K Thru 5Th Grade Curriculum Lesson Helper

K thru 5th GRADE w+?QQ-& CURRICULUM &-lEw9 LESSON HELPER z 3 7y8

Ionsored by the State Department of Conservation, hion- of Recycling. CITY OF SAN JOSE, CALIFORNIA DEPARTMENT OF RECREATION, PARKS AND COMMUNITY SERVICES

SAN JOSE BEAUTIFUL 333 West Santa Clara Street, Suite 800 San Jose, California 95113 (408) 277-5208

ROBERTG OVERSTREET May, 1989 DIRECTOR

TO THE TEACHERS AND PRINCIPALS IN SAN JOSE SCHOOLS:

While it is becoming more well know about the growing waste disposal problem our state and our country is facing, and the positive impact recycling is for this problem, the San Jose Beautiful Program still sees the need to educate people --- especially our children --- about recycling and litter control.

Our children are the ones who often open our eyes to the little habits we have. "Hey mom, why did we leave our trash on the picnic table?" "Dad, why did you throw your cigarette out the window of the car? Isn't that what the ashtray is for?"

Is it not our children who can still see and learn the value in "a penny saved is a penny earned" as they save the aluminum cans and redeem them for pennies.

San Jose Beautiful, ir]tooperation with our Education Subcommittee has put San Jose's own version together of learning information for K-5 grades. This information has been compiled from several other resources from other cities and states.

The format is meant to be used either by individual lesson, self-contained and directed toward a particular required subject, or in total, starting with chapter one and ending with chapter four.

The goals for this school information manual are to increase awareness about litter control and recycling, in addition to providing this information in a manner and format that a teacher can easily use for required teaching subjects. We do recognize the need for this information to be provided to schools in languages other than english. One future goal of San Jose Beautiful would be to obtain funding to accomplish this task.

We encourage your honest critique by filing out the evaluation found at the end of the manual. Best wishes in your teaching endeavors.

The Office of San Jose Beautiful ACKNOWLEDGEMENTS

The compliation of this manual was made possible through contract monies awarded to the Office of San Jose Beautiful by the State Department of Conservation, Division of Recycling.

Printing was made possible through donations from Waste Management, Inc. and Browning Ferris, Inc.

The following members of the San Jose Beautiful Education Subcommittee:

Rod Cryer Ann Horton Mike Matusiewicz Jason Tarshis

Special Thanks to Steve Roemer TABLE OF CONTENTS

Introduction Teacher .Background Information i Do You Know How Recycling and Litter Control Started In San Jose? iii

How Manual is Organized List of Lessons by Title, Grade level, Page v List of Lessons by Academic Subject vi

Lessons 1-101

Glossary 102

Bibliography 106

Teacher Evaluation 107 . I "-'

Introduction

The City of San Jose, particularly through its Solid Waste Program, has jumped leaps and bounds in tackling our local landfill problems.

Finding alternative methods of solid waste disposal is critical. This manual was developed to enable elementary instructors in San Jose schools to teach students about litter control and waste reduction, reuse and recycling, at the same time covering the academic subjects. The manual also presents information students will need to take responsibility for their personal litter and garbage disposal habits, and to make informed decisions.

TEACHERS -- Read this Please! Attitude "Out of sight, out of mind." This was the general public's attitude toward garbage and litter until we realized the importance of beautifying and conserving resources, energy, and the quality of our environment. Today, each person creates about 5 pounds of garbage every day.

Terms Litter is any waste object, made or used by people, that is not properly "thrown away"-- that is, put in the right waste basket or other container. Solid Waste is almost anything that a person considers worthless and throws away. We generally refer to solid waste as trash and garbage or refuse. Although we can put solid waste out of mind, and even out of sight, it has to gn SQ!EW&.&.

Resource Depletion Many of our natural resources are nonrenewable--once we use them up, they are gone forever. We literally bury tons of natural resources every day. All the paper we use and throw away comes from trees; aluminum products are made from bauzite ore; plastics and synthetic fabrics are made from petroleum. Although a properly engineered sanitary landfill is an effective method for disposing of solid waste, we are literally burying tons of these natural resources every day.

i i

Reuse

There is more we can do with solid waste than throwing it away. Many things we toss into the trash can be resued for the original or another purpose. Margarine tubs, milk cartons and shoe boxes can be reused as containers for odds and ends: a torn shirt can become a cleaning rag; and items that we no longer want, such as clothing, toys and books, can be given to charities for repair and subsequent reuse.

Recycle

All of our "throw aways" don't have to go to the landfill. One of the easiest ways to recover resources from soild waste is recycling--reprocessing material into new items that we can use again.

By recycling newspapers, corrugated cardboard, glass bottles, aluminum cans and brown paper bags, we enormously reduce residential waste.

When we recycle wastes, we not only slow down the depletion of natural resources, but we also conserve energy. It takes 95 percent less energy to make aluminum cans from recycled aluminum than it does to make them from bauxite ore; it takes 60 percent less energy to make paper from old paper than to make it from trees; and it takes 30 percent less energy to make glass from cullet than it does to use virgin materials. Saving energy is more important as energy becomes increasingly scarce and expensive.

Litter

Most people think of litter as coming from motorists and pedestrians. Many people are quick to blame children 'and young adults for all litter problems, but the problem can come from many places in our community.

There are seven main places in our community where waste materials are most apt to escape:

1) Home garbage cans 2) Business and commercial garbage cans and dumpsters 3) Trucks with loads improperly tied down or covered 4) Construction or demolition sites 5) Loading docks and commercial storage areas 6) Material thrown, dropped, or blown from cars 7) Materials thrown or dropped by pedestrians

ii San Jose Beautiful was founded in 1986 by the San Jose City Council to help instill a greater sense of community pride in San Jose residents, through volunteer efforts in projects that make San Jose a better and more beautiful place to live. A high level of community involvement produces a sense of individual ownership in neighborhoods and creates a sense of pride in the community. The San Jose Beautiful Program, as part of the City of San Jose's Department of Recreation, Parks, and Community Services, is dedicated to educating the public on litter control and beautification.

San Jose Beautiful relies highly on volunteers in all areas of operation, from its . steering committee to community litter clean-up to beautification projects. There are an abundance of opportunities for concerned citizens, business leaders, educators, government representatives -- individuals from all walks of life -- to pitch in towards a more beautiful San Jose.

The Office of San Jose Beautiful consists of the following programs:

o Grants Program o Litter Control Program o Cultural and Heritage Gardens Program 0 San Jose Beautiful Month

For more information call the Office of San Jose Beautiful at 408) 277-5208

iv Lessons

Chapter 1 -- Where Does Waste Come From? Grade level Page #

Lesson 1. What is a Natural Resource? 3-5 1 2. Man-made versus Natural K-2 6 3. What is Garbage 3-5 8 4. How Glass is Made? 3-5 9 5. Beverage Containers 3-5 11 6. What Is Oil Really Like? 3-5 13 7. The Origin of Oil 3-5 14 8. Plastics--Where Do They Come From? 3-5 15 9. Pick An Item, Any Item K-3 17 10. Biography of a Favorite Thing 3-6 18

Chapter 2 -- Why is Waste a Problem?

Lesson 1. Making a Mini Landfill 4-5 20 2. The Throwaway Three 4-5 23 3. Plastic Trash and Wildlife 4-5 30

Chapter 3 -- How Can Waste Be Useful?

Lesson 1. Swap Box K-2 35 2. Use It Again Box K-2 36 3. Odd-Shaped Pictures 1-3 37 4. Recycle Bicycle 3-5 38 5. What's In a Cycle? 2-5 40 6. What Can You Recycle? 2-5 46 7. Take-Home Recycling Kit 3-6 50 8. White Paper Recycling 3-6 55 9. Weigh Your Recyclables 2-5 57 10. Handmade Paper Planting Cups 2-5 58 11. Collecting Newspaper 2-5 59 12. Recycling Aluminum Cans 4-5 61 13. Recycling Oil 4-5 63 14. Composting In the Classroom 4-5 64

V 'I

Chapter 4 -- How We Can Do To Help? Grade level Page #

Lesson 1. Litter 3-5 72 2. Litter Is Waste Out of Place K-5 74 3. Nurture Some Nature Part I 2-3 77 Part II 4-5 4. Litter, Litter Everywhere K-3 79 5. A Litter Walk 3-5 80 6. Neighborhood Litter Hunt 3-5 81 7. Take A Look In Your Garbage Can 3-6 82 8. Paper From The Urban Forest 2-5 92 9. Reduce and Reuse 2-5 95 10. Packaging 2-5 96 11. Changing Habits 2-5 97 12. Sending Pictures To Elected Officials 2 - 5 98 13 Getting The Message Out At School 2-5 99 14 Sort The Garbage Under The Sink 2-5 100

Activity Listed by Academic Subject

Subject grade level

Chapter 1 Lesson 1. Science, Social Studies 3-5

2. I Science ' K-2 3. Science, Math, Social Studies 3-5 4. English, Written Language, Research Skills 3 - 5 5. Social Studies, Math, Categorization, English 3 - 5 6. Science 3-5 7. Geology, History, Science, English 3-5 8. Oral and Written Languages, Science, Math 3-5 9. Social Studies, Language Arts, Art K-3 10. Social Studies, Science, Art 3-6

Chapter 2 Lesson 1 Science, Vocabulary 4-5 2 Social Studies, Language Arts, Drama 4-5 3 Social Studies, Environmental Education, Home Economics 4-5

vi Chapter 3 Lesson 1. Social Studies K-2 2. Social Studies, Art K-2 3. Social Studies, Art 1-3 4. Social Studies, Art, Language Arts 3-5 5. Social Studies, Science 2-5 6. Social Studies, Science, Math, Language 2-5 7. Social Studies, Language Arts, Art, Consumer Education 3-6 8. Social Studies, Math, Art 3-6 9. Math 2-5 10. Science, Art 2-5 li. Science, Social Studies, Math, Art 2-5 12. Science, Social Studies, Math 4-5 13. Science, Social Studies 4-5 14. Science 4-5

Chapter 4 Lesson 1. Science, Language 3-5 2. Social Studies, Science, Math K-5 3. Social Studies, Language Arts 2-3, 4-5 4. Social Studies, Science K-3 5. Social Studies, Science, Art 3-5 6. Social Studies, Science, Math 3-5 7. Social Studies, Science, Math 3-6 8. Social Studies, Science 2-5 9. 'Art, Language Arts, Math '2-5 10. Math, Written Language 2-5 11. Science, Language Arts, Math 2-5 12. Political Science, Art, Social Studies 2-5 13. Language, Art 2-5 14. ---_-- _--_

vii - - . .. , ......

Chapter I -WHERE DOES WASTE COME FROM? - . .. ..~ . .~ 1

1 What Is A Natural Resource? Grade Level 3-5 Objective: Ib identify at least three natural resource bases in our environment and be able to name a product that is made from the resources.

Subject Areas: Science, social studies.

Materials Needed: Photos or magazine pictures of mountains, beaches, forests and oil fielddrefineries. Examples of products made from the above natural resources: newspaper, milk carton, aluminum can, tin can, plastic, vegetable, a piece of cloth. A trip to the beach or woods would be great!

ProcedureIActinty: 1. What is our environment? What does that word mean? What things are in our environment? Are ali things in our environment alive? What do living things need to stay alive? (food, air, water) 2. Let's look at four different environments. Show the children pictures of forests, mountains, beaches and oil sites. What natural resources do we find in each of these environments? What things can be made from these natural resources? Discuss each environment and list the natural resources found in them on the board. Natural Resource Product ~Environment ~~ forest trees paper mountains minerals metal beaches sand glass oil field petroleum plastic 3. Play a matching game. Show the children products made from the natural resources discussed. Have the students take turns matching the ~roductto the picture of its natural resource base (forest, beach.

mountain,~ oil site). 4. What did you learn today about the world's natural resources? HOW many people do you think are in our world today? What do you think might happen to our natural resources if we keep using so much of them? b

WORKSHEET I-A What Is It Made From?

----- in the forests.

Metal cans are made from special

-----

Glass bottles and jars are made from the

---- from the beach.

Directions: Draw lines to the correct word to finish each sentence.

Metal cans are made from wood.

Paper is made from sand.

Glass is made from minerals. ..

.. . , ...... ~...... ______WORKSHEET I-B Name

Pick The Right Resource

Here are seven of our natural resources. Write the name of the correct natural resource in the blank space in each sentence.

1. We need to drink, to bathe in, and to wash clothes in. 2. Plants, animals, and people need to breathe. 3. We need to grow plants in. 4. Salt, chalk, and silver are some of the we use. 5. need to use other natural resources wisely and to save them for the future. 6. We use our for wood to build houses and furniture......

______-_-- WORKSHEET I-C Name What Is It Made From?

Here are some of the things we use every day that are made from natural resources.

Directions: Write the natural resource next to each picture. WORKSHEET 1-0 Natural Or Not?

Natural resources are things we get from nature. Water is a natural resource. The sun is another natural resource. Trees and minerals are natural resources, too. We use our natural resources to make the many things we use everyday. They also give us energy and power.

Write "yes" or "no" after each question.

