DOCSLIB.ORG

What a Waste!

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
What a Waste! What a Waste! Objective: Grade: 6 Students will investigate issues regarding resource use and solid waste Subject Areas: Resources, Earth Science, entering landfills, and discuss potential Social Science, Economics solutions. Skills: observing, Materials predicting, classifying, • paper and pencils garbage bag • props to introduce modern • a old sheet or other ground analyzing, concluding culture vs. primitive culture covering (no plastic tarp) • video: The Story of Stuff by • A variety of cups Annie Leonard (optional) • alternatives to throw-a-ways Duration: 1 hour • clean garbage (make • statistics for consumption assortment ahead of time) and waste Connections: • gloves ecology, natural • a spring scale to weigh the resources, waste management Standards Strands: Excellence in Environmental Education Guidelines Strand 1 —Questioning and Analysis: G) Developing explanations: Vocabulary Learners are to synthesize their observations and findings into coherent explanations. finite Strand 2 — Env. Processes and Systems: 2.3 Humans and Their Societies: A) Individuals and groups: Learners understand that how individuals natural resources perceive the environment is influenced in part by individual traits and group need membership or affiliation. F) Change and Conflict: Learners understand that human systems change over time and that conflicts sometimes arise over want differing and changing viewpoints about the environment. manufactured goods 2.4 Environment and Society: Human/environment interactions: E) Environmental Issues: Learners are familiar with a range of environmental conscientious issues at scales that range from local to national to global. They understand consumption that people in other places around the world share many of the issues they are concerned about locally. landfill Strand 3 - 3.1 Skills for Analyzing and Investigating Environmental Issues: C) Identifying and evaluating alternative solutions and courses of leaching actions: Learners are able to apply identify and develop action strategies for garbology addressing particular issues. trash California State Educational Standards: sustainable Resources: 6a. Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the durable consequences of the conversion process. 6c. Students know the natural origin of the materials used to make common objects. Background more crops can leave less habitat a few examples. As new and better for wildlife; and more farm animals products come on the market, we often Consuming Nature leaves less space for wild animals. In toss out the old ones. The growing addition, the demand for energy is amount of trash left from a consumer odern society has many benefits increased with greater demand for oriented society is becoming a big Mbut the amount of consumption resources, which contributes to global environmental problem not only in and the corresponding production of warming. Furthermore, precious water American, but worldwide. waste is not one of them. The average resources can become polluted and American consumes over 100 pounds depleted. All of these things diminish of resources every day. This huge the quality of life. Piling Waste demand for resources puts pressure on the environment. The world we Many countries are using resources live in is finite or limited. As modern beyond their means. Industrialized When we take out the trash, we technology changes our needs and nations are more modernized and often say we are going to throw it wants, we need to find ways to reduce have large amounts of manufactured away, but there is no “away”. All of the amount of resources we consume goods. Manufactured goods modify our garbage goes somewhere. Many and the trash that accompanies our materials usually with the use of of the products we toss out can be many products. machines. Countries exchange goods reused, recycled or redistributed. and services. Manufactured goods Out of the 100 pounds of resources Everything that people make or use are much harder to trace back to a typical American consumes every comes from something else. Natural their origin compared to agricultural day, almost five pounds ends up resources are naturally occurring ones. For instance, the components as waste. Some good news is that substances used to meet human needs and labor required to make one pair more people are recycling. In 2009, and wants. A need is something of running shoes may include the over 33% of all waste in America people must have to live. A want, resources and manpower of a dozen was either recycled or composted. on the other hand, is something different countries. This means even Another 19% was incinerated; some people would like to have, but don’t the most wary and conscientious of which was converted to energy. necessarily need. Needs and wants of person can’t easily trace where all of This still means however, that over people differ based on their culture. the parts of his or