAME
IN ME"
FORESTS:NAME SOMETHING'IN-THE" SCHOOL THAT-
* '
April 22| 1990 • Earth Programs in Action Education Committe
r ' -r
-------
ORGANIZATIONS
1. NATIONAL ARBOR DAY FOUNDATION
100 ARBOR AVENUE
NEBRASKA CITY, NEBRASKA 68410
2. NATIONAL WILDLIFE FEDERATION
BACKYARD WILDLIFE HABITAT PROGRAM
141216TH STREET, NW
3. NATIONAL WILDLIFE FEDERATION
8925 LEESBURG PIKE
VIENNA, VIRGINIA 22184-0001
"YOU CAN DO IT" 77003
"ENDANGERED SPECIES" EMG07
"RECYCLE FOR THE BIRDS" 77005
4. THE AUDUBON SOCIETY OF OHIO
2966 TIMBERCREST DRIVE
CINCINNATI, OHIO 45238
5. SIERRA CLUB
530 BUSH STREET
SAN FRANCISCO, CALIFORNIA 94108
6. AD-ALERT
WORLD WILDLIFE FUND
DEPT.2AI
1250 TWENTY-FOURTH STREET, N.W.
WASHINGTON, D.C. 20037
INFO ON ELEPHANTS - HELP TO STOP POACHING.
7. ENVIRONMENTAL DEFENSE FUND
257 PARK AVENUE, SOUTH
NEW YORK, N.Y. 10010
7. WORLD WILDLIFE FUND
1601 CONNECTICUT AVE., NW
WASHINGTON, DC 20009
9. NATIONAL AUDUBON SOCIETY
950 THIRD AVENUE
NEW YORK, NEW YORK 10022
10. THE NATURE CONSERVATORY
1800 N.KENT STREET
ARLINGTON, VIRGINIA 22209 '
11. U.S. ENVIRONMENTAL PROTECTION
AGENCY
26 W. MARTIN L. KING DRIVE
CINCINNATI, OHIO 45268
12. CIVIC GARDEN CENTER
2715 READING ROAD
CINCINNATI, OHIO 45206
13. SUNROCKFARM
103 GIBSON LANE
WILDER, KENTUCKY 41076
14. AMERICAN FORESTRY ASSOCIATION
GLOBAL RELEAF
P.O. BOX 2000
WASHINGTON, D.C. 20013
TREE PLANTING PROGRAMS.
15. RAINFOREST ACTION NETWORK
301 BROADWAY, SUITE A
SAN FRANCISCO, CA 94133
April 22,1990 • Earth Programs in Action Education Committee
-------
BOOKLIST
OUS BRANCHES ACROSS THE COUNT*.
1990 ''Earth Prpgramsin^ofi^Education 6ommittg,e/fc' ',^;,.,fe^:'^'
: *•
-------
ENVIRONMENTAL ISSUES IN CHILDREN'S BOOKS
from
The Public Library of Cineionnati & Hamilton County
CHILDREN'S DEPARTMENT
Picture Books (E)
Abisch Around the house that Jack built
Armstrong Hy animals
Baker Where the forest meets the sea
Brandenberg What can you make of it?
Brennan Olaf's incredible machine
Carrick Beach bird
Carroll Dolphin and the mermaid
Catley Jack's basket
Chen Run, zebra, run
Cole Magic school bus at the waterworks
Coveher Rain forest
De Paola Michael bird-boy
Fife Little park
Foreman Dinosaurs and all that rubbish
Gantschev Two islands
Geisel Lorax
George All upon a stone
Haley Noah's ark
Hoban Arthur's new power
Hoff Amy's dinosaur
Hoff Litter knight
Hurd Wilson's world
Keith Rrra-ah
Milgrom ABC of ecology
Olsen Smoke
Paraall Mountain
Ricciuti Donald and the fish that walked
Shortall Just-in-tlm* Joey
Shulevitz Rain rain rivers
Silverstein Giving tree
Spirln Once there was a tree
Stone Last free bird
Tabrah Old man and the astronauts
Tresselt Beaver pond
Tresselt Dead tree
Udry Tree is nice
Wildstnith Professor Noah's spaceship
Juvenile Fiction (jFic)
Armstrong MacLeod place
Bartos-Hoppner Hunt%rs of Siberia
Bell Jenny's corner
Bodecker . Mushroom Center disaster
Burchardt What are we going to do, Michael?
