Windows on Waste ★ ➜

Home , And On and On, Garbology, Outline of Ohio

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WINDOWS ON WASTE ★ ➜

An Elementary, Interdisciplinary, Environmental Studies Activity Guidebook about Solid Waste and Environmental Issues Bob Taft, Governor • Samuel W.Speck, Director ▼ © Ohio Department of Natural Resources Help Contents Back 1 ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WA STE ● ● ● ● Per pnoe yteOi iiino eyln n itrPeeto n t oa omnt fiits In some Recycling andLitter Prevention anditslocalcommunity affiliates. sponsored by of theOhioDivision eateto Ecology of Department L En L L L so II p 12:Statisticsadapted from theMineralInformation Institute 21-22: pp. esson VIII, from Selections 32: 26-27, pp. esson V, 23: p. esson V, so II p 16-18: pp. esson XIII, mission has been granted to includedinthisCDROM: material mission hasbeengranted usethefollowing W vir indows onWasteindows ,M onment Educators are encouraged andphotocopy to print pagesfrom thisCD forthenon-commercial In ter ups feuainlavneet Any otheruseorreproduction requires the educationaladvancement. of purpose ested parties shouldcontactested theirlocalrecycling parties andlitter prevention or: program F r pehf lwrPes 1993 ©Flower Press, Appelhof, ary o e ftheCompost Pile ood Web of iutospitcpe fWindows on Waste are madeavailable. copiessituations print of wr is made available to educators in Ohio through in-service or partnership programs programs is madeavailable orpartnership to educators inOhiothrough in-service Throw-Away,a Societies te osn fteOi eateto Natural Resources, of theOhioDepartment itten consent of 99 hoDprmn fNatural Resources of OhioDepartment © 1999, Division ofRecyclingandLitterPrevention iiino Recycling andLitter Prevention. of Division iiino Recycling andLitter Prevention of Division Ohio DepartmentofNaturaL Resources hoDprmn fNatural Resources of Ohio Department 89Futi qaeCut lg F-2 Bldg. 1889 Fountain Square Court, How toObtainWindows onWaste Equal Opportunity Employer-M/F/H www.ohiodnr.com/recycling Wor Co Education Specialist ms EatOurGarbage:Classroom foraBetter Activities ,B ubs OH43224 lumbus, (614) 265-6333 dapted from A- row igFri nutis ©1990 Industries, ning-Ferris Wa y With Waste ,W Help Contents Back Help Contents Back

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▼ ▼ 2 2 2 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWSWINDOWS ONON WASTEWASTE CONTENTS LESSON INDEX: School andCommunity EngagementIndex (pp24-25) Curriculum ReferencIndx(pp16-23) Environmental StudiesLearningConcepts(pp14-15) How toUse Help (p9) Bibliography (p8) P Acknowledgements (pp4-5) How toObtain Cov ublicity Flyersublicity (pp6-7) At Lesson IV–ThisisYourLifec ycle! (pp104-142) Lesson III–ThePaperFctory Lesson II–Garbageoods L Gr Ohio Proficiency Test LearningOutcomes – Wi esson I–Trashology101 er (p1) Activy 2–Lifec ycle Hopsth(pp125-142) Reading andWritingOutcomes(pp22-23) Mathematics Outcomes(pp21-22) Citizenship Outcomes(pp19-21) Science Outomes(pp17-19) Activy 1 Activ Activy 2–WhatSorof Activy 1–Papermaking(pp86-93) Activy 3–EnerpisingRcling(pp75-81) Activ Activy 1–Eono-Communi(pp57-65) Activy 3–ITakesBigHole(pp48-51) Activy 2–GarbageDataPie(pp36-47) Activy 1–TheKeysoGarbage(pp30-35) te ades fourandsix ndows on ndows Waste to:Teachers andEnvironmental Educators! ntion: ty 3–ThePaper Company (pp98-103) ty 2–Businessoxes(pp66-74) Windows Onaste(pp10-13) – Windows Onaste(p2) Trash isThisAnyway?(pp94-97) Lifecycle Bingo(pp107-124) :D esigned for Quality Education forQuality esigned (pp 26-51) (pp 52-81) initiating theprintfunction,otherwiseentiretextwillprint. When printing,besuretoselectpagenumbersbefore (pp 82-103) Lesson V–Natures’Wyithaste(pp144-179) Lesson VII-Techno-Fill Lesson VI–SeparationMania(pp180-187) Lesson XIV–Journ ey ofaGarbageBill(pp 320-335) Lesson XIII–TrashMakHistoy(pp302-318) Lesson XII–TheroublewithLitter(pp276-300) Lesson XI–Home, Lesson X–PayingtheollutionPiper(pp246-260) Lesson IX–GoingGlobal(pp232-245) Lesson VIII–ResourceExpeditions(pp210-231) Activy 4–Life…Without Activy 3–FinerLiner(pp202-203) Activ Activy 1–LandfillLingo(pp193-197) Activy –SeparationMania(pp183-187) Activy 5–C Activy 4–MeettheYIMBYs(pp170-174) Activy 3–Compostriters(pp163-169) Activ Activy 1–TheGreatCcle(pp152-158) Activty –Jou rney ofaGabagBil(pp 323-335) Activ Activy 2–SecretsinaGa bage Can(pp313-314) Activy 1–EerybodisanExpe rt (pp306-312) Activy 3–Don’SeponLiter(pp293-300) Activy 2–LotofLiter(pp285-292) Activy 1–FishingforLiterHabits(pp279-284) Activy –Home,Safeme(pp264-274) Activy 2–PollutionontheMoe(pp256-260) Activy 1–The“Costly”Thing(pp250-255) Activy 3–TrashoundtheWorld(pp241-245) Activ Activ Activy 2–MiningandRecling(pp227-231) Activy 1–Show’EmSherlock(pp213-226) ty 2–DoesYourSoilLeak?(pp198-201) ty 2–Bio-What? ty 1–FromOhiootheWrld… ty 3–Thro way Societies(pp315-318) ty 2–INeedThis…

Pollution revention(pp204-208) That’s Biodegradation!(pp159-162) Do YouHaveSome?(pp238-240) Fr o om theWorldtOhio(pp236-237) mpost Jars(pp175-179) Safe Home(pp262-274)

(pp 188-208) Help Contents Back Help Contents Back

▼ ▼ 3 3 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE Schools Columbus Public Kathy Thomas, School; Elementary Suffield Sandy Murphy, Center; Ohio EducationalService J Stow-Munroe Falls Schools; Klimp, Beverly J. Education; Ci Delaware Gayle Gerard, Natural Resources; of Department Ohio Cantrell, Diane Center; Educational Service Mid-Ohio Ethel Briggs, development: advice during educatorsThe following and provided valuableinsight P C Mc Co E M Br C Ohio Jessi Crook, Ohio Township Association; Canfield, Br Danielle Ohio; Environmental EducationCouncil of Ohio Herb Broda, Wyandot SWMD; County Bennett, Jer O Representatives: DRLP RegionalEnvironmental Education Leadership Pr Pr Prevention Na Proje ACKNOWLEDGEMENTS Re of Division Natural Resources, of Ohio Department and Baldridge Owens – Arley foradministrative support thanksto Je Special Prevention Na Proje Prevention Recycling andLitter of Division Natural Resources, of h aae,LnatrCt col;NnyMls Mid- Nancy Mills, Lancaster Schools; City ohn Larabee, ui hfe,Wood SWMD County aulie Shaffer, walt, Middletown Clean Community; Marti Kolb Marti Middletown CleanCommunity; walt, ounty Regional Solid ounty Waste Management Authority; uclfrteSca tde;Pt orzi Mead Pete Dobrozsi, ouncil forthe Social Studies; rae se oi,PraeCut WD Della Portage SWMD; County argaret EsserLosik, ty nn,LbryUinTuso ideSho;Mike Union-Thurston Liberty Middle School; uning, to,Lancaster/Fairfield Community County Action; atton, oject Manager, cycling andLitter Prevention l anse,OesBoka oprto;Sue Owens-Brockway Corporation; ald Bannister, thers Consulted ua eore,Dvso fRecycling andLitter of Division Resources, tural ua eore,Dvso fRecycling andLitter of Division Resources, tural nr eakLte rvninadRccig Christine Newark Litter Prevention andRecycling; nner, aly akok lvln;Jan ur,Richland Joanne Mudra, ParkWorks Cleveland; Cauley, oject Consultants Schools; John Hug, retired, Ohio Department of OhioDepartment retired, John Hug, Schools; ct Director ct Editor, He ,D areeBc,Ei-uo A;Patty Erie-Huron CAC; Beck, Gabriele K idi Hetzel-Evans, Ohio Department of OhioDepartment idi Hetzel-Evans, av teieK rfl,OhioDepartment Armfelt, K. atherine n ose,TmDvs Paul Tomnni Worster, Davis, e Landis, Ohio Department of OhioDepartment e Landis, CAC GoingGlobal – Lesson IX: Portage SWMD County Losik, – ResourceExpeditions Lesson VIII: F esnVI Techno-Fill– Lesson VII: ProjectEnergy Mania – Separation Lesson VI: W Nature’s WayLesson V: With Waste– Natural Resources of Ohio Department Thisis YourLesson IV: Lifecycle! – K Center Educational Service C Ma Jill Johnston-Carter, Pickaway Community County Action; Her Gr Te Co Pickaway County Cynthia Gillen, Education Task Force; Keep Middletown Beautiful(KMB)andKMB Getter, Co esnII ThePaper –Jo Factory Lesson III: Natural Resources of Department – Goods Garbage Lesson II: SWMD M Keep DellaEwalt, Natural Resources; of Department Ohio Trashology 101–Dave Landis, Lesson I: L xeso;Bl egta,Steel Recycling Institute Bill Weightman, Extension; C Co Cuy Pa Ildi Portage SWMD; County Owens, Caren G. Lakewood; of City Litter Prevention andRecycling, McGinty, Barbara M Judi Lancaster Branch; OhioUniversity, retired, Lambert, airfield County Community County airfield Action ut oi at uhrt;NnyMls Mid-Ohio NancyMills, Solid Waste ounty Authority; nint euiu;AySoe odCut,OSU Wood County, Amy Stone, incinnati Beautiful; esson Developers ood County SWMD ood County nin Ross Litter County Control andRecycling; annion, dltw euiu;Pui hfe,Wood County Paulie Shaffer, iddletown Beautiful; ceso nls agaeAt;DulsHsel The Haskell, Douglas Language English Arts; achers of ls hoEvrnetlPoeto gny Patty Rice, OhioEnvironmental Protection Agency; llos, ae icnaiCne o cnmcEuain Paula eater Cincinnati Center forEconomic Education; mnt cin ayLeHh,OhioCouncil of Lee Hahn, Mary mmunity Action; rp rp ri e,BwigGenCt col;BethdeMaille, Bowling Green CitySchools; mes, hg onySM;LuaRwl,Mead Rowell, Laura SWMD; ahoga County nCut itrPeeto n eyln;William J. Litteron County Prevention andRecycling; rto;Lsi yic hoEeg rjc;Lynn Project; OhioEnergy Leslie Dybiec, oration; rto;RbnSih hoEA hr tnz Keep Stentz, Cheri OhioEPA; Robin Smith, oration; Help Contents Back Help Contents Back P areeBc,Erie-Huron Beck, Gabriele tyBatn Lancaster/ Bratton, atty aeLni,Ohio Dave Landis, eid aks Ohio Belinda Bankes, neMda Richland anne Mudra, teieK Armfelt, K. atherine

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▼ ▼ 4 4 4 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE hoDprmn fNatural Resources of Ohio Department Bill – aGarbage of Journey Lesson XIV: M Trash Makes – History Lesson XIII: Summit County) Schools, School (Stow-Munroe Elementary Riverview Falls TheTrouble Litter – with Lesson XII: Newark Litter Prevention andRecycling of esnX:Hm,SafeHome –Ma Home, Lesson XI: Mc Paying thePollution –Christine Piper Lesson X: iddletown Beautiful aly ParkWorks Cleveland Cauley, rt el wl,Keep Della Ewalt, obCne,City i Kolb Conner, Beverly Klimp, Dave Landis, Ma Jill Johnston-Carter, (Fairfield County); Elementary Union-Thurston Liberty Bonny Calderwood, Schools); Woodland (Perrysburg City Elementary David Brown, Mo Jo Ashworth, Elementary; Creekview Doreen Annable, Lesson Testers igs Unioto Schools (Ross County) Ziogas, Wa Jenifer Elementary; Creekview Debbie Wolman, Mar R Marilyn Temple, (WorthingtonElementary Schools); City M Portage Solid County Waste Owens, Caren G. Elementary; Monroe Katie Neu (studentteacher), Schools); Re Southwest Project, (OhioEnergy Batavia Elementary Dave McDonough, Portage County); (Field LocalSchools, Elementary Brimfield Pat LansingerMoore, Schools); Pr M Ke He Br Teresa Hancock, (Middletown/Monroe Schools); Mayfield Elementary Hall, Caryl District); Grover (Wayne-Trace Hill Elementary Glick, Local School Co GailGerard, Monroe Elementary; Brenda Gehm, Schools); Ev Pat Southwest Region); Project, (OhioEnergy Elementary Batavia Jean Engle, Big Walnut Elementary; Dodge, osedale Elementary (Middletown/Monroeosedale Elementary Schools); ngmn itit er unm Brookside Petra Putnam, anagement District; Ross Litter County Control andRecycling annion, ogram; Carol Meyer, Bellville Elementary (ClearFork Elementary Bellville Carol Meyer, ogram; osd lmnay(otigo iyShos;Kay (Worthingtonookside Elementary Schools); City ans, Amanda Elementary (Middletown/Monroe Amanda Elementary ans, gi l elil lmnay(la okShos;Judi (ClearFork Schools); Elementary Bellville hl, grEeetr Dlwr iyShos;Peggy J. (Delawarenger Elementary Schools); City m mnaEeetr FifedCut) Dianne (Fairfield County); Amanda Elementary lm, -on,Dlwr onyHat eatet Jean Delaware Health County Department; y-Young, ri reEeetr;LuaBkr (Marion Schools); City Baker, Laura nroe Elementary; ia Losik Walls, Burton Elementary (GeaugaCounty); Elementary Burton ia Losik Walls, on); Sandy Murphy, Suffield Elementary (FieldLocal Suffield Elementary Sandy Murphy, on); nCut eyln n itrPeeto;Trisha Recyclingon County andLitter Prevention;

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▼ ▼ 5 5 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE W address many educationalconcerns important inOhio. lessonsalso The emphasisuponrecycling particular andlitter prevention. with ment issues, lessons are environmental grounded ingeneral studiesconcepts asappliedto solid waste manage- all materials mayall materials bebasedonstandards andmo Evaluations of Recycling andLitter Prevention. of Division Natural Resources, of the OhioDepartment te areschool invited districts to usethisguidebookto provide for professional development opportunities Local identified above is acomplex andon-goingconcern forallenvironmental educators inOhio. Window A Work inProgress ● ● ● activities: Thelearning cators. environmental edu- The lessonsthathave beendeveloped inaccordance therecommendations with of Environmental Education ● ● ● Thishasbeenaccomplished by that: developingactivities learning ics andlanguagearts. mathemat- socialstudies, identified intheModel Competency-Based EducationPrograms forscience, The lessonsthathave beendeveloped according to OhioCompetency-Based EducationalStandards Ohio Competency-BasedEducationalStandards achers. We invite all users of the lessons in this guidebook to the lessonsinthis sendtheircomments to andevaluations We invite allusersof achers. dcto oni fOhio. Education Council of nationalreform movements in educationasidentifiedby theEnvironmental of include attributes re theneedto inter- thinkinginrelation to critical complex issues; such asproblem-solving processes; identifiedinOhio’sinclude attributes Plan forEnvironmental Strategic Education Education; are concepts basedonlearning identifiedby theNorth American Association forEnvironmental provide assessmentrelated to theseoutcomes. co andperformance objectivesmeet instructional aekolde tiue n kls n h xlrto fotosa ato eiinmkn;and decision-making; of optionsaspart of andtheexploration attitudesandskills; late knowledge, fr ihslc tt rfcec etLann ucms and selectState Proficiency with nform Test LearningOutcomes; s on Waste te te indows on Waste c-ae dcto n osrciitapoce otahn n erig The approachesncy-based educationandconstructivist to teaching andlearning. cesadohrevrnetleuaos tedaost etteneso compe- It endeavors to meettheneedsof achers andotherenvironmental educators. sawr npors.Achieving thestandards setby theeducational programs is awork inprogress. WINDOWS ONWASTE… Designed forQualityEducationDesigned sa nedsilnr,environmental studiesresource forelementary is aninterdisciplinary, dels identified inthebibliography. dniidi h tt oe ore fstudy; identified inthestate modelcourses of Help Contents Back Help Contents Back

(Ohio EE2000)

▼ ▼ 6 6 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE Windows onWaste or to create a thematic interdisciplinary issues-basedapproach to teachingand learning. or to createathematicinterdisciplinary Department Resources. Itcanbeusedto explore ofNatural specificsubjectsand learning outcomes Attention: Teachers andEnvironmental Educators ✔ ✔ ✔ ✔ ✔ IDW NWASTE ON WINDOWS science litter prevention recycling and environment by emphasizingsolidwaste issues, student involvement at: Help Eval Pro Engage I Pr proficiency test questions replicate which actual many of assessment, of forms alternative Pr environmental opportunities andcommunity action inquiries • neighborhoods • school • home mprove oficiency Test Outcomes Learning in: oficiency Test and Outcomes Learning usingtraditional mote uate • make theenvironment abetter place by promoting citizenship students inreal world issuesaboutthe tdn nesadn fthe4thand6thgrade student understandingof student performance on4thand6thgrade student performance learner-centered by using education contains a hands-on, minds-on activities, developed by theOhio contains ahands-on,minds-on activities,developedby • local government • industrial plants • consumer markets • mathematics mathematics • re ading andwriting • solid waste • natural resource

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▼ ▼ 7 7 7 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE O Co T T O Education. State Board of Ohio: Pr Pr A O Co O C Competency-Based Programs Assessment Relatedto Model Co Studies: Ohio’sSocial Program. Model Competency-Based Co Ohio’sScience: Program. Model Competency-Based Co Mo Co Mo Ohio’s ModelCompetency-BasedPrograms hoDprmn fEuain 1995. Education, of Ohio Department Pro W thelessonsin documentsprovidedThe following thefoundationfordevelopment of BIBLIOGRAPHY ests: A Resource Manual for Teachers of Sixth Grade. Sixth ests: A Resource Manual for Teachers of Fourth Grade and of eachers ompetency-Based Education Assessment Series Education Series Assessment ompetency-Based ssessment”) forOhio’s Model Competency-Based Science hio Proficiency Tests forGrade 4:Practice Test Manual hio Fourth-grade Proficiency Tests: A Resource Manual for hio Proficiency Tests forGrade 4:Practice Test hio Proficiency Tests forGrade 6:Practice Test Manual. ga,19;Lnug rsPorm 95 Columbus, 1995. Program, LanguageArts 1997; ogram, Mathematics 1997; SocialStudiesProgram, 1998; ogram, ubs ho hoDprmn fEuain 1996. Education, of OhioDepartment Ohio: lumbus, ubs ho hoDprmn fEuain 1995. Education, of OhioDepartment Ohio: lumbus, 1994. Education, State Board of Ohio: lumbus, 1994. Education, State Board of Ohio: lumbus, 1990. Education, State Board of Ohio: lumbus, 1992. Education, State Board of Ohio: lumbus, indows on Waste del Competency-Based Mathematics Program. Mathematics del Competency-Based Language Artsdel Competency-Based Program. ficiency Testsficiency forGrade 6:Practice Test .T heir useisrecommended to evaluatethelessonsforfuture issues. O hio Sixth-grade Proficiency hio Sixth-grade .C lmu,Ohio: olumbus, and (“Off-year O hio and R State Educationand Environment Hoody. Linda L. In Gap:UsingClosing the Achievement theEnvironment asan Environmental StudiesEducation Environmental Protection Agency. S 1999. Recycling andLitter Prevention, of Division Pr O Litter Prevention Solid Waste Management/Recycling and 1998. al., et. Ohio Alliance fortheEnvironment, Ohio, in Ohio O C De In A Ba inEnvironmental Education: A Data Learnings Essential tate Solid Waste 1995.Ohio Management Plan udal,1998. oundtable, scainfrEvrnetlEuain 1990. ssociation forEnvironmental Education, uclo ho 1994. Ohio, ouncil of i eie oe eyln,Waste Reduction andLitter Code: Recycling, hio Revised forEnvironmental Plan Education hio EE2000: A Strategic tegrating Context forLearning tegrating tegrating Environmental Education and Science: Using EnvironmentalandScience: Education and tegrating ev se veloping Learning Episodes veloping Learning ent for Building Activities andPrograms.for Building Activities ion Laws. ,D AT Environmental EducationCouncil of RAFT. hoDprmn fNatural Resources, of Ohio Department Help Contents Back Help Contents Back .E nv .G ironmental Education erald A. Leiberman and Leiberman A. erald Nor

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▼ ▼ 8 8 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE Help aeas nldspg ubr o rnigslc otoso thetext. of selectportions page alsoincludesnumbers forprinting thetext sectionsof andintroductory activities, All lessons, numbers before initiating the print function, otherwise theentire willprint. text otherwise numbers before initiating theprintfunction, it fhandoutsincludedineach activity. alsocontain foractivities The bookmarks dropdown listsof The contents of U aenme oalwyut aiaetruhtepgsoea ie Click page number to allow you to navigate through thepagesoneatatime. The navigation baralsoprovides theNext Page andthePrevious Page navigation arrows before andafter the bookmark panetobookmark helpyou easilyidentifywhere you are inthedocument. inthe behighlighted will thebookmark As you thecontents view inthedocumentpane, itcontains. the parts y ou to that part of the text. To view additional parts, click the plus sign next to a title. The title will expand to Thetitlewill show next to clicktheplussign atitle. To additionalparts, view thetext. of ou to thatpart sing Bookmarks ud.Click guide. U aiainbri rvdda ohtetpadbto fec ae Click each page. A navigation barisprovided atboththetop andbottom of sing theNavigation Bar W indows on indows Waste Cont ents to to are shown as bookmarks in the bookmark pane. Clicking a bookmark will take will Clickingabookmark pane. are inthebookmark asbookmarks shown vi wteTbeo Contents. ew theTable of Document Pane ▼ a eacse rmteCnet ae TheContents can beaccessed from theContents page.