1. Is a river a natural resource? . 2. Is sunlight a natural resource?

3. Is a plastic cup a natural resource?

4. Is wood a natural resource?

5. Is a book a natural resource?

6. Is gold a natural resource? CHAPTER I-WHERE DOES WASTE COME FROM?

LESSOm 2 1 Man-made versus Natural

Grade Level K-2 Students will be introduced to the Objective: concepts of "natural" and "man-made." Students will be able to identify distinguishing characteristics of natural and man-made objects through perception by senses. Reinforcing concepts by repeating the activity in an outdoor setting; using discussion and group interaction

Subject Areas: Science

Materials Needed. Two signs, "man-made" and "natural", items in classroom. For #9 8, 10, cardboard box, items from #1-8, and blindfold. For #11, a tape recorder. ProcedureIActivity 1. Place each sign on its own table. Take items normally found in the classroom and place on the appropriate table.

2. Talk about some of the characteristics of each item (hard, soft, warm, cool, furry, smooth, etc.) Indicate whether each item "just grew" or if someone made it. Talk about why these characteristics may show whether the object is natural or man-made. (Teachers may want to describe all the "natural" objects at one time, all the "man- made" at another, encouraging an under- standing of traits common to each group.)

continued Lesson 2 continued

3. Now or at another session, place all the objects from both tables onto a third table, leaving the Nns on its own table. Ask each child to select one object from the table and decide whether it is natural or man-made. Have the child place it by the appropriate sign.

4. Have the children examine all the objects on one table and determine if they all belong there. If some do not, as the children why.

5. Have the children touch objects on the natural table, describe how they feel, the sounds they might make. Ask if these characteristics help to tell if it is natural.

6. 'Have the children smell the objects and decide if they could tell that they were natural just by the smell.

7. Ask the children if they can safely taste can of the objects on the natural table. If so, ask is the taste will help to tell them if it is natural or man-made.

8. Repeat numbers 4-8 with items on the man- made table.

9. Make a "feelie box" by cutting a hole in a box just big enough for a child's hand. 10, Blindfold one child at a time. Have the rest of the class watch as you put an object in the box. Have the blindfolded child guess whether the object is natural or man-made. Ask shy. Remove the blindfold and show the object to the guesser. Grade Level 3-5 Objective: lb identify the contents of a trash can and determine the general categories of solid waste.

Subject Areas: Science, math, social studies. Materials Needed: Chalkboard, samples of the following types of waste: glass, metal, paper, food, plastic (you may use an actual garbage can). You may use the solid waste from the previous lesson or bring materials from home.

Discussion: What is garbage? Talk about the connection between our shrinking supply of resources (trees, minerals, petroleum) and our growing pile of garbage. How many times a day do you throw something away? Where do you throw it? Where does it go? What can you do with these materials besides throwing them away?

Procedure/Activity: 1. Place the trash on a large table, and go through it with the children. List the trash by categories on a chalkboard under one of the following Ar. headings: paper, metal, food, glass, plastic. 2. Which category do we have most of? Least of? 3. Draw a trash can on the board. With red chalk, draw a line for each piece of paper. Draw a green line for each piece of metal. Use different colors for glass, plastic and food. 4. What type of garbage do we have most of in the trash can? Why? (Show amounts of each type of garbage.) What could you have done to get more use from each item? Discuss the benefits of using resources and materials to the fullest before sending them “away” for “disposal.” How can we help our environment in this way?

Follow Up: You can sort the items of the class garbage can periodically to compare the contents. Take a field trip to a waste disposal site...... -. . . - ...... ~~ .. .,

CHAPTER I- w

LESSON 4 How Glass Is Made Grade Level 3-5 Objective: ?b gather information about glass. Students will write letters to battlers requesting information about glase-its history and uses.

Subject Areas: English, written language, research skills.

Materials Needed: Paper, pencils, manila envelopes. oversized paper. PmcedurelActivity Tell the class that they will begin to study glass; ita properties and uses. What would you like @ know about glass? How it is made? How to reuse glass? Who invented glass?. Write the suggestions on the board under the heading QUESTION. How can we find answers to our questions? Dictionary Encyclopedia Library books (movies. filmstrips, etc.) Write the anawers on the board under RESEARCH. Who could we ask for more information? What kind of person would know most about glass and its use? Tell the children to write a one-page letter to glass bottle manufacturera uaing the outline below. Write the outline in broad marker on oversized lined paper. I. Heading a. date b. greeting II. Body a. introduce yourself(name, grade, mbject studying) b. purpose of letter (include questions from the board) c. closing (thank you) III. Signature Make a practice letter with the class. Then have the students write their own lettera. Chwae five or sir lettera 'to mdto a local bottler or glass bottle manufacturing company (see resource section of this manual). When a letter has been answered by a battler, have the children send a thank you letter...... -. .... I' ;i

WORKSHEET I-E Glass

The glass jars and bottles that food comes in were once plain old sand. At a glass factory, the sand is heated in large vats until it melts. Then the melted sand --- %-...... is mixed with baking soda and chalk. ..,..Ynr ...... -...... This makes glass...... , ..

While the glass is hot, it can be made into different shapes. It can be rolled flat for windowpanes or poured into molds to make cups, vases, bowls, and other useful things.

Old glass jars and bottles can be melted again to make new glass.

Write yes in front of the sentences that are correct. Write no in front of the sentences that are not correct.

1. Glass is made from sand. 2. The sun melts the sand at the beach. 3. Glass is rolled flat to make light bulbs. 4. Glass is made into cups and bowls while it is hot. 5. Old glass can be melted again to make new glass. . ..

C?IAPm I- WHERE DOES WASTE COME FROM?

Grade Level 3-5 Objeccivat Ib teach students that some beverage containers cbn be recycled.

Subject Are-: Social studies. math. categoriution. Ewlish. M&ri.la Needed: Several typcs of beverage conuinsrs(aluminum, glass, cardboard, plastic. tin. e=.)

ProcedWActivity: Billions of beverage containen M thrown away each yew. either on the ma&ide M littar or into pslh cam gm.Beverage containers account for approximately 12 pmnt of the waste and over 40 percent of the litter in California. Thin activity is designed to give studenta an idea of the costs in natural resource0. energy and pollution of our present beverage conuiner ryatem. Have the children identify the different types of beverage containers. Show them exampla of each (aluminum,glasa, plasric. cardboard, tin, etc.). Are the raw material8 uscd in, making the containers natural or synthetic)? Are the matmiah recyclable? List the two categories on the board NolrRsyckble Recyclable plastic aluminum wptic box glm cardboard W the children to name a type of beverage contdiner. Which category doar it fit under? List the different type8 of containen under the appr- priate category. DiKuw which mntainers'can be recycled. How do we recycle each of the containen? Which M easier to recycle?

Follow Up: Have the children wt up bsgs in their home and at school to save glaas and aluminum. Make a rrip to the rscycb center with bag of glass and aluminum. .. . 'V ,:'

WORKSHEET ,I-F Name The Pop Can Cycle In San Jose we can recycle newspaper, glass, aluminum, and "PET" plastics every week, on the same day the garbage man comes to our houses, if we live in a single family house. All we need to do is put them in any one of the three containers the City has given us and put them at our curbside. Our motor oil may be taken to one of many gas stations in the city that accept used oil.

If the recycling truck does not come to your house, what can you do to recycle?

Here is the cycle of a recycled pop can: I- WHERE DOES WASTE COME FROM?

LESSON 6 What Is Oil Really Like? Grade Level 3-5 Objective: ?b discover the properties in motor oil and to see how it react8 when it is put in contact with other natural resources such as water, soil and plants.

Subject Area: Science.

Materials Needed: Motor oil in 35 mm. film containers; jars of water; ceramic bowls with soil in them; small plants in pots.

Procedure/Activity: Explain that in this lesson we will discover the properties of oil (what oil is like and what it does when it is used with other things). We will do three experiments. We want to observe what oil does when it comes in contact with water, soil, and plants. Divide the children into small groups. Each group gets the three dittoed worksheets on the following pages to record their observations: 1. oil with water 2. oil with soil 3. oil with plants Have each group choose a secretary to record the observations. Each group receives a small film cannister with oil, a jar with water, a bowl of soil and a seedling or plant. Disc& the findings. Elicit summaries ofthe students’observations. Write the summaries on a copy of the three dittoes and post them on the board. After a week, the OIL WITH PLANTS ditto will be completed. Add those findings to the dittoes posted on the board......

- 7 1 TheOriginOfOil

Grade Level 3-5

Objective: 'h kverthe origins and chemical compoaitian of oil,

Subject Areas Ceolopy, hiatory, .cience. English. Matenah Needed: Rcaenrch LibrKy

RwedurelActivity: 1. Have e& student write a research paper about oil and where it comes f". 2. Diacuu the imporrrna of oil, its many ~3,and it3 scarcity. lhlk about mycling oil from the family cnr and why that is important.

Follow Up: Have the studen- identify the gas stationa in their neighborhoods that re cycle oil. Print up a fact rhnt on how and why oil should be recycled etha list oflcul stations that accept used oil. Send the fact sheet home with the studenta to give to their parents.

Resources: For a list of oil recycling center3. call the City's Recycling Program.

' 277-4509 CHAPTER I- WHERE DOES WASTE COME FROM?

Plaatica - Where Do They Come From?

Grade Level 3-5 Objective: To understand that plastics are synthetic, not natural. L(man-made) Subject Areas: Oral and written languages, science, math.

Materials Needed: A chalkboard: 20 examples of waste materials (glass. paper, aluminum, etc.. with half the examples made of plastic).

ProcedureIActivity: Write SYNTHETIC and NATURAL on the board. Discuss what each word means. Identify the 20 waste materials and classify them under the correct heading on the board. Lwk at the SYNTHETIC heading. Most of those objects are made of what material? (plastic) Where does plastic come from? Is it natural? (no) How is plastic made? (from petroleum) Name some other things in your home, in your car, and at school that are made of plastic. Write a cooperative story on “where do plastics come from” on chart paper, eliciting responses from the students. Read the story aloud.

3’ WORKSHEET I-G

Directions: Circle the correct number that completes the number sentence. . Write the letter that is under the correct number on the blank spaces.

a 9 7 9 4 a 4 1 2 a 2 9 P S T A B 0 WMN 1 R D

Glass is made from __ __. __ -.

1 r 1 r I

3 5 4 a 7 9 2 4 3 B OT I A R T OL

Plastic is made from __ - ,

9 2 7 3 6 1 7 4 6 2 5 6 P X w GOL OR J AS D

Paper is made from ______-. CHAPTER I- WHERE DOES WASTE COME FROM?

9 Pick An Item, Any Item

Grade Level K-3

Students will be able to list some of the natural Objective: . resources used to produce a prized possession.

Subject Areas: Social Studies, Language Arts, Art

Materials Needed: chalk board, examples of students "prized possession"

Procedure/Activity: 1. Define natural resources (e.g. wood, metals, petroleum). List on the board and have students bring in a prized possession. If the item is too large, expensive, or fragile, have students draw its picture. Discuss what natural resources were used in the production of the prized possession.

2. Either at h,ome or in class, list the natural resources used in producing the favorite item.

3. Show and tell time: Have students share their favorites, listing the resources used ,in producing the items.

4. Find examples of toys made from reused materials (a doll house and furniture, a match box car, etc.)

5. Discuss the qualities: fragile-short life vs. durable-long life. Ask: What are some things we buy and use for only a short time? Examine some of the short-lived items. Ask: What about these items could be changed to make them more durable? ,

CHAPTER I- WHERE DOES WASTE COME FROM?

LESSON 10 Biography Of A Favorite Thing

Students will recognize the energy and natural resources used in the making of their favorite possessions, and the waste involved when they are discarded

Social Studies, Science, Art Subject Areas: Materials Needed drawing paper, writing utensil, examples of students “prized possession”

ProcedurelActivity: 1. Ask students to pick out a favorite object I in their life which is a forest product. Examples: surfboard, skateboard, wall poster, kite, book.

2. Invite students to trace the making of their favorite thing back, to its origins. Encourage them to find out whether their possessions are entirely forest products. Ask students to list any resources and energy sources which were used in the manufacture of each item and in the transportation of the materials to make the object. Then ask students to make pictures representing all the material and energy input in the entire journey of their objects, from the forest to its present location.

m ...... -. .. I'

Lessonto continued

3. Ask students to include in the pictures what will happen to favorite things when they are no longer wanted. The students can determine the life expectancy of their objects.

4. Ask: What good uses are there for your favorite possession rather than throwing it away? (give it to Goodwill, trade with another friend ....) If you throw it away, what will happen to all the energy and resources used in its production?

.., Chapter I1 WHY IS WASTE A PROBLEM? CIUPTVIII-WHY IS WASTE A PROBLEM?

1 MakingAMiniLcmdfill Grade Level 4-5 Objective: lbsee how a sanitary lanXill is made.

Subject Areas: Science. vocabulary.

Materials Needed: A 5.gallon ice cream container and two lids (from your local ice cream parlor); a plastic bag.