Byars Blossoms meet the vulture lady
Byars Midnight fox
Buttervorth Dave White and the electric wonder car
Conly Rasco and the rats of Nlmh
Dixon Lion on the mountain
Ellis Wild horse killers
11/89
-------
ENVI-RONMENTAL ISSUES IN CHILDREN/S, BOOKS
. .;;--;p;->^-- ::&^;v'••"'•.:J. :&%„-.'. ;;-", .-
JuveniTlegFaction (continued)
Page 2
George
George
George
George
Harris
Hendrich
Herzig
Hicks
Hyde
Jackson
Jewett
Laycock
Leek
McMahan
MoUarsky
Molarsky
Morey
Norton
St. John
, .
Hook a fi'3h, catch-aiBo
•••.vS.ii>"'i.->AViiv"vV1J*- • •".-,•"<***
Ta
My
"
--T-^vl-T
•"GlriKwhlfv;
••SnVlpws^-
•''.Cock'Robin?
through time
^ of the loons
:Endle ss pavement
King
Tree-: that conquered the world
Lake Fear
^ Song of the empty bottles
Song of the: smoggy stars
Canyon .winter
'-""
What I did last summer
Blood :^
Steele
Whelan
Wrightson
Clearing1 in the forest
Moon-dark
'>*1J
v-r, i
Juvenile Nonfiction
J213
joi
j 30 1.3
J 301. 31
j3dl.31
J301.31
j 30 1.31
Fisher I stood upon a nountain
Francesco d'As si si Song-of tWfsu^^
Schwartz:. Old cities and new tows,
Leaf WKS' cares? 1" do
J301.31
J 301. 35
J304.2
J304.2
J 328. 7 3
Gregor
[Hartmann]
Marzani
Pettit
Ross
Lambert
Lambert •
Stevens
i thej changing •
' A *""
Nature -in the1 balanc^-; , A
Wounded earth; an^envlfr.onmental survey
Long,-long;pollutiSn'Scrl'is'iijI*
Whatever happened ; to vtheVBa1cter jplace.?
Pl!ifrfeft Earth 2000 --•«.-
s
Pollution and conservation
" '" '" " -. -• >• -
is made
j-333
J333
J333
J333
J333.7
J333.7
J333.7
J333.7
J333.7
J333.7
J333.7
J333.7
J333.7
fJbffe
Laycock
Laycock
Mallard
Munzer *
•AAders'o'n
^|ranleir;>-:
Gardner
-jHaiTftey !
Miles
.ofqatBi'll
•ConWe^ati'on
the ettbatMed^fronViersi . ,» . ?f ,, .
' refuge ^ •" ^ *
Clean "air — clean Vajter" f^r itpm^r,r,ow''s world,
Pjbickets of hope- ^ - ' ^^ • : ,w „. ,s ^' „
ci.ty trejs^and^the^ieeaV^ojr Durban
faminel ^TJie^ejfergyjfutu^e^ „
........ ,£ -energy,.,*",,* , '« , *< ' t> ,v
-Energy.' trap - , " , J * ,,« v t Vt
|aye;tthe earth! An ecpiqgy^handKo^K^for kids " ^
e crisis?
, ..
ShuttleVworth( Disappearing energy;?can weJSn
Watson '"'•'' /, -AIvt.trnmte energy sources
Watson Conservation of energy
„ ..:.'u,^3:1i,:i:.*.'i:Ji''*»iiJJ;«f'.