her products come 50% of our waste ended up in landfills Every person has a different idea about from. A conscientious person is across the country; some completely what they “need” or “want”. Besides guided by their conscience and is unnecessarily. basic biological needs like food, air characterized by someone who takes and shelter, people also have social great care in decision making. A landfill can be any place where needs like clothing and medicine, and garbage is dumped, however, spiritual needs that revolve around When people buy things they don’t modern landfills are built to reduce faith and hope. really need, precious resources are environmental hazards like leaching. wasted. Food may be spoiled, clothes Leaching is the removal of soluble Regardless of culture, all people share may end up unworn and toys may sit substances by water. Certain the same resources with wildlife. on a shelf collecting dust. American chemicals, like lead and arsenic can Natural resources include fossil fuels, culture has sometimes been referred contaminate ground water and other plants, animals and minerals. The to as a “throw-away society”. Cheap nearby water supplies. A proper more resources we extract the more we and accessible goods promote more landfill has layers of thick plastic and modify the landscape. We can modify consumption. Consumption is when clay between the ground and the trash. the landscape in many destructive resources are used up. People may In addition, a layer of soil is put over ways: mining of minerals can leave buy new things because they feel like the trash every day to reduce odor and toxins behind; oil and gas can cause they can’t live without them; a new to encourage decomposition. Trash deadly oil spills; clearing land for cell phone or a DVD player are just in a landfill doesn’t decompose very Lost Coast Environmental Education Resource 2 quickly, however. This was discovered difference. Recycling one ton of paper resources. As resources are used, by a new field of science called saves between 15-17 mature trees. more waste is generated; much garbology. Garbology is the scientific of it being unnecessary. Learning study of trash. People by their nature use resources. about human actions and their For years, Americans have consumed consequences is an important part Our trash or municipal solid waste the most resources compared to any of being an active and informed (MSW) includes all of things we throw other nation. Our culture encourages citizen. Wise choices can lead to away into a garbage can or take to the us to buy new things. Other countries a healthier and happier future for dump. Common things include food are quickly following western culture. both people and wildlife. scraps, packaging, broken appliances, According to the U.N, China, India newspapers and yard waste. and other developing countries According to the Environmental will increase their consumption Protection Agency (EPA) packaging three-fold by 2050. Consumption and containers accounted for 30% is putting a strain on the world’s of all trash discarded in 2009. Furthermore, over 27% of trash was from yard waste or food scraps. These statistics show that a lot more of our trash can be intercepted (recycled or composted). Local Think Sustainably Connection Humboldt County Waste Management Authority When you take your garbage or recyclables to a transfer Some organizations, like The station or dump in Humboldt County, you are part of a waste Zero Waste Alliance (ZWA), are management system. Humboldt County is managed by The encouraging people, business and Humboldt County Waste Management Authority or HWMA. government institutions to become They offer curbside garbage and recycling service in Eureka sustainable. Sustainable refers to and Arcata ; and alternative locations can recycle a wide variety a rate of resource use that can be of goods when they take their garbage to a transfer station. continued without negative ecological In order to reduce waste, the HWMA encourages everyone to consequences. Their mission is to do the following things: come up with solutions through innovation and alternative life styles. • Buy and use durable, long-lasting products. • Send messages by email instead of postal mail. There are many ways people can • Start a carpool program. reduce the amount of waste they • Purchase items in refillable containers and buy in bulk generate. One of the first things a whenever possible person can do is to buy less. People • Bring a cloth bag or backpack when you go shopping. The can also stay away from cheap best answer to the question “paper or plastic?” is “I brought goods and buy durable ones instead. my own bag.” Durable goods are those that hold • Avoid disposable or single-use products such as disposable razors, pens, lighters, foam/paper cups and plates, plastic up well over time. For instance, a high utensils or batteries. quality camera will last a lot longer • Choose products that are the least toxic as possible to than a disposable one.