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▼ ▼ 9 9 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE How toUse Pr Each Lesson one ormore isself-contained activities. with Ho solid wastemanagementthemes. themes; thesecondpartidentifies general environmentalstudies lesson. Thefirstpartidentifies in theactivityoractivitiesof Environmental concernsaddressed ● ● ● ● Ho ior to the individual activity descriptions isa descriptions ior to activity theindividual w to Find Information w to FindInformation About theLesson Re If you want toidentifylearnercenteredapproaches toeducation: inquiry Re including potentialfieldtripopportunities: schooland/orcommunity action, If you related want tohome, toidentifyactivities explains thesolidwaste thedescription andrecycling concepts. of last part landuseand/orpollutionandthe resources, environmental studiesconcepts related to energy, explains general thedescription of Thefirstpart each lesson. onthefirstpageof description Re Re If you that relate want toidentifyactivities tospecificenvironmental studiesissues: Re mathematics andlanguagearts: socialstudies, Outcomes inscience, If you that meetspecificOhioProficiency want toidentifyactivities Test Learning gr lesson andhave studentsconduct research theirown forback- usingtheactivity andinquiries w to Identify thatMeetActivities Needs: Specific ound information ortoound information investig fer to the fer to the fer to the fer to the dmr eal bu aho theseconcepts intheEnvironmental StudiesLearningConcept ad more detailsabouteach of Lesson title I School andCommunity EngagementIndex Environmental StudiesLearningConcepts Cu nquiries rriculum Reference Index activity description ineach description each activity of (sidebar questions)atthebeginning WINDOWS ONWASTE t pcfcapcso theinquiries. ate specificaspectsof description of the lesson and activities includedinit. the lesson andactivities of description First pageofeachlesson Help Contents Back Help Contents Back used inthelesson Definitions ofimportantterms and Activities. when printingentireLesson Identifies whatpagestoprint

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▼ ▼ 10 10 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE ties inthelesson useful forconductingactivi- Background informationis (grades 4and6) activity aredescribed Outcomes addressedinthe Ohio ProficiencyTest Learning identified) objectives andlearningskills do intheactivity(instructional Description ofwhatstudents is identified Each activityinthelesson Lesson title Lesson overview Help Contents Back Help Contents Back

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▼ ▼ 11 11 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE each pageinthetext Copyright creditonbottomof steps oftheactivity Answers toquestionsposedin List ofhandoutsintheactivity the activity List ofmaterialsrequiredfor by theactivityareidentified Learning outcomesaddressed activity identified T discovery learner-centered independent students intheactivityor Inquiry promptsforengaging raditional subjectmatterof Lesson title Ho w to Find Information about Each Each about Activity w to FindInformation First pageofeachactivity

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conducting theactivity Performance objectivesmetby Activity title conducting theactivity Step-by-step methodfor the entirelesson Arabic numeralsinclusivethroughout Roman numeralofthelesson and Lesson titleandpagenumber using outcomes fortheactivity proficiency testlearning performance objectivesand Methods ofassessingstudent Answers toquestionsonhandouts

▼ ▼ 12 12 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE Handout pagesforaspecificactivityareprovided Some pagescontaininformationforteachersand/orstudents Some pagesareforstudentstoactivelyengageinthelesson at theendofthatactivity

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▼ ▼ 13 13 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE learning concept.learning nu Thelesson pane) andaspecificenvironmental studiesconcept aboutsolidwaste andrecycling (thebottom windowpane). co are basedon14environmental studieslearning eachThe 14representing aseparate lessoninthisCD, “windows onwaste,” ncepts. Each learning concept, or window, is composed of a general environmental ageneral studiesconcept (thetop window- iscomposed of orwindow, concept, Each learning ncepts. bri dniido h idwldeo ahwno.E each window. ledgeof mber isidentifiedonthewindow materials andlanddisposal materials classifying theelementsof classifying Defining, quantifying and quantifying Defining, C Defining andquantifying SOLID WASTEANALYSIS OMMUNITY RESOURCES OMMUNITY oi at,recoverable solid waste, problematic issues LESSON I LAND USEAND n adsae andreducing and landspace, Environmental Studies Learning Concepts StudiesLearning Environmental nry eore,pollution resources, energy, Pr environmental impacts: aigeeg,resources Saving energy, oduction decisionsand LIFECYCLE ANALYSIS LESSON IV ENVIRONMENTAL BENEFITS OF RECYCLING pollution and theeconomic incentives M WINDOWS ONWASTE goods and services using goods andservices Ho to to anaging arecyclinganaging center use recycled materials w businessesproduce LESSON II THE BUSINESSOF natural resourcesnatural MARKET SYSTEM ECONOMICS RECYCLING ach lessonmay contain oneormore the exploring activities energy flows inecosystemsenergy Bi process andsoilquality ochemical and nutrient Solid waste reduction CYCLES INNATURE LESSON V C enhancement OMPOSTING Help Contents Back Help Contents Back PRODUCING WITH RECYCLEDPRODUCING WITH and resources inproduction are usedto make consumer Re Ho uigteueo energy ducing theuseof w energy andresourcesw energy LESSON III PRODUCTION INDUSTRIAL PROCESSES MATERIALS processes

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▼ ▼ 14 14 14 14 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE sgt,sud,oos touch odors, sounds, (sights, Mac tion, management and trade managementandtrade tion, GLOBAL SOLID WASTE MAN- co In make work more efficient INTERNATIONAL AFFAIRS Global resource distribu- Po ore,efcs solutions effects, sources, Co IRRITATING POLLUTION co mpacting and sorting for mpacting andsorting ter M re LESSON XII hines andprocesses that llutants andthesenses mparative solidwaste lcin containment, llection, LESSON IX LESSON VI cycling anddisposal isplaced solidwaste: national recycling and MANAGEMENT TECHNOLOGY TECHNOLOGY SOLID WASTE management INDUSTRIAL and taste) A GEMENT LITTER LITTER POLLUTION CONTROL TECH- Po Environmental and history Re h Mac processes thatreduce or SOLID WASTEDISPOSAL HISTORY ANDCULTURE llution control atlandfills ore,pathways and Sources, management practices uman-made pollutants P LESSON XIII effects of natural and natural effects of cultural comparisons cultural ducing pollutioninthe tgso production stages of LESSON VII ast events andsocio- cultural solidwastecultural ENVIRONMENTAL prevent pollution LESSON X OF SOLID WASTE RECYCLING AND and incinerators hines, materials and materials hines, TECHNOLOGY POLLUTION POLLUTION NOLOGY HISTORY Po tion andpollutionreduction Demand forandacquisition Help Contents Back Help Contents Back health risks fromhealth risks chemicals making andinterest groups Na materials andconsumermaterials te frenewable andnon- of REDUCE ANDRECYCLE NATURAL RESOURCES Democratic decision- Democratic Leg H LESSON VIII environmental issues tural resourcetural conserva- SOLID WASTEISSUES LESSON XIV re ntial environmental and GOVERNMENT AND LESSON XI ousehold hazardous newable resources W islation andpolicy making about and materials HAZARDOUS HAZARDOUS CITIZENSHIP ASTE STREAM MATERIALS and citizens

HAZARDS HAZARDS

choices

▼ ▼ 15 15 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE Ohio ProficiencyTest Learning Outcomes,4and6 Grades WINDOWS ONWASTE Learning Activitiesand CURRICULUM REFERENCEINDEX outcomes. Fo issues. guides astheirrelevance to environmental studiesisdependentupontheirapplicationto science orsocial outcomes learning reading are andwriting listed intheorder appearintheproficiency inwhich they test ics, Themathemat- geography andhistory. civics, economics, according to subjectmatter order: inthefollowing cer con- Becauseeconomics are important andlegislation very sciences). lifeandearth subject matter (physical, cer thoseoutcomes thatrelate directly to environmental studiescon- science, within For example, studies issues. outcomes learning relevantto environmental of importance” tion below represents aninformal “hierarchy of presenta- order The of each retains thenumber given itintheguides. however, the proficiency test guides; outcomesThe learning forscience andsocialstudiesare listed here inadifferent order appearin thanthey outcomes thelearning addressed intheactivity. is listed below undereach of addresses outcomes Each several learning activity and Each lessonin WOW contains oneormore activities. T description provided inthesedocuments. description outcomes thelearning may beobtainedby reading theentire outcome learning each of understanding of In Guide The outcomes inthisindex have beentaken from two documents: outcomeslearning from several disciplineswhileothersare more discipline-specific. re urdfrudrtnigsldwsecnen.Many addressing lessonsin WOW are interdisciplinary, quired forunderstandingsolidwaste concerns. formation Guide, formation r each listing in the index, the fourth grade outcomes grade are presented thefourth firstfollowed by thesixthgrade r each listingintheindex, sfrevrnetlsuis thesocialstudiesor citizenship outcomes learning have beenreorganized ns forenvironmental studies, followed to by scientificthinkingprocesses thosethatpertain to andthosethatpertain ns are listed first, , hoDprmn fEuain(oubs ho,August 1995and Ohio), Education (Columbus, of Ohio Department he lessonscontained inWindow As w As andpollution concerns. resource andlanduse, energy, inthe context of includingrecycling, ment, ties aboutreal world environmental issues. ers andstudentsto address theproficiency test outcomes learning activi- byinlearning engaging t n elwrdise knowledge andskillsfrom several subjectsanddisciplinesare ith any real world issue, hoDprmn fEuain(oubs ho,Ags 95 Amore complete August 1995. Ohio), Education (Columbus, of Ohio Department s on Waste The lessonsspecificallyaddress solidwaste manage- (W OW ) provide opportunities for elementary teach- forelementary ) provide opportunities Fo urth-grade Proficiency urth-grade Tests it-rd Proficiency Tests: Sixth-grade Help Contents Back Help Contents Back : Infor

mation ▼ ▼ 16 16 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE Gr SCIENCE PROFICIENCY TEST LEARNINGOUTCOMES Gr SCIENCE: d ,#4Identify therelationship and/ordescribe #14 ade 4, d ,# Identify thepositive and/ornegative #4 ade 6, Lesson I,Activy environment. andthe between human activity OUTCOMES ENVIRONMENTAL STUDIESLEARNING Lesson VIII,Activy Po Lesson VII,Activy Lesson VII,Activy Biodegradation! Lesson V,Activy Lesson V,Activy Lesson IV,Activy2: Lesson III,Activy Lesson II,Activy Lesson II,Activy Lesson X,Activy Lesson VIII,Activy Lesson VII,Activy Lesson V,Activy onhuman activity. technology impacts of Lesson XIII,Activy Can Lesson XIII,Activy Lesson XIII,Activy Lesson XII,Activy Lesson XII,Activy Hab Lesson XII,Activy Lesson X,Activy Lesson X,Activy Lesson XI,Activy: Lesson X,Activy Can Lesson XIII,Activy Lesson XIII,Activy llution Prevention llution its

2: 1: 1: 1: 2: 1: 2: 3: 1:

Home, The KeystoGarbage 4: 1: 1: 3: 2: 1:

Bio What?That’s The GreatCycle The GreatCycle The “Costly” Pollution ontheMove The “Costly” Pollution ontheMove Enterpising Recycling Econo-Community 1: 2: 3: 2: 1: 2: 1: Lifecycle Hopscotch, Papermaking Life…Without Landfill Lingo Landfill Lingo Don’t Sep onLitter A Lotf Fishing forLitter Show Mining andRecycling Throwawy Societies Secrets inaGarbage Everybody isanExpert Secrets inaGarbage Everybody isanExpert Safe Home

’Em Litter Thing Thing Sherlock, Gr SCIENCE: d ,# Create to a organize and/oruse categories #1 ade 4, #17 Analyze the impacts of human activity on human activity Analyze theimpactsof #17 4Use asimplekey between to distinguish #4 dimen- Identify and/orcompare themass, #3 2Slc ntuet,make observations, Selectinstruments, #2 Lesson I,Activy Lesson I, orphenomena. organisms, objects, set of Lesson VIII,Activy Lesson III,Activy This Anyway? Lesson III,Activy Lesson III,Activy OUTCOMES PROCESSES OFSCIENCELEARNING Lesson I,Activy objects. Lesson V,Activy standard and/ornon-standard units. familiarobjectsin andvolume of sions, Lesson VII,Activy Lesson V,Activy ororganism. object, anevent, of observations and/or organize Can Lesson VI,Activy: Lesson XIII,Activy This Anyway? Lesson III,Activy Lesson III,Activy Lesson VIII,Activy Po Lesson VII,Activy Lesson VII,Activy Lesson V,Activy theearth. the ecosystems of Lesson VIII,Activy Lesson X,Activy Lesson X,Activy llution Prevention llution Activy Help Contents Back Help Contents Back

2: 1: 1:

3: 5: 1: 2: 1:

3: 2: 1: 2: 1:

Separation Mania Garbage DataPie s toGarbage The Keys The KeystoGarbage 2: 4: 3:

Compost ritters Compost Jars The GreatCycle Pollution ontheMove The “Costly” 1: 1: 2: 2: The Paper Company What Sortof Papermaking What Sortof Papermaking Does YourSoilLeak? Life…Without Finer L Show Show Mining andRecycling Secrets inaGarbage

’Em ’Em

Thing Sherlock Sherlock Trash is Trash is

▼ ▼ 17 17 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE cec,continued Science, 5Aayeasre fevents and/orsimple of Analyze aseries #5 9Dmntaea nesadn fsafeuse anunderstandingof Demonstrate #9 andmeasurements Evaluate observations #8 Identify of and/ordiscusstheselection #7 6Evaluate outan asimpleprocedure to carry #6 Lesson VIII,Activy Lesson V,Activy Lesson V,Activy Biodegradation! Lesson V,Activy Lesson IV,Activy Lesson X,Activy Lesson V,Activy Lesson IV,Activy likely occurrence inthesequence. daily orseasonalcycles andpredict thenext Lesson V,Activy Lesson V,Activy t inscience activi- and/ordevices materials of Lesson VII,Activy made by otherpersons. Lesson VII,Activy Lesson V,Activy Lesson V,Activy t r Po Lesson VII,Activy Lesson VII,Activy Lesson VI,Activy: Lesson V,Activy Lesson V,Activy Lesson III,Activy Lesson III,Activy exploration. ies. ific phenomena. esources scien- andtools usedforexploring llution Prevention llution

4: 3: 2: 1: 5: 3: 5: 3: 5: 3: 1:

1: 2: 3: 1:

Separation Mania 2: 3: 4: 3:

Meet theYIMBYs Compost ritters Bio What?That’s The GreatCycle Compost Jars Compost ritters Compost Jars Compost ritters Compost Jars Compost ritters The “Costly” 1: Lifecycle Bingo Lifecycle Hopscotch The Paper Company Papermaking Does YourSoilLeak? Finer L Life…Without Finer Lin Show

’Em Sherlock Thing Gr d ,# Use asimplekey to classifyobjects, #1 ade 6, 1 Identify react ways to organisms inwhich #17 #18 Distinguish between living andnon-living between Distinguish living #18 3Make of inferences from observations #3 2Identify thepotential hazards and/orpre- #2 Po Lesson VII,Activy Lesson V,Activy c Lesson I,Activy and/orphenomena. organisms, Lesson V,Activy Lesson V,Activy distinctions. forthese justification andprovide things Lesson VIII,Activy Lesson V,Activy Lesson V,Activy Biodegradation! Biodegradation! Can Lesson XIII,Activy Lesson VII,Activy Lesson V, phenomena and/orevents. Po Lesson VII,Activy Lesson V,Activy Lesson V,Activy Lesson V,Activy Biodegradation! Lesson VII,Activy Lesson V,Activy Lesson V,Activy tio involvedcautions investiga- inscientific hanging environments. hanging llution Prevention llution llution Prevention llution ns. Activy Help Contents Back Help Contents Back

2: BioWhat?That’s 3: 4: 3: 2: 2: 5: 4: 3: 5: 3:

s toGarbage The Kys 4: 3: 2: 4:

Compost ritters Meet theYIMBYs Compost ritters Bio What?That’s Bio What?That’s Compost Jars Meet theYIMBYs Compost ritters Compost Jars Compost ritters 1: 2: Life…Without Finer L Does YourSoilLeak? Life…Without Show Secrts inaGarbage

’Em

Sherlock

▼ ▼ 18 18 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE Gr CITIZENSHIP: cec,continued Science, Gr CITIZENSHIP PROFICIENCY TESTLEARNINGOUTCOMES ade 4, #12 Explain and/or predict the motion of Explainand/orpredict themotion #12 ade 4, SCIENCE: ade 4, #10 Identify the factors of production (land, production Identify thefactors of #10 ade 4, 1 eosrt nudrtnigo thebasic anunderstandingof Demonstrate #16 #18 Distinguish between living andnon-living between Distinguish living #18 1 Name theresources neededto produce #11 5Evaluate conclusions basedonscientific #5 Lesson V,Activy Lesson V,Activy things. living needs of Lesson VI,Activy: objects onotherobjects. some theeffectsof objects and/ordescribe (PHYSICAL, LIFE AND EARTHSCIENCES) LIFEAND (PHYSICAL, SUBJECT MATTER OUTCOMES Po Lesson VII,Activy data. Lesson V,Activy Lesson V,Activy distinctions. forthese justification andprovide things ECONOMICS LEARNINGOUTCOMES Lesson II,Activy Lesson II,Activy Lesson II,Activy suggest alternative usesforthosefactors. r classifyeach andservices, goods various Extension Lesson III,Activy Lesson II,Activy Lesson II,Activy to andentrepreneurship) needed capital, labor, suc ytefcoso rdcin or production, esource by thefactors of llution Prevention llution produce various goods andservices. goods produce various

4: 1: 4: 1: 3: 2: 1: 3: 2:

3: Separation Mania 4: Meet theYIMBYs The GreatCycle Meet theYIMBYs The GreatCycle Enterpising Recycling Business Boxes Econo-Community Enterpising Recycling Business oxes The Paper Company: Life…Without Gr Gr d ,# rdc h nlec ftemto fsome of themotion Predict theinfluence of #7 ade 6, d ,#2Dsrb h oeo ahfco fproduc- each factor of therole of Describe #12 ade 6, #12 Identify characteristics and/or patterns in and/orpatterns Identify characteristics #12 #14 Trace the transmission of energy inasmall, energy Trace of thetransmission #14 1 Compare thediverse and/orcontrast ways #15 #16 Analyze behaviors and/or activities that Analyze and/oractivities behaviors #16 #12 Classify various economic activities as economic activities Classifyvarious #12 Lesson V,Activy ro Lesson VI,Activy: objects onotherobjects. Lesson V,Activy ecosystem. movement intheenergy inan organisms of simple ecosystem theroles and/oridentify Lesson V,Activy Lesson V,Activy meettheirneeds. things living Lesson XI,Activy: health. positively influence ornegatively human Lesson VIII,Activy Lesson IV,Activy Extension Lesson III,Activy Lesson X,Activy Ha Lesson IX,Activy involved. and suggestalternative usesfortheresources ti Lesson I,Activy orconsumption. production examples of on in producing a specific good orservice good on inproducing aspecific cks andsoil. ve Some? Help Contents Back Help Contents Back

5: 3: 1: 3:

1: 1:

Separation Mania Home, 2: 2: 3: Compost Jars Compost ritters The GreatCycle Compost ritters

The “Costly” Econo-Community 1: I Need This…DoYou Lifecycle Hopscotch The Paper Company: Show Safe Home

’Em Sherlock

Thing

▼ ▼ 19 19 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE Gr CITIZENSHIP: Ci ti d #3Ietf h ucino ahbac fstate each of branch Identify of thefunction ade 4#13 esi,continued zenship, 1 dniyadass h osblte fgroup Identify of andassessthepossibilities #17 factand Differentiate between statements of #16 local Identify of orexplainthepurposes #15 state government. Identify of thepurposes #14 1 dniytefcosta nlec:(a) Identify thefactors thatinfluence: #13 1 Identify the thefactors thatdetermine #14 CIVIC ACTION LEARNINGOUTCOMES Lesson XII,Ac tivy and recycling). school rules vandalism, (e.g., pe and cooperative activity decision making, Bill Lesson XIV,Activy: issues andpolicies. aboutpublic opinion foundininformation Bill Lesson XIV,Activy:Journe Lesson XII,Activy government. Lesson XIV: Bill Lesson XIV,Activy: government. Lesson II,Activy Lesson II,Activy orservices. goods (b)producer decisionsto supply services, co Extension Lesson III,Activy Lesson II,Activy Lesson II,Activy Lesson II,Activy market. inacompetitive andprice demand, supply, between relationship (b) explainthegeneral inthemarketplace, competition vantages of advantages (a)identify anddisad- market: ona competition theimpactof describe inamarket and competition of degree nsumer decisions to demand goods or nsumer decisionsto demandgoods rsonal involvement inthecommunity Journey f

3: 1: 3: 2: 3:

2: 2: Enterpising Recycling Econo-Community Enterpising Recycling Business oxes Enterpising Recycling Journey f Journey f The Paper Company: A Lotf A Lotf a GarbageBill

of Litter Litter a Garbage a Garbage a Garbage CITIZENSHIP: Gr Gr Gr ade 6, # 17 Interpret how examples of political activity political Interpret how examplesof #17 ade 6, ade 6, #9 Interpret and analyze maps, charts or charts Interpret andanalyze maps, #9 ade 6, d ,# eosrt a klsb:(a)identifying mapskillsby: Demonstrate #7 ade 4, 2 Identify andanalyze alternatives through #20 issuesby orga- oncivic Analyze information #19 #15 Use information about global resource Use about global dis- information #15 #18 Identify the elements of rules relating to relating fair rules Identify theelementsof #18 Bill Lesson XIV,Activy: recycling programs). public buildings, useof fire hydrant repair, (e.g., criteria of alternativean appropriate baseduponaset w Bill Lesson XIV,Activy: facts. theirsupporting nizing key ideaswith Bill Ha Lesson IX,Activy Wor Lesson IX,Activy wh tr Wor Lesson IX,Activy gr Lesson XIV,Activy: democracy. American of characteristics illustrate Lesson XIV,Activy: Lesson XII,Activy play. Bill Wor Lesson IX,Activy indicator. andadirection measure distances onamap, alinearscaleto understand mapsymbols, te sys- or (c)usinganumber/letter grid water; of andbodies majorlandforms (b) locating majorreferencevarious pointsontheEarth; GEOGRAPHY LEARNINGOUTCOMESGEOGRAPHY hich civic goalscanbeachievedhich civic andselect ibution to about makeibution generalizations olct lcso a,amapkey to m to locate places onamap, aphs to formulate geographic ideas. aphs to geographic formulate ve Some? y nations engage in international trade. ininternational engage y nations ld…From the World toOhio ld…From the World toOhio ld…From the World toOhio Help Contents Back Help Contents Back

2: 1: 1: 1:

2: Journey f Journey f Journey f I Need This…Do You Journey f From Ohiotothe From Ohiotothe From Ohiotothe A Lotf

Litter

a Garbage a Garbage a Garbage a Garbage

▼ ▼ 20 20 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE Ci CITIZENSHIP Gr Gr Gr MATHEMATICS PROFICIENCY TEST LEARNINGOUTCOMES ti ade 6, #1 Demonstrate knowledge of and ability to andability knowledge of Demonstrate #1 ade 6, ade 4, #1 Demonstrate knowledge of and ability to andability knowledge of Demonstrate #1 ade 4, esi,continued zenship, ade 4, #1 Sort and identify objects on multiple objectsonmultiple andidentify Sort #1 ade 4, 2Ietf n s ore finformation Identify andusesources of #2 #3 Select appropriate notations andmethods notations Selectappropriate #3 #5 Explain or illustrate why is Explainorillustrate asolution #5 #4 Identify needed information to solve Identify neededinformation a #4 : HISTORY LEARNINGOUTCOMES think about relationships among events:think aboutrelationships Lesson XIII,Activy and theUnited States. Ohio of about agiven topic inthehistory Lesson XIII,Activy Lesson XIII,Activy cause- and-effectrelationships. c and(c)recognizingthat line; onatime eras to by: amongeventsthink abouttherelationship Lesson VIII,Activy bols andwords. conventional sym- usingmodels, operations andrepresent mathematics, of symbols late into conventional real lifesituations trans- aproblem situation, for symbolizing Lesson IV,Activy attributes. Lesson III,Act ivty Lesson III,Activy corr Lesson III,Activy Lesson III,Activy Lesson II,Activy problem. agsocri itr;or(d)identifying hanges occur inhistory; ry; a dniyn euneo events inhis- sequence of (a) identifying ect. (b) grouping events(b) grouping by broad historical

1: 3: 1: 3: 1:

1: 3: 1: Enterpising Recycling 2: Lifecycle Bingo The Paper Company Papermaking The Paper Company Papermaking Everybody isanExpert Throwawy Societies Everybody isanExpert Mining andRecycling 1 Add decimals. andsubtract #11 6Draw inferences abouttheexperiences, #6 resources to consider of Utilize avariety #2 #8 Add, subtract, multiply and divide whole anddivide multiply subtract, Add, #8 #7 Illustrate or identify fractional parts of parts fractional oridentify Illustrate #7 Lesson XIII,Activy gr thatcultural problems andopportunities Lesson XIII,Activy sources. of ity (b)inquire into therelative credibil- address, attempts to narrative idea anhistorical thecentral (a)identify about North America: from different perspectives information Lesson XIII,Activy ti multiple- (b)utilize eras, defined historical gr Lesson I,Activy tio formakingcomputa- thinking strategies n Lesson VII,Activy andsymbols. illustrations with like fractions andaddsubtract one, w Lesson VIII,Activy Lesson III,Activy Lesson III,Activy Lesson II,Activy Lesson XII,Activy Lesson II,Activy er time lines. er time umbers and explain, illustrate orselect illustrate umbers andexplain, hole objects and like fractions greaterhole objectsandlike than fractions oups have encountered inthepast. by broadly individuals oup significant ns. Help Contents Back Help Contents Back

3: 3,

3: 1:

It TakesBigHole

2: 3:

3: 1: 1: Enterpising Recycling Enterpising Recycling 2:

The Paper Company Papermaking

Does YourSoilLeak? Don’t Sep onLitter Throwawy Societies Everybody isanExpert Everybody isanExpert Mining andRecycling

▼ ▼ 21 21 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE M READING READING AND WRITING PROFICIENCY TEST LEARNINGOUTCOMES Gr teais continued athematics, d ,# s rpi is(o xml,atableor Use aids(forexample, graphic #2 ade 4, 1 pl h s ftools to measure lengths, Apply theuseof #17 1 lutaeteapoiaesz funitsof theapproximate Illustrate size of #19 2 Make oruseatableto record infor- andsort #24 Collect dataandcreate apicture orbar #23 : #4 Identify and interpret vocabulary critical to critical Identify vocabulary andinterpret #4 Lesson V,Activy onanumber line. and fractions numbers whole of thepositions ognizing using centimeters andinches includingrec- t capaci- unittoappropriate measure lengths, choose an andweight; capacity length, Lesson I,Activy we theunitas measure anobjectto thesize of unitsthat andrelate thenumber of units; Lesson I,Activy gr bar picture graphs, from tables, dictions andpre- comparisons make identifications, and setting) (inaproblem-solving mation Hab Lesson XII,Activy gr Lesson IX,Activy Po Lesson VII,Activy Lesson IV,Activy This Anyway? Lesson III,Activy Lesson III,Activy Lesson IV,Act ivty thetext. the meaningof Lesson IV,Activy information. grap LEARNING OUTCOMES e n egt nUS standard andmetric inU.S. ies andweights aphs andlabeledpicture maps. aph representing thedata. llution Prevention llution la otesz ftheobject. ll asto thesize of its h) or illustrations to locate orinterpret h) orillustrations

3:It TakesBigHole 2:

3: 2: 2: 1:

1: 2: Garbage DataPie 4: 1: Compost ritters Trash AoundtheWold Lifecycle Hopscotch What Sortof Papermaking Lifecycle Bingo Lifecycle Hopscotch Life…Without Fishing forLitter Trash is Gr d ,# Apply andmethods notations appropriate #3 ade 6, 2 olc aa raeatbe picture graph, create atable, Collect data, #21 2 ed nepe n s als hrs maps charts, andusetables, interpret Read, #22 6Cmuewt hl ubr,fractions numbers, whole Compute with #6 Validate and solutions and/orgeneralize #5 7Compare elementssuch and/orcontrast as #7 Infer from thetext (fiction). #6 8Respond to thetext (fiction). #8 Lesson I,Activy process.solution theproblem statement and for symbolizing Lesson VIII,Activy Lesson II,Activy Lesson I,Activy and decimals. Lesson I,Activy strategies. problem-solving Lesson I,Activy them to solve problems. application anduse orlinegraph circle graph bar graph, Lesson VII,Activy Lesson II,Activy Lesson IV,Activy Lesson IX,Activy and draw conclusions. note trends patterns, to identify and graphs c Lesson XII,Activy Lesson XII,Activy Lesson XII,Ac tivy aatr,stig orevents (fiction). setting, haracters, Help Contents Back Help Contents Back

3: 3: 3: 2:

3: 3:

3: 2:

It TakesABigHole It TakesABigHole It TakesABigHole Garbage DataPie 2:

Enterpising Recycling Enterpising Recycling 2: 2: 2: 2: Trash Aoundthe Lifecycle Hopscotch Does YourSoilLeak? Mining andRecycling A Lotf A Lotf A Lotf

Litter Litter Litter

▼ ▼ World 22 22 ▼ ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE R aigadWiig continued eading and Writing, 1 s rpi is(o xml,atableor Use aids(forexample, graphic #12 1 Respond to thetext. #18 1 Infer from thetext. #17 1 hoemtrasrltdt upss as evi- related Choosematerials to purposes, #19 #14 Identify and interpret vocabulary (words, Identify vocabulary andinterpret #14 text by anunderstandingof Demonstrate #13 Lesson V,Activy Lesson XI,Activy: Lesson VII,Activy Lesson VII,Activy Lesson V,Activy Lesson IV,Activy Hab Lesson XII,Activy fiction materials inresponse to materials atopicfiction or andnon- (b)selectfiction cific information; referenceor identify resources to locate spe- (a)choose to: by thecapacity denced inpart Lesson XI,Activy: Lesson VII,Activy Lesson VII,Activy Lesson V,Activy standing thetext. to under- orexpressions) critical phrases Lesson XI,Activy: wor rete Hab Lesson XII,Activy information. grap ln h nomto,i rtn,inown inwriting, lling theinformation, ds. its its h) or illustrations to locate orinterpret h) orillustrations

1: 1: 1:

Home, Home, Home, 2: 1: 2: 1: 1: 1: The GreatCycle The GreatCycle The GreatCycle Lifecycle Bingo Does YourSoilLeak? Landfill Lingo Does YourSoilLeak? Landfill Lingo Fishing forLitter Fishing forLitter Safe Home Safe Home Safe Home Gr WRITING Gr d ,#1Summarize thetext. #11 ade 6, ade 4, #1 Given an assigned activity directionintend- Given activity anassigned #1 ade 4, 1 Respond to thetext. #13 Infer from thetext. #12 #16 Select information from a variety of from avariety Selectinformation #16 : Biodegradation! Lesson V,Activy homonyms andwords incontext. ulary, word usage-vocab- shows anawareness of (7)aresponse that thetopic and; support detailto (2)theuseof stays onthetopic; (1)aresponse that by: asevidenced ed clear, process to make theintend-use thewriting will thelearner writing, of ed to elicitmodes Lesson XIII,Activy Wor Lesson IX,Activy sions. to solvematerials problems andmake deci- (c)choose resources appropriate and theme; Lesson V,Activy LEARNING OUTCOMES Lesson V,Activy Lesson XI,Activy: Lesson VII,Activy Lesson V,Activy Lesson IV,Activy Lesson VII,Activy Expert Lesson XIII interpretations. r sucst upr da,cnet,and concepts, esources ideas, to support ld…From the World toOhio Help Contents Back Help Contents Back ,Activy

2: 1: 1: 1:

1: 1:

Home, 2: 1:

Bio What?That’s The GreatCycle The GreatCycle The GreatCycle 1: 1: From Ohiotothe Lifecycle Bingo Does YourSoilLeak? Landfill Lingo Everybody isanExpert Everybody Is

Safe Home

An ▼ ▼ 23 23 ▼ ▼ ▼

Help Contents Back 24 ▼ SCHOOL AND COMMUNITY ENGAGEMENT INDEX

WINDOWS ON WASTE Environmental Stewardship

nvironmental studies issues, and in particular solid waste concerns, provide classroom learning opportunities related to real-life situations. The lessons in this guidebook provide opportunities for students and teachers to become active beyond the classroom through community field trip experiences and activities that benefit the environment. Field trip experiences and environmental stewardship can be integrated into classroom activities in ways that reinforce the performance and Einstructional objectives of the activities. Various activities in Windows on Waste are indexed below according to learning and action opportunities beyond the classroom.

COMMUNITY FIELD TRIP LEARNING OPPORTUNITIES

VISIT A RECYCLING CENTER OR MUNICIPAL VISIT A LANDFILL OPERATION RECOVERY FACILITY Lesson VII,Activity 1: Landfill Lingo, and Lesson VII, Lesson II,Activity 2: Business Boxes.How to manage a recy- Activity 3: Finer Liner.How pollution control techniques cling facility, including business and processing decisions. are integrated into land disposal of waste. Lesson VI,Activity: Separation Mania.How machines are Lesson X,Activity 2: Pollution on the Move.The impor- used to sort and separate materials based on their physical tance of pollution prevention at landfills and other com- properties. munity places. Lesson VIII,Activity 1: Show’Em Sherlock.Various aspects of recyclable products and processes. VISIT A COMPOST FACILITY Lesson V,Activity 3: Compost Critters.How organic waste VISIT AN INDUSTRIAL OPERATION THAT USES matter is reduced. RECYCLED-CONTENT MATERIAL Lesson II,Activity 3: Enterprising Recycling. Business incen- VISIT A MINING (OR OTHER RESOURCE ACQUISI-

WINDOWS ON WASTE tives to use recycled-content material through energy and TION) OPERATION resource savings. Lesson IV,Activity 2: Lifecycle Hopscotch.Environmental Lesson III,Activity 1: Papermaking,How recycled paper is impacts of using primary raw materials in production used to make paper products. processes. Lesson III,Activity 3: The Paper Company.Business incen- Lesson VIII,Activity 2: Mining and Recycling.Where prod- tives to use recycled-content material (paper) through ener- uct materials come from and the importance of recycling. gy and resource savings. Lesson X,Activity 2: Pollution on the Move.The impor- Lesson IV,Activity 2: Lifecycle Hopscotch.Environmental tance of pollution prevention at mining facilities and other reasons to use recycled materials in production processes. community places. Lesson X,Activity 1:The “Costly” Thing. How the use of recycled material (aluminum) reduces pollution. ▼ © Ohio Department of Natural Resources Help Contents Back 24 ▼ © OhioDepa rtment ofatu NralResouces WINDOWS ON WASTE Lesson III,Activy re inthewasteclassify materials stream to identifypotential gr r Lesson V,Activy REDUCE CAFETERIA WASTE CONDUCT COMPOSTINGPROJECTA SCHOOL TO r Lesson IV school paperrecycling program. Lesson I,Activy PROGRAMS SUPPORT LOCAL COMMUNITYRECYCLING CONDUCT RECYCLINGA SCHOOL PROGRAM OR hazardous andalternatives materials Lesson XI: A CONDUCT A HOUSEHOLDHAZARDOUS WASTE inthewasteclassify materials stream. Lesson I,Activy ORCOMMUNITYPLACES SCHOOL, SOLID WASTECONDUCT A AUDITHOME, FOR ENVIRONMENTAL STEWARDSHIP ACTIONS ANDLEARNINGOPPORTUNITIES easons to establisharecycling program. ia waste auditandplanacompost pileontheschool UDIT ANDALTERNATIVESPROGRAM cyclables. ounds. ,Activy Home,

2: 2:

Safe Home.owtoidentifyandclassify 5:

2: 3: Garbage DataPie.How Garbage DataPie.How Compost Jars.onduct Lifecycle Hopscotch.Envronmental The Paper Company.

Planning a to

a schoolcafete- to

identify and

identify and aueo itr Why itexists andhow to prevent it. litter: nature of Lesson XII: PROGRAM AT ORINTHECOMMUNITY SCHOOL PLAN AND CONDUCT PREVENTION A LITTER eval to How Lesson V,Activy SUMERS NESS) TO IDENTIFYOVERPACKAGING FORCON- VISIT A GROCERY STORE (OROTHER RETAIL BUSI- co Lesson II PRODUCTS FORCONSUMERS B VISIT A GROCERY STORE OROTHER RETAIL USINESS TO IDENTIFYRECYCLED-CONTENT ntent products andencourage othersto purchase them. ,Activy uate product packaging. The TroubleWithLitter

2: 1: Bio What?That’sBiodegradaion! Econo-Community.Identify reccled- Help Contents Back Help Contents Back

(three activities).

▼ ▼ The 25 25 25 ▼ ▼ ▼

- Help Contents Back 26 Windows on Waste TRASHOLOGY 101 I ▼ LESSON I TRASHOLOGY 101 Environmental Vocabulary Studies Learning composting – a waste management alternative to disposal whereby organic wastes Concept are decomposed by microorganisms to produce a soil additive dichotomy – a division into two parts nvironmental problems disposal rate – products and materials, by weight or volume, that are managed for begin with local actions final containment (landfill) or destruction (incineration without energy recovery) Ethat may be repeated on a garbage – commonly used to describe all refuse; putrescible food waste (animal and national and global scale. Local vegetable) communities, including individ- general solid waste – term used by the Ohio EPA to designate commercial and resi- uals, governments, businesses dential wastes that are disposed of in municipal solid waste landfills, including other and industry, make provisions for items, such as scrap tires, petroleum contaminated soil, household hazardous waste, incinerator ash and municipal de-watered sludge the use of land space in order to generation rate – products and materials, by weight or volume, that are collected as harness the potential resources of part of the waste management system, before recycling or disposal takes place a given area for individual and incineration – a combustion (burning) process that reduces the quantity of waste community purposes. Under- materials into gases and relatively small amounts of ash standing environmental problems landfill – an outdoor area for waste disposal, regulated in recent times to include a about resources, how we use system for encapsulating waste material to control potentially harmful liquids and them and the consequences of gases these uses, requires an analysis to municipal solid waste (MSW) – non-hazardous waste generated by residential and identify related factors and ele- commercial establishments; sometimes includes very small amounts of potentially hazardous materials ments, and to quantify them to whatever extent is possible. recovery rate – products and materials, by weight or volume, recovered from the waste stream by using various strategies, including recycling, composting, reuse and Every individual and com- energy recovery through incineration munity must make provisions for recycling rate – products and materials, by weight or volume, that are recovered handling solid waste, including from the waste stream to be used again to make new recycled-content products or its eventual disposal or reuse. The materials; major portion of the recovery rate management of solid waste is refuse – anything thrown away, includes rubbish, garbage and trash problematic because of scarce rubbish – non-putrescible solid waste (excluding ashes), consisting of both land space required for disposal combustible and noncombustible waste material and the potential value of solid waste – refuse, sludges and other discarded solid materials and residues, materials (resources) in solid including those from residences and from industrial, commercial and agricultural operations (does not include solids or dissolved materials in domestic sewage or waste. In addition to restoring other significant pollutants in water sources) usefulness to materials that solid waste analysis – identification, classification and quantification of waste mate- would otherwise be thrown away, rials and products organized according to specific categories, including generation, recycling also defers the need to recycling and disposal rates site land space for disposal. A solid waste management – a system that provides for the collection, storage, trans- solid waste analysis indicates the portation, transfer, processing, treatment and disposal of solid waste, including potential for recycling systems to separation and processing for recycling and composting reduce the burden on landfills trash – dry waste material, excluding food waste and ashes; a synonym for garbage, and to reintroduce materials rubbish and refuse back into manufacturing systems. waste stream – a term commonly used for the total flow of solid waste from homes, businesses, institutions and industry that must be managed, or any segment thereof, such as the residential waste stream ▼ ©Ohio Department of Natural Resources Help Contents Back 26 ▼ ▼ Help Contents Back 27 ▼ Overview - TRASHOLOGY 101

Activity 1: The Keys to Garbage Summary his lesson includes three Description1 activities. Each activity Students cooperate in groups to make inferences from an illustration about two basic may be conducted sepa- types of garbage: natural (organic) matter and human-made materials. They make T rately; however, there is a logi- deductions to discuss problems that may be created when disposing solid waste. Students are given a dichotomous key to complete by making inferences and deduc- cal progression from the first to tions about recyclable and non-recyclable materials. the third activity. The solid waste information, such as the Ohio Proficiency Test Learning Outcomes amounts of products and mate- Grade 4, Science #1 – Create and/or use categories to organize a set of objects, organisms rials in the solid waste stream or phenomena. and recycling rates, may be used Grade 4, Science #4 – Use a simple key to distinguish between objects. with any of the Windows on Grade 4, Science #14 – Identify and/or describe the relationship between human activity and the environment. Waste lessons. Grade 6, Science #1 – Use a simple key to classify objects, organisms and/or phenomena.

Activity 2: Garbage Data Pie 2 Description Students cooperate in groups to classify solid waste products into three categories. They make inferences to identify (on a circle graph) the relative values of products generated in solid waste. Students interpret another set of data about recycled materials and deduce what type of graph (bar chart) will best represent this data. They construct a bar chart and a line graph using the data presented. Students discuss the importance of a solid waste analysis that includes both product and material classifications. Ohio Proficiency Test Learning Outcomes Grade 4, Mathematics #24 – Make or use a table to record and sort information (in a problem-solving setting) and make identifications, comparisons and predictions from tables, picture graphs, bar graphs and labeled picture maps. Grade 4, Science #1 – Create and/or use categories to organize a set of objects, organisms or phenomena. Grade 6, Mathematics #21 – Collect data, create a table, picture graph, bar graph, circle graph or line graph and use them to solve application problems. ▼ ©Ohio Department of Natural Resources Help Contents Back 27 ▼ ▼ Help Contents Back 28 ▼ Activity 3: It Takes a Big Hole

Description Students observe how garbage materials are compacted and discuss the difference between weight and volume measurements. They interpret data on charts to compare weight and volume measurements of solid waste materials. Students follow a formula to calculate how much space is required to bury the garbage generated by their family, the class, the community and the state. Ohio Proficiency Test Learning Outcomes Grade 4, Mathematics #8 – Add, subtract, multiply and divide whole numbers and explain, illustrate or select thinking strategies for making computations. 3 Grade 4, Mathematics #19 – Illustrate the approximate size of units of length, capacity and weight; choose an appropriate unit to measure lengths, capacities and weights in U.S. standard and metric units; and relate the number of units that measure an object to the size of the unit as well as to the size of the object. Grade 6, Mathematics #3 – Apply appropriate notations and methods for symbolizing the problem statement and solution process. Grade 6, Mathematics #5 – Validate and/or generalize solutions and problem-solving strategies. Grade 6, Mathematics #6 – Compute with whole numbers, fractions and decimals.

Background Information

hat is garbage? From a technical perspective, the by the Ohio Environmental From an infor- U.S. Environmental Protection Protection Agency (Ohio EPA), mal viewpoint, Agency (U.S. EPA), uses the term includes municipal solid waste and garbage is a syn- municipal solid waste (MSW) to other solid waste, including contami- onym for refuse, include various types of consumer nated soil, de-watered sludge, house- Wwhich consists of everything we throw products (durable goods, non-durable hold hazardous waste and incinerator away or place at the curb to be picked goods, containers and packaging), ash. This lesson focuses on traditional up. Formal classifications of refuse including food and yard waste thrown MSW, but many other types of mate- include using the word garbage to away by residences (family homes), rials and products must also be man- mean food waste (animal and veg- commercial establishments (office aged, and may be disposed of in etable remains) and other putrescible buildings, stores, restaurants), institu- community landfills. items, while rubbish refers to the tions (schools, libraries, prisons), and Dealing with MSW is a local non-putrescible (mostly human-made industry (packaging and administra- problem that can also be analyzed products) portion of waste materials. tive wastes, not process wastes). MSW nationally. Solid waste management Rubbish is generally the portion of is regulated by the U.S. EPA as a class is the field that deals with problems waste containing recyclable material. of solid waste separate from munici- associated with MSW and other types Trash, another common synonym for pal sludge, agriculture and mining of solid waste. As with any proble- refuse, can also mean worthless, dry wastes, industrial process wastes and matic environmental situation, the waste material including some organic hazardous wastes. first endeavor is to ask what is the material, such as yard waste. General solid waste, as identified problem, and how big is it? In the case

Windows on Waste - TRASHOLOGY 101 I ▼ ©Ohio Department of Natural Resources Help Contents Back 28 ▼ ▼

- Help Contents Back 29 Windows on Waste TRASHOLOGY 101 I ▼

Background Information, continued

Bibliography and Additional As with any problematic environmental situation, the Resources first endeavor is to ask what is the problem, and how Educator Information Characterization of Municipal Solid Waste in the United States: 1997 big is it? Update, by Franklin Associates, Ltd., prepared for U.S. Environmental of garbage, this requires a solid waste landfills deal with lack of space issues. Protection Agency, Report No. analysis. Volume studies are rarely carried out EPA530-R-98-007. Prairie Village, KS: A solid waste analysis illustrates because measures of volume are more Franklin Associates, Ltd., May 1998. the types and quantities of solid waste difficult to achieve than measures of 1997 Ohio Solid Waste Facility Data in a given waste stream. That infor- weight. Report, by the Ohio Environmental mation can determine how much There are other ways to classify Protection Agency, prepared in 1997 waste must be collected and disposed, solid waste. Those in charge of com- using 1996 data. Columbus, OH: and how much can potentially be posting operations may want to know Ohio Environmental Protection recycled. Both the U.S. EPA and the how much waste material is organic Agency. Ohio EPA conduct and publish solid and classify these materials separately waste analyses regularly; even local from non-compostable items; inciner- 1997 Summary of Solid Waste communities, businesses and schools ator operators may want to classify Management in Ohio: Recycling, can conduct their own solid waste waste material as combustible or non- Reduction, Incineration & Disposal, by analyses. (Refer to the Bibliography combustible. Using a dichotomy,a the Ohio Environmental Protection section for a listing of national and classification scheme that divides Agency, includes data for the years state solid waste reports.) items into two distinct classifications, 1990-1996. Columbus, OH: Ohio Three classification schemes are is especially valuable for solid waste Environmental Protection Agency. often used to analyze the materials management. Recycling enterprises Waste in Place: Elementary Curriculum and products in MSW. These are gen- are concerned about separating recy- Guide, 6th edition, Keep America eration rates (how much MSW must clables from non-recyclables and then Beautiful. Inc., 1997, Garbage Pizza, be managed), recovery rates (how separating recyclables by type (glass, p. 47. much MSW is recycled, composted or plastic, aluminum, steel, paper). otherwise reused, with the majority of In recycling, further classification recovered waste being recycled) and may be needed to determine specific disposal rates (how much MSW products within a material category. must be disposed of after recycling For example, paper recyclers sort their and composting). Currently, each per- products by grades and the plastics son in the United States generates industry uses a numeric code to clas- about 4.5 pounds of MSW each day, sify plastic products. about one-third is recycled and two- Over time, MSW data can also be thirds is disposed. The majority of analyzed to note increases and disposed waste material is buried in decreases in the amounts of certain landfills. In Ohio, 99 percent of dis- types of materials being generated, posed materials are sent to landfills. recycled or disposed, so that manufac- Most solid waste analyses use data turers and solid waste managers can based on weight figures. However, vol- plan for future needs and identify ume is a more important measure historical trends. from a disposal perspective because ▼ ©Ohio Department of Natural Resources Help Contents Back 29 ▼ ▼ Help Contents Back 30 ▼ TRASHOLOGY 101 ity iv t c A 1 Inquiries The Keys to Garbage ● What is garbage? ● Why is garbage a problem? ● How can we classify our Objectives garbage? Students will be able to: (a) classify solid waste according to natural and human- ● What can be done with made items and recyclable and non-recyclable items; (b) construct a dichotomous garbage? key for solid waste management; and (c) explain what can be done with solid waste, depending upon its biological and physical attributes. Content Domain Procedure insects, and around Pile 2 are insects Science – General science that may find breeding opportunities where water collects. Social Studies – Geography 1 Write the word “solid waste” on the board and discuss how it is another Divide students into groups and have Learning Outcomes word for garbage, refuse, rubbish and them answer Question 1, with each stu- trash. Explain to students that they are dent writing the group answer in the Science, Grade 4, #1, # 4, #14 going to explore the characteristics of space provided. After a few minutes, and Grade 6, #1 garbage, why garbage is a problem and have each group share their answer with what can be done with it. Ask students the class. to infer why garbage is a problem. Keep Duration ANSWER: (Question 1): Pile 1 contains their responses for later discussion. 55 minutes items that are: natural, nature-made or organic; they are part of the natural 2 The first way to explore any prob- environment. Pile 2 contains items that Materials lem like garbage is to consider what the are human-made; they are part of the problem consists of, what are its ele- Eight trash items (four made built environment. of glass, four made of plastic) ments and how these elements can be broken down into useful categories. for the assessment activity: two 3 Ask students, in their groups, to Give students the handout, Dichotomy glass beverage bottles, each a discuss and answer questions 2 and 3 of Solid Waste, to examine two broad different color or shape; drink- on the handout. Discuss answers with categories of solid waste. Define the ing glass; glass cologne or the class. perfume container; two plas- word dichotomy (“dicho” means two tic beverage bottles, each a and “–tomy” means to cut or divide). ANSWERS: (questions 2 and 3): The different color or shape; plastic On the handout, clarify the specific natural materials will decay in a short bread bag; polystyrene (plas- items illustrated in each pile of waste. period of time because animals and tic foam) drinking cup microorganisms will feed on and Observable in Pile 1 are leaves, apple decompose the waste. Weathering ele- cores, banana peels, tree branches, fruit ments also contribute to the destruction Handouts rinds and peanut shells. Observable in of organic waste material. The human- Pile 2 are glass and plastic beverage bot- ● Dichotomy of Solid Waste made materials, except for paper prod- tles, aluminum soda pop cans, steel ucts, will not completely decay in 10 ● Solid Waste Dichotomous Key cans, newspapers, cardboard boxes, years, but will begin to break down ● Dichotomous Key refrigerator and old tires. Beneath the from weathering and elements that cre- piles are microorganisms (bacteria and ate rust and corrosion. Plastic will begin fungi), around Pile 1 are animals and to photodegrade from sunlight.

Windows on Waste - TRASHOLOGY 101 I ▼ ©Ohio Department of Natural Resources Help Contents Back 30 ▼ ▼ Windows on Waste - TRASHOLOGY 101 Help Contents Back 31 I ▼ plete. The eight items listed under “All glass beverage bottles (each a different 4 Using the completed handout, Garbage” must be broken down into color or shape); drinking glass; glass have students reflect why people do two categories of four items each, cologne or perfume container; two not dispose of their garbage on their then into four categories of two items own property (although some people plastic beverage bottles (each a differ- each. do compost on their own property). ent color or shape); plastic bread bag; ANSWERS: and polystyrene (plastic foam) drink- ANSWER: Organic waste, if it is not Can be recycled by nature’s recy- ing cup. All items should be empty. carefully composted, produces odors cling system (composting): leaves, Do not say anything about the items, and attracts vermin, which may orange peels or describe them in any way. spread disease. Non-organic matter takes much longer to decompose, is Can be recycled in a human-made 2 Give each student the handout, unsightly and will collect in larger and system: aluminum can, refrigerator Dichotomous Key, and have each stu- larger piles. Items that collect water Can be reused as is or modified: dent work individually to complete (tires in particular) may become a old winter coat, shoe box the handout by classifying the eight breeding ground for mosquitoes and displayed objects. Tell students they Likely to be disposed of (buried or other insects. may come up to touch and handle burned): used paper plate, burned- Ask students what happens to garbage each object as they please. Instruct out light bulb when it is collected from the curb and them to fill in each blank space (let- why their answers to questions 2 and NOTE: This dichotomous key is based ters “a” through “g”) with a heading 3 might create problems for local on both social and scientific concepts. and to put the name of one or more communities attempting to dispose of Scientific dichotomous keys are of the eight specific items below each everyone’s solid waste. mutually exclusive, based on either/or heading. You may wish to have them propositions and sensory observa- ANSWER: Landfills are constructed refer to the completed handout, Solid tions. Unlike dichotomous keys that and maintained to eliminate as many Waste Dichotomous Key, to serve as an are used in science, this social science odor and vermin problems as possi- example. dichotomous key includes categories ble. This is why a daily covering of soil that are not always mutually exclusive. ANSWERS: Answers will vary or other material is spread over the This is because recycling and reuse are depending upon organizational waste. However, landfills require more human activities that depend upon choices. The following are appropriate and more space over time, and have location and the types of materials answers but others may be justifiable: the potential to pollute ground water accepted locally for recycling. Many and air. Incinerators reduce waste (a) “all containers” or “all items”– recyclable items (aluminum can, old volume, but produce ash (sometimes followed by naming each of the eight refrigerator) can also be reused and toxic) that must be landfilled and items some reusable items (shoebox) can be have the potential to produce air recycled. Theoretically, almost any (b, c) “plastic containers” and “glass pollution. item in the garbage can be recycled in containers” or just “plastic and glass” some type of industrial process; how- (either order) – followed by naming 5 Ask students what alternatives ever, for many items it is not econom- exist for disposing of solid waste. four objects under each heading ically feasible. This is why the words ANSWER: Nature’s organic garbage “can be” and “likely to be” are used in (d, e, f, g) “(glass) soda bottles,” and can be composted, which is a type of the key. The assessment that follows “other” or “not (glass) soda bottles;” recycling that relies on nature’s recy- contains a dichotomous key that is “(plastic) soda bottles,” and “other” or cling system. Human-made refuse and based on scientific observations about “not (plastic) soda bottles.” trash cannot be efficiently recycled waste material, but also may relate to using nature’s system, and therefore, recycling. 3 Refer to sample key on next requires a human-made system that page. Ask students why this dichoto- involves machines and industrial 7 Have students make a list of my is useful for recycling purposes. processes. additional solid waste materials that ANSWER: In order for human-made could be included in the category: Discuss recycling and how the materials to be recycled, they have to Can be recycled in a human-made dichotomy of solid waste (discussed be separated by material and some- system. earlier) is important to know for recy- times by types of products within a cling purposes. specific material. For example, the Assessment beverage bottles, both glass and plas- 6 Give each student the handout, tic, are frequently recycled, while the Solid Waste Dichotomous Key,to com- 1 Show students eight items: two other items are more difficult to recy- ▼ ©Ohio Department of Natural Resources Help Contents Back 31 ▼ ▼

- Help Contents Back 32 Windows on Waste TRASHOLOGY 101 I ▼ Sample Dichotomous Key

all containers green bottle, drinking glass, big green bottle, perfume bottle, clear bottle, cup, bag, big clear bottle, a.

glass containers plastic containers green bottle green bottle clear bottle clear bottle drinking glass bag perfume bottle cup b. c.

soda other soda other bottles drinking glass bottles bag green bottle perfume bottle green bottle cup clear bottle clear bottle

d. e. f. g.

cle. (This is because glass and plastic beverage bottles contain specific types Extension of glass and plastic – different from Have students construct additional other types of glass and plastic – dichotomous keys about waste mater- based on specific mixtures of various ial using the blank handout, raw materials.) Therefore, the heading Dichotomous Key. Additional for one of either “d” or “e” or one of dichotomies to explore include the either “f” or “g” could be “plastic following: organic and inorganic; items difficult to recycle” and “glass combustible and non-combustible; items difficult to recycle.” and paper and paperboard (cardboard). 4 Ask students if they can divide “d,” “e,” “f” and “g” further into separate categories. What would they call each category? (For example, for glass recycling purposes, it is usually necessary to separate glass beverage bottles by color: green, clear and brown. Or, in a dichotomous fashion, as “clear” and “not clear.”) ▼ ©Ohio Department of Natural Resources Help Contents Back 32 ▼ ▼

- Help Contents Back 33 Windows on Waste TRASHOLOGY 101 I ▼ Student Handout ✐ Solid Waste Dichotomy

There are two groups of solid waste items below that have been put into separate piles outdoors. Items that have a certain characteristic are in Pile 1. Items that have a certain characteristic are in Pile 2.