-------
ENVIRONMENTAL ISSUES IN CHILDREN'S BOOKS
Juvenile Nonfiction (continued)
Page 3
J333.7
J333.72
J333.73
J333.79
J333.91
j 333. 95
J363
J363
J363
J363
J363.6
J363.6
J363.6
J363.7
J363.7
J363.7
J363.728
J363.73
J 363. 73
J363.73
J500
J550
J551.21
J551.3
J551.5
J551.5
J551.51
J551.6
J574
J574.5
J574.5
J574.5
J574.5
J574.5
J574.5
J574.5
J574.5
J574.5
J574.5
J574.5
J574.5
J574.5
J574.52
J574.52
JS74.52
J574.52
J574.52
J574.52
J574.52
J574.52
J574.52
J574.52
J574.526
J574.526
Weinstock
Gates
Pringle
Lambert
Pringle
Vandivert
Gay
Kiefer
Nagel
Pringle
Beame
Steinberg
Elliott
McCormick
Woods
Zipko
Wilcox
Breiter
Bright
Cochrane
Allison
Lampton
Lauber
Cochrane
Ricks
Bereer
Lloyd
Bova
Pettit
Adler
Cook
Couffer
Hungerford
Hy lander
Milne
Pringle
Reid
Ross
Russell
Schwartz
Stone
Venn
Berger
Cowing
Horton *
Jaspersohn
Laycock
Lerner
Pope
Pringle
Welch
Samson
Catchpole
Catchpole
Wilderness war
Conservation
What shall we do with the land?
Future sources of energy
Water: the next great resource battle
To the rescue; seven heroes of conservation
Acid rain
Poisoned land: the problem of hazardous waste
Tree boy
Lives at stake: the science and politics of environmental
health
What happens to garbage?
Who keeps America clean?
Our dirty land
Acid rain
. Pollution
Toxic threat
Trash!
Pollution
Pollution and wildlife
Air ecology
Wild inside
Planet earth
Volcano: the eruption and healing of Mount St« Helens
Land ecology
World above
New air hook
Air
Man changes the weather
Guide to nature projects
Environment
Environment
Salt aarsh summer
Ecology: the circle of life
Wildlife communities from the tundra to the tropics...
Phoenix forest
Ecology; science of survival
Nature's network
Cracks and crannies: what lives there
Earth, the great recycler
Food chains and eco-systems; ecology for young experimenters
Populations:" experiments In ecology
Day and a night in the Arctic
Mountain worlds
Our wild wetlands
Closer look at grasslands
How the forest grew
Exploring the great swamp
On the forest edge
Closer look at jungles
Natural fire: its ecology in forests
Close look in a spring woods
Pond: the life of the aquatic plants, insects, fish...
Grasslands
Mountains
-------
ENVIRONMENTAL ISSUE IN CHILDREN'S BOORS
t,
Juvenile ;Nonfiction (continued)
Page' 4
\
J574.5V26
J 574. 526
J 574. 526
J574.526
J 574. 5263
j 574. 526,3
J574. 526*3
J 574. 5263
J574.5263
J574.5263
J574.5264
J574.5264
J574.5264
J574.5264
j 574. 5264
1581.5.
J581.5
J581.5
J581.5
J582
J583.3
J583.4
J585.2
J590
J591
J391.5
J 591. 52
J591.52
J591.5264
J595.1
J598.13
J598.4
J599.3
j59*9*.5
1599.. 7'
J599. 7
J599.7
J604
J616.98
J621
J621.042
J621.4
J 628.1
J628.1
j 628.1
J628.4
j628*.44
j 628. 44
J628.5
J628.5
J628.5
J628.5
J628.5
J628.5 '
George
Hiscock
Leutscher
Williams
Bellamy
Cochrane
Parker
Schwartz
Stone
Stone
Althea
Bellamy
Forsyth
Schwartz
Schwartz
Cochrane
-Kurd
Lefner
Newton
Buff
Parnall
Bash
Silverberg
Rounds
Silverberg
Pringie
Geo'rge
Vyn, ,
Lavies
McLaughlin
Riedman
\'Rjp^|r
"Fi^'fier
Barbour
Ford .,
• Prlng'le
Rdever
Hahn
Anderson
Mlllard ...