Load more

Recommended publications
  • Reading Guide
    THE STORY OF STUFF Reading Guide Story of Stuff Project 1442 A Walnut St., #242, Berkeley, CA 94747 510.883.1055 [email protected] www.storyofstuff.org THE STORY OF STUFF: Reading Guide This reading group guide for The Story of Stuff includes an introduction, discussion questions, ideas for enhancing your book club, and a Q&A with author Annie Leonard. The suggested questions are intended to help your reading group find new and interesting angles and topics for your discussion. We hope that these ideas will enrich your conversation and increase your enjoyment of the book. Introduction Where do our computers, soda cans, and T-shirts come from? Who and what was involved in their production? How far did they travel to reach us? And where will they go when we throw them away? Annie Leonard, creator of the internet film sensation "The Story of Stuff," takes readers on an epic journey around the world and back in time to understand our consumption-driven economy. Her conclusion is clear: we have too much Stuff, too much of it is toxic and we’re not sharing it well. With staggering revelations about the economy, the environment, and cultures around the world, alongside stories from her own life and work, Leonard demonstrates that the drive for a "growth at all costs" economy fuels a rampant expansion of production, consumption, and disposal that is jeopardizing our health, our happiness and the very survival of the planet’s ecosystems. Yet there is hope. Nearly every page offers alternatives and solutions that can stop the environmental damage, social injustice, and health hazards we face.
    [Show full text]
  • “Away” the Law of Conservation of Matter and Solid Waste Pollution
    There Is NO “away” The Law of Conservation of Matter and Solid Waste Pollution Mercy Aycart, Science Teacher E-mail: [email protected] South Miami Senior High 6856 SW 53 Street Miami, Florida 33155 School Mail Code #7721 Phone: (305)666-6871 Fax: (305)666-6359 For information concerning IMPACT II opportunities including Adapter and Disseminator grants, please contact: The Education Fund 305-892-5099, Ext. 18 e-mail: [email protected] web site: www.educationfund.org Table of Contents Goals and Objectives ........................................................................................... 1 Sunshine State Standards..................................................................................... 2 Course Outline/Overview ...................................................................................... 3 Background Information ....................................................................................... 4 Engage Activity ..................................................................................................... 8 Class Discussion .................................................................................................. 9 Internet Activity ................................................................................................... 14 Film ..................................................................................................................... 17 Lab ....................................................................................................................
    [Show full text]
  • The Story of Stuff: Increasing Environmental Citizenship
    Teaching Idea The Story of Stuff: Increasing Environmental Citizenship Amy L. Versnik Nowak, Heidi Hale, Jessica Lindholm, and Elizabeth Strausser ABSTRACT Objectives: After this lesson, students will be able to: (1) list the five stages of materials production, (2) report key facts related to the materials economy, (3) identify sustainable solutions that positively impact the environment, and (4) recognize how the environment affects health. Target Audience: This activity is designed for students in middle school and junior high school. Nowak ALV, Hale H, Lindholm J, Strausser E. The story of stuff: Increasing environmental citizenship through critical thinking. Am J Health Educ. 2009;40(6):346-354. INTRODUCTION dition to high rates of resource use, there are knowledge, skills and attitudes in order to Environmental health involves the as- also high rates of product consumption and incorporate appropriate environmental sessment and control of physical, chemical waste. For many products, such as electron- considerations into daily decisions about and biological factors that potentially affect ics, consumer use in America continues to consumption, lifestyle, career and civics, health,1 and it encompasses a vast range of climb while the recycling rate for out-of-date and to engage in individual and collective topics including air quality, climate change, electronic devices remains under 20%.6 That action.”9(p1) There are three primary stages water safety, natural disasters, conservation means much of the waste in the United States of environmental literacy: nominal literacy, and waste management.2 As it affects every ends up in landfills. functional literacy and operational literacy.10 human being, environmental health is a hot Despite the national policy of 1969 and People with nominal literacy have little or topic in political, educational and health care the statistics regarding consumption and no understanding of environmental top- arenas around the world.