Proeedure/Actinty Wnga small-wale replica of a sanitary landfll will give you a better underrvtanding of what a sanitary landfill is and how it's made. You will experience so'me of the problems faced by landfill operators when you see the subsidence (sinking)taking place and leachate being created. What is a landfill? Have you ever seen one? Why do we have landfills? Look up the following vocabulary worda listed in the glossary of this book landfill subsidence sanitary mini landfill leachate LID SHAPED 79 FIT 5 G.AL. CONTAl t4 tR 1. Use a 5-gallon ice cream container with a lid. 2. Cut large circles, squares and triangles (4 or 5) around the side of the container. 3. Make one straight cut in the lid from the center to the rim. 4. Cut a H inch hole in the center of the lid and another in the bottom of the ice cream container. LIDg WITH PLASTIC 5. Fold the ice cream container top together so the ends overlap and put it down into the bottom of the carton. 6. Place a plastic bag inaide the container. Pull a comer of the plastic bag out through the hole in the bottom of the container. This will act as a reservoir for the collection of leachate. 7. Fill the container daily with layera of mapsfrom your lunches, leaves from the school yard, paper, and anything else you think might go into a landfill. Don't forget glaes. aluminum, steel, bi-metal, plastic, and maybe some oil. Thia is a mini landfil 80 only uesmall pieces. The material should be put in at a ratio of 4 parts waste to 1 part dirt. A good rule to follow would be I inch'of waste covered by % inch dirt. Remember to always cover the waste with dirt and pack it down light- ly. A small amount of water should be sprinkled on your landfill after each layer of waste and dirt is put down. (continued)

RLADTu FOR LANOFILL' Lesson 1 continued 8. Fill the mini landfill H to % full. Place it on three bricks (or something similar)ao there will be space under the container for the comer of the plantic bag to fill with leachate. 9. After the mini I~dfillis complete. use the second top to cover the container and let it net for at least two months. 10. Water the mini landfill on occasion to simulate rain. Don't ovenvater. 'T'IY to reproduce the conditiona that exkt for a real landfill. Each time you water it, look for subaidence. (amking) 11. After the two months have passed, collect the leachate that ended up in the corner of the plantic bag. What do you thi& of it? Empty the can. tenta of the mini landfill to see which irema decomposed and which didn't. ... . , .. . ..

WORKSHEET II-A Name The Great Gurbage Story

DIRECTIONS: The following story about garbage is all mixed up. It needs periods (.) to end sentences. Put the periods where they belong and be sure to use a capital letter to begin the ‘ next sentence.

The Great Garbage Story Garbage’is a problem people try to solve this problem They call garbage by a special name - solid waste solid waate won’t go away by itself it can’t disappear into water or air picking it up and taking it away is one of the most important jobs that city workers do ’ Solid waste wasn’t always such a big problem people in the “olden days” didn’t have so much to throw away they pew their own fruits and vegetables they killed animals for meat they didn’t shop in stores, M they didn’t have a lot of packages Then people made their own containen out of clay and plants they used them over and over they made simple. sturdy furniture to last for a long time worn-out clothes were made into rugs and quilts letlover food was eaten by the animals people long ago had no need for huge garbage cam But some things were thrown away for example, when clay bowls broke, they became solid waate they were thrown away in open dumps at first. dumps were small but 84 people settled down and built tomand cities, dumps became larger and larger the first garbage men began to go from house to house with carts and horses solid waste began to be a real problem Way each of us throws away about four pounds of garbage every day that adds up to 400.000 tons a day in the whole country almost all of our garbage is dumped in the same way it was in the “olden days” only our dumps are much bigger there are many more people today and each of us thrown away more and more garbage each year CIUPTERU-wHY Is WASTE A PROBLEM?

LESSON The Throwaway Three

Grade Level 4-5 Objective: Students will become aware that historical methods (throw it, bury it, or burn it) of getting rid of solid waste will not solve modern urban garbage problems.

Subject Areas: Social Studies, Language Arts, Drama

Materials Needed: Skit script, props

Discussion: We cannot throw away our trash. There simply is not such place as "away." Care us always required to prevent our trash from having bad effects on our lives. We cannot burn it all. Most of the burning requires expensive, and often elaborate controls, to prevent air pollution. There is always ash or something left over which must be buried. We cannot bury it all. Not enough places are available. Besides, plastics and modern synthetics do not rot when buried. We are literally running out of some natural resources so that any form of disposal of certain goods is self-defeating.

RocedureIActivity: 1. . Prepare materials as described in the skit script on the following pages. Encourage students to make props and costumes from recycles or reused materials. Work with students to develope a production which could be performed for other classes, for parents, or for a group in the community.

continued Lesson 2 continued

2. The central idea is that as the skit pro- gresses, each person throws more trash on the pile in the middle of the room so that a high stack is created. The skit suggests that one way to solve the problem is to recycle. A discussion of ways to solve the problem of too much garbage and trash might follow the performance.

Follow Up: 1. Ask students to explain how this skit helped to find ways to solve waste problems.

2. Ask students who the litter makers were in- this skit. THE THROWAWAY THREE PROPS Person 1

This is the tale of the Throwaway Three, Of Man and his Garbage throughout his-to-ry: Now they're very nice people, just like you and me, Who all have a problem, as you will soon see-- What shall they do with their garbage and trash?

All

Why, throw it! Or bury it! Or burn it to ash!

Person 2 - 90,000 BC (Monkey)

I represent people when we lived in a tree. Monkey Masks I get rid of garbage so easily! Banana Peel It's a snap! It's no problem - to me or to him We just let go, plop! Down through the limbs.

Person 3 - 50,000 BC (Cavedweller)

I am a cave dweller who lives on the ground. Skins What do I do with old stuff all around? Why, burn it, like meat; burn it up in the fire; Or bury it like bones, in the muck and the mire.

All

Yes, throw it, or bury it, or burn it to ash! That's how we always get rid of our trash!

Person 1 - 200 BC (Roman)

I am a Roman who lives in the town. Roman Helmet Our laws won't allow me to just throw it down Bag of Trash I have to drag it away for a mile And then I can dump it, forget it, and smile!

Person 2 - 1200 AD (Briton)

I am a Briton, wary and quick; Stack of trash Down on our street it can get pretty thick. When housewives up there want to pitch out their goo, They just leave it out there and yell: "Gardy-loo!" (Person 1 stands on chair and yells, "Gardy-loo!") It will stay there and stay there until the next rain, Or until our fair London should burn down again. ... ~......

llow To Recycle Glass

As much as possible, buy returnable OK reusable bottles. To prepare glass for recycling, do the following: .

1. Wash glass - no need to remove labels. 2. Check with recicler to see if it is necessary to remove all metal caps and rings. Uiscard caps. 3. Separate glass containers by color, either at home or at the recycling center. __ How To Recycle Paper

Newsprint

1. SLack iic'ws~ii~p~*rsiii ii lirr-safe area. 2. Check with recycler to see if newspapers should be tied in stacks.

(~&CrJ!?I~~ '2

Corrugated cardboard - (Lwo layers of heavy cardboard with a ribbed section in between) Check with your recycler. Flatten for easy storage aiid transportation. Store in fire-safe area.

Ili Grades - (this is computer paper, tab cards, and ledger paper.)

Check to see what types of paper your recycler accepts.

How To Recycle Aluminum

1. Clierk to iiinke rertniii the cans are all aluminum. (See "Soinc Caiis ZIY- iiioi'i* ALLr:icLivr Lliiiii OLlicrs" p. 214.) 2. Rinse. (You may wish to flatten to save storage and transportation space.) 3. Sefiarate alwiiinum cam from other aluminum products; i.e., TV dinner trays, foil, etc.

How to Recycle Tinned Cans

These are typical food cans - 1% tin, 99% steel.

1. Wash them out and remove labels. 2. Remove both ends and flatten. I? I' . . _. ~~ ...... ,.. .. -

How 'To SCL Up Yuiir ll~iiir Kecycliiig CeiiLer

Setting up and maintaining your home recycling center can be a fast, easy process. The time required per household is about 73 minutes/ month - a little more than two minutes per day,

The following are the basic steps for establishing your home recycling center:

1. Find a convenient place in your home or apartment for the center. It doesn't take much room - storage of glass, cans and newspaper for ,a month usually cakes a 3 x 3 root area. The garage, a storage closet, corner of the kitchen or under the sink are good places.

2. Find sturdy containers to store materials. Three plastic buckets or paper boxes can be used: one for paper, one for cans and one for glass.

3. Locate your closest recycler. Call the WUOE Toll Free Recycling llotline (1-800-RECYCLE).

Find out:

a. if the recycling center is a donation or buy back center. b. what materials the center will take. c. how you should prepare the recyclables before you bring them in. (e.g., some recyclers require that cans be crushed before you bring them in) CHAPTER E-WHY IS WASTE A PROBLEM?

LESSON

Grade Level 4-5 Objective: Students will learn the negative effects of plastic solid waste on wildlife and consider what each can do to avoid adding to this problem.

Subject Areas Social Studies, Environmental Education, Home Economics

Discussion: The pollution of oceans and beaches with plastic materials is on the rise, and sea birds, marine turtles, whales, and seals are suffering as a result. Since the early 1970's, the amount of plastic in the marine environment has increased dramati- cally. Plastic negatively affects wildlife in a number of ways. Some animals, mistaking plastic for food, eat it. For example, approximately 15 percent of the world's 280 species of sea birds are known to have eaten plastic in the form of pellets, bits of Styrofoam, even plastic toy soldiers. In addition, sea turtles, apparently regarding plastic bags as jellyfish (upon which they regularly feed) have been found with balls] of plastic in their stomachs. (One such ball, when unravelled, measured nine feet wide and twelve feet long.) Other animals found to have eaten plastic in one form or another are: whales, dolphins, bottom fish, a manatee, sea snails and worms, and plankton. Another damaging effect of plastic trash on wildlife is the entanglement of animals in everything from six-pack holders to plastic rings, discarded fishing line and nets. continued ...... - ~ ~ .. ;I

Lesson 3 continued

PmctdunlActivity: 1. Have each student pick up or record all items of plastic litter and trash found in a 50-yard stretch along a beach, lake, river, stream, or creek near his/her home. Bring list or bag of litter to class. 2. Discuss: What nonrenewable natural resource is plastic made from? (petroleum) What uses other than making plastics can you think of for this resource? Referring to the collected plastic litter, ask: What other material or container could have been used in place of this piece of plastic? Why is plastic litter even more of a problem than many other kinds of litter? Where did all this plastic come from? Is it all litter discarded directly by people? Why do people litter? Do you litter? 3. Have students make a list of the wildlife commonly found in the area where the plastic litter and trash were recorded or collected, Ask: How will this plastic affect the wildlife we have listed? In what ways might this plastic litter endanger wildlife? What can each of us do to lessen the negative impact of plastic trash on wildlife? Follow Up: 1. What nonrenewable natural resource is plastic made from?

2. Why is plastic litter even more of a problem than other kinds of litter?

3. In what ways does plastic waste and litter endanger wildlife? WORKSHEET la-B PLASTIC JELLYFISH

ITEM ANIFY\L( S) PERCEIVED AS FOOD MY BE ENTANGLED RESULTS

STY ROFOAH

BALLOON

SIX PACK HOLDER

TOOTH BRUSH

FISHING LINE .

TOY

CANDY URAPPER

BARREn

RATING FOR AND HAY BE ENTANGLED: I-LIKELY. 2-UNSURE. 3-UNLIKELY I J

...... I' .1

Chapter 111 HOW CAN WASTE BE USEFUL? CHA~~III-HOW CAN WASTE BE USEFUL?

1 SwapBox Grade Level K-2 Objective: . ‘Tb see the benefits of reusing firsbhand.

Subject Area: Social studies.

Material9 Needed: A large cardboard box, decorated by the children. ProcedureIActivity: Set up a “swap box” where the children can bring in old toys or objects that might otherwise be thrown out. They can trade an old toy for another one that is new to them. Discuss the advantages of fixing toys instead of throwing them away. Fridays might be designated as “trade day” and toys can be brought home over the weekend and returned on Monday. Screen toys for safety and age appropriateness. Send a letter home to parents outlining the project before itbegins. ,

Follow Up: Design a “toy library system” for the elasroom, allow children to “check out” toys for a limited time and then return them. Organize a school bazaar, flea market, etc...... ,

Objective: Tb get students involved in recycling w they can see the large amount of materials they’ve been throwing away. Subject Areas: Social studies, math, science, language

Materials Needed: Four large cardboard boxes (the children can decorate them with paint, markers, construction paper). Access to paper, glass and aluminum to recycle.

ProcedudActivity 1. Read and discuss the following quote with the class: “There is no waste in the natural world. The products or effects of any process in nature are inputs to other natural processes. The fallen leaves of deciduous trees contain the nutrients for future tree growth. The discarded shell of the lobster provides a local supply of calcium for the skeletal needs of other animals. The activities of man-ertracting, harvesting, eating, manufacturing-result, in part, in outputs not considered useful by man.” -Thomas Quimby Do you think we can reuse some of our waste? Which waate items could we use again? How could we use them? Does anyone in the class recycle at home? Have that student give a first-hand account of his recycling experience. 2. Your first task is to identify all the things used in your home that eventually are thrown away. Suppose you finish a soft drink that comes in a bottle. What do you do with the bottle? Does it enter the solid waate stream? What happens to newspaper after it is read? Where else can we put these thin@ if we don’t throw them away? 3. Have the class decorate and label four boxes for the recycling . materials: metal. glasa, paper. newspaper. 4. Aluminum cans should be rinsed and be crushed. A cruahed can takes up much less space than an uncrushed can. Aluminum is soft and mheseasily. A 2 x 4 piece of wood is good for enwhing cans. 5. All the glass can be stored in one container. Even though a broken jar takes up less space than an unbroken one, it is dangerous to break glass without safeguards. Wait until you get to the recycling center to break the glasa. Remember to wash out any food particles From glass jan or containers. 6. Separate classroom paper (which can be reused in the classroom) From newspaper. Newspaper should be stacked in boxes but not tied. 7. lhke the recyclables to a community recycling center. To find the recycling center closest toyour school by call ing 277-4509. -. ~ ...... - ......

