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Pathways to a Sustainable Future: a Curriculum Guide for Maine Schools Exploring Waste Management Issues

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Pathways to a Sustainable Future: a Curriculum Guide for Maine Schools Exploring Waste Management Issues DOCUMENT RESUME ED 378 056 SE 055 682 TITLE Pathways to a Sustainable Future: A Curriculum Guide for Maine Schools Exploring Waste Management Issues. INSTITUTION Chewonki Foundation, Wiscasset, ME. SPONS AGENCY Maine Waste Management Association, Augusta. PUB DATE 94 NOTE 243p. AVAILABLE FROMMaine Waste Management Agency, State House Station 154, Augusta, ME 04333. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Curriculum Guides; Educational Resources; Elementary Secondary Education; *Environmental Education; Instructional Materials; Interdisciplinary Approach; *Problem Solving; Recycling; Solid Wastes; *Student Projects; Teaching Guides; *Waste Disposal IDENTIFIERS Environmental Action; *Maine ABSTRACT This action g-ide is designed to help students and teachers become aware of the concepts and issues of waste management, and to motivate them to action in the classroom, school, home, and community. The guide emphasizes interdisciplinary activities that concentrate on the process of problem solving. Activities are identified by appropriate grade level grouped for beginning (K-4), intermediate (3-8), and advanced (6-12) students. Key sections in the guide contain: (1) an introductory story "The Birds of Zazurds"; (2) six awareness activities that help students identify the waste management problem;(3) six awareness activities that help students explore various actions;(4) seven self-evaluationfinventorie's that help students characterize the waste in school or home and then prioritize the waste problems;(5) 25 simple and advanced "Pathways to Action" projects, and samples of projects completed in Maine schools; and (6) background information, and resources (38 instructional resources, 11 trade books for younge.: children, 51 organizations and agencies, 28 teaching guide summaries from the California "Compendium for Integrated Waste Management," and a 100-word glossary). Development of tne guide was directed by Maine's Common Core of Learning, and the "Critical Skills Classroom" model based on experiential education.(LZ) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** PATHWAYS TO A SUSTAINABLE FUTURE A Curriculum Guide for Maine Schools Exploring Waste Management Issues DEVELOPED BY the Chewonki Foundation for the Maine Waste Management Agency PRINCIPAL AUTHORS Michael Heath and Andy Barker ILLUSTRATIONS BY Josephine W. Ewing The Chewonki Foundation Wiscasset, Maine 04578 Maine Waste Management Agency Office of Waste Reduction and Recycling Augusta, ME 04333 PATHWAYS TO A ta, printed on recycled paper SUSTAINABLE FUTURE 3 Curriculum Advisory Committee Pathways to a Sustainable Future was devel- Gayle Briggs oped by the Chewonki Foundation under Maine Waste Management Agency contract to the State of Maine, Maine Waste Management Agency for use in Maine schools. Peter Corcoran Department of Education, Bates College The Chewonki Foundation is a non-profit Tom Keller educational institution established in 1963 as an Maine Department of Education outgrowth of Camp Chewonki, which was founded in 1915. Chewonki began year-round George MacDonald programming in 1970 and currently offers Camp T&R Associates, Bath Chewonki (for boys 8-15) and Wilderness Expeditions (for boys and girls 13-18), Environ- mental Education and Outreach Programs for Core Group of Teachers school groups, and the Maine Coast Semester David Galin (for 11th graders), and Workshops and Wilder- Coffin School, Brunswick ness Expeditions (for family groups and indi- viduals). The Resource Center at Chewonki Sue Kistenmacher works closely with a number of state and federal Wiscasset Middle School agencies, school districts, and individual schools Donna Maxim to develop new programs and educational Center for Teaching and Learning, materials. All projects and associated teacher Edgecomb training programs stress aspects of group process Bob Olney and interdisciplinary learning. All Chewonki Waynflete School, Portland Foundation programs are drawn clearly and cleanly from its educational mission: To foster Mona Schlein personal growth through group interaction in Wiscasset Primary School the context of the natural world. The Maine Waste Management Agency was Supporting Teachers established by the Maine legislature and is Linda Baum responsible for administering the state's waste Gilford Butler School, Thomaston management and recycling programs. The Agency includes the Offices of Planning, Siting Mary Dunn and Disposal Operations, and Waste Reduction Mt. Merici School, Winslow and Recycling. Among