    [Show full text]
  • Overview of SUST 240 Waste
    SUST 240 Waste Spring 2015 | Online Prof. Mike Bryson Overview of SUST 240 Waste Welcome to Professor Mike Bryson's Spring 2015 online section of SUST 240 Waste, which is one of the core courses in the SUST undergraduate program at RU. This document provides a snapshot overview of its theme, goals, format, activities, and requirements. For more detailed information, including useful tools for web-based research, consult the Syllabus section of our course Blackboard (Bb) site. SUST 240 is a required 200-level course in the Sustainability Studies major and may be taken for elective credit by students in other programs. Pre-req: ENG 101. Cleanliness is next to godliness, so the saying goes; but more importantly, it also is vital to the daily management of urban and suburban systems, lest we be plagued with epidemic disease and other unpleasantries. How society manages sewage, garbage, and recycling involves far more than dropping bins off on our curbs and watching the waste magically disappear. SUST 240 examines sustainability dilemmas involving waste management of various kinds (municipal, hazardous, toxic, and wastewater) assesses consumption trends past and present, and explores the connection of waste production and siting to environmental justice. Students learn about and analyze issues of waste policy and management and critically evaluate the economic, political, and chemical/environmental impacts of waste stream practices. Key learning objectives include: • Understanding the environmental, economic, and social impacts of waste management
    [Show full text]
  • Using Social Studies and Languages to Teach Sustainability at the Upper Secondary Level (Clarifications, Recommendations, Best Practices, Examples of Tasks)
    Using Social Studies and Languages to Teach Sustainability at the Upper Secondary Level (Clarifications, recommendations, best practices, examples of tasks) Programme EEA/Norway Grants Scholarship Programme Estonia Action Cooperation projects at upper secondary education level Project partners Narva Vanalinna Riigikool (Estonia, Narva) Kópavogur Grammar School (Iceland, Kópavogur) Tallinna Õismäe Vene Lütseum (Estonia, Tallinn) 2014 – 2016 Contents Chapter 1. Introduction .................................................................................................................... 3 1.1. Our philosophy .................................................................................................................... 3 1.2. The Project Team's Aims, Basics and Results ...................................................................... 3 Chapter 2. Sustainability ................................................................................................................. 6 2.1. The Icelandic National Curriculum Guide for Upper Secondary Schools ........................... 6 Chapter 3. Fallen societies ............................................................................................................... 7 3.1. Fallen Societies - Can they teach us anything? .................................................................... 8 3.2. My Generation ...................................................................................................................... 9 3.3. The Portrait of My Generation ..........................................................................................
    [Show full text]
  • Let There Be...Stuff?
    LET THERE BE...STUFF? A SPIRIT-FILLED RESPONSE TO A CONSUMER-CRAZED WORLD A Faith-Based Program for Christian Teens created by www.storyofstuff.org www.greenfaith.org version 1.0 THANK YOU Acknowledgements... A very heartfelt thank you goes out to all those in the Christian community and the broader faith community who reached out to the Story of Stuff, sent us emails, wrote us letters, and phoned in, to tell us about how you were using the film and encouraging us to make this curriculum. Your work has been an our inspiration and we hope that this will help you on your way. Additionally, an enormous debt of gratitude is owed to Gwen Gordon who shepherded this project forth and put in countless hours of research, design, and development into these pages. As it is, this project would not have been possible without her. Thank you. LET THERE BE...STUFF?: AN INTRODUCTION TABLE OF CONTENTS INTRODUCTION Introduction • The Big Picture • Story of Stuff Program Overview • Facilitator Overview Preparing for the Program • Setting the Tone • Enrolling Parents • Preparing for Sessions Facilitation Tips • Conducting Exercises • Debriefs and Group Conversations SESSION 1 – CARING FOR CREATION TABLE OF CONTENTS TABLE Preparing for Session 1 • Materials • Facilitation • Bible notes • Biblical Text Session 1 – Plan Appendix • Course Roster • Point Tally Sheet • Biblical Text - Genesis • Session 1 Readings Sheet • Promise Sheets • Action Plan Instructions • Action Plan – Session 1 SESSION 2 – THE STORY OF STUFF Preparing for Session 2 • Materials • Facilitation
    [Show full text]
  • New Methods in Graphic Design and Radical Environmental Change
    Portland State University PDXScholar University Honors Theses University Honors College 2016 Anticommercial Purposes: New Methods in Graphic Design and Radical Environmental Change Nina Berry Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/honorstheses Let us know how access to this document benefits ou.y Recommended Citation Berry, Nina, "Anticommercial Purposes: New Methods in Graphic Design and Radical Environmental Change" (2016). University Honors Theses. Paper 283. https://doi.org/10.15760/honors.287 This Thesis is brought to you for free and open access. It has been accepted for inclusion in University Honors Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Anticommercial Purposes: New Methods in Graphic Design and Radical Environmental Change by Nina Berry An undergraduate honors thesis submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts in University Honors and Graphic Design Thesis Adviser Meredith James Portland State University 2016 Abstract This paper explores the ways in which graphic design has approached and interacted with sustainability throughout the last quarter of the 20th century and into today. Following two collaborative manifestos of graphic designers discussing design's potential outside of the commercial realm, this paper examines the way that graphic design has assisted with environmentalism thus far and makes a proposal for the way that graphic design should be used in an environmentally sustainable context into the future. Using the tenets of the new scholarly realm of Transition Design, this paper dissects how graphic design can assist a transition away from a centralized, fossil-fuel based economy toward a radically localized sustainable system using information design, persuasive design, and future-oriented visualizations.