CHAPTOl 111- HOW CAN WASTE BE USE

LESSOB 7 1 Take-Home Recycling Kit

Grade Level 3-6

Objective: Students will be able to: 1. Help solve home and community waste problems by constructing a take- home recycling kit.

2. Explain to their families and community groups the whys, whats, and hows of home source separation.

This activity is especially good for students who do not live in San Jose, where there is a curbside recycling program established. Subject Areas: Social Studies, Language Arts, Art, Consumer Ed.,

Materials Needed: Teacher: marking pens, glue, scissors, hole punch, variety of colored construction paper; Students: cardboard box or five 8 1/2" x 11" pieces of cardboard from home, magazines, a piece of used foil and used ribbon or twine.

ProcedwdActivity: A. Assemble the "Take-Home Recycling Kit":

1. Have students cut cardboard into five 8 1/2" x 11" pieces.

2. Glue different colored sheets of construction paper to one side of each cardboard piece.

3. Have students label the top of each piece of construction paper using the following headings: Glass, Paper, Aluminum, Tin. (continued) Lesson 7 continued

4. Using the following "How to Recycle Sheet," do 'one of the following:

a. For younger students, copy the sheet for each student. Have them cut the copied sheets on the dotted lines and paste the appropriate information on the bottom of the corresponding card.

b. For older students, give them the copied sheet and have them transfer the information in a creative manner.

5. Using the magazines, cut out pictures of the different categories of waste. Paste thes pictures below the label and above the directions on the corresponding cardboard sheets to form collages. In making the aluminum card, use aluminum foil brought from home.

6. Ask students to label the remaining sheet "Recycle."

7. Copy the "How to Set Up Your Home Recycling Center" sheet for each student.

8. Read and discuss with students how they might set up centers in their homes. Paste this copy on the "Recycle" sheet.

9. Have students draw a floor plan of their home and property, marking places where they could set up home centers. Paste this plan on the back of the recycle sheet. (continued) ,

Lesson 7 continued

10. Have students punch two holes on the right hand side of "recycle" sheet, two holes on both sides of the "paper," "glass," and "aluminum" sheets, and two holes on the left side of "tinned cans" sheet. Connect the sheets with ribbon or twine..

6. Presenting the Kit:

1. In prepartation for teaching their families, have students in class practice in groups. Each group discusses various approaches and selects one group member to present his or her kit to the class. Following presentations, discuss which approach might be most successful. Students practice their presentations in pairs until they understand and can effectively communicate the information to each other.

2. Have students present their kits to their families and report back in class on the reactions to their presentations.

3. List the students successful in establishing home recycling centers.

4. Discuss what other groups in the community students might present the kit information to. (neighbors, other family members, other classes in schools, PTA, school staff) (continued) CHAPTERIII- HOW CAN WASTE BE USEFUL?

Set up a white paper recycling program in your classroom. Chwse an area in the classroom to keep the collection Gontainer. Make poeters to identify the area. Some ideas for posters to attract attention to your white paper recycling area include: a. Drawinp of a natural uncut forest b. Drawings of a cut forest E. Drawing of a landfill dump with paper all around Make another poster listing the types of white paper accepted. Tape examples of the paper on the poster. Display this poster next to the white paper collection container. Convert an old trash container or make your own container from a card. board box to collect the white paper. Draw a recycling symbol on it. There should be a lid on the container saying: Stop! White Paper Only! Weigh the paper collected each week as a math problem. This will give students a sense of how much waste paper they generate. (see the following lesson on making a scale.) You must have a market for your recyclable materials if this activity is to be successful. Be sure to check with your local recycling center (see en- ' closed guide) to make sure they will accept your paper. Objective: lb make a scale for weighing waste paper. Subject Area: Materials Needed Two boxes or ice cream cartons; a 3-fwt long stick, ten feet of string; tape and scissors.

Proeedure/Activity: Hang one container or carton on each end of the stick. Tie a atring around the center of the stick. Adjust the string until the two cartons balance when lif€ed by the string. 'Ikpe the string in place. Find something in the classroom of known weight. Use this as your standard weight. Use this scale tu weigh the white paper collected in the classroom for recycling. Place your standard weight in one carton and the collected paper in the other carton. Keep a daily log of the weight of paper collected. Con- tinue the proj,ect for at least 10 days. 1

LESSON 10 I Handmade Paper Planting Cups Grade Level 2-5 Objective: Tb learn that paper fibers are easily broken down and recycled.

Subject Areas: Science and art.

Materials Needed Newspaper (several %-inchstacks); wissors; three to five %gallonbuckets; water; egg beaters; used paper drinking cups (one per child). This activity is best done outside.

ProcedurelActinty: In this project, we will recycle waste paper to make a paper planting cup. When planted in the ground with a plant in it, this planting cup will decompose, completing the natural cycle. Why is it better to use scrap material for projects instead of new material? Are natural fibers a usable resource instead of a waste material? First Day 1. Spread out some newspaper to work on. 2. Cut up newspaper in H- to 1-inch pieces. It takes approxlmately two full pages of newspaper per planting cup. 3. Fill your buckets with one part paper to two parts water. If a whole class is working on this project, you will need three to five 2-gallon buckets. 4. Let the mixture sit overnight. The fibers will be soft and ready to pulp the next morning. 5. Identify the natural resource base of the materials used. Second Day 1. Use a hand beater or electric blender to pulp the fibers. Pulp the soup until it looks like mush. Pulping breaks the fibers down into a form that can be bonded together again to form recycled paper. 2. Look at the pulp with a magnifying glass. Can you see the loose wood fibers? Press the pulp between your fingers. Do the fibers bond . together again? 3. Working over a sink or outside, use your hands to mold the pulp inside a used paper drinking cup. Squish as much water as you can out ofthe Pulp. The pulp shouldbe %-to%-inch thick on the inside ofthe cup. Let the pulp completely dry (about three days) 11 CollectingNewspaper Grade Level 2-5 Objective: To review how paper is made and how newspaper can be recycled

Subject Areas: Science, social studies, math, art.

Materials Needed: Send a letter to parents explaining the project. Large bins to hold the newspapers collected are available from Sunset Scavenger, IPS,San Fran- cisco Community Recyclers, Richmond Environmental Action, and Golden Gate Scavenger Company (refer to the enclosed recycling guide).

ProcedurelActivity: What did you learn about paper when we made paper planting cups? What did we need to make the paper? Did we use paper that might have been thrown away? What paper do you have at home that could be saved and re. used? (Newspaper). Jf each of us brought seven newspapers a week, how many newspapers could we collect in a week? In a month? In a year? Make a chart to record daily the amount of newspapers collected. Have the class compose a letter to parents announcing the newspaper drive. Plan the dates of the drive (limit the amount of time). Arrange for a collection box. Record the paper collected daily on a chart.

. FolIowUp: Visit a recycling center or have a representative talk to the class about what happens to the newspaper once it is collected. I * WORKSHEET Ill-F The Newspaper Cycle

Old newspapers can. be recycled. That means they can be used again instead of being thrown away or burned. You can save your old newspapers and take them to a recycling center. The recycling center will take them to the paper mill. The paper mills make the old newspapers into new paper. First, they soak the newspapers with water and beat the pulp with pad- dles. Then the wet pulp is put through heated drying rollers. These rollers squeeze the water out of the pulp and dry it into new paper and cardboard. When we use paper which has been recycled, we are saving trees. c

DIRECTIONS: Answer the questions below. 1. What can you do with old newspapers besides throw them away, make paper planting cups, or burn them?

2. What does recycle mean?

3. When the paper mills make paper from trees, they use wood chips from trees and cook them with water to make pulp. To make recycled paper, what do the paper mills mix with water to get pulp? CHAP”- HOW CAN WASTE BE USEFUL?

LESSON 2 Use It Again Box Grade Level K-2 Objective: Tb foster an a’ttitude of “using it again” in the classroom.

Subject Areas: Art. social studies.

Materials Needed: A large box, decorated by the children.

ProeedurelActivity: Set up a “use-it-again” box for your classroom. Have the students decorate the box by painting, coloring or pasting pictures on it. Place all materials that can be used again in the box, such as paper that has only been used on one side, quiz sheets, etc. Save lunch bags and extra packaging. Craft items from home can also be added. Utilize the “use-it-again” box for making collages, odd-shaped pictures and art projects. Encourage the children to set up their own box at home and in other classrooms.

Resources: Visit a Goodwill or Salvation Army store or invite a bin to “visit” the school yard and collect donations for a charitable cause fl Lesson 2 continued

Follow Up: 1. Ask students to explain how this skit helped to find ways to solve waste problems.

2. Ask students who the litter makers were in this skit......

.. .:,

. .. 2 I Odd-ShapedPictures- LESSOR W Grade Level 1-3 I 0 bjective: To develop a conservation ethic while learning to draw.

Subject Areas: Social studies, art.

Materials Needed: Save odd.sized paper scraps over a period of time, perhaps from your ‘be- ibagain” box.

I ProcedurelActivity: We throw away many odd-sized pieces of paper each day without thinking of other uses for them. We think of them only 89 small pieces of paper, but they add up quickly into large piles. Have the children select the size and shape of paper they want to draw on, and tell them to draw a picture of whatever comes to mind. Tell them to use both sides of the paper. Does the size and shape of the paper selected influence what or how you draw? Using paper of unusual sizes and shapes increases the creativity of.. the drawings.

CHllpTERIII- HOW CAN WASTE BE USEFUL?

NATURAL RESOURCES

LESSON Recycle Bicycle Grade Level 3-5 Objective: Students will understand the roles recycling and individuals play in extending the life of resources, and hopefully be motivated to recycle at home. First they must understand the basic idea of recycling.

Subject Areas: Social Studies, Language Arts, Art Materials Needed: chalkboard, examples of paper, metal, plastic, etc.

ProcedureIActivity 1. Discuss cycles including natural cycles such as the oceans-evaporation-rain water cycle.

2. Write the word "recycle" on the board and draw a large bicycle wheel with spokes. Write the word "bicycle" next to it and ask the children how the two words are alike. Discuss what cycles are in general, and how this concept applies to garbage.

3. List some of the things students commonly throw away at home. Bring in examples of paper, metal, plastic, etc. Identify categories into which this waste can be grouped (e.g., a pop can is made of aluminum). (Note: plastic is a difficult material to recycle and is presently recycled only on a small scale.)

continued Lesson 4 continued

4. Label each spoke of the recyling wheel with one of these category headings. Discuss the original source of all these products and label the hub of the wheel natural resources.

5. Ask: "What do you do with items from these categories once you have used them at home?" Draw a person on the rim to show that the individual has a choice to either keep the material in the cycle of use, or to discard the waste in a landfill where the resources and energy that it is made of are lost forever. Follow Up: 1. Ask students to define natural resources, then name three of them.

2. Ask students what a cycle is.

3. Ask students why we should recycle.

4. Ask students to name three materials which can be recycled.

NATURAL RESOURCES CHAPTER Ill-HOW CAN WASTE BE USEFUL?

LESSON 5 What's in A Cycle?

Grade Level 2-5

Objective: Students will be able to identify, compare, and evaluate cycles. Subject Areas: Social Studies, Science Materials Needed chalkboard ProcedurdActivity: In order to understand the importance of recycling, students must first understand the meaning of "cycle" and how cycles are important.

1. Explain to the students that cycles are an important aspect of life on earth. A cycle may go through many phases, yet it always arrives back at the point in which it started. Thus, cycles ensure that life can go through many changes, and yet maintain stability. Write on the board and examine the following cycle of life:

Baby (birth) CAdult t---3

This cycle could also include the many stages from birth to death to new birth. However, in simplest terms, this cycle shows how life is able to change, through new birth, and yet remain stable. The new life is patterned after the old. (continued) CHAP"- HOW CAN WASTE BE USEFUL?

LESSON- 8 White Paper Recycling Grade Level 3-6 Objective: 'Ib etart a white paper recycling project in the classroom

Subject Areas: Social studies, math, art.

Materials Needed: An old trash container or large cardboard box; poster paper; poster paint or felt tip pens.

ProcedureIActivity: White paper recycling requires a personal commitment by each student to separate used white paper from other paper. This project's success depends on each student developing a new habit of placing recyclable paper into a I special container instead of the trash can. !/s / Why should we recycle white paper? 1. White Paper Recycling: This has been selected as a special project hecause white paper has a higher market value than other types of paper. Also, recycling markets for white paper are more readily available than markets for all other types of paper used in the class. 2. Conseruatwn of Forests: Recycling paper saves trees. 3. Paper Supply; The paper industry estimates that by 1990 paper consumption will outstrip production from virgin wood fibers if current usage rates continue. By recycling paper, we will lower this demand for virgin wood fibers. 4. Energy Comematiox Recycling uses considerably less energy than making paper from virgin wood. It requires 60 percent less energy to produce paper from recycled fibers than it does to make paper from virgin fibers. Why do you think this is? 5. Solid Waste: Over 20 million tone of residential and commercial solid waste is produced by Californians each year; approximately 40 percent of this is waste paper. Most of this waste is buried in lanxills and gone forever. (continued) Lesson 5 continued

5. Cycles ensure survival. Compare these two cycles:

A. B. fGrowod Coisume Food Process Food 1" J Buy food at Ship Food to Grocery Store Wholesaler d \Ship -food to Retailer

Which of theses cycles of food consumption represents opur lifestyle? (Answer = B) Which cycle can be more easily disrupted? (B) Why? (Because it involves more steps and could be interrupted by unforeseen outside forces disrupting the continuation of the cycle.) Which cycle is more dependent on nonrenewable natural resources? (B)

Ask: What is a nonrenewable resource? Can anyone give an example of one? (A natural resource is nonrenewable because of the great length of time needed for its formation. Petroleum (oil) is a good example of a nonrenewable natural resource.) What are some other nonrenewable resources you can think of? List on the board. (continued) I-

~~ Lesson 5 continued

A. B. Mine Aluminum Mine Aluminum

Consume Make Return cans Make Aluminum Cans Cans Consume

Which is a cycle? What part of "B" is a true cycle while "A" is not? Draw in the arrows. What is the last stage in "A"? (lost in the "landfill.") What is the true cycle in "B" called? (recycling). What is the advantage in recycling? (Saves nonrenewable resources, conserves energy.)