many other areas, the Ernie Kozun Office of Waste Reduction and Recycling is Windham Jr. High School responsible for developing a public education program for solid waste management and Don McDougal recycling. Nokomis Regional High School, Newport Kandy Meyers Bristol Consolidated School The Chewonki Foundation RR 2 Box 1200 Margaret Pennock Wiscasset, ME 04578 Soule Program, Mast Landing School, (207) 882-7323. Freeport Cheryl Pike W.G. Ma llett School, Farmington Maine Waste Management Agency Elizabeth Postlewaite State House Station 154 Augusta, ME 04333 SeDoMoCha Middle School, Dover- Foxcroft (207) 287-5300 or (8001662-4545. Pat Snow Gilford Butler School, Thomaston Copyright © 1994 The Chewonki Foundation, Fran Spiotta all rights reserved. Permission is granted for Grammar School, Livermore Falls teachers to duplicate activity pages for class- room use only. Naomi Vaughan Martel School, Lewiston Sylvia Ycaton W.G. Ma llett School, Farmington PATIIWAYS l 0 A MJSTAINARLE rUTURE 4 ITable of Contents Acknowledgements For Better or Worse i 58 How can I make good decisions about Introduction 8 packaging I buy in the store? = Introductory Are Ten Better Than One? 60 levels (approx. K-4) The Birds of Zazurds: A How does the size of a package affect how much packaging is used and how much = Intermediate Story About Waste and waste is produced? levels (approx. 3-8) Action 14 Paper, Plastic, or Cloth? III 62 When we go shopping, what kind of bag is The Birds of Zazurds best? = Advanced levels written by Andy Barker, illustrated by Where'd You Get That Can? 71 (approx. 6-12) Josephine Ewing 15 Why is recycling aluminum more efficient Discussion Questions 32 than making aluminum cans from raw Follow-Up Activities materials? Our School the Gulligutt Tree 33 Test the Alternatives 74 Birds of Zazurds Play IN 34 How can we reduce the use of hazardous Zazurds II 35 cleaning products at school and at home? Waste Awareness Self Evaluation: Activities Part 1: What is Inventories of waste the Problem 37production at school and Drop in the Bucketit 0 38 at home 79 What difference does my trash make School Waste Audit 80 How Much Trash? 40 How much trash do we produce in our How much waste am I responsible for? school? Mounting Milk Cartons 42 School Hazardous Waste Audit MI 4. 84 How fast does milk carton trash accu- What hazardous wastes do we produce inour mulate in our school? school? What should be done with them? If Toys Could Talk 44 Source Reduction/Recycling Quiz How have toys changed from the days Consumer Surveys when our grandparents were young? How for Students and Adults 87 was our grandparents' waste different? How can we be part of the solution? Bread and Kisses 46 Home Waste Audit 0 92 How does consumption and life style relate How much trash does my family generate? to waste generation? Home Household Hazardous Getting to the Route Waste Audit 94 of the Hazardous Waste Problem 48 What household hazardous materials do I What's wrong with throwing used oil down have in my home? What should I do with the drain? them? Local Waste Management Waste Awareness OptionsII 97 If there is no such place as "away," where Activities Part 2: Can does our trash end up? Make a Difference? 51 Trash Sorting Relay Race 100 How should trash be separated in ourcom- Everyday Choices munity? for a Sustainable Future * 52 How do you know which are the best prod- ucts to buy when you go shopping? l'Al I MY'. 1(1A SUC fAINABLE UU I U111, 5 Featured Teacher and Other Programs: Pathways to Action - Creative Programs in Maine Jr. High and High Action projects to make a School classrooms and additional valuable difference 102 programs available to Maine schools 171 Gail AdsheadGarbology Unit = Introductory Simple Classroom Action Projects 105 Cape Elizabeth High School 172 levels (approx. K-4) Source Reduction Projects 107 J. B. Kavaliauskas - The Raging Recycling Classroom Source Reduction Riots, South Portland High School 176 = Intermediate Campaign 108 Ernest Kozun, Jr. - Jr. High Recycling levels (approx. 3-8) Cafeteria Source Reduction Program, Windham Middle School 179 Campaign 109 Mary K. WellsHousehold Hazardous = Advanced levels School Source Reduction Waste, Warsaw Middle School 182 (approx. 6-12) Publicity Campaign N 111 (Pittsfield) "Junk" Mail Reduction Effort 112 Sue West & Dave LeibmannSolid Waste 117 Student Service Projects Reuse Projects Maine Coast Semester Program Classroom and Office Paper (Wiscasset) 185 MI 118 Reuse Campaign David Wilkins - Student-run Summer Camp Used Clothing Drive and Swap 119 Katandin High School Magazine Reuse Campaign 120 (Sherman Station) 188 Trash-to-Art Festival 121 Other Programs 192 Recycling Projects 123 School Recycling Program 124 "Buy Recycled" Campaign 126 Background Information Home Recyclables and
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