PILE 1 PILE 2

Directions: Looking at Pile 1 and Pile 2, answer the following questions.

1. What characteristic was used to separate the items into two piles. Explain your answer.

2. What will happen to the items in Pile 1 if they are left there for a period of 10 years? Explain.

3. What will happen to the items in Pile 2 if they are left there for a period of 10 years? Explain. ▼ ©Ohio Department of Natural Resources Help Contents Back 33 ▼ ▼

- Help Contents Back 34 Windows on Waste TRASHOLOGY 101 I ▼ Student Handout ✐ Solid Waste Dichotomous Key

Directions: Place the following items into a dichotomous key.

all garbage used paper coat shoe box plate leaves burned-out aluminum can refrigerator light bulb old winter orange peels a.

recyclable non-recyclable

b. c.

can be recycled can be recycled can be reused likely to be by nature’s in a human (as is or modified) disposed (buried system recycling system or burned) (composting)

d. e. f. g. ▼ ©Ohio Department of Natural Resources Help Contents Back 34 ▼ ▼

- Help Contents Back 35 Windows on Waste TRASHOLOGY 101 I ▼ Student Handout ✐

Dichotomous Key

b. c.

d. e. f. g. ▼ ©Ohio Department of Natural Resources Help Contents Back 35 ▼ ▼

- Help Contents Back 36 Windows on Waste TRASHOLOGY 101 I ▼ TRASHOLOGY 101 ity iv t c A 2 Garbage Data Pie

Inquiries Objectives ● What is in municipal solid Students will be able to: (a) cooperate in groups to construct a solid waste analysis; waste? (b) interpret solid waste data and identify relative values on circle graphs and/or cre- ● How do we classify solid ate their own circle graphs to represent the data; (c) interpret solid waste data and waste? represent the data in a variety of graphic forms; and (d) explain the importance of ● How much solid waste is classifying solid waste according to specific products and materials for recycling. recycled?

Content Domain Products, which contains numerous Procedure examples for each of the three cate- Math – Arithmetic gories, can be used for teacher or stu- 1 Define and explain the terms dent reference. Science – General science municipal solid waste (MSW) and solid waste analysis. Explain to the class that a 3 Tell students they will be examin- Learning Outcomes research group conducts a national ing the U.S. EPA solid waste analysis solid waste analysis of items in the Math, Grade 4, #24 and Grade based on the categories of the complet- municipal solid waste stream and 6, #21 ed handout, Goods Galore & Garbage. gives this information to the U.S. But before doing so, ask students what Science, Grade 4, #1 Environmental Protection Agency (U.S. types of garbage were not included in EPA). Explain the role of the U.S. EPA the handout, Goods Galore & Garbage Duration as the federal government agency (food waste and yard waste). Remind responsible for protecting the environ- 55 minutes students that the separation of food and ment. Tell the class they will be examin- yard waste from products is based on a ing data from the U.S. EPA’s municipal dichotomy between natural and Materials solid waste report. human-made materials (done in pencils, plain paper, optional Activity 1). items: protractor, compass, 2 Give each student the handout, Goods Galore & Garbage. In groups, graph paper 4 Give each student the handout, have students complete the handout. Products in Municipal Solid Waste, and Discuss the three categories listed at the review the information. Discuss the rel- continued next page top of the handout, and then have ative nature of the categories and give groups begin listing items (products or them the circle graph handout, goods) under the various categories. Graphing Data: Products in MSW. Have Have students complete the top half of students fill in the spaces on the pie the handout, listing items thrown away chart (label the circle bases) with the at home. After discussing these items, appropriate product category. Or, if have them think of items thrown away capable, have students make circle at school, placing them into the three graphs for the data using a compass and categories. The handout, Waste Stream ▼ ©Ohio Department of Natural Resources Help Contents Back 36 ▼ ▼ Windows on Waste - TRASHOLOGY 101 Help Contents Back 37 I ▼ protractor. (You may also have them are made from. Categorizing by mate- write in the circle bases the names of rial is especially important for recy- TRASHOLOGY 101 some specific products identified on cling, because only products made of the handout, Goods Galore & the same material can be recycled Garbage.) Make sure students under- together. Although glass bottles, alu- Handouts stand that in a circle graph all circle minum cans and plastic containers ● Goods Galore & Garbage bases or sections must total 100 may all be collected together, they percent. must be recycled in separate process- ● Waste Stream Products es. Refer to the handout, Materials in ● You can modify this step by copying Products in Municipal Solid Municipal Solid Waste, also used in the the handout, Products in Municipal Waste Assessment section. You may want to Solid Waste,with the percentages cov- ● Graphing Data: Products in make an overhead of this handout to ered so they are blank, and have stu- MSW introduce students to the materials dents make calculations to derive per- ● that products are made from. Bar Graph centages rounded off to the nearest ● Materials Recycled figure. 7 In pairs, give each student the ● Materials in Municipal Solid handout, Materials Recycled. Discuss 5 Ask students if there is another Waste the information. Ask which type of way, using a different type of graph, ● graph can be used to represent this Graphing Data: Materials in they can represent the data from the data. MSW handout, Products in Municipal Solid ● What Do the Data Say? Waste. (The actual amounts by weight ANSWER: A bar graph, because the or the percentages can be represented percentages given are for each materi- in a bar graph.) Give students the al, not the total of all materials. (The blank handout, Bar Graph,to com- total of all materials percentages plete by labeling it appropriately and would be more than 100 percent.) filling in the first five columns with Exception: A circle graph could be weight data. constructed for each material to compare the amount recycled with the NOTE: Students need to fill in head- amount not recycled (or amount dis- ings “a” (PRODUCTS, there will be posed of). This would require many five to list) and “b” (MILLIONS OF graphs, one for each material. TONS PER YEAR) and give the chart a title (PRODUCTS IN MSW). Give each student another copy of the Students also need to decide how blank handout, Bar Graph, to com- many million tons each square should plete by labeling it appropriately and represent (10 million up to 100 mil- filling in all 12 columns. lion), putting numbers in the spaces NOTE: Students need to fill in head- provided below heading “b.” ings “a” (MATERIALS, there will be 12 Upon completing steps 4 and 5, the to list) and “b” (PERCENTAGE OF students now have two representa- MATERIAL RECYCLED) and give the tions of different sets of data about chart a title (MSW MATERIALS the same products in MSW. These RECYCLED). Students also need to represent a solid waste analysis. decide how many percentage points each square should represent (10 per- 6 Ask students to reconsider the cent up to 100 percent), by putting products in the categories and how the numbers in the spaces provided the products differ, other than the cat- below heading “b.” egories: durable goods, non-durable goods, containers and packaging. In 8 Optional: Ask students what other words: What is another way to other type of information does the organize a solid waste analysis? data on the top half of the handout, Materials Recycled, reveal, in addition ANSWER: The products can be orga- to materials recycled? nized according to the materials they ▼ ©Ohio Department of Natural Resources Help Contents Back 37 ▼ ▼ Windows on Waste - TRASHOLOGY 101 Help Contents Back 38 I ▼

ANSWER: The MSW disposal rate for group method. Initiate the solid waste with the national figures and then each material. This can be derived by audit and have each group construct record data from all pairs of stu- subtracting each percentage from 100 various methods of representing the dents and compare with the nation- percent. This subtracted figure would data that has been collected and make al data. The entire class should be represent the percentage of each classroom presentations. more representative of national data material that is disposed of after recy- than the individual pairs. cling or composting. Have students 2 Conduct the activity, Garbage construct a comparative bar graph for Pizza, from Keep America Beautiful, recycling and disposal rates using this which is referenced in the data. Bibliography section of the lesson.

9 The data at the bottom half of 3 Explain to students that the data the handout, Materials Recycled,pro- they have shows that in any commu- vides information about recycling nity products are thrown away in the rates from 1960 to 1995. Discuss with relative quantities presented on the students how this information can be circle graphs, but in some communi- graphed. (A line graph is most appro- ties the values may differ slightly. priate.) Have students construct a line However, the more samples you have, graph using this data. the more likely it is that the overall data will reflect national figures. To show how sampling works and what Assessment probability means, do the following activity: 1 Give students the handouts, Bar ● Graph, Materials in Municipal Solid Divide students into pairs and give Waste and Graphing Data: Materials each pair a set of “spinner” materials in MSW. Have them label the circle (Make a spinner with a pencil and graph and the bar graph for the two paper clip. Poke the pencil in the sets (columns) of data deciding which center of the circle graph through a set of data to use for each graph. bent, extended paper clip with a point that can be flicked around the 2 Have students complete the test pencil lead with a finger). handout, What Do the Data Say? ● Have each pair make a list of each of the product or material categories ANSWERS: 1. c, 2. b, 3. c, 4.- 6. Refer from one of the circle graphs to use to the handout, Materials in as a tally sheet. Municipal Solid Waste, 7. c, 8. Answers will vary. ● Have one student place their spinner on the circle graph and spin it while the other records which prod- Extensions uct or material category is selected by the spinner. Have each pair do 1 Have students in groups discuss this 25 times, trading places half various methods of conducting a way through the spins. school solid waste analysis or waste ● When each pair has completed 25 audit. Have each group present their spins, have them compare their data ideas and as a class choose the best ▼ ©Ohio Department of Natural Resources Help Contents Back 38 ▼ ▼

- Help Contents Back 39 Windows on Waste TRASHOLOGY 101 I ▼ Student Handout ✐

Goods Galore & Garbage

DURABLE GOODS NON-DURABLE CONTAINERS and Products that last a long GOODS PACKAGING time before they are thrown Products that last a short Products that preserve food away or recycled (washing period of time before they are and hold other things that machine, hair dryer, thrown away or recycled generally last a short period television). (paper plates, junk mail, some of time before they are thrown toys). away or recycled (aluminum can, plastic grocery bag). GENERATED AT HOME DURABLE NON-DURABLE CONTAINERS and PACKAGING

GENERATED AT SCHOOL DURABLE NON-DURABLE CONTAINERS and PACKAGING ▼ ©Ohio Department of Natural Resources Help Contents Back 39 ▼ ▼

- Help Contents Back 40 Windows on Waste TRASHOLOGY 101 I ▼ Waste Stream Products

Consumerism is reflected in the products found in our solid waste stream. These can be classified as durables, non-durables, containers and packaging, and other wastes including food waste and yard trimmings. Durable products may have a lifetime of three years or more (up to 20 years) before being discarded. Non- durable products last for less than three years and include many one-time use items. Containers and packaging items have varying life spans, but are generally short-lived. The following list is representative of the major product categories for each classification. DURABLES Major Appliances coffee pots Carpets/Rug Miscellaneous refrigerators* Furniture televisions washing machines* couches/chairs Lead-Acid video cassette water heaters* lamps Batteries* recorders tables personal computers Small Appliances Vehicle Tires luggage beds sports equipment toasters hair dryers

NON-DURABLES Paper Products Plastic Products Textiles Miscellaneous books/magazines plastic tableware clothing/footwear* household items paper* food service containers bedding medical supplies (copier/computer) novelty items newspaper* Disposable Diapers mail toys napkins/tissues plates/cups/bowls games

CONTAINERS & PACKAGING Aluminum Paper/Paperboard Plastic Containers/ Other Packaging beverage cans* boxes* Packaging wood packaging* foil food/beverage bottles (PET- #1 (crates/pallets) closures (tabs) containers & HDPE-#2)* textiles retail bags/boxes bags (LDPE, LLDPE)* leathers Glass wrapping paper coatings & closures beverage bottles* other- (made from a food jars* Steel variety of resins -PVC, cosmetic packaging beverage cans* PS, PP) food cans* strapping OTHER WASTES Food Waste Yard Trimmings Miscellaneous inorganic waste *Indicates items that are commonly recycled depending upon location. Non-asterisked items may be more difficult to recycle or establish recycling programs for. ▼ ©Ohio Department of Natural Resources Help Contents Back 40 ▼ ▼

- Help Contents Back 41 Windows on Waste TRASHOLOGY 101 I ▼ Student Handout ✐

Products in Municipal Solid Waste (MSW)*

GENERATION RATE PRIOR TO DISPOSAL OR RECYCLING Pe rcentages indicate the percentage of each product category in relation to the total amount of all products generated in MSW.

PRODUCTS MILLION TONS PERCENTAGE PER YEAR

Durable goods ...... 31...... 15%

Non-durable goods...... 56 ...... 27%

Containers & packaging ...... 69...... 33%

Food, other...... 25...... 12%

Yard trimmings...... 28 ...... 13%

TOTAL ...... 209...... 100%

*Franklin Associates, Ltd., Characterization of Municipal Solid Waste in the United States: 1997 Update (published by the U.S. Environmental Protection Agency, May 1998, using 1996 figures), p. 6. Figures include wastes from residential, commercial and institutional sources. Does not include automobile scrap, construction and demolition debris and industrial process wastes. ▼ ©Ohio Department of Natural Resources Help Contents Back 41 ▼ ▼

- Help Contents Back 42 Windows on Waste TRASHOLOGY 101 I ▼ Student Handout ✐ Graphing Data: Products in MSW

CIRCLE GRAPH ▼ ©Ohio Department of Natural Resources Help Contents Back 42 ▼ ▼

- Help Contents Back 43 Windows on Waste TRASHOLOGY 101 I ▼ Student Handout ✐ Bar Graph 12. 11. 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. Title:______a. b. ______▼ ©Ohio Department of Natural Resources Help Contents Back 43 ▼ ▼

- Help Contents Back 44 Windows on Waste TRASHOLOGY 101 I ▼ Student Handout ✐

Materials Recycled* and materials composted

Figures indicate the percentage of each material recycled or composted in relation to the total amount of the particular material. (Example: 40% of all paper and paperboard products were recycled; 60% were not recycled.)

MATERIALS IN PRODUCTS Paper & paperboard...... 41% Plastics ...... 5% Glass ...... 26% Rubber & leather ...... 10% Ferrous metals ...... 38% Textiles...... 12% Aluminum ...... 34% Wood ...... 5% Other nonferrous metals...... 67% Other materials...... 21%

OTHER WASTE Food, other ...... 2% Yard trimmings...... 39%

TOTAL RECYCLING RATE IN 1996 FOR ALL MATERIALS IN MUNICIPAL SOLID WASTE: 27%

HISTORICAL RECYCLING RATES (FOR ALL MATERIALS): 1960-1990 1960...... 6% 1970 ...... 7% 1980...... 10% 1990...... 16%

*Franklin Associates, Ltd., Characterization of Municipal Solid Waste in the United States: 1997 Update (published by the U.S. Environmental Protection Agency, May 1998, using 1996 figures), pp. 5, 27, 52. Figures include wastes from residential, commercial and institutional sources. Does not include automobile scrap, construction and demolition debris and industrial process wastes. ▼ ©Ohio Department of Natural Resources Help Contents Back 44 ▼ ▼

- Help Contents Back 45 Windows on Waste TRASHOLOGY 101 I ▼ Student Handout ✐ Materials in Municipal Solid Waste

GENERATION RATE PRIOR TO DISPOSAL OR RECYCLING

Each of the materials below is found in products in the waste stream. Percentages indicate the percentage of each material in relation to the total amount of all materials generated in MSW.

MATERIALS MILLION TONS PERCENTAGE PER YEAR Paper & paperboard ...... 80 ...... 38% Glass...... 12 ...... 6% Metals ...... 16...... 8% (Ferrous ...... 12) (Aluminum ...... 3) (Other nonferrous...... 1) Plastics ...... 19 ...... 9% Wood...... 11 ...... 5% Other materials ...... 21...... 10% (rubber, leather, textiles, miscellaneous inorganic)

Food...... 22 ...... 11% Yard trimmings...... 28...... 13% TOTAL ...... 209...... 100%

*Franklin Associates, Ltd., Characterization of Municipal Solid Waste in the United States: 1997 Update (published by the U.S. Environmental Protection Agency, May 1998, using 1996 figures), pp. 4, 51. Figures include wastes from residential, commercial and institutional sources. Does not include automobile scrap, construction and demolition debris and industrial process wastes. ▼ ©Ohio Department of Natural Resources Help Contents Back 45 ▼ ▼ Windows on Waste - TRASHOLOGY 101 Help Contents Back 46 I ▼ Student Handout ✐

Graphing Data: Materials in MSW

CIRCLE GRAPH ▼ ©Ohio Department of Natural Resources Help Contents Back 46 ▼ ▼

- Help Contents Back 47 Windows on Waste TRASHOLOGY 101 I ▼ Student Handout ✐ What Do the Data Say?

yard trimmings

Directions: Answer the questions below by paper and placing the correct letter or answer in the paperboard blank(s) provided.

wood Three types of solid waste materials are identified in the circle graph to the right.

_____ 1 Which material represents 38% of all solid waste materials generated? a. yard trimmings b. wood c. paper and paperboard

_____ 2 Which material represents 5% of all solid waste materials generated? a. yard trimmings b. wood c. paper and paperboard

_____ 3 The total of the percentages of all eight types of solid waste materials (all eight sections of the circle graph) is: a. 180% b. 45% c. 100% d. 90% Name three types of materials (not listed on the circle graph above), which are also materials found in municipal solid waste.

4 ______5 ______6 ______

_____ 7 People put old or used products in their garbage. It is important for recycling purposes to know what type of materials these products are made of because: a. some materials make better or more useful products than others b. some recyclable materials last longer than others c. materials must be recycled separately from each other d. products of different materials can be recycled together

8 In Ohio in 1996, 32% of all solid waste was recycled. The rest was disposed of in landfills or incinerators. On the back of this page, make a circle graph. Label and give percentages for both the recycling rate and the disposal rate. Also, give your graph a title. ▼ ©Ohio Department of Natural Resources Help Contents Back 47 ▼ ▼

- Help Contents Back 48 Windows on Waste TRASHOLOGY 101 I ▼ TRASHOLOGY 101 ity iv t c A 3 It Takes a Big Hole

Inquiry Objectives ● What amount of land space Students will be able to: (a) explain the difference between measurements of weight is required to dispose of solid and volume as they apply to solid waste disposal; and (b) calculate the volume of waste? space required to bury waste at a landfill. Content Domain Math – Arithmetic surements, particularly under landfill Procedure conditions where compaction varies from landfill to landfill and truck to 1 Discuss with students the differ- Learning Outcomes truck.) The handout, Weight in Space, ence between measurements of weight Math, Grade 4, #8, #19 and shows volume measures for waste mate- and volume. Grade 6, #3, #5, #6 rial based on one method derived from 2 Give students the handout, Weight a garbology project at the University of Duration in Space, and compare the figures for Arizona. The next step includes a handout with another method of deriving 45 minutes the materials based on weight and volume (space). Ask students: Why do volume. some materials take up more space than Most solid waste analyses are conducted Materials weight relative to other materials? with measurements of weight, as indi- pencil, paper Conduct a demonstration, or have stu- cated in the previous activity; however, dents experiment to densify various the problem for communities is often Handouts items of trash, such as a plastic cup and one of space at the local landfill. a paper cup that are the same size. ● Weight in Space 4 Have students complete the hand- ● Making Reservations at the 3 Discuss how, when conducting a out, Making Reservations at the Landfill. Landfill solid waste analysis, it is more difficult Review and discuss answers. Before to arrive at “exact” measurements of answering the last question on the volume than for weight for solid waste handout, you will need to give students materials. Have students mentally pic- some idea of the size of a cubic yard. ture a garbage truck arriving at a landfill. The truck could be weighed (on a 5 In groups, have students brain- scale) or the landfill operator might cal- storm problem-solving strategies for culate the amount by the volume of calculating one of the following: garbage in the truck. (Estimates of vol- (a) How much garbage does the com- ume are less reliable than those based munity generate in a year and how on weight because there is less consen- much space would it require at a land- sus of what constitutes volume mea- ▼ ©Ohio Department of Natural Resources Help Contents Back 48 ▼ ▼

- Help Contents Back 49 Windows on Waste TRASHOLOGY 101 I ▼

fill? (You will need to use population data of your local community and, if Assessment this data is not broken out into adults Whichever problem was used in Step and children, figure an average for 5, choose the other one to give each both – 4.5 pounds per day.) student to assess their understanding. (b) How much garbage is generated in the state of Ohio on a yearly basis? (The population of Ohio is approximately 11 million people.)

6 Have groups create pictures of how much space each of these amounts of garbage would require.

7 Discuss with students how recycling can reduce our dependence on landfill space. Pose the following problem: If 25 percent of all solid waste generated is recycled, how much less landfill space would be required in each of the cases above? Calculate what this would be if the recycling rate is 30 percent, 40 percent, 50 percent. (Many experts believe that a recycling rate above 50 percent is unrealistic.) ▼ ©Ohio Department of Natural Resources Help Contents Back 49 ▼ ▼ Windows on Waste - TRASHOLOGY 101 Help Contents Back 50 I ▼ Student Handout ✐ Weight in Space*

Below are two charts that indicate the type of materials discarded in landfills and incinerators in the United States. These materials are from consumer products that people buy, use and throw away. All of these things are called municipal solid waste or MSW. The majority (99%) of MSW discarded in Ohio is disposed of in landfills.

MATERIALS AND PRODUCTS DISCARDED IN MSW BY WEIGHT* (As a percentage of the total amount of materials discarded, after materials recovery) PAPER & PAPERBOARD ...... 32% YARD WASTE...... 14% PLASTICS...... 12% OTHER WASTES ...... 12% FOOD WASTES ...... 9% WOOD ...... 9% METALS...... 6% GLASS ...... 6% TOTAL...... 100%

MATERIALS DISCARDED IN MSW BY VOLUME* (As a percentage of the total amount of materials discarded, after materials recovery) PAPER & PAPERBOARD...... 34% PLASTICS...... 20% OTHER WASTES ...... 15% METALS...... 12% YARD WASTE...... 10% WOOD...... 4% FOOD WASTEs ...... 3% GLASS ...... 2% TOTAL ...... 100%

*These figures are based on a solid waste analysis conducted in 1990 using 1988 data. Source: Franklin Associates, Ltd., Characterization of Municipal Solid Waste in the United States: 1990 Update prepared for the U. S. Environmental Protection Agency (Prairie Village, KS: 1990), pp. 87-88. ▼ ©Ohio Department of Natural Resources Help Contents Back 50 ▼ ▼

- Help Contents Back 51 Windows on Waste TRASHOLOGY 101 I ▼ Student Handout ✐ Making Reservations at the Landfill

Most adults create about 5 pounds of garbage each day and most children (under 12) create about 4 pounds each day. Complete the calculations below to determine how much space you will need at the landfill for your family’s trash for one year.