6. Using another nonrenewable natural resource from the list on the board, draw another cycle that is made possible by recycling. Objective: TO encourage students to recycle aluminum and to integrate recycling into the curriculum.

Subject Areas: &id Studies, math, science

Materials Needed: Aluminum cans (collected by students); large plastic bags for storing the cans; large graph paper or tagboard sheets.

ProcedurelActivity: 1. Discuss some of the uses of aluminum (airplane parts, automobile parts, beverage cans). What is the source of aluminum? (Bauxite ore from South America, Australia, Africa). 2. Why should we save and recycle aluminum cans'? How do we begin an aluminum can recycling program? Write what we need to do on the board: a. Bring rinsed cans from home: b. Crush cans: c. Put the cans in plastic bags: d. Take the bags to a recycling center every two weeks. Have the recycling materials set up in one corner of the classroom. (For a list of recycling centers and their locations refer to the enclosed recycling guide). 3. Propose a contest to see who can bring in the most cans. Make a chart with students' names and record the number of cans as they are brought in. Establish a prize for the winner. 4. As the cans are redeemed, have the students calculate the amount of money received (33 lbs. at $X per lb. = 00.00). Elect a student to record the receipts on a graph. 5. Have the class determine what the money will be used for-a field trip, a party, something for the school, other. All Oh, what do we do with our garbage and trash: We throw it, or bury it, or burn it to ash!

Person 3 - 1630 (Settler) I am the settler. I came without nnicli, Pilgrim Hat But everything else I must make with my hands. So I don't throw out much -- 1 use all I can. Cloth scraps become quilts; 1 reuse my bent nails It will be a long time 'fore the next trade ship sails.

Person 1 - 1700 (Colonist) I am a colonist; now life's not so tough. Coonskin Hat We have trade between cities Lhat.brings lots of stuff Leather And some things are made by our townfolk today,. I could buy a new harness, throw this old one away. We have pigs and hogs running loose in our street, If I toss it out there, they'll eat it up neat!

Or I migliL bury it riglit over t.licrv. Or I might burn it; nobody would care. You see; the New world is the same as the Old! We trastunakers come f roni ihe Lime-honored mold.

All What are we still doing with garbage and trash? You guessed it! Throw il away, or bury it, or burn it to ash!

Person 2 - 1890 (Industrialist) I'm the industrial person and new on the scene, Engineer.' s Cap I mass-produce goods with my trusty machine. 3 Sweaters l'his sweater, handmade, took a week in days of yore, (One handmade; But now iu one hour, I can make forLy-four. two machine-made) 1 make things so cheaply, you call now afford two, And throw out twice as much trash as you need to do.

Person 3 - 1950 (Scientist) I am the scientific person in the new post-war age. Lab Coat We've learned a few tricks while the war shortage raged. When we couldn't get natural stuff to process We invented synthetics to replace the rest.

Person 2 (1ndustria.list) Rayons and nylons, acrylics and plastics, Nylon stockings For furniture and clothing and even elastics; Plastic Bags & Forget your old woolens and silks and your cotton; Containers Real wooden toys and washboards are forgotten. Person 1 (Scientist) Our new stuff will last 'til forever, you see Perma-pressed Even when it's worn out to you and to me. shirt Permanent pressed, pre-sized and pre-shrunk When dingy and old, it's still permanent "junk" (Person 1 yells, "Junk")

Person 2 (Industrial) We make instant menus that come in a PACK. Plastic Bag You just boil the food in its own plastic sack. TV dinner Or our TV dinner in its tinfoil tray It's quick; you don't wash it; just throw it away!

Person 3 (Scientist) We make lots of TVs and clothes dryers, too. Broken Small Don't ask for a trade-in; you're kidding, aren't you? Appliance

Person 2 (Industrialist) Our new cars all change with each model year, Toy Car Don't try to repair them, the cost's much too dear. Besides, we don't bother to make last year's parts For Skylarks, or Novas, of Cougars, or Darts.

Person 3 (Scientist) It's the New Thing, the NEW that America craves. So out, out with the old stuff, away to its graves.

Person 2 (Industrialist) So what if there're more of us buying more goods? So what if they won't rot away as they should?

Person 1 (Indian) Now wait just a minute! You cannot fail Indian Headband To include me in your historic trash tale. We Indians lived simply, on prairies, in woods, We made no high trash piles, nor mass-produced goods. Let me be your critic, show you where you stand; And tell you just how you're defiling our land. Your new-fangled goods will not rot away. When you throw them all down they remain where they lay Then you say you will bury them deep in the ground: All your urban trash will make quite a mound! So then you would burn it, in smoldering masses And fill up our air with smoke, deadly gases! Oh, all of your answers have faults everywhere: You'll either ruin the water, the land, or the air. What's more, your resources--your lumber, your ore-- Get smaller each year than the year before. And what's more--this old earth's not making any more. Person 2 (Industrialist)

You're right. Our resources are shrinking away Throw Out Old While our garbage problem grows bigger each day. Blanket and Cola We're always converting resources to refuse Bottle Instead of recycling them for reuse!

Person 3 (Scientist)

Oh stop it! Don't drop it! We'll think of a way Pick Up To make food for cows that's much beLter than hay. Orange Peels Don't burn it, return it--we'll make something new, Clear Bottle A vase for your mother, a spyglass for you. Flower (Flower in bottle for vase, flower out, bottle held up to eye for spyglass) Don't bury it, carry it--hack to the mill. We'll make a new blankeL to ward of'f the chill. (Pick up old blanket and wrap around shoulders)

Person 2 (Industrialist)

It's time we progress past the Disposal Age And make recycling the popular rage! We'll have to give up old solutions for trash And all realize that its pure balderdash - to just

All

Throw it, or bury it, or burn it to ash! DiSClJSS ION

The skit shows children that. people have historically gotten rid of solid waste successfully by throwing it out, burying it, or burning it. But none of these methods solves modern urban garbage problems. The discussion should attempt to reinforce this concept. One way this can be done is to discuss the characters in the skit: how they disposed of their garbage or trash and why their method of doing so was either satisfactory or not . satisfactory.

Monkey: Threw it down. No problem developed because no large concentratioti of moilkeys existed.

Cave dweller: Threw it, burned it, buried it. These acts still did not cause a problem for the same reasons.

Roman: Threw it. Tossing out garbage began to be a problem because of the many people who lived in cities, but it was easily solved by takirig the garbage out of the city.

Briton: Threw it. A problem grew because more and mose people moved .to the cities, thus producing more trash than they could get rid of in tlie city.

Settler: Had virtually no garbage.

Colonist: Threw it, burned it, buried it. With greater trade came more things to be discarded.

Industrialist: With a greater concentration of people in cities than ever before, arid more buying because machine-made goods were cheaper, much more was thrown out.

Scientist : The big change to synthetics plus the use of enormous amounts of natural resources are causlng tremendous problems. cWTm IV-WHAT CAN WE DO TO HELP?

LESSON Nurture Some Nature I

Grade Level Part I 2-3 Part II 4-5 Objective: . Students will become aware of their responsibility and ability to solve the problem of litter.

Subject Areas: Social Studies, Language Arts Materials Needed Bags to use for litter pick up.

ProceduxelActivitF Persons convicted of littering are subject to a fine of up to $1,000 and/or time picking up litter.

Part I .Instruct students to pick up one piece of litter on the way to school or on the school grounds. Hold it up in front of the class. What can you tell about litter from what we have gathered? What is litter? What kinds of things commonly end up as litter? Why do these things end up as litter instead of other things' Have students define what waste category each litter item falls into (i.e. glass, paper, aluminum, etc.) List on the chalkboard.

?.Ask students about their thoughts on litter. What do they feel about litter? Who litters? When? Why? Are there any dangers associated with litter? Are there fines? Why is litter bad? Where do you find litter?

3.Divide the class into teams, giving each a litter bag. Conduct a five minute litter hunt contest on the school grounds. Use a whistle or some other method to signal the end of the hunt. (continued) Lesson 3 continued

$.Gather students into a circle or return to the classroon to see which team picked up the most litter. Have awards for quantity, volume, or weight. Have students decide if they found anything that could be recycled.

;.The following are suggestions for projects using the collected litter:

a. Drama -- Select a piece of litter. Use it to act out a scene telling its history. Start with the components of the object and trace their history up to the point at which the article is discarded.

b. Creative Writing -- Do the same assignment in writter form.

c. Cartoon -- Draw a picture story about litter.

d.Poster -- Use a piece of litter as part of an anti- litter poster for the school.

e. Showcase -- Use the litter to create an anti-iitter showcase or bulletin board for the school or classroom. Part II As a follow-up to Part I, have students adopt a portion o land on the school ground, at the local park, a curbside, c some other part of town. They will be responsible as individuals, or as a class, club, family, or school, to keep the area free of litter. Lesson 5 continued

2. Explain to students that there are endless cycles around us. Ask: Can you think of any?

3. Cycles are also important to our everyday lives. Can you draw a cycle of you typical Tuesday at school? A cycle of you typical week? What would happen if every day or every week were completely different, that is, without repeating pattern? (You could not build on the past, would not be able to accomplish as much, would not be able to cope with so much change.)

4. Once any step in a cycle is disrupted, the cycle ends or is changed. What is wrong with this process?

(This process cannot go on forever because oil is not a renewable resource.) (continued) 2ood pulp is the mail1 nuterial used to make paper. If used paper

is chopped up and reiiiadc into new paper, fewer trees will have to be cut.

This is called recycling paper. Recycling is a great help in saving

our forests. By saving your newspapers and bringing them to be

recycled, you will help to save our trees.

Directions: Fill in the blank spaces with the correct words

1. Recyclino paper saves

2. A large group of trees is called a

3. When paper is chopped up to make new paper, it is called

4. Using old paper to make new paper is called

5. You can save trees by recycling -

PUl P forest trees recycl i ng WORKSHEET Ill-B Name

Directions: Read the story then answer the Question below.

RECYCLING Recycl in9 means the reuse of materials that we have thrown away after using them in their original form. We can recycle glass, aluminum, tin, paper and many other materials. Recycling can mean shredding old cans and cars and melting the pieces to make new metal for new cans and new cars. It can also inean crushing bottles into tiny glass bits and melting these bits to make new glass. Lots of materials can be recycled.

There are two main reasons for recycling materials. First, America is running out of raw materials to make new products. By using the same materials over and over again, we save our natural resources.

The second reason why we should recycle materials is to get rid of our growicg piles of trash. When we throw used bottles and cans away, they become trash. Since there are more people in America today, there is also lots more trash. Getting rid of all the tra:h is one of our biggest problems. By recycling we reuse our trash ' instead of having to get rid of it. This solves part of our problem of what tG do with the trasn. W CAN WASTE BE USEFUL?

LESSON Grade Level 2-5 Objective: ‘b get students involved in recycling so they can see the large amount of materials they’ve been throwing away.

Subject Areas: Social studies, math, science, language

Materials Needed: Four large cardboard boxes (the children can decorate them with paint, markers, construction paper). Access to paper, glass and aluminum to recycle.

Procedure/Activity: 1. Read and discuss the following quote with the class: “There is no waste in the natural world. The products or effects of any process in nature are inputs to other natural processes. The fallen leaves of deciduous trees contain the nutrients for future tree growth. The discarded shell of the lobster provides a local supply of calcium for the skeletal needs of other animals. The activities of man-extracting, harvesting, eating, manufacturing-result, in part, in outputs not considered useful by man.” -Thomas Qurmby Do you think we can reuse some of our waste? Which waste items could we use again? How could we use them? Does anyone in the class recycle at home? Have that student give a first-hand account of his recycling experience. 2. Your first task is to identify all the things used in your home that eventually are thrown away. Suppose you finish a soft drink that comes in a bottle. What do you do with the bottle? Does it enter the solid waste stream? What happens to newspaper after it is read? Where else can we put these things if we don’t throw them away? 3. Have the class decorate and label four boxes for the recycling . materials: metal. glass, paper, newspaper. 4. Aluminum cans should be rinsed and be crushed. A crushed can takes up much less space than an uncrushed can. Aluminum is soft and crushes easily. A 2 x 4 piece of wood is good for crushing cans. 5. All the glass can be stored in one container. Even though a broken jar takes up less space than an unbroken one, it is dangerous k, break glass without safeguards. Wait until you get to the recycling center to break the glass. Remember to wash out any food particles from glass jars or containers. 6. Separate classroom paper (which can be reused in the classroom) from newspaper. Newspaper should be stacked in boxes but not tied. I. Take the recyclables to a community recycling center. To find the recycling center closest to your school hy call ing 277-4509. - t ______WORKSHEET Ill-C Name What is Recycling? Directions: Draw -e under the complete subject. Draw -two lines under the complete predicate. . 1. Recycling is important. 2. Our natural resources will last longer. 3. We won't have as much trash. 4. Many materials can be recycled. 5. Glass, tin, aluminum and paper can be used to make new things. 6. All of us can save newspapers for recycling. 7. Some paper companies will buy old newspapers. 8. People can save energy and money too. _--______WORKSHIXT 111-0 Name What Can You Recycle?