    [Show full text]
  • Ethical Consumerism in European Education
    Ethical Consumerism in European Education Contents Background p. 3 Workshops p. 6 Campaigns p. 23 A Shared Economy p. 27 Further Resources p. 29 ABOUT THIS PROJECT Ethical Consumerism in European Education (ECEE) is a consortium of European part- ners with a shared interest in ethical consumerism and fair trade (FT/EC). This toolkit is designed to provide a practical guide to teaching FT/EC for NGOs, activists, social or- ganisations, educators, trainers, etc. who work with young people, adults and the com- munity. The aim of the toolkit is to promote sustainable consumption based on ethical values through motivating change in individuals, families and communities. This toolkit offers examples of good practice for non-formal and informal educational set- tings based on work done in six European countries. It recognises the ever-increasing need for raising awareness about responsible consumer consumption. This toolkit pro- motes the active engagement of the public on issues of consumption within their own communities and on a global scale. The toolkit includes workshops, campaigns, activities and other useful tools that promote critical thinking, reasoning and help to find ethically and environmentally suitable solu- tions in our daily lives. Educators and activists are encouraged to adapt this material to meet their needs and the needs of their groups and to use their own knowledge and creativity to improve the ac- tivities. There is a lot of information about these issues and topics and we encourage edu- cators to learn more about them as they work with their learners. 2 BACKGROUND This toolkit was developed out of the project "Ethical Consumerism in European Edu- cation".
    [Show full text]
  • Kearsarge Valley Transition and Happiness Initiative Final Report
    1 Kearsarge Valley Transition and Happiness Initiative Final Report Colby-Sawyer College Environmental Studies and Science Community Based Research Project Fall 2012-Spring 2013 This report is respectfully submitted by the Colby-Sawyer College Environmental Studies and Sciences Community Based Research Project. The members of this project are: Ryan Bernstein, Luke Boyajian, Paul Boynton, Victoria Dake, Jillian Dervishian, Garrett March, Andrew Pehoviak, Phurchhoki Sherpa, Jenisha Shrestha, George Sousa and Jonathan Wylie. 2 Table of Contents Acknowledgement .................................................................................................................................................. 5 Executive Summary ............................................................................................................................................... 6 Background ............................................................................................................................................................... 9 Introduction ........................................................................................................................................................... 16 The Happiness Initiative .................................................................................................................................... 17 Happiness Survey ............................................................................................................................................ 18 Outreach for Happiness
    [Show full text]
  • Story of Stuff Glossary
    Story of Stuff Glossary Brominated Flame Retardants (BFRs): a class of toxic industrial chemicals routinely added to con- sumer products such as clothes, furniture, and electronics to reduce fire-related injury and property damage. BFRs are applied to 2.5 million tons of plastics annually. North American industry is the largest user of BFRs globally; however, a significant proportion of products manufactured in North America are destined for international markets. Within the U.S., and worldwide, the electronics indus- try accounts for the greatest consumption of BFRs. In computers, BFRs are used in printed circuit boards, components such as connectors, plastic covers, and cables. BFRs are also used in a multitude of products, including plastic covers of television sets, carpets, paints, upholstery, and domestic kitchen appliances. A 2005 report released by Health Care Without Harm called Brominated Flame Retardants: Rising Levels of Concern, has this to say: “Whereas flame resistant products save lives and prevent property damage, there are increasing concerns about the environmental and health effects of flame-retardants such as BFRs. Overall, the available literature on BFR toxicology is incomplete. Based on the available data, however, we know that BFRs are associated with several health effects in animal studies, including neurobehavioral toxicity, thyroid hormone dis- ruption, and possibly cancer. Additionally, there are data gaps but some evidence that BFRs can cause developmental effects, endocrine disruption, immunotoxicity, reproductive, and long-term effects, including second-generation effects.“ Byproduct: something produced while producing something else. Usually byproducts are not inten- tional, and often are not desired. A byproduct can be useful and marketable, or it can have severe ecological and health consequences.