A. DETERMINE THE NUMBER OF POUNDS OF GARBAGE YOUR FAMILY GENERATES IN ONE YEAR

1 Number of adults in your family ______x 5 lbs. = ______lbs. per day/adults

2 Number of children in your family ______x 4 lbs. = ______lbs. per day/children

3 Adult lbs. ______+ children lbs. = ______family lbs. per day

4 Family lbs. per day ______x 365 days a year = ______family lbs. per year

B. CALCULATE HOW MUCH SPACE WILL BE REQUIRED AT THE LANDFILL FOR A YEAR’S WORTH OF YOUR FAMILY’S TRASH (Each 1,000 lbs. of material requires one cubic yard of space at the landfill.)

5 Family lbs. per year ______divided by 1,000 = ______cubic yards per year

C. AS A CLASS, CALCULATE HOW MUCH SPACE WILL BE REQUIRED AT THE LANDFILL FOR A YEAR’S WORTH OF GARBAGE FROM ALL OF THE FAMILIES IN YOUR CLASS. Show your work below.

6 On the back of this page, draw a picture to show how big of a space it would take to bury the trash figured in Part C above. How would you compare the size of the space with a car, a dump truck, a house, a school, other? Show this building or other item in relationship to the size of the pile of garbage. ▼ ©Ohio Department of Natural Resources Help Contents Back 51 ▼ ▼

- Help Contents Back 52 Windows on Waste GARBAGE GOODS II ▼ GARBAGE GOODS

Environmental Studies Vocabulary Learning Concept capital – the resources, used to produce a good or service, made by past human efforts including buildings, machinery, vehicles and tools; a factor of conomic activities require the production use of natural resources and entrepreneurship – the ability of a person to make decisions about using Etherefore impact the environ- economic resources to make a profit ment. Business and industry utilize factors of production – all of the resources required to produce a good or ser- resources to produce economic vice divided into four groups of productive resources: land, labor, capital and wealth. They rely on inputs in the entrepreneurship form of resources and energy to pro- goods – things or tangible products that are produced by manufacturers vide goods and services. Sometimes, labor – the knowledge, skills and physical abilities of people used to produce a the desire to produce wealth conflicts good or service; a factor of production with the conservation of natural land – the natural resources, or materials used in place of natural resources, resources. that are used in production processes; a factor of production Solid waste results from the eco- market – a gathering of people for buying and selling things; a type of economic organization in which the forces of supply and demand are relied nomic decisions of consumers and upon to make decisions about the production and consumption of goods and producers. It is composed of materi- services als and products that were discarded, natural resources – raw materials occurring in nature but at one time represented the primary materials – natural resources used in production processes wants and needs of consumers. raw materials – natural resources, processed materials or recycled materials Recycling renews usefulness to mate- used in manufacturing processes rials that would otherwise be wasted recycling – the act of collecting and separating materials and products from by reintroducing them back into the solid waste stream and reusing them as raw materials in manufacturing production processes. This can pro- processes vide economic incentives to recycle secondary materials – the recycled materials used as raw materials in by reducing the costs of production. production processes When economics alone does not services – actions that are provided by public and private enterprises provide an incentive to recycle, environmental concerns provide reasons to recycle, including saving energy, resources and land space (for landfills), and reducing pollution. Recycling also promotes an ethical value – frugality. ▼ ©Ohio Department of Natural Resources Help Contents Back 52 ▼ ▼

- Help Contents Back 53 Windows on Waste GARBAGE GOODS II ▼ Overview - GARBAGE GOODS

Activity 1: Econo-Community Summary Description his lesson includes three activities. Although Students are introduced to basic economic concepts such as goods, services, con- 1 each may be conducted sumption and production in relation to natural resources, solid waste management T and recycling. Students develop group discussion skills by responding to inquiries separately, the first activity about the “wants” associated with five recyclable products that represent common provides a good foundation for recyclable materials in the municipal solid waste stream. They place “missing pieces” conducting the second and (representing businesses) on an economic model by interpreting information and making inferences from sequential stages in the production of the five products. third activities, especially for Students analyze the model closely to make deductions about the environmental students with a limited benefits of recycling and what is necessary to “close the production-consumption understanding of economic loop.” concepts. The third activity is Ohio Proficiency Test Learning Outcomes an extended version of the second activity and requires Grade 4, Citizenship #11– Name the resources needed to produce various goods and services, classify each resource by the factors of production, or suggest alternative uses for more time and materials. those factors. Grade 4, Citizenship #12– Classify various economic activities as examples of production or consumption. Grade 4, Science #14– Identify and/or describe the relationship between human activity and the environment. Grade 6, Citizenship #13– Identify the factors that influence: consumer decisions to demand goods or services, producer decisions to supply goods or services.

Activity 2: Business Boxes

Description Students role-play entrepreneurs of a recycling business, manipulating materials to construct models of their businesses using shoe boxes. They2 cooperate in groups to problem solve what is needed to operate a recycling business. Students read and interpret the definitions of the factors of production and classify the elements of a recycling business according to each factor. Ohio Proficiency Test Learning Outcomes Grade 4, Citizenship #10 – Identify the factors of production (land, labor, capital and entrepreneurship) needed to produce various goods and services. Grade 4, Citizenship #11 – Name the resources needed to produce various goods and services, classify each resource by the factors of production, or suggest alternative uses for those factors. Grade 6, Citizenship #12 – Describe the role of each factor of production in producing a specific good or service and suggest alternative uses for the resources involved. ▼ ©Ohio Department of Natural Resources Help Contents Back 53 ▼ ▼

- Help Contents Back 54 Windows on Waste GARBAGE GOODS II ▼ Activity 3: Enterprising Recycling

Description Students analyze the role of natural resources and recyclable materials as factors of production. They role-play entrepreneurs who produce recycled-content products. Students conduct research about the production of specific products and manipulate 3 materials to build model factories using shoe boxes and make illustrations based on their research. Students compare the costs of producing products from natural resources and from recycled materials by reading and interpreting economic information to solve mathematical problems. Ohio Proficiency Test Learning Outcomes Grade 4, Citizenship #10 – Identify the factors of production (land, labor, capital and entrepreneurship) needed to produce various goods and services. Grade 4, Citizenship #11 – Name the resources needed to produce various goods and services, classify each resource by the factors of production, or suggest alternative uses for those factors. Grade 4, Mathematics #4 – Identify needed information to solve a problem. Grade 4, Mathematics #8 – Add, subtract, multiply and divide whole numbers and explain, illustrate or select thinking strategies for making computations. Grade 4, Mathematics #11 – Add and subtract decimals. Grade 4, Science #14 – Identify and/or describe the relationship between human activity and the environment. Grade 6, Citizenship #12 – Describe the role of each factor of production in producing a specific good or service and suggest alternative uses for the resources involved. Grade 6, Citizenship #13 – Identify the factors that influence: consumer decisions to demand goods or services, producer decisions to supply goods or services. Grade 6, Mathematics #3 – Apply appropriate notations and methods for symbolizing the problem statement and solution process. Grade 6, Mathematics #6 – Compute with whole numbers, fractions, decimals. ▼ ©Ohio Department of Natural Resources Help Contents Back 54 ▼ ▼

- Help Contents Back 55 Windows on Waste GARBAGE GOODS II ▼ Background Information

ecycling,generally per- can lower production costs (save ural resources or processed materials, ceived as an environ- money) by using recycled materials in the latter being natural resources that mental action, is also place of natural resources. have been refined by manufacturing an integral part of our Using recycled materials benefits processes. For example, iron ore is a economic system. It the economy and the environment. “natural” raw material in the produc- plays a role in our eco- From an economic perspective, as tion of steel, while steel is a Rnomic market system because it production costs are lowered, profits “processed” raw material in the involves the production of both goods may increase and consumer prices are production of automobiles. Recycled and services. Environmentally, recy- likely to decrease. From an environ- materials are processed raw materials cling offers a beneficial alternative to mental perspective, resources, energy that may take the place of primary waste disposal. In general, it conserves and land space may be conserved raw materials in manufacturing energy, resources and land space. depending upon the industrial processes. Therefore, the incentives to recycle processes used to make specific goods. Capital, another factor of pro- include both economic and environ- Recycling, however, is problematic duction, includes resources such as mental factors. because collecting and processing tools, machines and buildings. One Two types of markets are impor- recycled materials is not always eco- way to identify whether a productive tant to recycling. First, and most nomically sustainable, and using resource is land or capital, is to observable, is the market for consumer recycled materials in manufacturing remember land resources become part goods, in which goods such as food, does not always guarantee lower of the good or product being produced. containers and appliances are pur- production costs. Capital resources, on the other hand, do chased by individuals and households. Producers make economic deci- not become a part of the good being Most of these goods, at one time or sions based on the factors of produc- produced. This is another reason why another, end up as solid waste. If they tion. The factors of production are recycled material and energy are con- are taken to a landfill for disposal they land, labor, capital and entrepreneur- sidered land resources. are wasted, whereas recycling offers a ship. Examples within each factor are Labor is a factor of production chance to reuse these goods. called productive resources, or that consists of the knowledge, skills Most citizens are familiar with resources. Land refers to productive and physical abilities of the people recycling collection programs, but collection is only half of the story. As recyclable materials become part of Recycling, generally perceived as an environmental manufacturing processes, they enter another type of market, the market for resources. In the market for action, is also an integral part of our economic system. resources, manufacturing businesses are consumers of resources – both resources occurring in nature (trees, that are used to produce goods and natural and recycled – for the produc- minerals, soil, water, plants and ani- services. Sometimes labor is called a tion of goods. mals). Land resources are also natural human resource or human capital It is often said that economic resources.Recycled materials are land (the latter denoting developed skills). decisions begin with a “want” – a con- resources because they can be used in Entrepreneurship is the ability sumer demand for a good or service place of natural resources. Energy and to make decisions about how to use within the market system. In other energy sources are also land resources. the other factors of production so a words, individuals and households Natural resources and recycled product makes a profit. Entrepreneurs must “want” (buy) recycled-content materials are used as raw materials to are people who start businesses with products to provide an incentive to make products. Natural resources are initial investments. recycle. Producers will then meet this called primary (raw) materials or The factors of production are consumer demand. On the produc- virgin materials, while recycled mate- used to produce a good or provide a tion side, there is another incentive to rials are called secondary (raw) mate- service within the context of markets use recycled material, when producers rials. Primary materials may be nat- and communities. Overall land use ▼ ©Ohio Department of Natural Resources Help Contents Back 55 ▼ ▼

- Help Contents Back 56 Windows on Waste GARBAGE GOODS II ▼ Background Information, continued within a community is based on the Bibliography and Additional Mastering the Economic Concepts, types of goods and services that are Resources Grades 3-4, ed. by Douglas A. Haskell, produced and sold. Communities Cincinnati: The Greater Cincinnati themselves include three important Student Resources Center for Economic Education, 1996. sectors of the economy: services sec- Recycling, by Rebecca Stefoff, New Mastering the Economic Concepts, tor, manufacturing sector and natural York:Chelsea House, 1991. Grade 6, ed. by Douglas A. Haskell, resources sector. Cincinnati: The Greater Cincinnati Recycling, by Don Nardo, San Diego: Services are actions. The services Center for Economic Education, 1996. sector includes private businesses and Lucent Books, 1992. Economics and the Environment: public enterprises such as schools, Plastics, by Judith C. Galas, San Diego: Ecodetectives, by Mark C. Schug, John grocery stores, retail stores, local gov- Lucent Books, 1995. ernment, and health care and medical S. Morton and Donald R. Wentworth, How a Crayon Is Made, by Oz Charles, New York: National Council on providers. Solid waste collection is a New York: Scholastic, 1988. service provided by a local govern- Economic Education, 1997. ment, private waste haulers or a combination of both. Goods are things, or Educator Information tangible products that are produced in The Next Efficiency Revolution: the manufacturing sector. Natural Creating A Sustainable Materials resources are those things that exist Economy, by John E. Young and Aaron in nature (not made by humans) that Sachs, World Watch Institute, 1994. can either be used to make products or enjoyed as they exist in nature. “Can Business Save the Environment?” Recyclers collect and prepare used by Dick Russell, Owen deLong and goods so that they can be used in Eve Pell, E Magazine, manufacturing processes instead of November/December 1991, vol. 2, #6. natural resources. For this reason, Green Business: Hope or Hoax, ed. by recycling enterprises may be consid- Christopher Plant and Judith Plant, ered as part of the natural resources Philadelphia: New Society Publishers, sector of the economy. 1991. ▼ ©Ohio Department of Natural Resources Help Contents Back 56 ▼ ▼

- Help Contents Back 57 Windows on Waste GARBAGE GOODS II ▼ ity GARBAGE GOODS iv t c

A Inquiries 1 ● What happens to recycled materials after they have been collected? Econo-Community ● How is recycling a part of the economic system? ● What are the environmental Objectives benefits of recycling? Students will be able to: (a) identify production and consumption activities that are Content Domain part of our economic system; (b) explain how the production of goods, including Science – Natural resources those made from recycled materials, is based on consumer demand to satisfy wants Social Studies – Economics or needs; (c) explain how recyclables are used after they have been diverted from solid waste disposal; and (d) identify the natural resources used to make common Learning Outcomes goods and explain how using recyclables can reduce the amount of natural resources Citizenship, Grade 4, #11, #12 and Grade 6, #13 and energy used in production processes. Science, Grade 4, #14

Discuss the meaning of the handout as Duration Procedure a model of our economic system. 50-75 minutes Initially, tell students to disregard the 1 You may pre-assess student under- numbered blank spaces. They represent Materials standing of the economic concepts that businesses that the students will soon will be part of the activity by using one Five items for display: plastic examine. Explain how the terms “ser- or both of the methods explained in the detergent bottle, writing vices,”“goods,” and “natural resources” Assessment section of this activity. Use paper tablet (lined), alu- indicate important sectors of the econo- the pre-test to determine which terms minum soda can, glass pickle my in which businesses exist. Ask stu- and concepts are not clearly understood jar, steel soup can (containers dents to give other examples of goods, so you can emphasize them during the should be unopened); scissors services and natural resources other activity. Or, if students show an under- and glue (for each student); than the ones depicted in the model. transparency of the handout, standing of concepts and terms in the Econo-Community (optional) activity, you may wish to advance to one 4 Have students make inferences of the next two activities in the lesson. about what type of businesses the num- Handouts bered blank spaces may represent. Do ● 2 Arrange the five display items Teacher-Led Inquiry of this by giving each student the half-page (plastic detergent bottle, writing paper Economic Terms handout, Missing Pieces, and have them tablet (lined), aluminum soda can, glass ● Econo-Puzzle cut out the various businesses and place pickle jar and steel soup can) so all the them on the model where they think ● Missing Pieces students can see them. Lead a discus- they belong. After reviewing each sion about basic economic concepts by ● Econo-Community answer, have students glue the business- following inquiries on the teacher hand- es in the appropriate spaces. ● How Five Goods are Produced out, Teacher-Led Inquiry of Economic Terms. ANSWERS: 1. plastic bottle factory, 2. ● Econo-Community Model: paper factory, 3. glass jar factory, 4. alu- Follow-up Questions 3 After the inquiry discussion, give minum can factory, 5. steel can factory, ● Goods, Garbage & Resources each student the handout, Econo-Puzzle. ▼ ©Ohio Department of Natural Resources Help Contents Back 57 ▼ ▼

- Help Contents Back 58 Windows on Waste GARBAGE GOODS II ▼

6. recycling facility, 7. garbage collec- model? You may wish to use the descriptions to explain the diagram tion facility, 8. landfill handout for teacher-led discussion, and pictures. Students should depict The handout, Econo-Community, Econo-Community Model: Follow-up everything – natural resources, busi- depicts all the answers. You may wish Questions,for this purpose. nesses, consumers, etc. – associated to make an overhead of this for use in with the “life of the product.” They 7 the discussion which follows. Have students look at the Econo- should also include what happens to Community model and describe what the product when it is and when it is 5 Review with students the is meant by the phrase “closing the not recycled. Use a rubric to evaluate sequence of businesses that are loop.” The “production-consumption” the projects. loop is closed when materials are required in order to produce each of Method B: Have students complete recycled and consumers then buy the five display products. The supple- the handout, Goods, Garbage & those recycled materials. Have stu- mental handout, How Five Goods are Resources. This latter assessment uses dents trace a loop on the model for Produced,may be used by the teacher language and concepts of the state any one material. They can begin with or given to students to help explain model proficiency test outcomes. the various production processes. a product (can, bottle, paper, etc.) in Some natural resources required to their household garbage, trace its path ANSWERS to handout, Goods, make the food products are not through garbage collection and sepa- Garbage & Resources: 1. b, 2. c, 3. b, depicted on the model, such as plants ration for recycling, its reintroduction 4. a, 5. b, 6. d and animals (farming). You may wish into the manufacturing process, its to ask students which resources and sale to stores where it is bought by businesses are missing and have them consumers. The production-con- Extensions write the name of the business on the sumption loop is not completed when 1 Have students research the model in the appropriate sector. The recyclable materials are thrown away manufacturing of the products in the handout, How Five Goods are because their use ends at the landfill. activity to discover the complexities Produced,provides information on (other businesses and resources) that businesses that are missing. 8 Have students examine the loops they made. Ask what natural resources are not represented in the model. NOTE: The entire model is generic in are saved when recycled materials are nature. With any product item, the used. (Both natural resources and 2 Revisit the economic concept of number of businesses involved in the energy resources are saved.) A recy- consumer demand based on “wants.” production of the various goods or cled-content product is rarely made If people want to conserve resources natural resources will vary at different using 100 percent recycled material. and energy and save landfill space, stages. Also, many more ingredients, Some amount (varying from 10 to 90 they must buy recycled-content prod- chemicals and processes are required percent) of natural resources is typi- ucts. Take students or have them visit, than are depicted. cally required when using recycled on their own, a local store and ask material, depending upon the product them to make a list of products made 6 Have students identify the natur- produced. from recycled-content materials. Ask al resources used to make common the store to display posters or other goods and alternative uses of these materials (brochures, etc.) created by resources by examining the Econo- Assessment the students that tell consumers what Community model and answering the Assess student understanding of the types of recycled-content products are following questions: terms and concepts in the activity by sold in the store. ● Which natural resource is required using one or both of the following to make each of the various prod- methods. ucts (containers, writing paper, etc.) Method A: Assemble the five display in the model? items (plastic detergent bottle, writing ● What other types of products can paper tablet (lined), aluminum soda be made from glass, plastic, paper, can, glass pickle jar, steel soup can) so steel and aluminum, other than the all students can see them. Have each ones depicted in the model? student choose one of the items and depict its history in the form of a dia- ● What is the value of recycling in the gram with pictures and written ▼ ©Ohio Department of Natural Resources Help Contents Back 58 ▼ ▼

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Teacher-Led Inquiry of Economic Terms

Before classroom discussion: 3 Why do people buy goods at a store, Set up the five display items below so all such as a grocery store? Why not buy each students can view them: item individually from the business that ● plastic detergent bottle makes it? It may even be cheaper to buy each item directly from the business that ● writing paper tablet (lined) produces it. ● glass pickle jar People, or consumers, “want” a service. A ● aluminum soda can grocery store provides the service of distrib- ● steel soup can uting a variety of items at one location so people do not need to go to various loca- 1 How do the five items represent tions. So when people buy goods at a store, what (some) people want? they are also buying a service. What are the “wants” associated with the 4 How is a service different from a detergent bottle? good? The person or consumer “wants” clothes to A service is an action, not a thing or be clean, “wants” what is in the detergent, product. “wants” a sturdy, unbreakable container, “wants” a strong handle for carrying, etc. 5 What are examples of businesses that What are the “wants” associated with the provide services? (banks, hospitals, gas sta- writing paper tablet? tions, etc.) ? The consumer “wants” paper to write some- What are examples of businesses that thing on, “wants” lined paper to write in produce goods? straight lines, “wants” the quantity of sheets Any type of manufacturing enterprise or supplied, “wants” the stiff backing for sup- factory for cars, soap, toys, etc. port, etc. 6 What are natural resources? 2 What do all five items have in com- They are things that occur in nature, such mon? as minerals (coal, iron ore, copper, gem Among various answers, be sure to point stones), water, plants and animals. out that all five are considered goods, in economic language. Goods are tangible 7 What is consumption? things (things you can see, touch, smell, Solicit examples of someone consuming taste or hear). (buying) a good and a service. (Parents consume education – a service – for their children.)

8 What is production? Solicit examples of someone producing (making) a good and a service. (Teachers are examples of people producing a service – education.) ▼ ©Ohio Department of Natural Resources Help Contents Back 59 ▼ ▼ Windows on Waste - GARBAGE GOODS Help Contents Back 60 II ▼ Student Handout ✐ 6 8 oup mine S factory Iron ore ore Iron 7 auxite mine oda pop factory B S Pickle Store quarry factory andstone S Services oods Production Econo-Puzzle G paper ee farm Writing factory Tr Individual and Household Wants Individual and Household Natural Resources Natural School 12345

Oil well factory Laundry detergent

nergy E

er plant (electricity) plant er ow Po Coal mine ▼ ©Ohio Department of Natural Resources Help Contents Back 60 ▼ ▼

- Help Contents Back 61 Windows on Waste GARBAGE GOODS II ▼ Student Handout ✐

Missing Pieces

Garbage Steel can Paper Aluminum collection factory factory can factory facility

Plastic Landfill Glass jar Recycling bottle factory facility factory

Missing Pieces

Garbage Steel can Paper Aluminum collection factory factory can factory facility

Plastic Landfill Glass jar Recycling bottle factory facility factory ▼ ©Ohio Department of Natural Resources Help Contents Back 61 ▼ Windows onWaste Econo-Puzzle Key ©Ohio Department ofNatural Resources©Ohio Department Econo-Community

Individual and Household Wants GARBAGE GOODS ✐

Services II

Garbage School Store collection Landfill facility

Goods Production nergy

E Laundry Writing Soda pop Soup detergent paper Pickle factory factory factory er plant (electricity) factory factory Po w

Plastic Paper Glass jar Aluminum Steel can Recycling bottle facility factory factory factory can factory factory Help Contents Back Help Contents Back

Coal mine Oil well Sandstone Bauxite Iron ore

Tree farm quarry mine mine

▼ ▼ 62 62 Natural Resources ▼ ▼ ▼

- Help Contents Back 63 Windows on Waste GARBAGE GOODS II ▼ Student Handout ✐ How Five Goods are Produced

LAUNDRY DETERGENT PRODUCTION Two goods are involved – the detergent and the plastic container. In the natural resources sector, an oil well business* must extract petroleum and make plas- + tic resin from it. [A business must extract the petroleum needed to make the detergent.]** In the goods production sector, a plastic bottle factory must use plastic resin to make plastic bottles in which to put the detergent. It sells the containers to a laundry detergent factory, SOAP which makes detergent from natural resources and puts it in the bottles. =

WRITING PAPER TABLET PRODUCTION Although no packaging is implied in this model, sometimes tablets come wrapped in plastic. In the natural resources sector, a tree farm business must cut down trees and grind them + into chips. In the goods production sector, a paper factory uses wood chips to make rolls of paper. A writing paper factory buys the rolls of paper and cuts them into sheets and prints lines on the sheets. =

PICKLE PRODUCTION Two goods are involved – the pickles and the glass container. In the natural resources sector, a sandstone quarry business mines sandstone for making + glass jars. [A farming business must grow cucumbers to make pickles.] In the goods production sector, a glass jar factory uses sandstone to make glass jars. The pickle factory makes pickles from cucumbers and puts them in glass jars. = SODA POP PRODUCTION Two goods are involved – the soda pop and the aluminum container. In the natural resources sector, a bauxite mining business takes bauxite from extracted alu- + minum ore to make aluminum. [A farming business grows grapes, lemons and limes, etc. to make soda pop.] In the goods production sector, an aluminum can factory makes aluminum cans. A soda pop factory makes soda pop and puts it in aluminum cans. = SOUP PRODUCTION Two goods are involved – soup and the steel container. In the natural resources sector,an iron ore mining business obtains iron ore. [A farming + business grows plants or raises livestock to produce the ingredients to make soup.] In the goods production sector, a steel can factory makes steel cans from iron ore. A soup factory makes soup and puts it in steel cans. = * Italics indicate businesses that are depicted on the model, Econo-Puzzle or Econo-Community. ** Brackets indicate businesses that are not depicted on the model, Econo-Puzzle or Econo-Community. ▼ ©Ohio Department of Natural Resources Help Contents Back 63 ▼ ▼ Windows on Waste - GARBAGE GOODS Help Contents Back 64 II ▼ Student Handout ✐

Econo-Community Model: Follow-up Questions

recycled material that can be used varies from high 1 What do all of the businesses (and other places on percentages in the case of steel and aluminum to lower the model) need? percentages in the case of some paper and glass prod- ANSWER: Energy and natural resources. ucts, depending upon the production processes used [Teachers may wish to review other sources of energy and the quality of the product produced. than the one (coal-electricity) highlighted on the model.] 5 How does the use of recycled materials reduce the amount of energy required to make products? 2 What happens to recyclable materials after they have been collected by a recycling facility? ANSWER: In the case of many production processes (e.g., aluminum and glass), lower furnace temperatures ANSWER: Businesses, such as factories, buy the recy- are required to melt recycled materials than are cled materials to make containers or other products. required to melt natural resources. Also, less energy is (plastic bottle factory, paper factory, etc. in the goods used to mine and transport resources when recycled production sector) materials are used. (In a few production processes, the use of recycled materials may actually require more 3 Why must recycled materials be separated in order energy. However, even in these cases, the energy used to to sell them to other businesses? mine and transport resources is reduced when recycled ANSWER: Each business uses unique technological materials are used.) processes to make a specific type of material product. For example, aluminum can factories can only use 6 What can people do to increase the amount of recycled aluminum (or bauxite) in their processes to materials that are collected for recycling? make aluminum cans; plastic bottle factories can only ANSWER: People can become part of a recycling pro- use recycled plastic (or natural plastic resin) to make gram at home or school. Most importantly, they can plastic bottles. create an economic incentive to recycle within the market place by buying products made of recycled-content 4 How does the use of recycled materials reduce the material. amount of natural resources required to make products? ANSWER: Recycled material can be used in place of natural resources. Generally, some amount of natural resources is always required in production processes, even when recycled materials are used. The amount of ▼ ©Ohio Department of Natural Resources Help Contents Back 64 ▼ ▼

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Goods, Garbage & Resources

Directions: Put the correct letter in the blank space beside each question.