• Smith
Becger
Gutnik
Sootln
Chapin
Gutnik'
Hawkes
Aylesworth
Be r get
Elliott
Marshall
Navarra
Podendorf
One; day in the Alpicie tundfah • f '
Tundra, the, Arctic land, „ a I. '1
Earth' *"". " ' ""' \ \\\ ; **g.^
Between, cattails ; , . ( ,"
Revert * ' ' ' {
'Water/e^olbgy ; s j
Ponof & ri'ver41 \^ ¥^ **' ^ \ ' *
Hidden life" of thev porid c ^ * j
Marlhes and swamps " ' ' '* " t
Pbnd life " ' j
Rain forest homes ' ,^ i
Forest " * *' , '"* .. l
Journey thnyigfi a trbp'gcal ^J,uhgl'e
Hid|enUife of thiT J^^ " '" , ';
Hidllen life of'thVm^d% , : , t
Pran't ecology "" ' ' /f ' ^ . ^
Tfiils, is -the 'forest .-.,..""' i • ~* *"
Seasons of* the ftallfg^as> ^prairie <*& - - "
Forest is reborn]./' T 1^ ,t, , £*j|?^£>\
Big tree ' " „', •, ^A^S^ "' ;
App^le, tree ^ . ^ *"" / ^ , - ^!\''\ •
Desert giant C^*^
Vanishing^giants ''-. .
Rain, in u the * Wodit . ,. ^ -^ t
Auk, -the do^db.,/ani^fe^6ixx- L . j"? " '« « 1 / -*
V^t . * , ' - j iVi'fJfc'Siii'WrtS*!?,"'; \.A* i Ate * ^',-«ii.W* ^ -. J«Js.sB ^,4.4
Animals and their* niches': hpw_8p_eciesr>har;e./res<3.uricesK
One' day in *th«?fd'|s«r^5'- * '" **,'> ; - 1 ' ^ ! '^
,• Prairie community '* , I v '
'TVIet trunk traffic" r 'j- r ^T^
Earthworms, ,dirt, andi.rotten leaves • ' 1 1 i
Turtles v- > ,.o>, * • -i < ,,/
B'«gl? p«.iica° ',•!,/ •• - s • "•;
Valley of the smallest, ,- ,
In the 'wake of tH«vWh*l'e > . • ,, ^ .'^
Island ponies :> an,' eriVrlTpnmental study, of their fli'f e,. . .
•> Follow a fisher -
Black- footed ferret > . -~&:
Recycling .v »•, .'. ^
t » •. MJ.'^rf^ I* '
Environmental .d^seasfes!^^;^,-' j « f ,,
How/yill'^we^'melej^^m^iMr^yicr^i'sls? ^ > g-
Enefgyi;" for c'es;,y^;^||Aurc«sf •''•*" ^ ,, j
' ' ^Energy and envirbnmerft>' - ^ -s ;. > i
,- ^New" water bo\»k ri.,,-, '
- Ecology and; pjalluti^on /water ^ '
Easy experiments' ^wl'th,. watt"er*»po ^clellin^air^ »
Ecology and pollutiqn/daridv
, Toxic wastes ahdj recypliifg ,
this1 vital air, thi'sVitaT water
Pollution lab
Our dirty air
Air we live in
World you inherit; a. story, of pollution
Every day is earth" day.
ii jsaiiLjSaJfc-. *i. .-ii '.-^.i'-:._.
^t4ib-....i.i., i..-k! .^«i.-- j*!
-------
ENVIRONMENTAL ISSUES IN CHILDREN'S BOOKS
Juvenile Nonfiction (continued)
Page 5
J628.5
J628.S
J628.5
J628.5
J628.53
J628.53
J631
J631
J634.1
J634.9
J796.5
J818.309
J818.309
J917.8
J920
J920
jB:M953
JB:M953
,JB:M953
JB:M953n
jB:M953
J970.5
J973.9
J975.9
Shuttlesvorth
Tannenbaum
Ward
Warner
Laycock
Gutnik
HeIfnan
Van Dersal
Schnieper
Budbill
Allison
Burlelgh
Roach
Young
Coates
Hirsch
Dines
Douglas
Graves
Norman
Silverberg
Ashabranner
Quackenbush
Blassingame
Clean air, sparkling water; the fight against pollution
Clean air
Environment & health
Your world — your survival
Air pollution
Ecology and pollution/air
Our fragile earth
Land renewed
Apple tree through the year
Christmas tree farm
Sierra Club summer book
Han named Thoreau
Down to earth at Ualden
Great American desert
Great American naturalists
Guardians of tomorrow
John Muir
Muir of the mountains
John Muir
John Muir, father of our national parks
John Muir, prophet among the glaciers
Morning star, black sun
Don't you dare shoot that bear!