Recycling saves our natural resources. It is a way of using things and materials over again. When we recycle things, we don't need to use more of our natural resources. Carole is drinking milk for lunch. The milk comes in a carton that is made from paper which comes from wood. She wants to recycle the milk carton. Directions: Color the pictures that show ways Carole could recycle the milk carton. Here is one way to save our natural resouces. Directions: Cut out the pieces. Put the puzzle together. WORKSHEET Ill-G Name RECYCLING-ONE POLLUTION SOLUTION

Recycling means to use waste materials over and over again so we don't use up all our natural resources. Directions: The paragraphs below tell about the process of recycling a car. They are not in the correct order. Number each paragraph, one through six, to show the correct order in which they happened.

The steel is used in making a new car. The car dealer sells the new car.

Metal ore is mined from the earth. ?b make an average car it takes: 7500 pounds of iron ore, 2500 pounds of coal and hundreds of pounds of copper, lead, zinc and aluminum ores.

The public buys the new car and uses it for about seven years.

The ore is shipped to a steel mill where it is processed to make steel.

-Scrap steel is remelted and used in the process of making new steel.

When a car wears out it should be sold to an auto wrecker, who removes parts from the car which can be resold or rebuilt. The shell of the car, which is mostly steel, is cut up or squashed. The metal which contains iron, is sold to the steel mill.

Cars which are not recycled end up in ugly junk heaps or are just left to litter the landscape. Both ways are ugly and waste land. Nowadays, thankfully, most junked vehicles are recycled. CHAPTERIII- HOW CAN WASTE BE USEFUL?

1 3 r Recycling Oil Grade Level 4-5 Objective: ?b realize the pollution potential of motor oil and to learn how to recycle oil.

Subject Areas: Science, social studies.

ProcedureiActivity: How many of you have family cars? Have you seen people adding oil to their cars at the curbside? Have you seen empty cans of oil in the gutters? Millions of gallons of used motor oil are drained from family cars and disposed of each year. This oil is dumped into storm drains, on vacant lots, and into trash cans. This is an incredible waste of a potentially useful resource that is becoming increasingly scarce and expensive. What happens to used motor oil when you pour it on the ground, in the sewer, or in the trash can? Gu over the findings from the experiments done in Chapter 1, Lessons 11 and 12. How can we solve the used motor oil problem? How can we keep used motor oil out of the environment? Will your local recycling center accept used oil? Will your local gas station accept used oil? If they don't, why not? How can you convince them'to recycle used motor oil? For a list of service stations that accept used oil, call the City's Recycling Program. 277-4509.

1 LESSON 1 4 Composting In The Classroom Grade Level 4-5 Objective: 'Ib make compost-a good soil conditioner and plant nutrient-from organic wastes.

Subject Areas: Science.

Materials Needed: A large, clear plastic bag, organic waste samples, soil.

ProcedureIActivity: There is always a large amount of organic waste in the solid waste stream. Camposting is one alternative to throwing these organic wastes into a landfill. Compost helps condition soil and adds nutrients without using fer- tilizers derived from fossil fuels. What is organic waste? How much organic wastes do you throw away? Can you use these wastes another way? What happens to these materials when you compost them? 1. Collect a sampling of the school's organic wastes (include paper, lunch scraps, grass clippings, leaves, etc.). No meats, vegetable matter only. Chop up the organic wastes before putting them in the plastic bag. Make the pieces as small as possible. 2. Add an equal amount of soil to the organic wastes in the bag. Mix it all together. 3. Sprinkle with enough water to make the soil moist but not soggy. Twist the top of the bag and place a rubber band tightly around it. 4. Each day, open the bag and stir the contents to provide oxygen for the microbes. Keep a record of the progress of decay of the various materials. Decay of the materials should take about one month. 5. When the compost is finished, plant something in it. You might consider using your compost in a paper planting cup to plant a tree. (See Chapter 3, Lesson 6.) Follow Up: Visit the composting program at Prusch Farm Park. Call the park at 926-5555 or the Solid Waste Program at 277-4509 for more information. Chapter IV - WHAT CAN WE DO TO HELP? Name worksheet IV - A

Direcfions: These students have thought of ideas on how to save energy and stop waste. The last word of each idea is missing Use the following words to complete the sentences.

packaging plastic bottles paper liqhts recycliq disposable y‘‘‘lib,

Buy drinks in returnable

BUY ferier things that are Directions: Complete the sentences by writing a word in the blank spaces Write the word on the numbered spaces that follow each sentence. Use these letters as a code to find the answer to the question.

What is the most important reason to recycle things?

6ottles and jars made of GLASS can be crushed to make new ones. GLASS

Aluminuin - can be melted down to make new ones, too. - __ __ - 6534 Recycling paper saves our 271 14 Cans made of can also be recycled. _- _- 2m-3

Man). things can be - over again. TTT-T-12 Recycling can money. ---_ 4 515 1 IS there a recycling center in neighborhood? -- - __ 14 13 11 7

--G ___ -7-7-6146T103 9 7-5-15 14

------L 77i-i-7 3 5 211 758 worksheet' IV - C

3 Directions: Draw one line under lhe complete subject Draw -IlneS under the complete predicate

1. __A__Fecjcli3 is important - _-

2. Our natural resources will last longer.

3. We won't have as much trash.

4. Many materials can be recycled.

5. Glass, tin, aluminum and paper can be used to make new things

6. All of us can save newspapers for recycling.

7. Some paper companies will buy old newspapers.

E. People can save energy and money too. worksheet IV - D Name

SYNONYMS -- Words that mean the same or almost the same thing.

DIRECTION:: Use the following words to fill in the blanks in the sentences below. Write the word in the blank that means almost the same thing as the word in (Parentheses).

Here are some ways you can help to (conserve) our natural resources.

1. Recycle as often as possible (rather than) Of throwing things away.

2. Save old newspapers for groups that (gather) - them or recycle them yourself.

3. In most Marin cities you can (set) your bottles, cans, and newspapers at the curb on garbage day, and the man in the recycling truck will pick them up.

4. Old glass bottles and jars are (smashed) at the glass company and then melted to make new ones. The smashed are called cullet. 5. Old newspapers are made into pulp and (cleaned)- before they are made into new paper. 6. Save your bottles and cans in (pails) to be put at the curb or taken to your recycling center.

7. Recycling keeps our (nation) clean. worksheet IV - E

Directions: Read the sentences. Circle the comect word.

1. You have ( heard, hear ) that paper comes front trees.

2. Did you know that paper can be ( make, made ) from old used paper?

3. It is ( called, calling ) recycled paper

4. Cardboard ( come, cows ) from old paper with the ink left in.

5. Paper companies are ( cut, cutting ) down mre and more trees to make paper.

6. New trees are not ( growing, growed ) fast enough to replace trees that are cut.

7. Some companies are ( chop, chopping ) down trees in our national forests.

8. If we recycle our paper, we can help to ( save, saves ) some of our trees.

9. You can collect old newspapers and ( take, took ) them to a recycling center.

10. You can ( recycling, recycle ) paper at home and at school.

11. (Use, Used ) the back of old paper for scratch paper.

12. Can you ( thinks, think ) of other ways to recycle paper? Copy these words in cursive.

n .. WORKSHEET G Name Environmental Awareness

Solid waste is another name for garbage. Solid waste is also one kind of pollution. People are becoming concerned about pollution. They are trying to do things that will make OUT environment cleaner and a better place for all living things.

Here are some ways we are helping our environment. Put yes in kont of the ones that will help. Put no in front of the ones that are foolish and unreal. Young trees are being planted 89 old trees are cut down.

Polluted air is being trapped and put into balloons. These balloons will be sent to Man.

Litter laws remind people to keep their environment clean.

Scientists are working to find new ways to kill insects. They are looking for ways which won't harm birds and other animals.

Students are planting toothpicks in the school yard. This wll help save our trees. Consumers are buying products that can be d again instead of disposable produns like plastic spoons and cups.

Engineers are working to design car moton that won't poison the air.

-Many people are riding buses or bicycles. That meam fewer cars on the streeu.

Farmers are planning to grow tomatoes on the moon where there are no insects.

Shoppers are buying more products that do not have extra packaging.

More and more fadries are taking the poisons from their smoke and cleaning their used water.

Scientists are planning to send rockets to the sun to collect aolar energy

City planners are working to beautify the cities. They are abtrying to save open spaces for parka.

-Many people recycle or reuse things they buy. This helps get rid of trash and W89te.

Follow Up: Discuss the rationat for student answers. CHAPTER IV-WHAT CAN WE DO TO HELP?

LESSON 1 I Litter

Grade Level 3-5

ObjecLive: Students will learn oral language by identifying pictures, learn definition by answering questions, apply knowledge by observation, and classify Subject Areas: objects seen. Materials Needed: Science, Language

ProcedurelActivity pictures brought from home

1 I Refresh children's understand of "useful" objects and how they become waste by having them show and tell about pictures brought from home. As an ongoing activity, have two groups volunteer to construct two collages or murals from the pictures -- one mural showing objects lasting a long time, one showing those lasting a short time, before becoming waste. Have th'e class decide on titles for the collages.

2. Introduce the definition of "litter" by the following questions: a. Suppose someone was drawing a picture and accidentally spilled some paint on it. He decided he did not want the picture any more; what would he do with it?

If he did not put in in the waste can, but threw it on the floor, what would it be called? (Discus: several of the terms children use until they, or you use the term "litter.") (continued) Lesson 1 continued

b. Definition: Litter is any waste object, made or used by people, that is not properly "thrown away" - that is, put in the right waste basket or other container. When we do not put waste materials away in the right place, or if we let waste materials get out of the container. them that waste becomes litter.

c. Ask: What do you think litter is? Consider all responses, then explain, using above definition, how waste becomes litter.

Suggest that children take the next few minutes to look outside the classroom to see if they can identify something that is litter and not just waste.

When children give examples of litter, list them on the board under appropriate headings. Made drawing of each object if possible.

Ask children to look form litter on their way home from school. Look on the street, and also ask them to try and find where it should have been put so that it would not be called "litter." CHAPTER IV-WHAT CAN WE DO TO HELP?

LESSON 2 Litter is Waste Out of Place

Grade Level K-5 Students will pick up litter and discuss what it is, why Objective: t is where it is, where it comes from, and suggest some nethods to control it.

Subject Areas: Social Studies, Science, Math Materials Needed: laper lunch sacks saved by students or brought from iome, note pad and pencil (for teacher only) Discussion: Aer is waste material that "escaped" from the waste iandling system. Litter is manmade or man-used naterials.

Most people think of litter as coming from motorists and iedestrians. Many people are quick to blame children anc ioung adults for all litter problems, but the problem can ' :ome from many places in our community.

rhere are seven main places in our community where vaste materials are most apt to escape:

1. Home garbage cans 2. Business and commercial garbage cans and dumpsters 3.Trucks with loads improperly tied down or covered. 4. Construction or demolition sites 5. Loading docks and commercial storage areas. 6. Material thrown, dropped, or blown from cars. 7.Materials thrown or dropped by pedestrians.

ProcedurdActinty: 1. Bring in examples of different types of litter, identifying the location where the litter was found

2. Have the children save their lunch sacks or bring a grocery sack from home. Take the children for a (continued). Lesson 2 continued

walk around the playground and the neighborhood, picking up human-made litter. Teacher, record items and where they were found. On returning to the classroom, have the children empty their trash collections onto pieces of newspaper.. Have each child talk about where each piece was found. Ask: What might have caused litter in that place? Why? How? Make a list of responses on the chalkboard. Have the children categorize the litter according to types of material and discuss whether it can be reused or recycled.

3. Have the children make a list of who, besides them- selves, can prevent litter in their neighborhood and school. Students may want to make a map of the neighborhood, including the school grounds, indicating where the litter receptacles are located. After discussion, the children could indicate on their maps where they think litter receptacles should be located.

t. Many communities are recognizing the sources of litter and developing program and educational material to teach people how to keep waste materials from escaping and becoming litter.

Ilonw garbag~- Use only trash containers with tight fitting lids. Paper or plastic bags can be opened by animals. Trash cans wiLhout lids or with loose lids can be knocked over by animals arid Llie wind can move the trash several blocks, or even miles.

Business trash - Tight, closed lids and even locks are sometimes needed.

Truck loads - If loads are not tied down, many dangerous materials fall or are blown from the truck. Air pressures increase as trucks drive faster. Loose (continued) Lesson i continued

material is blown out of truck beds. Many people don't think about putting on tarps and some don't know Lhat they are accidentally losing parts of their load. Roads' to the dumps are easy to follow because of all the litter along the roadway.

Construction and demolition sites - Fences around cotlsLrilrLioll si.Les keep "rials from Ilowiiig OIIL into the neighborhood. Putting waste materials into proper containers and tarping truck loads keep construction sites clean and construction and demolition materials off our roads.

Loading docks - Keeping storage bins or dumpster tops closed and the area clean keep this material in place and away from the rest of the neighborhood.

blotorists - Car litter bags and litter containers at rest areas, gas stations, and fast foods stores are both important to controlling auto littering.