______1. Which of the following natural resources is required to make glass bottles? a. iron ore b. sandstone c. trees d. bauxite

______2. Which of the following is an example of production of a good? a. A person hires someone to collect his or her garbage. b. A person buys a bottle of soda pop. c. A person uses a molding machine to make plastic bottles. d. A person watches a television commercial about soda pop.

______3. Which of the following is an example of consumption of a good? a. A person hires someone to collect his or her garbage. b. A person buys a bottle of soda pop. c. A person uses a molding machine to make plastic bottles. d. A person watches a television commercial about soda pop.

______4. Which example shows how recycling helps the environment? a. Producers use recycled materials instead of natural resources to make goods. b. Consumers buy goods made from natural resources. c. Producers use more natural resources and energy when they use recycled materials to make goods. d. Garbage collectors take recyclables to the local landfill.

______5. What can people do to increase recycling? a. consume products made only from natural resources b. consume products made from recycled material c. consume a service which takes their garbage to a local landfill d. consume a service which takes their garbage and burns it

______6. Aluminum can be used to make soda pop cans. What other product can be made from aluminum? a. glass bottles b. plastic bottles c. floor mats for automobiles d. pie pans ▼ ©Ohio Department of Natural Resources Help Contents Back 65 ▼ ▼ Windows on Waste - GARBAGE GOODS Help Contents Back 66 II ▼ GARBAGE GOODS ity iv t c

Inquiry A ● What is necessary to operate 2 a business and, in particular, what is necessary to operate a recycling business? Business Boxes Content Domain Social Studies – Economics Objective Learning Outcomes Students will be able to describe the factors of production necessary to operate any Citizenship, Grade 4, #10, #11 business and the specific “productive resources” needed to operate a recycling business. and Grade 6, #12

Duration brand names should be covered. Preparation Students can cover the outside of the Part A: 50 minutes (not includ- NOTE: This activity and the next one, boxes with construction paper, or use ing preparation of business Enterprising Recycling, are good follow- markers to cover existing details. Have boxes) up activities to the concepts explored in students draw windows and a door on Part B: 50 minutes the economic model (see Econo- the outside of the box. Make sure stu- Community handout, p. II-12 ) in the dents attach things or mark on the Materials previous activity, Econo-Community. boxes so the lids will close. You may wish to review this activity, Find the handout, Econo-Community, Each student will need to bring Business Boxes, and the next activity, p. II-12, from the previous activity, in a shoe box.Each student or Enterprising Recycling,to determine Econo-Community.You will need to group of students will also which you want to conduct, because either make copies of this handout for need: scissors, tape, glue, both utilize the making of “business students, or make an overhead trans- rubber bands to secure shoe boxes” to teach students about the fac- parency for the class to view. box lids, coloring and writing tors of production. However, the two materials, construction paper activities are also different. Business You may find it useful to staple the and/or plain paper Boxes is limited to teaching about the handout, Factors of Production,from this factors of production focusing on recy- activity to the handout, Econo- Handouts cling centers as a business. The activity, Community,for each student. ● Starting Your Own Recycling Enterprising Recycling, is more complex; Business it focuses on producers of products and includes research, mathematical calcula- Procedure ● Business Box Pictures tions, environmental impacts and con- PART A ● Factors of Production troversial issues. If you have time, both ● Econo-Community (from the activities may be conducted without 1 Assess students’ knowledge of the previous activity, Econo- repetition (except of important terms) factors of production. If they already Community) and are compatible with each other. possess a good understanding of the factors of production, proceed with the ● Business Box Labels Before the activity, have students prepare shoe boxes to become “business steps that concentrate on the making of ● Recycling and the Factors of business boxes, which will assess each Production boxes.” Have each student write his/her name on the bottom of his/her own student’s understanding of the factors of ● Garbage Goods box. They should make the outside of production. To conduct pre-assessment, the box as plain as possible. Words and see the handouts referred to in the Assessment section. ▼ ©Ohio Department of Natural Resources Help Contents Back 66 ▼ ▼

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● Energy in the form of electricity or 2 Give each student the handout, PART B natural gas, that is used to make Starting Your Own Recycling Business. 1 products, is which factor of Read the scenario and make sure If students are unfamiliar with production? everyone understands it. the factors of production, give each student a copy of the handout, Factors ANSWER: land. Again, see Rule 1. 3 Divide the students into groups of Production, and review the defini- Energy is transferred into the prod- and give each group, or each student tions. It is not necessary to cover “raw uct and becomes latent energy. For in the group, the materials listed in the materials” at the bottom of the page example, if old products, such as Materials section. Give each student unless you find the distinctions useful. newspapers and plastic bottles, are his/her own business box (previously burned, they release the latent ener- 2 After discussing the factors of prepared) and the handout, Business gy that is stored in them. Box Pictures. production, use the handout, Econo- Community, from the previous activi- 3 Give each student his/her busi- 4 As a class, read the directions at ty,to help students answer the follow- ness box. This may be done individu- the bottom of the handout, Starting ing questions and understand the role ally instead of in groups because this Your Own Recycling Business, and have of land resources in the making of part of the activity can serve as an students begin to draw pictures. products. assessment of each student’s under- ● standing of the factors of production. Students should share ideas with other Recyclable materials are used in members of their group, making infer- place of natural resources. Which Students should take all pictures and ences and discussing all the possible natural resources can be replaced by materials out of their boxes. Have each things needed to operate a recycling recyclables? student use a marker to divide the business. They should discuss what is ANSWER: glass instead of sand- inside of the box into three equal sec- needed as a group, with each learner stone, aluminum instead of bauxite, tions, by drawing two lines from the making his/her own pictures. As stu- plastic bottles instead of petroleum- top of one side (a long side, not a dents finish their pictures, have them generated plastic resin, paper short side), down across the bottom place the pictures loosely in their busi- instead of wood chips (trees), steel and up the other side. (See illustration ness boxes. Each student in each group cans instead of iron ore. on next page.) should have the same items in his/her ● All of the natural resources on the Give each student a set of labels from box, but the drawings of each item the handout, Business Box Labels. Have should be made by each individual handout are which factor of production? (land) students cut out labels (LAND, student. Refer to Part B, Step 4 for LABOR, CAPITAL) and glue each one examples of picture items listed under ● Which factor of production do recy- on the inside of the box, each label at LAND, LABOR and CAPITAL. If clables come under? the top of a different section, but on needed, prompt students who are hav- ANSWER: land. Although recy- the same side of the box. Have each ing difficulty thinking of items on clables do not come directly from student cut out the blank sign and their own. natural resources, a process of elimi- write his/her name between the words “The” and “Company” in the space 5 Have each group share their nation and an understanding of the provided. This can be glued anywhere answers. As answers are being shared, rules may help students answer this on the outside of the box. students may wish to make pictures of question. It should be obvious to students that recyclables are not items they did not think of. Make sure 4 Have students examine each pic- labor or entrepreneurship. everyone has made pictures of each of ture and decide in which factor of the recyclable materials identified on Recyclable material is also not production section the picture should the handout, Starting Your Own capital because of Rules 1 and 2 on be placed in their business boxes. Recycling Business. the handout, Factors of Production. Have them lightly tape (temporarily) Recyclable material becomes part of each picture in the appropriate sec- 6 Students may keep all the materi- the good being produced. Unlike tion. Afterwards, you may evaluate als, including their pictures, in their items of capital, recyclables do not each student’s box for assessment boxes. Secure the lids with rubber remain after they have been used. purposes. bands and store the boxes until they are used to complete the activity. ▼ ©Ohio Department of Natural Resources Help Contents Back 67 ▼ ▼

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LAND RESOURCES LABOR RESOURCES CAPITAL RESOURCES

THE becky smith COMPANY

The items identified below are 5 Select individual students to possible answers. Extension explain how they classified their items Check with your local recycling LAND into the three categories. Make a mas- agency to see if opportunities exist to ter list of items for the class. Have stu- ● each of the recyclable items take students on a field trip to a local dents glue their previously taped pic- collected recycling center. If this can be tures into the appropriate places in ● energy (electricity) to run machines arranged, have students take notes their boxes. In cases where students while at the center to describe the fac- ● wire to bale the paper and plastic initially put examples in the wrong tors of production they observe. After bottles category, they may lift the tape and the field trip, have students compare glue the picture in the proper section. LABOR their business box recycling operations with the recycling operation ● people to operate machines they visited. ● people to sort materials Assessment ● receptionist 1 Several forms are available. The ● drivers to collect recyclables and handout, Recycling and the Factors of deliver them to a buyer Production, provides a traditional assessment of student understanding ● someone (accountant) to record of the factors of production. sales transactions ANSWERS: 1. d, 2. a, 3. b, 4. a, 5. d CAPITAL ● various machines to separate recy- 2 The handout, Garbage Goods, clables by materials provides a non-traditional form of ● machines to bale or bundle these assessment requiring a rubric for materials so they can be loaded and grading. shipped easily ● trucks to collect or deliver the recy- 3 A non-traditional form of clables to buyers assessment is embedded in the activity ● Remember, the building itself– the in Part B, Step 3. business box– is capital ▼ ©Ohio Department of Natural Resources Help Contents Back 68 ▼ ▼

- Help Contents Back 69 Windows on Waste GARBAGE GOODS II ▼ Student Handout ✐

Starting Your Own Recycling Business

You are a business person. You have been given a contract by the local government to collect recyclable items from all of the households in your community. Each household puts all of its recyclable items (GLASS BOTTLES, ALUMINUM CANS, PLASTIC DETERGENT BOTTLES and PLASTIC MILK BOTTLES, PAPER ITEMS, and STEEL CANS) in one container for you to collect. Each household puts the rest of its garbage in another container to be taken by another business to the local landfill.

In order to sell your recycled materials, you need to prepare the recyclables the way that the buyers request. Here are descriptions of how each buyer wants you to prepare the material:

1 ● A glass bottle maker will buy your recycled glass if it is ground up into small ⁄4 inch pieces and put in barrels. ● An aluminum can maker will buy your recycled aluminum cans if you flatten and squeeze them (about 1,000) into bricks that weigh 35 pounds each. ● A plastic bottle maker will buy your plastic detergent bottles and milk jugs if you shred them into long, thin pieces and wrap the pieces tightly into bales (about the size of a refrigerator) wrapped with wire. ● A paper tablet maker will buy your paper if it is not wet or dirty and if you squeeze 800 pounds of paper (junk mail, newspaper, notebook paper, etc.) into a bale (about the size of a refrigerator) wrapped by wire. ● A steel can maker will buy your steel cans if you put them into a big truck bed.

BUSINESS BOX DIRECTIONS: Make pictures of the things you need to operate your recycling business. Draw each picture in a single square on the handout, Business Box Pictures. In the space within each square, write what the picture is. Make each picture about one thing only. For example, if you draw a picture of a machine, draw a separate picture of a person who operates the machine. Do not make a single picture of a person and a machine together. ▼ ©Ohio Department of Natural Resources Help Contents Back 69 ▼ ▼

- Help Contents Back 70 Windows on Waste GARBAGE GOODS II ▼ Student Handout ✐ Business Box Pictures Directions: Cut out each square along the dotted lines and draw a picture in the a picture along the dotted lines and draw Cut out each square Directions: is in the top part the picture of each square. what Tell bottom of the square. ▼ ©Ohio Department of Natural Resources Help Contents Back 70 ▼ ▼ Windows on Waste - GARBAGE GOODS Help Contents Back 71 II ▼ Student Handout ✐ Factors of Production

Anyone who owns a business must consider four factors of production in order to manage the business. Each factor of production includes PRODUCTIVE RESOURCES that are often referred to as just RESOURCES. Definitions of the four factors of production and specific examples of resources related to each factor are provided below.

Land Land includes resources that occur in nature such as trees, minerals (iron ore, coal, oil, copper, etc.), water, soil, plants and animals. The land factor of production therefore includes all NATURAL RESOURCES. RULE #1: Land resources become a part of the good being produced.

Labor Labor includes the resources that people possess such as knowledge, skills, special talents and physical abilities. The labor factor of production may also be called HUMAN RESOURCES.

Capital Capital includes resources, such as tools, machines, buildings and vehicles, used to produce a good or service. (Capital is not money. Sometimes money is called “financial capital,” but do not confuse it with “capital” as a factor of production. Capital refers to things the producer buys with money.) Many types of capital are TECHNOLOGY RESOURCES. RULE #2: Capital resources do not become a part of the good being produced.

Entrepreneurship Entrepreneurship refers to the ability of a person to start a business that makes a product or provides a service. It includes the ability of a person to make decisions about the other factors of production. Success in business is based on using factors of production to make a profit from selling a good or service. ______Raw Materials Raw materials are land factors of production that are used to make products. They can be natural resources, such as the iron ore used to make sheets of steel. Or, they can be processed materials, such as the sheets of steel used to make washing machines, cans and other steel products. All raw materials that come directly from natural resources are called PRIMARY MATERIALS (primary raw materials). Raw materials that come from the garbage, such as steel cans and old washing machines, are called SECONDARY MATERIALS (secondary raw materials). ▼ ©Ohio Department of Natural Resources Help Contents Back 71 ▼ ▼ Windows on Waste - GARBAGE GOODS Help Contents Back 72 II ▼ Student Handout ✐ Business Box Labels

LAND RESOURCES

LABOR RESOURCES

CAPITAL RESOURCES

THE ______COMPANY

LAND RESOURCES

LABOR RESOURCES

CAPITAL RESOURCES

THE ______COMPANY ▼ ©Ohio Department of Natural Resources Help Contents Back 72 ▼ ▼

- Help Contents Back 73 Windows on Waste GARBAGE GOODS II ▼ Student Handout ✐ Recycling and the Factors of Production

Directions: Put the correct letter in the blank space beside each question.

_____ 1. Ralph Goodguy, who manages the local recycling collection center, bought a magnetic separator to sort aluminum cans from steel cans. What factor of production is a magnetic separator? a. land b. labor c. entrepreneurship d. capital _____ 2. Machines that separate different materials like steel cans from aluminum cans are important to a recycling business because: a. a business that uses recycled material to make a new product will buy only one type of material from a recycling business b. a business that uses recycled material to make a new product will buy several types of materials from a recycling business c. businesses that make machines that separate materials need recycling businesses to buy their products _____ 3. Cathy Goodgirl owns a factory that makes aluminum. She has decided to buy recycled aluminum cans to make aluminum. She decided to do this because making aluminum from recycled aluminum cans costs less than making it from bauxite. Cathy’s decision to do this is an example of which factor of production? a. land b. entrepreneurship c. capital d. labor _____ 4. Recycled materials are an example of which factor of production? a. land b. entrepreneurship c. capital d. labor _____ 5. Bill Workhard operates the paper baler at the local recycling center. He also drives a truck to collect recyclables. He is an example of which factor of production? a. land b. entrepreneurship c. capital d. labor ▼ ©Ohio Department of Natural Resources Help Contents Back 73 ▼ ▼ Windows on Waste - GARBAGE GOODS Help Contents Back 74 II ▼ Student Handout ✐

Garbage Goods

You have been given 10 tons of garbage and trash from your local community waste collector. What could you do and what things would you need to start a recycling business and sell some of this garbage and trash? Write a short paragraph to explain your answer. Include the following words in your explanation if you know what they mean: LAND, LABOR, CAPITAL, ENTREPRENEURSHIP, RECYCLED MATERIALS.

______

______▼ ©Ohio Department of Natural Resources Help Contents Back 74 ▼ ▼

- Help Contents Back 75 Windows on Waste GARBAGE GOODS II ▼ ity GARBAGE GOODS iv t c A 3 Inquiries Enterprising Recycling ● What happens to recycled materials after they have been collected? Objectives ● Why do producers use recycled materials to make Students will be able to: (a) identify the factors of production and describe recyclable new products? material as a factor of production; (b) explain how production decisions are made ● How can the use of recycled regarding the use of recycled materials; (c) identify the natural resources used to make materials in production processes benefit the products; and (d) identify the environmental impact of using recycled materials. environment? brand names should be covered. Preparation Students can cover the outside of the Content Domain NOTE: This activity and the previous boxes with construction paper, or use Math – Arithmetic one, Business Boxes, are good follow-up markers to cover existing details. Have Science – Natural resources activities to the concepts explored in the students draw windows and a door on Social Studies – Economics economic model (see Econo-Community the outside of the box. Make sure stu- handout, p. II-12 ) in the previous activ- dents attach things or mark on the ity, Econo-Community. You may wish to boxes with the lids closed. Learning Outcomes review Enterprising Recycling and the Citizenship, Grade 4, #10, #11 Four handouts from the previous two previous activity, Business Boxes, to and Grade 6, #12, #13 activities will be useful when conduct- determine which to conduct, because ing this activity. These handouts are: Math, Grade 4, #4, #8, #11 and both utilize the making of “business Grade 6, #3, #6 boxes” to teach students about the fac- Econo-Community, p. II-12, from the Science, Grade 4, #14 tors of production. However, the two activity, Econo-Community.This is a activities are different. Business Boxes is model of the economic production- limited to teaching the factors of pro- consumption system that students will Duration duction and focuses on recycling centers need in order to make decisions in this Part A: 50 minutes (not includ- as a business. This activity, Enterprising activity. Make an overhead of this hand- ing preparation of business Recycling, is more complex; it focuses out so all students can see it, or make boxes) on producers of products and includes copies for each student. Part B: 50 minutes research, mathematical calculations and Factors of Production,p.II-21, from the environmental impacts. If you have the activity, Business Boxes. This handout Materials time, both activities may be conducted contains definitions of terms that are without repetition (except of important Each student will need to bring reinforced throughout the activity. in a shoe box.Each student or terms) and are compatible with each Make a copy for each student. (You may other. group of students will also find it useful to staple the handout, need: scissors, tape, glue, rub- Before the activity, have students pre- Factors of Production, to the Econo- ber bands to secure shoe box pare their shoe boxes to become “busi- Community handout for each student.) lids, coloring and writing ness boxes.” Have each student write Business Box Labels, p. II-22, and materials, construction paper his/her name on the bottom of the box. Business Box Pictures, p. II-20 , from the and/or plain paper They should make the outside of the previous activity, Business Boxes. box as plain as possible. Words and continued next page ▼ ©Ohio Department of Natural Resources Help Contents Back 75 ▼ ▼

- Help Contents Back 76 Windows on Waste GARBAGE GOODS II ▼ From this activity, make copies of the clables come under? GARBAGE GOODS handouts, Production Costs and ANSWER: land. Although recy- Business Management Planning,for clables do not come directly from each student. Staple these together. natural resources, students can use Handouts process of elimination and an From Activity 1, understanding of the rules to Econo-Community: Procedure answer this question. It should be ● Econo-Community PART A obvious to students that recyclables are not labor or entrepreneurship. 1 From Activity 2, Business Boxes: Assess students’ knowledge of Recyclable material is also not capi- the factors of production. If they ● Business Box Labels tal because of Rules 1 and 2 on the already possess a clear understanding handout, Factors of Production. ● Business Box Pictures of the factors of production, proceed Recyclable material becomes part of ● Factors of Production with the steps that concentrate on the good being produced. Unlike making business boxes, which can items of capital, recyclables do not From this activity: serve to assess each student’s ability to remain after they have been used. ● apply an understanding of the factors Production Costs ● of production. To conduct pre-assess- Energy in the form of electricity or ● Business Management ment, see the handouts referred to in natural gas, that is used to make Planning the Assessment section, p. II-18, of the products, is which factor of ● Business Management previous activity, Business Boxes. production? Planning Answers ANSWER: land. Again see Rule 1. 2 If students are unfamiliar with Energy is transferred into the prod- the factors of production, give each uct and becomes latent energy. For student a copy of the handout, Factors example, if old products, such as of Production, and review the defini- newspapers and plastic bottles, are tions. Be sure to cover the concept of burned, they release the latent ener- “raw materials” at the bottom of the gy that is stored in them. page. 4 On the handout, Econo- 3 After discussing the factors of Community, identify the businesses production, have students answer the that make products directly from nat- following questions. Use the handout, ural resources or from recycled mate- Econo-Community, to help students rials (steel can factory, paper factory, answer the questions and understand aluminum can factory, glass jar facto- the role of land resources in the mak- ry, and plastic bottle factory – in the ing of products. bottom row of the “goods production” section). Ask students what these busi- ● Recyclable materials are used in nesses need in order to make their place of natural resources. Which products (natural resources, energy, natural resources can be replaced by labor, machines, etc.). Explain to stu- recyclables? dents that the activity they are about ANSWER: glass instead of sand- to do will help them understand how stone, aluminum instead of bauxite, business people, or entrepreneurs, plastic bottles instead of petroleum- make production decisions and why generated plastic resin, paper businesses may be motivated to use instead of wood chips (trees), steel recycled materials in production cans instead of iron ore. processes. Have students trace the life ● All of the natural resources on the of a plastic bottle, aluminum can, etc. handout are which factor of produc- by making inferences from the model. tion? (land) ● Which factor of production do recy- ▼ ©Ohio Department of Natural Resources Help Contents Back 76 ▼ ▼

- Help Contents Back 77 Windows on Waste GARBAGE GOODS II ▼

LAND RESOURCES LABOR RESOURCES CAPITAL RESOURCES

THE becky smith COMPANY

out labels (LAND, LABOR, CAPITAL) 5 Divide students into five groups PART B and glue each one on the inside of the of four or five students each. Designate box, with each label at the top of a 1 each group to be one of the five busi- Give each student a copy of the different section, but on the same side nesses listed in the bottom row of the handout, Production Costs. Review of the box. Have each student cut out “goods production” section on the this sheet and have students fill in the the blank sign and write his/her name handout, Econo-Community. Use all blanks as you go over it. Students will between the words “The” and five businesses (steel can factory, need to refer to the handout, Econo- “Company” in the space provided. paper factory, aluminum can factory, Community, to help fill in some of the This can be glued anywhere on the glass jar factory and plastic bottle answers. The first thing they can do is outside of the box. factory). identify the good produced by their business and write the name of this 8 Using encyclopedias, web sites 6 Give each student his/her busi- good (steel cans, plastic bottles, etc.) and other reference material, have ness box, previously prepared per in all of the spaces indicated on the students research each of the factors instructions in the preparation sec- handout, Production Costs. of production involved in making tion. Each student in each group will their products. Groups should work 2 construct his/her own business box as Students will need to refer to the together to make lists of productive described below. Each student in each handout, Production Costs,to derive resources. As resources are identified, group will be making the same busi- figures to record on the handout, have each student in the group make ness, with a different business for each Business Management Planning.You a picture of the item and tape it inside group. may want to staple these together as his/her business box in the appropri- suggested in the Preparation section. ate factor of production section. 7 Business boxes should be con- The handout, Business Management Pictures can be made using the hand- structed in the following manner: Planning Answers, provides answers to out, Business Box Pictures. For each Have each student use a marker to the handout, Business Management square there is space at the top to divide the inside of the box into three Planning. identify the picture. Have students equal sections, by drawing two lines lightly tape (temporarily) each picture 3 from the top of one side (a long side, Refer students to the first row and afterwards evaluate each group’s not a short side), down across the under “Production Choices” (Q = boxes for the correct placement of bottom and up the other side. (See 1,000) on the handout, Business resources. Students can then glue the illustration above). Give each student Management Planning.Help students resources in permanently. a set of labels from the handout, figure all the costs associated with Business Box Labels. Have students cut producing 1,000 items of their prod- ▼ ©Ohio Department of Natural Resources Help Contents Back 77 ▼ ▼

- Help Contents Back 78 Windows on Waste GARBAGE GOODS II ▼ uct, filling in all of the blocks in the In the REVENUE square, students Economics first row under land, labor, capital, should put $140.00 per the sale of What economic factors create incen- revenue, etc. Remember, the answers 1,000 items (one batch). Have stu- tives for the use of recycled materials are to be found by referencing the dents now calculate profit or loss. by producers? (cost reduction, buyer handout, Production Costs. Calculate (They broke even.) willing to pay the same price for recy- as follows: Ask students which resources they cled material as for virgin products, LAND used up when making their 1,000 consumers must ultimately demand Students need to buy 2 units of items (raw materials, energy, labor or buy recycled-content products, raw materials to make 1,000 time). Why isn’t the machine “used etc.) items. up”? The machine can make Environment 1,000,000 items before it must be (2 units x $5.00 = $10.00) How can good economic practices replaced (or repaired). Most capital also be good for the environment? Have students put $10.00 in the items, such as buildings and (save resources and energy) What RAW MATERIAL square, row 1. machines, are permanent features of a would happen in this scenario if Students need to buy 2 units of business, unlike land and labor recycled materials cost more than energy (electricity to run the resources which are used up and must virgin materials? Is energy savings machine) to make 1,000 items. be acquired continually. This is why enough to reduce costs sufficiently to (2 units x $5.00 = $10.00) capital costs are considered “fixed use recycled materials? costs” as indicated on the handout, Mathematics Have students put $10.00 in the Business Management Planning. Land ENERGY square, row 1. Have students calculate per item (each and labor costs vary with production item of a batch of 1,000) costs and LABOR and are called “variable costs” as indi- percentages of total cost of each factor cated on the handout. Students need to buy 2 units of of production, etc. Given that recycled labor time to pay someone to materials cost say, 50 cents more than operate the machine(s) long 4 Ask students if they see any way natural resources, is the amount of enough to produce 1,000 items. they could make a profit by consider- energy savings that can be realized ing the nature of costs as understood (2 units x $10.00 = $20.00) enough to reduce costs? so far. See if anyone recognizes the Have students put $20.00 in the value of fixed costs relative to LABOR square, row 1. producing more product. Assessment To assess students’ knowledge about CAPITAL 5 Have students in their groups Students need to buy a building the factors of production you can use calculate costs, revenue and profit the handout, Recycling and the Factors and machine to make their prod- potential if they boost production to uct. They need to buy a building of Production, in the activity, Business 2,000 items of product. Have them cal- Boxes, p. II-23. To assess students’ which costs $50.00 and a machine culate these figures for both 2,000 items which costs $50.00. understanding of the math concepts produced using natural resources, in the activity, use the blank rows 4 ($50.00 + $50.00 = $100.00) Production Choice #2 and 2,000 items and 5 on the handout, Business Have students put $100.00 in the produced using recycled material, Management Planning, to construct CAPITAL square, row 1. Production Choice #3. Refer to the additional math problems associated handout, Business Management with producing varying amounts of It may appear that $100.00 is rather Planning Answers, which indicates product. cheap for machine and building costs. how using recycled materials can cut These costs may be considered from production costs and enhance profits. the perspective of costs per day, and all “Production Choices” are based on 6 Discuss the issues associated production choices for one day. with economics, environmental concerns and recycling. Continue Students now add up their total costs to with further mathematical problem make 1,000 items of their product. Have solving, if desired. Sample questions them put $140.00 in the TOTAL COSTS follow. square for Production Choice #1. ▼ ©Ohio Department of Natural Resources Help Contents Back 78 ▼ ▼

- Help Contents Back 79 Windows on Waste GARBAGE GOODS II ▼ Student Handout ✐ Production Costs

1 What is the good that you produce? ______

LAND RESOURCES: Natural Resources 2 What natural resource raw material is required to make your good? ______COSTS: One unit of natural resource raw material costs $5.00. 3 It takes two units of natural resource raw material to make a batch of 1,000 ______(good you produce) 4 It takes two units of energy to make 1,000 ______from ______COSTS: One unit of energy costs $5.00. (good you produce) (natural resource you use)

LABOR RESOURCES: You need to hire a person to operate the machine that makes your product and pay the employee for the time he or she spends operating the machine.