Everglades
See Children's Magazine Index
and
See these subject headings (in Card Catalog and Supplemental Index drawers):
ecology
energy
environment
-endangered animals
conservation
garbage
hazardous waste
lumber apd lumbering
nature
pollution — air and water
recycling
rain forests
Sierra Club
strip mining
toxic waste
trash
forestry
trees
acid rain
-------
"•<%-„
m-
m
-------
Teaching ideas for Earth Day 1990
-from your friends at Sunrock Farm
What is the Planet Earth?
More and more young
: that they live
blackness of space
the*sun
.liisan-
;f Earm'-were;made in
April 22,1990
A Holiday for
Planet Earth
We all have birthdays.
We have Mother's Day and
Father's Day. And don't forget
; and Halloween, This
year we have a day to remember
and honor Planet Earth and
everything in it. It is an nnpi
day because Earth is important,
and sometimes we forget mis.
Earth is both our home and our
family.
years;
and50,C
human, honta^ttpitru, appeared.:
We invented faxrfckyj^OOO
yean ago and now have
population of over five billion
which is doubling every thirty
five years. Humans are now
changing the air, forests, soils,
oceans, animals and plants of
Earth at a very fast rate. We are
changing something which took a
very long time to get here the
way it is. Now we know what
we are doing to Earth and are
help the planet instead
of hurting;
Wekribw that Earth is our
y of living
s. It can even
* it regu-
ing things
of the
and more
the
'ther members of
ly—with the ani-
water, soil, air,
nents. Like children
growing up we are learning to
replace selfishness and greed
with Earth awareness and con-
cern for animals, forests, water,
air, plants and soil.
Project ideas for Earth Day 1990
We best learn by doing. Here
is a start in thinking about what
your class can do for Earth Day.
Collect and recycle aluminum
cans. Discuss how nature re-
cycles everything.
* Plant a tree. Planting time is
during March.
* Take the class on an outdoor
field trip.
* Adopt a too animal. Make it a
real learning experience.Discuss
how many animals are now in
danger of becoming extinct
because of human activity.
•Select a few local animals,
trees, plants, etc. Learn about
and vote on one as the class
animal, tree, plant, etc.
•Have an Earth Party where
your pupils dress up (or have
masks) as different members of
the Earth family: as plants,
animals, rocks, rivers, trees, etc.
and everyone tells the class who
they are and what they do in
Earth. For example, "I am a black
bear. I sleep during the winter. I
eat honey, fish, small animals,
berries, fruit, even insects. I roar
like this. I walk tike this."
-------
Ideas for Earth Day 1990:
What is your natural address?
Your pupils write down or discuss how to get to their house
using only natural markers (creeks, trees, fields, etc.). how to get to
school, the grocery, and so on. For example, die school is 500 ft.
north of the (name) creek, 200 ft. southwest of a large field. (Note
that a clear understanding of the natural directions; north, south, east
and west is important to this exercise.)
Where does our water come from?
The pupils write about and/or discuss where die water that
comes into their houses and out of the house faucets comes from. In
Cincinnati most of the water comes from die Ohio River. How does it
get there? Where does our water go when we are finished washing
our hands or doing the dishes? What an the people who live up-
stream doing with die river water? What does it mean to say, "We all
live downstream!"
Are people solar powered too?
Discussion is focused on how the ultimate source of energy
for all living things on Earth is the sun. Plants through photosynthe-
sis convert sun energy into starch to feed themselves and provide
food for animals and people. The sun gives light and heat to Earth.
All living nature depends on die sun for the energy to stay alive.
Human-caused air pollution declines when people get more of their
light and heat directly from die sun. (Fossil fuel is stored sunlight, but
causes pollution when burned and wfll eventually all be used up.)
Yes, people are also sun powered. We eat sunlight, but it has
to go through the plants and animals first, b has to join together with
materials from Earth before we can use it to keep us alive. For us to
stay alive we need food from die sun joined together with food from
Earth. The Indians say that we need bom Father Sun and Mother
Earth together.
Do you have a second body?