    [Show full text]
  • Earth Day 2020 Sustainability Film List 1.5 Stay Alive
    Earth Day 2020 Sustainability Film List 1.5 Stay Alive (2015, 53 minutes). Part music video and part documentary, 1.5 Stay Alive brings an urgent message from the Caribbean to the international community: limit global warming to 1.5°C, so that their islands are not overtaken by the sea. Popular Caribbean musicians express their experiences with rising seas by composing and performing songs about climate change, and their visions of how to confront it. Full movie on youtube. Acid Test by NRDC (2009, 22 minutes). Ocean acidification is the “other” problem caused by burning fossil fuels and poses a fundamental challenge to life in the seas and the health of the entire planet. Full video on youtube. American Outrage (2008, 55 minutes). Two elderly Western Shoshone sisters battle the U.S. government for land rights after their livestock herds are seized and they are sued for trespassing. Full video on youtube. An Invitation for Wildness (2016, 20 minutes). In the small town of Riverton at the bottom of New Zealand’s South Island is Robert and Robyn Guyton’s amazing 23-year-old food forest. The 2-acre property has been transformed from a neglected piece of land into a thriving ecosystem of native and exotic trees where birds and insects live in abundance. Robert and Robyn are a huge inspiration, not only for their beautiful approach to healing the land and saving heritage trees and seeds, but for the way they’ve impacted on their local community. Full video on youtube. Before the Flood (2016, 96 minutes).
    [Show full text]
  • Going Green for Beginners
    GOING GREEN FOR BEGINNERS a totally painless introduction to reducing our environmental footprint Becky Haltermon, Boone County Solid Waste Becky Haltermon Boone County Public Works, Division of Solid Waste Management [email protected] 859-334-3151 5645 Idlewild Road Burlington, KY 1 DISCLAIMER * Disclaimers are never a good sign … I have to admit that I really don’t like the term “going green.” It implies a fad or a small segment of your life when making a real change is neither ephemeral or restrained. Making a real change begins with the way we see our lives as a whole … 2 I want you to be happy. • Let‟s discuss • Health • Dollars • Happiness • “We hope that students will appreciate that the good life is more than having more stuff and more money…” – Barbara Duncan, The Vermont Earth Institute I am not trying to harsh on your happiness by promoting environmental ideals. I am trying to make your life happier. Everything that is important to us is effected by the world we live and the systems on this planet. Everything that we care about can be positi vely impacted by a healthier planet. Environmental Health Concerns: Air quality, including both ambient outdoor air and indoor air quality. Climate change and its effects on health. Disaster preparedness and response. Food safety, including in agriculture, transportation, food processing, wholesale and retail distribution and sale. Hazar dous ma ter ia ls managemen t, incl udi ng hazar dous was te managemen t, con tam ina te d s ite remedi a tion, the preventi on of l eak s from underground storage tanks and the prevention of hazardous materials releases to the environment and responses to emergency situations resulting from such releases.
    [Show full text]