Pedestrians - Sidewalk litter receptacles and good habits help control this source of litter. Nith all the above sources of litter, the two most mportant things are: 1) People knowing that they :an be part of the problem or part of the solution, ?) People caring for their community.

4sk: How can we prevent litter at school and in our :om m u n ity . CHAPTI3 IV-WHAT CAN WE DO TO HELP?

LESSON

Grade Level K-3

Objective: Students will define the word "litter" and explain what happens to it.

Subject Areas: Science, Social studies Materials Needed: Two jars, soil

ProcedureIActivity: Litter is a mixture of organic and inorganic material. Each type of litter should be disposed of in a different way.

.ittering is illegal. Persons caught littering can be finec #pto $1,000 andlor time picking up litter.

.Bring in several examples of litter and determine if they are from nature or from people. Using the litter, define organic and inorganic matter. (See the glossary for definitions.) Make certain the children understand the difference between the two types of matter and hov they comprise litter. Discuss what happens over time ti nature's litter and what happens over time to the litter people generate.

.Take the class for a short walk around the school or neighborhood to collect people litter and nature's litter.

Hold a short talk on what they found and where.

Take two jars and place nature's litter in one and people litter in the other. Combine with soil. Be sure to water each. Observe what happens to the contents of both jars Ask: What is the best thing to do with each type of litter. Objective: lb increase student awareness of how litter is created and how to solve the problem.

Subject Areas: Social science, science, art

Materials Needed: Large garbage bags, tongs or plastic gloves.

ProcedureIActivity: What is litter? Why is there so much of it? Is there any one person or group aho is responsible for litter? Litter can be found everywhere. Tons of it are scattered on our highways, city streets, parks, neighborhoods, and school grounds. Everyone agrees that litter is a problem. Besides being unsightly, litter is expensive and a health hazard. We pay the costs of litter cleanup, and litter that is not cleaned up causes thousands of serious injuries to people and wildlife every year. Take a litter walk around the school yard. Collect the litter in garbage bags. Look for signs of decomposition on each different type of litter found. Discover the different ways decomposition is taking place (tin cans rust, bacterial actibn on paper, mold and fungus on food, insects and animals). If' a piece of litter is not decomposing, why not? List on the blackboard the littered items found on the walk. The item found most often should be at the top of the list and the item found least often at the bottom. Which material is found most often as litter? Why? What is each litter item made of?

Follow Up: 'Ikll the students to look around wherever they go for a week and notice the places where there is a lot of litter. Have them make a list of these places, and list one or more reasons for the litter problem at each location. Make up anti-litter slogans or write poems and short stories about litter. Draw pictures, posters, greeting cards or cartoons to give graphic represen- tation to the slogans, poems or short stories. Post them around the school or send them to local city, county and state officials. CHAPTERN- WHAT CAN WE DO TO HELP?

6 Neighborhood Litter Hunt Grade Level 3-5 Objective: ?b find and categorize the kinds of litter thrown away on the streets.

Subject Areas: Math, science, social studies.

Materials Needed: Litter box and paper bag for each child.

Procedure/Activity: Remember when we t&k a litter walk around the school yard? Today we are going to take a litter walk around the neighborhood. Nothing larger than your hand goes into your litter bag. No liquid or gum goes into the litter bag. Pass out the paper bags. Line up and walk outside. Walk through the neighborho-d around the school. Return to the classroom and empty the litter bags onto a desk. Write the categories of litter on the board paper, metal, glass, plastics, food and miscellaneous. Count the number of items in each category and record the tally on the board. Which category has the most litter? What differences did we find in the neighborhood walk and the school hunt? Was there as much paper on the neighborhood walk? Why did we see different kinds of litter? Passaround the litterbox. Have the students put their litter into the box to save for future use. Do not save food items. Call the San Jose Beautiful Program at 277-5208 to inquire about free litter bags.

120 CHAPTER IV-WHAT CAN WE DO TO HELP?

1 ClBSl 10: LESSON 7 I Take a Look In Your Garbage Can

Grade Level 3-6

Objective: Students will learn what the average family of four throws away every day, and what steps can be taken to reduce the amount of garbage a family generates by reusing and recycling and by composting yard and food wastes.

Subject Aress: Social Studies, Science, Math

hIaterials Needed: Colored marking pens, heavy cardboard or construction paper;

Diecussion: The average family garbage can contains predictable types and amounts of waste. Much of this waste is unnecessary, some is reusable and recyclable, and. some can be used to create nutrient-rich compost.

ProcedureL4ctivity: Part I (Day One)

In this section, you will be showing students what is in the average family garbage can according to weight.

1. Using heavy cardboard, the teacher will cut seven separate pieces to construct a garbage can. Each piece will be labeled with a category and percentage of garbage. Also, place a number on the back of each piece. Each piece may be brightly colored.

2. In the classroom, ask students to think about what is in their garbage cans. conlinued Lesson 7 continued 1

3. Place all seven pieces face down on a table and have a student choose any piece, for piece #1. Have the student show and read what is on the card.

4. The teacher can use the following facts to discuss this garbage category. Follow this procedure for each category of waste: EaSw 30 percent of everything we throw away is paper.

Roughly 40 percent of all American household refuse is packaging material. Between 1978 and 1980, each American used an average of 580 pounds of paper a year. In 1980, the US. recovered 27 percent of the paper it consumed.

Two-thirds of U.S. paper production still ends up in the trash.

Ask: What are some of the things that we throw away that are paper? (e,g, cereal boxes, newspaper, letters)

!aLs.s 10 percent of everything we throw away is glass.

Of the 46 billion bottles and jars produced in 1981, only one in 15 was eventually crushed and melted down along with fresh material to make new jars and bottles. (continued) L I ~~ Lesson 7 continued

Examples of some things we throw away that are glass: Food jars, household cleaners and toiletry bottles, beverage containers. Metal 10 percent of everything we throw away is metal.

If you buy a soft drink in an aluminum can, chances are better than fifty-fifty that your can was made from other cans.

The time between when a can leaves the factory, is returned and dropped into the melting furnace again may be only three months.

In 1981, on the average, each American used 56 pounds of aluminum. That same year the U.S. recycling rate for aluminum was 32 percent of consumption.

Examples' of some things we throw away that are metal: old household equipment, and appliances, cans, metal caps from jars and bottles.

Food Waste up to 15 percent of everything we throw away is food waste. The world's largest composting pile produces approximately 125,000 tons of compost a year. This is sold for farm and garden uses. (continued) Lesson 7 continued

Examples of some things we throw away than can easily be used in a compost pile: coffee grounds, egg shells, nut shells.

Plastic

6 percent of everything we throw away is plastic.

There are many, many kinds of plastic. This is one of the reasons plastic is so difficult to recycle. If all plastic containers were made from the same type of plastice, they would be easier to recycle.

Examples of some things we throw away that are plastic: shampoo and dishsoap containers, plastic milk bottles, package wrapping around paper goods, produce bags, and meat packaging. Yard Wastes About 16 percent of everything we throw away is yard waste.

Compost piles can reach 140-160 degrees F" in the center. In cold weather, steam will rise from the pile.

Examples of yard waste we throw away that could be composted: hedge clippings, wood ash, weeds.

a!XL About 13 percent of everything we throw away does not fall into the other six categories. (continued) .

Lesson 7 continued

Examples of what "other" may be: rubber and clothing.

'art II (Day Two)

jolutions to Reducing Household Waste

n this section, the teacher will discuss with students low to reduce the waste identified in Part I by recycling md composting. Students will also identify the kinds of naterials that go into composting piles.

I. Point out to students that the garbage can is now 100 percent full. Ask students: What can be done to reduce the amount of waste we have accumulated? The solutions, in addition ,to revising our buying habits, are:

A. Recycling-- Recycling is one way to reduce what is thrown out and to conserve energy and natural resources. Go back to the "can" and discuss with students the various ways to reuse or recycle each group of materials. Remove each of the three cardboard pieces that represents the categories that can be easily recycled (paper, glass, metal), thus emptying the garbage can, except for the yard and food wastes, plastics, and other. Point out that plastics are not easily recyclable and should, therefore, remain.

B. Composting-- Yard wastes, such as leaves, grass clippings, and food wastes can be recycled by composting them. Compost is (continued) Lesson 7 continued I

a dark, crumbly, partially decomposed form of organic matter similar in nature to the organic matter in soil. When compost is added to soil, it improves soil characteristics. The following portion of this activity will demonstrate to young children what kinds of things go into a compost pile.

1. Remove the food and yard waste labels from the can to indicate to students that composting is the way to recycle these items.

2. Draw and cut out the following represen- tations of organic material, placing a numbe on the back of each, to "build" a compost pile in the classroom.

#1 a piece of construction or cardboard paper to represent three inches of dirt; #2 a piece of celery; #3 an egg shell; #4 an apple core; #5 a layer of leaves; #6 a piece of burnt toast; #7 an over-ripe tomato; #8 a banana peel; #9 coffee grounds; #lo a soup can; #11 a broken cup; #12 any kind of little figure to represent fungus; #13 any kind of little figure to represent bacteria; #14 a big worm (continued) Lesson 7 continued

(3) Turn the pieces over and have each student select one piece. Explain to students these pieces are from our food and yard wastes.

(4) il.ivi~ s~tidrii~splnrr 011 a table, board, or wall the pieces in the following order to consLrucL ' a compost pile (now using a garbage can for a good pi~rpose,"'see illustration).

a. #1 (the three inches of dirt) is placed on the bottom. Explain that dirt has enzymes, bacteria, and microscopic animals and plants essential to begin breakdown of wastes. The enzyme action frees nutrients for use by other compost pile dwellers.

b. #'2, 3, and 4 (the celery, egg shell, .and apple core) will lie above the dirt as a layer of food.

c. //S (tlir layer of leaves) should lie above 1111. Tooil wnsles. 'This layer ;idds t~dditiorial eiizytiies aiid bacteria to the pile.

d. 116, 7, and 8 (burnt toast, tomaLo, and banana peel) are added.

e. #9 (coffee grounds)

f. 1/11 and 12 (the soup can and broken cup) are examples of items that should -not go in the pile, but can be recycled.

g. Have students place the figures for fungus, bacteria, and the worm in the pile. Worms tunnel in the heap, aerating it. 'l'liey eat food wastes and help break them down into humus. They eventually die and become part of compost. (If you have an indoor compost pile, you can put in garden worms .) (Continued) Lesson 7 continued

(5) Now that the compost pile is completed, discuss with students the following additional components of a good compost pile:

a. Heat - Heat is produced within the compost pile because of chemical reactions caused I)Y the fungus and bacteria. (This heat can reach 140-160 degrees fahrenheit in the center of the heap!). The heat is essential hl'cause it SarliLizes the compost by killing insect larva.

11 . Nitrogen - The organisms that are largely ri~sl~oiisil>li~lor LIii* l)rc~akilowiI ol LIII~ org;iiiit. itiaLeri;iIs rrqui re large ~III~IJIILS01 ni.trogen. This nitrogen, available from such tliirigs as blood meal or nitrogen fertilizer, is necessary for rapid and thorough decomposition.

C Tilw - If you want the compost in a hurry, turu it every two or three days and keep it moist. This way you will have humus in three weeks. Otherwise, pile it up and forget it for a year.

(For additional composting information in this curriculum, see Compost - The End and The Beginning, p. 257.) p~j{'r11 1 - SIIIIIIII~ ry

sk: .How iiiucli waste did we begin with? (Answer: 100%) .How much did we reduce our waste by recycling? (Total = 50%) .How much did we reduce our waste by composting? (31%) .How much did we reduce our waste by recycilng and composting? (81%) .How much is remaining? (19% -- only "plastics" & "oLtiers" remain in the garbage can) .How can we reduce or eliminate plastics and the "other" materials from the waste stream? (By not buying them in the first place.)

C0HPONI”’I’S 01: HUN I C I PA[. SOLID WASTE, (Based on wet welghls)

ProdLcL % of total waste-generated Durable goods -10.9 Major appliances 1.8 Furniture , furnish i tlgs 2.5 Rubber tires 1.3 Niscellaneous durables 5.3 Nondurable goods, excluding food -17.8 Newspapers~. 6.5 Books, magazines 2.3 Office paper 3.8 Tissue paper, i.ncluding towels 1.6 Paper plates, cups .4 Other iiolrpackag i iig pprr .8 .. Clothing, footwear .Y Other miscellaneous nondurables 1.5 --Containers and packaging Glass containers -9.2 Beer, soft drink 4.7 Wine, liquor 1.3 Food and other 3.2 Steel cans -4.1 Beer, sofL drink 1.0 Food 2.3 Other nonfood cans .6 Barrels, drums, pails, misc. .2 Aluminum -0.6 Beer, soft drink .4 Other cans .02 Aluminum foil .2 Paper, paperboard -17.0 Corrugated 9.2 Other paperboard 4.0 Paper packaging 3.8 Plastics I’lasLic coniai~icrs Other packaging 1.6 Wood packaging 1.3 Other miscellaneous packaging .1 Total nonfood product waste -62.9 16.7 19.2 1.4 1--“ nn Details may not add due to rounding. ,

CKKPTOl IV-WHAT CAN WE DO TO HELP?

LESSON 8 Paper From The Urban Forest

Grade Level 2-5

Objective:

Subject Areas: Science, Social Studies

Discuaaion: Fiber from the "urban forest" -- recyclable paper -- can be a raw material for making paper just as is fiber directly from trees of the natural forest. As paper from trees becomes more difficult and environmentally costly to obtain, paper from the "urban forest" will become more valuable.