Challenge your students with a different view of Earth. In this
exercise we go from what we know to what we don't easily see.
The parts of our body are alive, for example, our nose is alive be-
cause it is attached to the rest of the body. Cut off the nose and it win
die. The whole body is alive because it is attached to Earth which
every day gives it air, food, and water. Take the body outside of
Earth, put die body in outer space and it wfll die for lack of air, food
and water. (Space ships must return to Earth for these dungs.)
Some people say we really have two bodies. The first body
has a head, legs and arms. But it is attached to a "second body"tEaira,
which keeps the first body alive. And gravity keeps us all together.
The Iivffig>lanet we
call Earth is a very different
from us. This difference needs to
be respected, but some simple
comparisons with what we know
may help us to appreciate Earth.
* The human body protects itself
with the skin. Earth uses the
atmosphere as a membrane
filtering out harmful radiation
from the sun and keeping heat
in.(The ozone layer is part of this
system.)
* Humans have a blood system to
distribute food and remove
waste. Earth uses the combined
(gas-liquid) system of the atmos-
phere and the oceans, lakes, and
rivers to move oxygen around.
* Humans have a heart to pump
the blood. Earth's daily rotation
on its axis creates night and day,
cold and hot to move currents in
the atmosphere and oceans.
Every day is a heartbeat for
Earth.
•The living parts of Earth (the
biosphere) maintain conditions of
temperature, radiation, levels of
oxygen, nitrogen, and carbon di-
oxide through feedback mecha-
nisms much like the human body
controls it's temperature, oxygen
and carbon dioxide levels.
* Earth's atmosphere has re-
mained at 21% oxygen for mil-
lions of years, and this is the mix
we need for living things.
*The oceans have been 3.5% salt
for millions of years in spite of
the tact that rivers dump hun-
dreds of tons of salt into the
oceans every day. Earth proc-
esses remove the salt before h
reaches dangerous levels.
-------
L
WIN AN
I
Tell Sunrock Farm what your
class is doing for Earth Day, and
register for a drawing on April 22 1
for five winnners of a 16" Earth-
ball. Call 781*5502 to register.
We are the Tree People
Throughout human
history people have adapted to
their natural surroundings and
teamed to live in harmony with
them and to love the natural
things of their home region.
People living in the desert
have been called "the desert
people." People living in the
swamplands have been called
"the swamp people." We also
hear about the mountain people,
the jungle people, the plains
people. We who live in the Ohio
River Region are surrounded by
me trees of the Eastern Wood-
lands. We can be called "the tree
people." This means we have a
special connection with trees.
Have your pupils write
about trees and/or discuss trees in
class.
Expressing Kinship with Earth:
For early grades:
Our dose connection to
Earth has been expressed for
thousands of years in terms of
our close connection to our
parents. Our own culture and
many others call our planet
"Mother Earth." Some cultures
speak of "Grandmother Earth", or
"Our Great Mother."
If Earth is our Great or
Grand Mother, then all the
children of Earth-the plants,
animals and people-are related.
The native peoples of America
call all other living things "our
relations" or "our relatives." Af-
rican-American folk stories tell
of "Brer Rabbit" (Brother Rabbit)
and all our cousins in the animal
world.
Have your children write
about why we call Earth "Great
Mother." Discuss the theme in
class.
For later grades:
Long ago people expres-
sed their closeness to other plants
and animals through adopting
them as members of their fami-
lies. For example, one family
would say that they are relatives
with the bears, another family
would say they are related to the
owls. Today we say that these
people made the bears and the
owls their "totems."
Let each child adopt a
certain animal, plant, or natural
element (air, water, fire, soil,
etc.). Do not repeat any animal,
plant or element. All together the
class will make up the family of
Earth. The children should study
about their totem and tell the
class what they do in the family
of Earth: how they live and
behave, and how they interact
with humans and/or other plants
and animals.
This guide to Earthday, 1990
was written by Frank Traina,
PhD., the director of Sunrock
Farm, an educational farm. For
more information on its educa-
tional programs contact Sunrock
Farm, 103 Gibson Lane, Wilder,
Kentucky 41076. 781-5502.