5 It takes two units of labor time to make 1,000 ______COSTS: One unit of labor time costs $10.00. (good you produce)

CAPITAL RESOURCES: You need a building in which to make your product. You need a machine to make your product. 6 You can make 1,000,000 ______with the building and machine. (good you produce) COSTS: The building costs $50.00. The machine costs $50.00.

REVENUE: 7 Who will buy the good you produce? ______8 This buyer will pay you $140.00 for each batch of 1,000 ______(good you produce)

LAND RESOURCES: Recycled Materials 9 What type of recycled material can you use to make your good? ______COSTS: One unit of recycled material costs $2.50. One unit of recycled material can be used instead of one unit of natural resource. 10 You can only use one unit of recycled material for each batch of 1,000 ______(Only 50% of your product can be recycled material.) (good you produce) 11 When you use recycled material, it takes only one unit of energy instead of two units to make a batch of 1,000 ______(good you produce) ▼ ©Ohio Department of Natural Resources Help Contents Back 79 ▼ ▼ Windows on Waste - GARBAGE GOODS Help Contents Back 80 II ▼ Student Handout ✐ OSS REVENUE L ✘ AL SALES PROFIT AL SALES TOT COSTS REVENUE OR FIXED + VARIABLE # batches LABOR CAPITAL ARIABLE COSTS COSTS FIXED COST market price -- COSTS V LAND Raw Energy Business Management Planning

Material

CHOICES PRODUCTION Q=1,000 (1 batch) Q=2,000 Q=2,000 (2 batches) (2 batches with (2 batches ecycled material) ecycled r ▼ ©Ohio Department of Natural Resources Help Contents Back 80 ▼ ▼

- Help Contents Back 81 Windows on Waste GARBAGE GOODS II ▼ Student Handout ✐ OSS REVENUE L ✘ AL SALES PROFIT AL SALES TOT COSTS REVENUE OR FIXED + VARIABLE # batches LABOR CAPITAL ARIABLE COSTS COSTS FIXED COST market price -- COSTS V LAND Raw Energy

$15.00 $10.00 $40.00 $100.00 $165.00 $280.00 $115.00

$10.00 $10.00 $20.00 $100.00 $140.00 $140.00 .00 $20.00 $20.00 $40.00 $100.00 $180.00 $280.00 $100.00 Material

CHOICES Business Management Planning Answers PRODUCTION Q=1,000 (1 batch) Q=2,000 Q=2,000 (2 batches) (2 batches with (2 batches ecycled material) ecycled r ▼ ©Ohio Department of Natural Resources Help Contents Back 81 ▼ ▼

- Help Contents Back 82 Windows on Waste THE PAPER FACTORY III ▼ THE PAPER FACTORY Environmental Vocabulary Studies Learning advertisement – information that a business provides about its products or services Concept base paper – material that is added to water to make recycled paper; different bases may include newspaper, tissue, computer paper istorically, technological consumer – a person who buys a product or a service advances have increased demand – how much something is wanted, particularly in regard to consumers Henergy consumption. purchasing goods Increased energy availability has disposal – the process by which waste is prepared for its final containment or destruction enabled the development of energy – the ability to perform work or produce a change advanced technologies, some entrepreneur – a person who starts a business and makes decisions about the use increasing and some reducing of economic resources in order to make a profit energy requirements as compared goods – products that can be bought or sold to older technologies. Advances in grade – a classification system for paper products, uses fiber strength and color as technology have brought concerns determining factors about energy and resource human resources – people who work for a company conservation. manufacturing – the process of turning raw materials into finished products, usu- Recycling is part of the techno- ally with the aid of machines logical and industrial process. marketing – planning how to sell a product natural resource – a material source of wealth, such as timber, freshwater, wildlife Using recycled materials in produc- or a mineral deposit that occurs in nature tion processes generally reduces the paper – a thin sheet of material made of cellulose pulp, derived mainly from wood, energy needed to make new prod- but can be made from textiles and certain grasses ucts and may reduce the energy paper pulp – a mixture of cellulose material that is ground up and moistened to required to extract and process raw make paper materials. This in turn reduces the price – the cost to buy a product or service energy costs of manufacturers. product – something that people make or grow, often to sell Many manufacturing processes rely production – the process of making or manufacturing a product for sale or trade on non-renewable energy sources, raw materials – resources needed to make a product; may be natural resources or recycled materials but the demand for this type of recycling – to collect and process waste materials for use in manufacturing new energy can be reduced when man- products ufacturers use secondary materials. reuse – to use again; to extend the life of an item by repairing it or by creating new Recycling imparts economic uses for it value to what would otherwise be a service – something one person does for another waste material requiring disposal. solid waste – discarded garbage and trash Recycled material (secondary supply – the amount of a product or service available for sale material) is economically valuable technology – the use of machines, tools and materials to make products faster and because it is part of an industrial more easily wages – money that is used to pay workers process that conserves energy and waste – anything that is worthless or useless; material which cannot be reused or non-renewable resources, thereby recycled and must be disposed of reducing production costs. work – actions of humans and/or machines that require energy ▼ ©Ohio Department of Natural Resources Help Contents Back 82 ▼ ▼

- Help Contents Back 83 Windows on Waste THE PAPER FACTORY III ▼ Overview - THE PAPER FACTORY

Activity 1: Papermaking Summary 1 his lesson includes three Description activities. The first is the Students cooperate in groups to produce a paper product using recycled paper or a introductory activity, natural resource. After making their product, students decorate their paper and then T which teaches students how to analyze the process, which includes identifying materials and their costs. Each group gathers information to assign energy and monetary value to the materials they used make paper. The second activity in order to compute the cost of their paper product. Using this cost information, can be done with the first activ- students make deductions about the effectiveness of recycling in saving money and ity because it involves sorting energy. recycled paper from trash. The Ohio Proficiency Test Learning Outcomes papermaking knowledge gained in the first activity is essential to Grade 4, Mathematics #4 – Identify needed information to solve a problem. conducting the last activity, Grade 4, Mathematics #5 – Explain or illustrate why a solution is correct. when students establish their Grade 4, Mathematics #8 – Add, subtract, multiply and divide whole numbers and explain in words thinking strategies for making computations. own mock papermaking Grade 4, Mathematics #24 – Make or use a table to record and sort information and companies. make identifications, comparisons and predictions from tables, graphs, bar graphs and labeled picture maps. Grade 4, Science #1 – Create and/or use categories to organize a set of objects, organisms or phenomena. Grade 4, Science #4 – Use a simple key to distinguish between objects. Grade 4, Science #6 – Evaluate a simple procedure to carry out an exploration. Grade 4, Science #14 – Identify and/or describe the relationship between human activity and the environment.

Activity 2: What Sort of Trash is This Anyway?2 Description Students manipulate trash items, classify them using a dichotomous key and identify which materials can be recycled and which materials, when recycled, can be made into paper. This activity also includes a vocabulary puzzle. ▼ ©Ohio Department of Natural Resources Help Contents Back 83 ▼ ▼

- Help Contents Back 84 Windows on Waste THE PAPER FACTORY III ▼ Ohio Proficiency Test Learning Outcomes Grade 4, Mathematics #24 – Make or use a table to record and sort information and make identifications, comparisons and predictions from tables, picture graphs, graphs, bar graphs and labeled picture maps. Grade 4, Science #1 – Create and/or use categories to organize a set of objects, organisms or phenomena. Grade 4, Science #4 – Use a simple key to distinguish between objects.

3 Activity 3: The Paper Company Description Students use what they learned about recycling paper to develop a plan to establish companies to produce recycled paper products and sell their products to a partner class. They implement their plan and work cooperatively to gather materials, compute costs and manipulate materials to create a paper product. To sell their product, students use creative writing to create advertisements. Ohio Proficiency Test Learning Outcomes Grade 4, Mathematics #4 – Identify needed information to solve a problem. Grade 4, Mathematics #5 – Explain or illustrate why a solution is correct. Grade 4, Mathematics #8 – Add, subtract, multiply and divide whole numbers and explain in words thinking strategies for making computations. Grade 4, Science #1 – Create and/or use categories to organize a set of objects, organisms or phenomena. Grade 4, Science #6 – Evaluate a simple procedure to carry out an exploration.

If extension is done, the following apply: Grade 4, Citizenship #10 – Identify the factors of production (land, labor, capital and entrepreneurship) needed to produce various goods and services. Grade 4, Citizenship #11 – Name the resources needed to produce various goods and services, classify each resource by the factors of production, or suggest alternative uses for those factors. Grade 6, Citizenship #12 – Describe the role of each factor of production in producing a specific good or service and suggest alternative uses for the resources involved. ▼ ©Ohio Department of Natural Resources Help Contents Back 84 ▼ ▼

- Help Contents Back 85 Windows on Waste THE PAPER FACTORY III ▼ Background Information

uman activity and the To understand the issues involved Bibliography and Additional environment is a pro- in paper recycling, students need to Resources ficiency concept that understand how recycled paper is runs through every used. Recycled paper products can be Student Resources age group. Respect for made from a variety of base papers. 50 Simple Things Kids Can Do To the environment and Cereal boxes can be recycled into Recycle, by John Javna, The Earth our use of it, is integral to the concept drink carriers or egg cartons. Office H Works Group and the Ohio of recycling. Why recycle? This is a paper can be recycled into school Department of Natural Resources, question that is both economic and paper, toilet paper or paper towels. 1994. environmental. Newspaper can be recycled into cor- Does recycling save energy and rugated cardboard and cereal boxes. From Tree to Paper, by Wendy Davis, resources? The argument that recy- Each time paper is recycled it New York: Scholastic, 1995. cling saves energy and natural becomes a lesser grade (a classifica- Media resources is undeniable for metals like tion of paper), which means it goes Step into the World of Papermaking, aluminum and steel. When discussing from a smooth, tightly woven paper (video) may be obtained from how paper recycling saves natural with a certain amount of strength to a Georgia-Pacific Papers, 1994. resources, the answer is not as clear. It heavier or looser weave paper. For can be argued that trees are a renew- example, office paper requires a high- How Paper Recycling Works, 12 min- able resource. Further, many of the er grade of recyclable paper than cere- utes, grades 7-12, American Paper trees used for paper are specifically al boxes. Institute, 1995. planted for that purpose and would When students are given a chance Educator Information not be planted if they were not need- to look at the recycling process and ed to make paper. compare the use of natural resources Facts Not Fear, A Parent’s Guide to However, it is easier to demon- to recycled resources, they are given Teaching Children About the strate how recycling paper saves land the knowledge to make decisions that Environment, by Michael Sanera and space and energy. Recycled paper affect the environment. They are also Jane S. Shaw, Washington, DC: products are diverted from landfills, given the opportunity to see that there Regency Publishing, Inc., 1996. saving land space. Making new paper are no easy answers and that we, as a Mastering the Economics Concepts, from old paper takes less energy than society, have to decide what we value. Ohio Grade 6 Citizenship Proficiency cutting and processing trees. By choosing to recycle, students will Test, The Greater Cincinnati Center Answering the following questions learn they can make a difference in for Economic Education, University gives further cause to support paper their own homes and schools. of Cincinnati, 1995. recycling: Why recycle? What do you value? Should we throw usable materials away? ▼ ©Ohio Department of Natural Resources Help Contents Back 85 ▼ ▼

- Help Contents Back 86 Windows on Waste THE PAPER FACTORY III ▼ THE PAPER FACTORY ity iv t

c A Inquiries 1 ● How is recycled paper made? ● How can energy be saved by using recycled paper? Papermaking ● How can we identify energy saved when using recycled materials in a production process? Objectives Students will be able to: (a) identify the resources needed to produce a paper product Content Domain and describe alternative resources that can be used to produce paper; (b) explain the role of energy in a production process; (c) make deductions about the effectiveness of Math – Arithmetic (problem solving) recycling in saving money and energy; and (d) analyze the costs and benefits of alternative consumer choices. Science – General and physical science Preparation sure that at least one group has a base Learning Outcomes that is labeled “natural resource” (this Part A: Gather materials. Read over correlates to using trees to make paper) Math, Grade 4, #4, #5, #8, #24 instructions and papermaking tips on and at least one group uses a base that is Science, Grade 4, #1, #4, #6, #14 the handout, How to Make Paper. Cover a “recycled resource.” work area with newspaper. 3 Duration Give each group their base materi- Part B: This needs to be done after the al and have them shred their material Part A: 45-60 minutes paper products have dried, approxi- until they have two cups. Part B: 45-60 minutes mately two days after papermaking. Gather materials. Cover tables for each NOTE:During papermaking it is usual- group. Make an overhead of the hand- ly easier if one group at a time works on Materials out, Papermaking Cost-Analysis Sheet. making paper. The other groups can complete Activity 2, What Sort of Trash Blender, base paper Part A: is This Anyway? (newspaper, colored construc- Procedure tion, colored tissue, toilet tis- PART A 4 Have groups follow the directions sue), warm water, two large on the handout, How to Make Paper. bowls, candy molds, wire 1 Explain how recycling paper They will make a paper pulp using strainer, dish pans, screens either a whisk or blender. (see instructions), whisk, requires a physical change, first by tear- newspaper, tablespoons, ing and then by liquefying. Compare NOTE: Groups using the whisk may 2-cup measure, Argo pow- the physical change that paper goes want to soak their paper in warm water. dered laundry starch, yarn, through with other physical changes, potpourri like melting and freezing. Explain that 5 Students may add items to their each student will be a member of a pulp as directed on their group sheet. Part B: Paint, glitter, yarn, group that will make paper products. markers, doilies, ribbon and 6 Students will then use their pulp to assorted materials for decora- 2 Divide students into five groups. make paper. Each group should use all of tion Each group will have a different base their pulp to make as many paper prod- continued next page and group procedure (see the teacher ucts as they can. This is important when handout, Papermaking Groups). Make they do the comparisons in Part B. ▼ ©Ohio Department of Natural Resources Help Contents Back 86 ▼ ▼

- Help Contents Back 87 Windows on Waste THE PAPER FACTORY III ▼ 7 Each group should save all of 5 Have groups answer the last two their waste products. Place them in a questions on the handout, THE PAPER FACTORY corner of the room labeled with their Papermaking Cost-Analysis Sheet. group number or give each group a Handouts bag. 6 Have each group report to the class the number of products they Part A: PART B made, their total cost and the cost per ● Papermaking Groups product. ● How to Make Paper 1 Put students into their paper- ● 7 As a class, discuss the reports. Recycled Paper Jewelry making groups and have them gather Compare costs and products. As a their group’s products and waste bag. Part B: class, answer the last two questions on ● Papermaking Cost-Analysis the handout, Papermaking Cost- 2 Allow students to decorate their Sheet paper products. Advise them that Analysis Sheet. ● there will be a cost for decorations Materials Cost Sheet and that they need to keep track of ● Steps in the Papermaking Questions for Process what they use. Discussion 3 After students finish decorating ● How did the groups using natural their products, have them complete resource material compare to the the handout, Papermaking Cost- recycled resource groups? Analysis Sheet. Each item students (1) Bales of paper enter mill. used during the papermaking process ● How did their money total and (2) Paper is shredded. energy total compare? will have money and energy related to (3) Paper is mixed with water in a its use. These money and energy costs ● Did using recycled materials save digester/hydropulper. can be found on the handout, money and energy? (4) Paper is poured onto a screen. Materials Cost Sheet. Using an overhead of the handout, Papermaking ● Which group could make the most (5) Paper is dried and rolled. Cost-Analysis Sheet, do an example for profit and how? (6) Paper is made into new products. the class that includes some items ● Which product would seem the You may also ask students the ques- from each cost category and show stu- best? dents how to record and add costs. tion: Knowing what you do about the When working on the example (on ● If natural resources have a value of costs of producing a paper product, the overhead), compare costs of recy- one, could we make the statement what changes will you make to cled and natural base materials to that recycled materials save energy increase productivity and reduce show how values for natural resources and resources? material costs for your final project? and recycled resources differ. Evaluate their answers using a class- created rubric. 4 Have groups complete the hand- Assessment out, Papermaking Cost-Analysis Sheet, including all costs related to their Assessment of this activity can be Extension products. Each group will need a copy done in a variety of ways. Embedded Have students graph information of the handout, Materials Cost Sheet, assessment is provided with the stu- from the handout, Papermaking Cost- to determine their costs. When the dent-produced paper product and Analysis Sheet. groups have listed all their costs, have student explanation of resources them add the figures to find their total needed to produce a paper product. energy and total money costs. Then the groups will add their money and By using the handout, Steps in the energy totals to calculate their total Papermaking Process,students can cost. They will list the number of demonstrate their knowledge of the products they made. Then have them papermaking process. divide to find the cost of each paper ANSWERS to Steps in the product. They may round and use Papermaking Process: estimation, if needed. ▼ ©Ohio Department of Natural Resources Help Contents Back 87 ▼ ▼

- Help Contents Back 88 Windows on Waste THE PAPER FACTORY III ▼ Papermaking Groups

Group #1 Base ------newspaper (recycled resource) Tools ------blender Method ------pour Shaping------screens Additives ------colored tissue, potpourri Group #2 Base ------colored scrap construction paper (recycled resource), combine colors (only slightly blended paper will show flecks)

Method ------pour Shaping------screens Additives ------none Group #3 Base ------colored tissue paper (represents natural resource because it has not served another use) Tools ------whisk Method ------pour Shaping------screens Additives ------potpourri Group #4 Base ------toilet paper (natural resource) Tools ------whisk Method ------pour Shaping------screens Additives ------string, dryer lint, yarn, feathers

Group #5 (Follow instructions on the handout, Recycled Paper Jewelry) Base ------newspaper Tools ------blender Method ------hand filling Shaping------candy molds Additives ------starch ▼ ©Ohio Department of Natural Resources Help Contents Back 88 ▼ ▼

- Help Contents Back 89 Windows on Waste THE PAPER FACTORY III ▼ Student Handout ✐ How to Make Paper MATERIALS base paper wire strainer whisk 2-cup measure warm water dish pans blender colored tissue 2 large bowls screens plastic canvas string, yarn, feathers, (see instructions) newspaper lint INSTRUCTIONS FOR MAKING SCREENS: Use wooden or plastic embroidery hoops. Cut polyester window screening to fit the hoops, leaving excess so the screens 1 can be tightened if they loosen up. Cut plastic canvas to fit the opening in the hoop.

1 Tear the base paper into small pieces measuring 2 about 2 cups.

2 TOOLS: • If using a whisk, put paper and 3 cups of warm water into a bowl. Let soak for at least 20 minutes. Stir with whisk. 3 • If using a blender, fill blender half full of warm water. Add 2 cups of paper. Blend until the consistency of oatmeal.

3 ADDITIVES: If your group has an additive put it into the blender or bowl at this time. Additives add color, texture and smell.

4 SHAPING: You will be pouring your paper pulp onto screens. Make sure to do this over the dishpans so they will catch the extra water. Pour enough pulp onto the inside of your 4 hoop to cover the screening. Take the piece of plastic canvas and press onto the pulp to remove the excess water.

5 With the excess water removed from the pulp, place the hoop, with the canvas still in it, onto a section of newspaper. Use the newspaper to blot the extra moisture out of your recycled paper. You are ready to take out your paper when you 5 blot and no water comes out.

6 Take out the plastic canvas and turn the hoop over onto 6 a scrap piece of paper. Tap on the back of the screening. If the paper doesn’t come out, take the hoop apart. Leave the recycled paper on the piece of scrap paper to dry.

7 Put the hoop back together to make your next sheet of paper. 7

NOTE: Collect leftover pulp in a strainer. DO NOT POUR PULP DOWN A SINK DRAIN - it might block it. ▼ ©Ohio Department of Natural Resources Help Contents Back 89 ▼ ▼

- Help Contents Back 90 Windows on Waste THE PAPER FACTORY III ▼ Student Handout ✐ Recycled Paper Jewelry

MATERIALS blender candy or cookie molds acrylic paint 2 cups shredded paper dishpans matte spray finish warm water pin backs 2 mesh screens or 2 tbs. Argo laundry powder starch jewelry glue metal strainers

1 Fill blender half full of warm water. Add 1 2 cups of shredded paper to warm water and 2 tablespoons of Argo laundry powder starch. Blend well.This mixture should be thick but still pourable.

2 Pour mixture onto screen or into strain- 2 er over dishpan (to catch excess water). Take the other mesh screen and put it on top of the paper mixture and squeeze together to remove excess water. If using strainer, mix with hands until most of the water is out of the mixture. 3 3 Firmly press paper mixture into candy or cookie molds. Make sure the paper does not hang over the edge of the mold. Let molds dry for one to two days. The paper jewelry will easily come out of molds when completely dry. 4 4 When jewelry is dry, use glue to adhere pin back.

5 Paint your jewelry using an acrylic paint. After the paint has dried, spray your fin- 5 ished pin with a matte spray finish.

NOTE: Collect leftover pulp in a strainer. DO NOT POUR PULP DOWN A SINK DRAIN - it might block it. ACRYLIC ▼ ©Ohio Department of Natural Resources Help Contents Back 90 ▼ ▼

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Student Handout ✐ Papermaking Cost-Analysis Sheet

Name of company ______Product produced______Students in company ______SUPPLIES NUMBER OF CHIPS Money Energy Base Materials ______Natural or Recycled Resource Method______Additives ______Framing ______Drying Materials ______Waste Management ______Disposal ______Decorations ______Labor ______How many paper products did you make? ______Total money Total energy

How many chips did each product cost to make? ______(total chips divided by number of products) ______Total chips (total money + total energy = total chips) Were there any ways to make more pieces out of one production session? ______

Would you have saved or spent more if your product was made from recycled materials? ______▼ ©Ohio Department of Natural Resources Help Contents Back 91 ▼ ▼

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Student Handout ✐

Materials Cost Sheet

MONEY ENERGY MONEY ENERGY

BASE MATERIALS DRYING MATERIALS Newspaper (recycled) ...... 2 ...... 2 Newspaper ...... 2 ...... 2 Toilet paper (natural) ...... 3 ...... 3 Scrap paper ...... 2 ...... 2 Scrap construction paper (recycled) ...... 2 ...... 2 WASTE MANAGEMENT Tissue paper (natural) ...... 4 ...... 3 Spills ...... 2 ...... 2 Water ...... 1 ...... 1 DISPOSAL METHOD Waste newspaper ...... 2 ...... 2 Blender ...... 4 ...... 3 Waste water ...... 2 ...... 4 Whisk ...... 1 ...... 3 Base paper ...... 5 ...... 5

ADDITIVES DECORATIONS Colored tissue ...... 4 ...... 3 Pa i n t ...... 5 ...... 3 Potpourri ...... 3 ...... 2 Ribbon ...... 3 ...... 3 Argo starch ...... 3 ...... 3 Glitter ...... 3 ...... 5 String ...... 1 ...... 1 Glue ...... 3 ...... 3 Yarn ...... 1 ...... 1 Feathers ...... 1 ...... 1 Doilies ...... 3 ...... 3

FRAMING LABOR Screens ...... 3 ...... 3 One Worker ...... 2 ...... 2 Molds ...... 3 ...... 3 ▼ ©Ohio Department of Natural Resources Help Contents Back 92 ▼ ▼

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Student Handout ✐ Steps in the Papermaking Process

Directions: Put the papermaking process in the right order by numbering the pictures from 1 to 6.