ProcedudActivity: 1. Read the information about resource and energy conservation made possilbe by paper recycling.

2. About how long does it take a tree to grow a size big enough to be harvested? (It used to take 50-60 years, but now younger and smaller trees are now being processed.)

3. In what ways is energy used in the making of paper? (Energy to run logging equipment, factory machinery, etc.) See illustration.

4. How does cutting trees for paper affect the environment? What are the effects on wildlife, fish, soil, and air?

5. As forests near cities and paper mills get cu down, where else can we look for a supply of raw material with which to make paper?

6. How can we contribute to the wise use of the

resources of the "urban forest?" ' Information about Resource and Energy Conservation

We use and throw away enormous amounts of paper. About 30 percent, by weight, of household waste is paper, the largest single component'. Annually, each person in the United States uses 580 pounds of paper' -- approximately two trees' worth, that's 440 million trees a year used to make paper3. Americans consume more paper per person than any other nation in the world.4 "Paper products use about 35 percent of the world's annual commercial wood harvest, a share that will probably grow to 50 percent by by the year 2000 .115

Some paper can be reused or recycled, thus saving money and natural resources. Each ton of paper that is recycled replaces and preserves 13-20 500-pound, harvestable trees .6 Making paper from recycled paper used 30 to 55 percent less energy than making paper directly from trees and reduced the air pollution involved in the manufacturing process by 95 percent.'

c~t~pmIV-WHAT CAN WE DO TO HELP?

-* 9 Reduce And Reuse Grade Level 2-5 Objective: Ib lower students' paper consumption through rationing.

Subject Areas: Art, language arts, math.

Materials Needed: A limited quantity of construction paper in various colors

ProcedurelActivity: Suppose the paper company is on strike. They may not deliver any more paper for another several weeks. We have only this amount ofconstruction paper left. What should we do? We need to conserve. What does the word conserve mean? We need to conserve or reduce our paper consumption. We have pieces of construction paper here. How many pieces can each of you have? (Have the children solve the problem. For younger children, use one sheet per child.) Have the students make rainbow templates. Each student is allowed one sheet of construction paper. Cut the paper into bands for sharing. Each student should end up with five bands of construction paper to make a complete multicolored rainbow.

Follow Up: Save scraps from the art project. Have the students think up future' projects. CHAPTER IV-WHAT CAN WE DO TO HELP?

LESSON 10 Packaging Grade Level 2-5 Objective: 'Tb notice how foodstuffs are packaged.

Subject Areas: Math, written language.

Materials Needed: Field trip slips, ten pieces of paper and a pencil for each child, large chart paper. (or find items at home)

ProcedureIActivity: We're going on a field trjp to a supermarket. You will find 10 items and tell how they are wrapped. You may draw the packaging or write about it. In the store, each child select3 10 items and draws, or writes about, how they are packaged. Back in the classroom, each child shares hisher findings by reading or showing one of their pages. Have the class select 10 of the shared items and post them on large chart paper to hang in the room or hallway.

Discussion: Why is there so much packaging? Why do we use so much plastic? Is it necessary? CHAP- IV- WHAT CAN WE DO TO HELP?

LESSON 1 1 ChangingHabits Grade Level Objective: Tb make students aware that they can cut down on what they use.

Subject Areas: Science, language arts, math.

Materials Needed Bags and graph paper.

Procedure/Activity: When someone goes on a diet, what do they want to do? What do they actually do on a diet? (Cut back, don't eat so much). Do they need the food they cut out? What kinds of food do dieters usually cut out? (Sugar. fattening foods). Can you reduce your use of paper? How? Do you need all that paper you use? What other items can we use less of! Write the responses on the board. Save the students' candyhack wrappers for aweek. Count and record the number of wrappers on a graph paper. Count and record the wrappers for a second and third week on separate graph paper. Discuss what the students learned about reducing. How does this apply to our study of recycling? Can you really change your habits? Have the students make a poster about how cutting back on paper can save paper. Have students write a (legible) note to a friend on as small a piece a paper as possible.

MARY:

CHAPTER IV-WHAT CAN WE DO TO HELP? L

1 2 pending Pictures To Elected Officials Grade Level 2-5 I Objective: To introduce the students to the political process.

Subject Areas: Political science, art, social studies.

Materials Needed: Paper (you may use “reuse box” paper); drawing and painting materials.

Procedure/Activity: Find out who your local representatives are and which public officials have influence over recycling in your community. Have children draw pictures and posters about recycling and conservation. Send those pictures to local officials. Your elected representatives are the most productive group to send the pic. tures to. Look up the addresses of local officials in the phone book. For local. state and national representatives: Honorable Supervisor (name of supervisor) 70 West Wing San Jose, CA 95110 Honorable Mayor (name oi mayor) 801 Mrth First Street, Roan 6cO San Jose, CA 95110 Honorable (name of representativer State Capitol Sacramento, CA 98415 Honorable (name of representative) House Office Building Washington, D.C. 20515 Honorable (name of senator) Senate Office Building Washington, D.C. 20510 President (name of president) 1600 Pennsylvania Avenue Washington, D.C. 20500 ..

1 3 GetGg The Message Out At School Grade Level 2-5 Objective: . ?b deliver the "recycle message" to other students at echool.

Subject Areas: Language, art.

Materials Needed: Oaktag, tempera paints or felt pens, drawing paper or newsprint, pencils.

ProcedureIActivity: Why is it important not to litter? What happens to the environment when people litter? Ifyou had to send a message to someone about littering, using pictures and words, how would'you do this? Have the students make two or three poster designs on newsprint or drawing paper. They may work alone or in teams. Have the students select a final design and decide on types of lettering. placement of pictures, border,. etc. Have the students make their final poster on oaktag. Display the posters. Have the students make positive comments about the posters. Each student can tell what he likes about another poster. Hang the posters in prominent places'around the school and community. LESSON 14 Sort The Gurbage Under The Sink Grade Level 2-5 Objective: To extend the recycle message to the home.

Materials Needed. Contents of the garbage can at home, butcher paper, felt pens. Use Chapter 1 Worksheets A and B “Will The Real Garbage Please Stand Up?”

Procedure/Activity: Bring the contents of a garbage badcan to school. Sort the items according to resource base (metal, paper, glass, aluminum, food). Have the students name a recycling solution for each category. Record the responses on butcher paper. Then tie up each category of items in newspaper. Make a class booklet to send home on sorting the garbage under the sink. List the categories and use the recycle solutions previously recorded on butcher paper. The students can illustrate the booklet. Write a cooperative letter to parents about recycling. Include what the children have learned in school about recycling. Ask the parents to par- ticipate for one week in sorting and recycling the garbage under the sink.

Resource: Invite a speaker from your nearest recycling center to talk to the class WORKSHEET IV - H Name Home Survey

HOME SURVEY INSTRUCTIONS:Please complete this survey at home and return it one week from today. Try to involve the other members of your family in this project. The purpose of this survey is to help you find ways that you and your family can work together to conserve natural resources and energy by reusing and recycling.

1. Make a list of all the disposable products that you and your family buy in one week. For additional space, continue your list on the back.

2. How many of these products are made of: wood? cellophane? fabric? plastic? metal? other materials? - cardboard? paper? Styrofoam? glass? 3. What kinds of packages did they come in?

4. Which items are not biodegradable?

5. Can you think of other reusable products you could buy instead of “throw aways”?

6. Which of these products do you recycle? How do you recycle them?

7. Which of these products could you recycle that you don’t already?

8. Besides buying reusable products and recycling, what other ways can you work to reduce the amount of materials wasted in our country today? GI ossary aluminum -- A bluish silver-white light metal that can be bent or crushed easily. It is highly resistant to oxidation (rust). bi-Metal Can -- A container that is made of two different metals that are bonded together. Almost always aluminum and tin. biodegradable -- Any material that will decompose as a result of the action of micro- organisms. catalog -- A complete list of items arranged systematically with descriptive details. compost -- Organic material that has decomposed into a dard, earth-smelling humus- like material. composting -- collecting organic material such as lawn clippings, leaves, kitchen scraps, and manure to be layered so as to decompose into fertile humus. conservation -- Planned management of a natural resource to prevent exploitation, destruction, or neglect. conserve -- To avoid wasteful or destructive use of a natural resource. consumer -- One that consumes; one that buys for personal use. corrugated cardboard -- A stiff, moderately thick paperboard with ruffled paper in the center that forms parallel ridges and grooves. cycle --circle, occur, return again. decompose -- To undergo chemical breakdown; to break down into smaller and smaller parts. decomposer -- A small animal, insect, or microorganism that causes organic material to undergo chemical breakdown. decomposition -- The act or process of decomposing dumping (illegal) -- To unlawfully throw away garbage or solid waste in any place not authorized to accept waste material.

102 ecology -- The scientific study of the relations of living things to one another and to their environment. A scientist who studies these relationships is called an ecologist. From Greek "oikos" -house (home) - knowledge of our "home"; the earth, air and water.

ecosystem -- A system made up of a community of living things and the physical and chemical environment with which they interact. energy -- The capacity to perform work or produce a change from existing conditions and quantified as a force operating through a distance.

energy recovery facility -- A resource recovery plant with the prime purpose of generating energy by burning solid waste.

energy resources -- Resources used as sources of power and/or heat generation. environment -- All the conditions, circumstances, and influences surrounding and affecting the development or existence of people or nature. ferrous metals -- Metals composed mainly of iron, and generally magnetic. garbage -- Originally, spoiled or waste food that was thrown away; now, any material considered worthless, unnecessary or offensive, usually thrown away.

hazardous (dangerous) waste -- Those wastes which provide special problems to living creatures or the environment because they are 1) poisonous, 2) explosive, 3) attackers or dissolvers of flesh or metal, 4) readily burnable, with or without a flame, 5) carriers of diseases or, 6) radio- active. Others combine several of the above.

inorganic -- Designating or composed of matter that is not animal or vegetable; not having the organized structure of living things. Most inorganic compounds do not contain carbon and are derived .from mineral sources.

household hazardous waste -- Substances used in the home that have some or all of the characteristics of hazardous waste.

landfill -- A site for the burial and decomposition disposal of solid waste.

litter -- Waste materials carelessly discarded in an inappropriate place.

103 ,

natural resources -- Valuable, naturally occurring materials such as wood or minerals.

nonrenewable resources -- Natural materials which, because of their scarcity, the great length of time required for their formation, or their rapid depletion, are considered finite, i.e., exhaustible.

organic -- Derived from living organisms. Also, designating any chemical compound contining carbon.

pollution -- Harmful substances deposited in the air, water, or on land, leading to a state of dirtiness, impurity or unhealthiness.

precious metals -- Rare and costly metals such as silver, gold, and platinum

rationale -- A statement or explanation of fundamental reasons.

resource recovery -- Use of high technology to burn mixed solid waste and produce energy and, in some cases, industrial fuel. Resource recovery may involve mechanical separation of recyclables before or after burning.

resource recovery plants -- Facilities which employ highly technical burning techniques to produce salable energy from solid waste.

recycling -- The collection and reprocessing of manufactured materials for reuse either in the same form or as part of a different product.

recycling center -- A site where manufactured materials are collected and resold for reprocessing.

renewable resource -- A resource derived from an endless or cyclical source, such as the sun, wind, falling water (hydroelectric), biofuels, fish and trees. With proper managment and wise use, the consumption of these resources can be approximately equal to replacement by natural or human-assisted systems.

reuse --To extend the life of an item by repairing or modifying it, or by creating new , uses for it.

revise -- To chang.e our attitudes and improve our knowledge of solid waste in order to realize both the scope of the problem and our responsibility for its solution through careful buying and responsible waste disposal.

104 sanitary landfill -- A specially engineered site for disposing of solid waste on land constructed so that it will reduce hazards to public health and safety. solid waste -- All solid and semisolid wastes, including garbage, rubbish, ashes, industrial wastes, swill, demolition and construction wastes, and household discards such as appliances, furniture, and equipment. source separation -- The sorting out of recyclable materials at home and in school.

105 Bibliography

A-Way with Waste. 1984. Washington Department of Ecology, 4350 - 150th Avenue, N.E. 98052

An Overview of San Jose's Recycling Programs. City of San Jose, Solid Waste Program San Jose City Hall, San Jose, CA 951 10

San Francisco Recycling Curriculum. 1988. San Francisco Recycling Program, San Francisco City Hall, San Francisco, CA 94102

106 Teacher Evaluation Name Grade Level School

Please feel free to use the open space on the second page of the evaluation for additional writing space.

1. Did you find the materials to be understandable and easy to use? .

1 2 3 4 5 Understandable Confusing Easy to Use Difficult

2. Was the work appropriate for your grade level?

1 2 3 4. 5 Appropriate Inappropriate

3. ,What did you use these materials for?

---- supplements to lesson plans ---- skill review ---- enrichment activities ---- homework as a unit of study ---_ for substitute teachers ---_ other (specify)

4. With which subjects did you most frequently use the curriculum?

math --__ science --- social studies English language arts ---- other (specify)

5. Are there a few lessons you used most? (please list)

107 6. What features of the lessons did you like best? Least?

7. Can you suggest any changes to make the manual clearer? easier to use?

8. Will you use the manual again? Why or why not?

THANK YOU FOR YOUR PARTICIPATION IN EDUCATING OUR CHILDREN ABOUT LITTER CONTROL AND RECYCLING.

The Office of San Jose Beautiful

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