Resources in helping to teach about Earth
National Earth Day organizers have prepared four 2-day lesson plans for grades K-3,
4-6,7-12 science, and 7-12 social studies. These come with a home environmental survey
and an action guide. They have also produced fact sheets on eight important topics: water con-
servation, ozone depletion, tropical rainforests, pesticide legislation, recycling programs,
tree planting, acid rain, and global warming.
For copies of the lesson plans, surveys, guides, and fact sheets contact Earth Day
1990, P.O.Box AA, Stanford CA 94309 (415) 321-1990.
Earth balls are 16 inch in diameter, vinyl covered, and look like the planet Earth as
seen from outer space. They need to be blown up like a beach ball. Earth balls make good
teaching tools and can be ordered from Northern Sun Merchandising, 2916 E. Lake St. Min-
neapolis, MN 55406 (612)729-2001. They are $6.95 each (3 or more for $4.50 ea.) Add
$2.50 for postage & handling.
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Discovering the Living Earth;
Planet Earth behaves in ways
that make it seem alive. The
whole collection of living things
in Earth is called the "biosphere"
which when discussed with the
non-living material of Earth as
one entire system is called "Gaia"
(Guy-a). Gaia is Earth seen as a
giant organism, a real living
being which regulates its body
(very different from a human
person by the way).
Source: See Time magazine
Nov.l3,1989,p.ll4.
We all live inside
Planet Earth
We grow up thinking that
people live on Planet Earth. But
mis really isn't so. The atmos-
phere of Earth is part of the
planet. A very important part. It
moves with the planet and the
first layer is about 60 miles high.
We really live at the bottom of
the atmosphere, mat is, at least
60 miles inside of Earth.
If we think of this, then
Earth isn't below us, apart from
us. It is surrounding us and we
are breaming it in all the time.
We are like the fish swimming in
the ocean, but we live in an
ocean of air not water. We are a
lot closer to Planet Earth than we
usually think.
Classroom exercises in planetary unity
Let's All Breathe , The Great Dance ,
OK children let's all take
a deep breath. Now exhale. Now
everyone breathe in again, but
this time breath out on your hand.
Where does the air go
after it leaves your body? Yes, it
mixes in with the rest of the air.
So when you breathe air are you
breathing in the air which used to
be in other people's bodies. Yes!
Do animals have to
breathe? Do plants have to
breathe? Yes, of course. So
when we breathe we are also
breathing in air that used to be in
other animals and plants. So let's
play a little game. Let's breathe in
the air of the deer, let's send it to
the trees. Let's breathe in the air
of the flowers, let's send it to the
snakes. Let's breathe in the air of
(the children now answer) and
let's send it to (the children
answer).
How are we close to all
the animals and plants? We ail
breathe each others' air!
Ways of Teaching about Earth
There is a long tradition of helping children learn about Earth
primarily through actual sensory contact with the things of Earth,
for example, the touch of tree bark, the wind and rain in the face,
the colon around us, the feeling of pretending to be some animal,
plant, stone, river. After some natural experience, class discussion
and/or participation in some artistic or poetic experience to vali-
date the primary natural experience is seen as helpful in learning
about Earth.
American Indians believe
that everything in Earth is part of
one great dance. Everything that
moves is part of the Dance.
Children, let's divide the class
into two sections. Those to my
left will say. There is a Great
Dance." Those to my right will
•asset and say, "Come into the
Dance." Do this when I point to
you.
I will now mention to you some
thing in nature that is moving and
then I will point to you to an-
swer. Ready?
Teacher: The white clouds are
blowing across the blue sky."
IcfLsjjJe.: There is a Great Dance"
right side: "Come into the Dance"
Teacher: "A red fox is chasing a
rabbit across the field."
left side:There is a Great Dance"
Oghjjade,:"Come into the Dance"
Teacher. The rocks in the creek
move slowly." (
left side:There is a Great Dance"
rjghjL5ide.:"Come into the Dance"
"Now, boys and girls, you dunk
of something in nature that is
moving and tell me." (After each
child's statement continue re- «
frain:)
left sidgrThere is a Great Dance"
nghlside.:"Come into the Dance"
(This exercise is best done out-
of-doors where the children can
shout out the refrain as loud as
possible. But it can also be done
effectively indoors.)
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