#______Paper is shredded. #______Paper is dried and rolled.

#______Paper is poured onto a screen.

#______Paper is mixed with water in a digester/hydropulper.

#______Bales of paper enter mill.

#______Paper is made into new products. PAPER COMPANY ▼ ©Ohio Department of Natural Resources Help Contents Back 93 ▼ ▼

- Help Contents Back 94 Windows on Waste THE PAPER FACTORY III ▼ THE PAPER FACTORY ity iv t c A 2 What Sort of Trash is This Anyway?

Inquiries Objective ● What can be recycled? Students will be able to classify solid waste materials using a dichotomous key. ● What kinds of materials can be made into paper? Preparation 3 Have each group place the key on a table, the floor or a group of desks. Content Domain Place a sample of each material into Then, using the classifications on the each of the five bags. Try to give each Science – General science key, have students sort the materials in group the same materials and make their bag. They should raise their hand sure there is a wide variety of materials any time they are asked to do so. When Learning Outcomes to sort, some recyclable, some not (see a group raises their hands, check what Math, Grade 4, #24 categories on the handout, Dichotomous has been sorted so far. Ask questions Key). Make a transparency of the hand- Science, Grade 4, #1, #4 about the students’ sorting choices. If out, Dichotomous Key. the students can justify their choices, they may move to the next sort. Duration 30 minutes Procedure 4 As a group, discuss the sorts each group made and share justifications. 1 Divide students into five groups. Materials Give each group a bag of materials to 5 After students are finished sorting, Five bags with five samples of sort and the handout, Dichotomous Key. have them complete the handout, each of the following: newspa- Papermaking Terms Puzzle. 2 per, toilet paper, tissue, brown Explain that a dichotomous key is a tool to help in the sorting process and paper towel, construction that they will see these kinds of keys on paper, cardboard egg carton, Assessment the proficiency test. Place the handout plastic bag, film canister, plas- transparency on the overhead and Use the students’ justification of sorts tic cup, can, metal or plastic explain to students how to sort. and class discussion to assess the toy, plastic soda pop bottle activity. NOTE: Through class discussion you Handouts may generate a list of items that can be recycled to help students with the activ- ● Dichotomous Key ity. Or, lead a group discussion after the ● Papermaking Terms Puzzle class completes the task and ask students to justify their answers. ▼ ©Ohio Department of Natural Resources Help Contents Back 94 ▼ ▼

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Key to Papermaking Terms Puzzle, page 17

RAWMATER I ALSAGZ I UBHKEG PRODUCT IONZXQROPPUENNB SREUSEKJXZXJSGAKGOE I CM PUSAVMBWCWFETSAWPRRTRQ LRPTSOBLQSXZVZELGUWEI I AAOPCZVKEQT ZQCUYTQJCJW L DSDL I NQHZYE I PHCPEJHYQ VGVOUYOZMECVRUACD I KNGD RUAEPCRYQIREMFCFEOBOVV ZQYPRSTVREPAUFLJDQOLKD OZ I OXT I PSANNOFZZYLKOZR UUGUNP I DPRAXNPPGOESGYU RBAX LEGSEMPPLESHVSXYEE QZKF I OESEMGKAFOHCNSHNN CBZCOGOC JMANWP F L B LHFOE FTQDAUOAUKERI TECOVSLMR HXSBRNGGBBANKLDRWPESGP SJRCSTXDXSLLTECNDHGMNE HAEUYEBO ICKKPYTYARAGIR GSMMWGDWV RRNZAO I CMW I V T LEI VWRBGFZEQKROWNEEKAN RTRASHOTMCI XBXFREGRDSE ▼ ©Ohio Department of Natural Resources Help Contents Back 95 ▼ ▼

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Student Handout ✐

Dichotomous Key

All Solid Waste Materials

Materials that can be Materials that cannot recycled be recycled

STOP AND RAISE YOUR HAND

Materials that can Materials that Materials that Materials be made into a recycled cannot be made into a can be reused that cannot be paper product recycled paper product reused

STOP AND RAISE YOUR HAND ▼ ©Ohio Department of Natural Resources Help Contents Back 96 ▼ ▼

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Student Handout ✐ Papermaking Terms Puzzle

Directions: Find the words listed below. They may appear diagonally, vertically, horizontally and/or backwards.

RAWMATER I ALSAGZ I UBHKEG PRODUCT IONZXQROPPUENNB SREUSEKJXZXJSGAKGOE I CM PUSAVMBWCWFETSAWPRRTRQ LRPTSOBLQSXZVZELGUWEI I AAOPCZVKEQT ZQCUYTQJCJW L DSDL I NQHZYE I PHCPEJHYQ VGVOUYOZMECVRUACD I KNGD RUAEPCRYQIREMFCFEOBOVV ZQYPRSTVREPAUFLJDQOLKD OZ I OXT I PSANNOFZZYLKOZR UUGUNP I DPRAXNPPGOESGYU RBAX LEGSEMPPLESHVSXYEE QZKF I OESEMGKAFOHCNSHNN CBZCOGOC JMANWP F L B LHFOE FTQDAUOAUKERITECOVSLMR HXSBRNGGBBANKLDRWPESGP SJRCSTXDXSLLTECNDHGMNE HAEUYEBO ICKKPYTYARAGIR GSMMWGDWV RRNZAO I CMW I V T LEI VWRBGFZEQKROWNEEKAN RTRASHOTMCI XBXFREGRDSE

advertisement garbage paper pulp reuse wages consumer goods price saving money waste demand human resources product service work disposal manufacturing production supply energy marketing raw materials technology entrepreneur paper recycling trash ▼ ©Ohio Department of Natural Resources Help Contents Back 97 ▼ ▼

- Help Contents Back 98 Windows on Waste THE PAPER FACTORY III ▼ THE PAPER FACTORY ity iv t c

Inquiries A ● 3 How does using recycled materials affect energy use, production costs and sale price? ● How does waste disposal The Paper Company affect costs and how can waste be reduced? Objectives Content Domain Students will be able to: (a) cooperate in groups to develop and implement plans; (b) Math – Arithmetic (problem solving) compute with whole numbers to assess efficiency of the production process; and (c) discuss and write advertisements to market their products. Science – General science, physical science and sell them (for chips) to a younger Social Studies – Economics Preparation class. (The partner class will be earning chips by working in their classroom.) Learning Outcomes Arrange to partner with another class for this activity. Students in the other Student companies must meet three Math, Grade 4, #4, #5, #8 class need to earn chips for their work goals: Science, Grade 4, #1, #6 so they can save for the “product sale.” It a. Produce a paper product. If extension is done, the fol- will take about two weeks to get ready b. Use the least amount of money, lowing apply: for the sale, which includes drying time resources and energy possible. Citizenship, Grade 4, #10, #11 and days not working on this activity. and Grade 6, #12 PART A: Students should create a jour- c. Make a decision about disposal of nal to keep during the activity. waste products. Disposal options Duration include: PART C: Cut examples of good adver- ● landfill Part A: 60 minutes tising out of newspapers and magazines ● recycle Part B: 60 minutes for students to use. Part C: 60 minutes ● reuse Part D: 60 minutes PART E: Schedule a time with the part- ● toxic waste landfill or incinerator Part E: 35 minutes ner class when each production team ● exchange it can present and sell their product. ● litter or dump it Materials 2 Students use the handout, Part A: See list of materials for Creating Companies,to make basic deci- Activity 1, Papermaking Procedure sions about their companies. As part of Part C: tag board, markers, PART A: Develop a Plan their planning, students should com- stencils, construction paper, plete the handout, Papermaking Cost- 1 glue Review with students what they Analysis Sheet #2,by using the handout, Part D: lunch bags, newspa- learned in Activity 1, Papermaking. Materials Cost Sheet #2,to estimate their pers, ziplock bags, tissue Explain to students that they will be costs. Students start with 100 chips to paper, wrapping paper placed into groups to establish compa- make their purchases. Their total cost nies. Their companies will produce needs to be less than the purchase price continued next page paper products, advertise the products of materials. Remind students that they ▼ ©Ohio Department of Natural Resources Help Contents Back 98 ▼ ▼

- Help Contents Back 99 Windows on Waste THE PAPER FACTORY III ▼ should keep some money in reserve how many products to produce and for unforeseen events. determine what to charge so they can THE PAPER FACTORY pay costs and earn a profit. 3 Explain that each group will receive a limited number of resource 4 Students also need to put into Handouts and energy chips, so students should practice whatever decision they made ● Creating Companies look at their estimated costs to make about waste disposal. Charge for any sure they can afford everything they waste materials according to the ● Papermaking Cost-Analysis want or decide where to make cost handout, Materials Cost Sheet #2. Sheet #2 adjustments. To make a profit, the ● Materials Cost Sheet #2 groups must receive more money PART C: Advertising (chips) for their product than they ● Final Financial Statement need to pay for their original expendi- 1 Discuss advertising, why compa- tures. Also, they need to remember nies advertise and what advertising human resources (salary for their says. Have students look at a variety of 2 workers). After the sale, have students fig- advertising from newspapers and ure finances by completing the hand- magazines. NOTE: The simulation works if you out, Final Financial Statement.Have them complete their final journal charge for everything or provide some 2 Each group that is not in pro- entry. items to each group at no cost. duction should work on their advertising. They can make posters and 4 3 Discuss group findings – what Consider doing a sample for the write jingles or scripts to advertise class that shows how to figure cost, would they do the same and what their product to the partner class. The would they do differently? estimate the number of paper prod- group’s advertising costs will come ucts produced and decide how much out of their original budget. At the end of each part in this activity, to charge for each product. Remind students should make an entry in a students that this is a plan and they journal noting what they learned may find that once they start produc- PART D: Decorate and Package about companies and how companies tion some things may need to change. work. 1 You can also point out to students Allow students an opportunity that if they look carefully at their to buy decorating and packaging materials cost sheet, they can save materials. Discuss with students the Assessment money in the area of waste product importance of making a product Assessment can be made using a disposal. attractive to buyers. rubric designed by companies, 2 Students decorate and package reviewing journal entries, or by evalu- PART B: Production their products for sale. Ask students to ating participation in discussion and avoid excess packaging and use pack- accuracy of written work. 1 While two groups are in produc- aging to protect the product. Students tion, the other groups can work on should also use packaging to promote Part C. The production process may the product and company name. Extension take several days to complete to give Review the information provided in each group an opportunity to make PART E: Product Show and Sale the lesson, Garbage Goods, p. II-5. products. Depending upon students’ prior 1 knowledge about the factors of pro- 2 Groups should refer back to the Groups are now ready to sell duction, review some of the handout papermaking instructions in Activity their products. They can hang their information (such as the handout, 1, Papermaking (p. III-9), to make posters, perform any commercial they Factors of Production, on p. II-21). their product. Students need to pur- have and then place their products on Have students reconsider all of the chase their materials. Remind them a sales table. All products will remain materials and processes that were that they only have 100 chips to on the sales table until presentations required to make their product and spend. are made. The partner class will then have an opportunity to buy the classify them according to the factors of production. Also, suggest alterna- 3 Students are now ready to pro- products. tive uses for various resources. duce their products. They must decide ▼ ©Ohio Department of Natural Resources Help Contents Back 99 ▼ ▼

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Student Handout ✐ Creating Companies

1 Choose your company name.______

2 Choose the paper product to make for the sale. ______

3 Using the handout, Papermaking Cost Analysis #2, determine which materials you will need for your paper product and how much they will cost (see the handout, Materials Cost Sheet #2).

______

Write an estimate of total costs here. ______

______Money Energy ______Landfill (See disposal on Cost Analysis) ______Recycle 1 1 Reuse 0 1 4 Decide how to handle your waste products: Toxic landfill 5 5 Exchange 0 0 ______Litter or dump it 8 8 ______

______

Determine costs and add to total in #3 ______

5 Decide how many products you will need to make and how much you will have to charge in order to make a profit. ______

______

______▼ ©Ohio Department of Natural Resources Help Contents Back 100 ▼ ▼

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Student Handout ✐ Papermaking Cost-Analysis Sheet #2

Labor ______

Advertising Materials ______Packaging Materials ______

Add up your money chips and energy chips. ______Total money Total energy

Mark the total number of chips for materials and labor ______on your handout, Creating Companies. Total chips (total money + total energy = total chips) ▼ ©Ohio Department of Natural Resources Help Contents Back 101 ▼ ▼

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Student Handout ✐

Materials Cost Sheet #2

MONEY ENERGY MONEY ENERGY

BASE MATERIALS DISPOSAL Newspaper (recycled) ...... 2 ...... 2 Waste newspaper ...... 2 ...... 2 Toilet paper (natural) ...... 3 ...... 3 Waste water ...... 2 ...... 4 Scrap construction paper Base paper ...... 5 ...... 5 (recycled) ...... 2 ...... 2 Tissue paper (natural) ...... 4 ...... 3 DECORATIONS Water ...... 1 ...... 1 Pa i n t ...... 5 ...... 3 Ribbon ...... 3 ...... 3 METHOD Glitter ...... 3 ...... 5 Blender ...... 4 ...... 3 Glue ...... 3 ...... 3 Whisk ...... 1 ...... 3 Doilies ...... 3 ...... 3

ADDITIVES LABOR Colored tissue ...... 4 ...... 3 One Worker ...... 2 ...... 2 Potpourri ...... 3 ...... 2 Argo starch ...... 3 ...... 3 ADVERTISING MATERIALS String ...... 1 ...... 1 Yarn ...... 1 ...... 1 Tag board ...... 3 ...... 3 Feathers ...... 1 ...... 1 Markers ...... 2 ...... 2 Stencils ...... 1 ...... 1 FRAMING Glue ...... 2 ...... 2 Screens ...... 3 ...... 3 Construction paper ...... 3 ...... 3 Molds ...... 3 ...... 3 PACKAGING MATERIALS DRYING MATERIALS Lunch bags ...... 3 ...... 3 Newspaper ...... 2 ...... 2 Newspapers ...... 2 ...... 2 Scrap paper ...... 2 ...... 2 Plastic bags ...... 3 ...... 3 Wrapping paper ...... 4 ...... 3 WASTE MANAGEMENT Spills ...... 2 ...... 2 ▼ ©Ohio Department of Natural Resources Help Contents Back 102 ▼ ▼

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Student Handout ✐ Final Financial Statement

Name of company ______Members of company______

Total cost of product (including human resources) $______Total income from sales $______Profit $______Loss $______

What would you do differently if you could begin again?______

What did you do well?______

What did you learn from this lesson?______▼ ©Ohio Department of Natural Resources Help Contents Back 103 ▼ ▼

- Help Contents Back 104 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ THIS IS YOUR LIFECYCLE! Environmental Vocabulary Studies Learning bale – to compress, bind or wrap Concept bauxite – a clay-like ore; used to make aluminum coal – a mineral resulting from the partial decomposition of vegetable matter, lack lifecycle analysis (LCA) of oxygen and under varying degrees of increased temperature and pressure over a can help determine the period of millions of years; used to make steel Aenvironmental impacts of cullet – small pieces of glass our consumer culture, in terms of cycle – a course of events or operations that recur regularly and usually lead back to a starting point specific products. These impacts energy input – the work required to turn a natural resource into a product include those associated with land iron ore – a mineral from which metals can be extracted; used to make steel use, energy and resource use, and landfill – a place where solid waste is buried, compacted and covered with soil pollution. LCA models are based on lifecycle analysis – a method of accounting for all the environmental impacts the materials management system resulting from a single product in society – how we use resources to limestone – a rock consisting mainly of calcium carbonate; used to make steel and make materials – from a cradle-to- glass grave perspective. LCA can help manufacture – the process of turning raw materials into finished products, usually make decisions about which with the aid of machines products to produce and how to mold – a hollow form designed to give a specific shape to something in a molten state produce them. LCA complements, molten – melted but sometimes conflicts with, natural resource – material extracted from nature, not made by humans market forces of consumer demand output – the product, good or material that results from the manufacturing process and material supplies. petroleum – a natural, thick, oily, flammable, dark liquid mixture found beneath the Earth’s surface; used to make such products as natural gas, gasoline and plastics Recycling proves to be benefi- pollution – the contamination of soil, water or air by the discharge or improper cial for several reasons when disposal of harmful substances modeled using LCA. The benefits process – a particular method of doing something, generally involving a number of of recycling can include energy steps and resource conservation and pulp – a mixture of cellulose material, such as wood, paper and rags, ground up and moistened to make paper pollution reduction depending raw materials – natural resources, processed materials or recycled materials used in upon the product lifecycle analysis. manufacturing processes Also, recycling reduces the need to recycled materials – materials from the solid waste stream that are used instead use land space for disposal. of/in combination with raw materials in the manufacturing process resins – organic substances from various plants and trees; resins can also be manufactured synthetically like the resins used to make plastics soda ash – crude sodium carbonate; used in the formation of glass solid waste – regularly collected waste from households, institutions and commercial establishments transportation energy – the work required to move something from one place to another wood chips – small pieces of wood; used as raw material in the papermaking process ▼ ©Ohio Department of Natural Resources Help Contents Back 104 ▼ ▼

- Help Contents Back 105 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Overview - THIS IS YOUR LIFECYCLE!

Activity1 1: Lifecycle Bingo Summary his lesson has two activ- Description ities, which should be Students participate in a modified bingo game to identify the symbols and the math- conducted in the order ematical attributes of the symbols used to represent the parts of a product lifecycle. T they are presented. The first Students use a key to match words and definitions with the symbols that represent them. They infer from text the words and phrases that describe various parts of the activity introduces students to lifecycle of a glass bottle. the symbols needed to construct a lifecycle model. The second Ohio Proficiency Test Learning Outcomes activity engages students in the Grade 4, Mathematics #1 – Sort or identify objects on multiple attributes. construction of lifecycle models. Grade 4, Reading #4 – Identify and interpret vocabulary critical to the meaning of the text. Grade 4, Reading #17 – Infer from the text. Grade 4, Science #4 – Use a simple key to distinguish between objects, organisms and/or phenomena. Grade 6, Reading #12 – Infer from the text.

Activity 2: Lifecycle Hopscotch

Description With the teacher’s help, students construct a classroom-size product lifecycle model by using paper cutouts for each step of the lifecycle. Students make inferences from descriptions of the steps in the product lifecycle to sequentially order the steps onto a classroom model. Students then role-play various environmental impacts – energy, natural resources, pollution. Lifecycle Hopscotch is played twice, first using a process2 that uses only natural resources, and again with a process that replaces natural resources with recycled materials. Students graph environmental data and compare the environmental impact of making the product with natural resources to making it using recycled materials. Students also cooperate in groups and manipulate materials to construct one of four additional product lifecycles. Students organize and graph data for the product and compare using natural resources to using recycled materials. They construct graphs again to compare and analyze the data from all five product lifecycles. ▼ ©Ohio Department of Natural Resources Help Contents Back 105 ▼ ▼

- Help Contents Back 106 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Ohio Proficiency Test Learning Outcomes Grade 4, Citizenship #11 – Name the resources needed to produce various goods and services. Grade 4, Mathematics #24 – Make or use a table to record and sort information (in a problem-solving setting using simple and complex patterns in nature, art or poetry as setting) and make identifications, comparisons and predictions from tables, picture graphs, bar graphs and labeled picture maps. Grade 4, Reading #2 – Use graphic aids (for example, a table or graph) or illustrations to locate or interpret information. Grade 4, Science #5 – Analyze a series of events and/or simple daily or seasonal cycles and predict the next likely occurrence in the sequence. Grade 4, Science #14 – Identify and/or describe the relationship between human activity and the environment. Grade 6, Mathematics #21 – Collect data, create a table, picture graph, bar graph, circle graph or line graph and use them to solve application problems.

Background Information

atural resources are in the manufacturing process to the pollution. Mapping the lifecycle of a used everyday to man- final disposal of the product. In addi- product offers an effective way to ufacture new prod- tion, lifecycle analysis charts the flow analyze the environmental impacts ucts. These resources of energy and natural resources in an associated with energy and natural are often used as raw artificial ecosystem (manufacturing) resource use, pollution emissions and materials in the man- and identifies the costs of doing busi- solid waste disposal and recycling. In Nufacturing process.The manufactur- ness in an industrial economy. fact, most LCA studies indicate that ing process requires energy inputs Most lifecycles have six steps: recycling is beneficial for many rea- (transportation and mechanical) to • acquiring natural resources sons, depending upon the specific turn a natural resource into a prod- • manufacturing product. uct, or output. Pollution emissions • distribution and Lifecycle analysis studies are not and solid waste often result from transportation usually well developed enough to these types of processes. • use and reuse make specific comparisons between Buying and using products that • recycling similar products such as, which is result in less waste is one aspect of • disposal more harmful to the environment, a source reduction or waste prevention. Each step requires different types of paper cup or plastic cup. However, Mapping the manufacturing process natural resources and energy inputs, LCAs can help identify the trade-offs or doing a lifecycle analysis of a prod- and creates outputs of pollution and associated with different choices. The uct can show us how much energy waste. Overall, these stages may have information enables industry and and natural resources are required a significant impact upon the business to identify where and when and how much pollution and waste is environment. to use practices that conserve energy generated when making the product. Technology has created increasing and resources, and reduce environ- Lifecycle analysis (LCA) traces the demands for the Earth’s energy and mental emissions and solid waste. “life” of a product from cradle to natural resources. Using technology to grave – from the beginning when nat- manufacture products that meet our ural resources are extracted and used needs and wants has also generated ▼ ©Ohio Department of Natural Resources Help Contents Back 106 ▼ ▼

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Bibliography and Additional Paper or Plastic? A Lifecycle Analysis Resources Perspective,An Ounce of Prevention, National Science Teachers Association, Student Resources 1997. The Great Glass Caper,The Glass Scrap Map Teacher’s Kit,Institute of Container Industry, 1990. Scrap Recycling Industries, Inc., 1990. “Product Lifecycles and Recycling,” Educator Information Investigating Solid Waste Issues, Ohio Lifecycle Analysis,An Ounce of Department of Natural Resources, Prevention, National Science Teachers 1996. Association, 1997.

ity iv t THIS IS YOUR LIFECYCLE! c

A Inquiries 1 ● How can geometric shapes be used to make a model of a product lifecycle? Lifecycle Bingo ● What environmental and production factors are important in the making of a Objectives product? Students will be able to: (a) identify symbols that represent the parts of a Content Domain manufacturing lifecycle; (b) use a key to match words and definitions with the Math symbols that represent them; and (c) identify and interpret vocabulary used to describe the manufacturing lifecycles for aluminum, glass, paper, plastic and steel. Reading – Comprehension Science – General science

Learning Outcomes Preparation Procedure Math, Grade 4, #1 Cut out the individual Lifecycle Cards 1 Give each student a bingo card, Reading, Grade 4, #4, #17 and that start on p. IV-14 and glue each as well as enough buttons to play Grade 6, #12 description on a 3"x 5" card. The key several games. Make sure the five Science, Grade 4, #4 for the cards is on p. IV-13, Lifecycle different bingo cards are distributed Description Key. equally among the class. Duration 2 Using a transparency of the 45-50 minutes handout, Lifecycle Symbol Key, introduce students to the five symbols and continued next page ▼ ©Ohio Department of Natural Resources Help Contents Back 107 ▼ ▼

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explain what they represent. Be sure to Be sure to check the winners’ answers to THIS IS YOUR LIFECYCLE! explain the attributes of each symbol make sure he/she has chosen the correct (e.g., the number of sides of each sym- symbol for each description. In cases bol) and what the symbol (shape) is where the correct answer could be either Materials called (hexagon, square, etc.). Ask stu- a process or transportation energy, the dents to give examples of each symbol. instructor should ask students which is Buttons, 52-3"x 5" cards, (When giving examples of natural the best answer. copies of each of the five differ- resources–the trapezoid–you can note ent bingo cards, transparency NOTE: Descriptions depicting trans- that Ohio’s natural resources include of Lifecycle Symbol Key portation energy will have a word in trees, coal, water, sand and limestone.) them directly related to transportation – “carried,”“shipped,”“trucked.” Handouts 3 Play a few games of Lifecycle ● Lifecycle Symbol Key Bingo by calling letters and one of the five symbols used to construct a manu- ● Lifecycle Bingo Cards 1-5 Assessment facturing lifecycle. For example, when ● Lifecycle Description Key the instructor calls “B process,” students The handout, Matching Symbols and ● Lifecycle Cards would place a button on a square under Definitions, assesses students’ under- column B. When the instructor calls “N standing of the symbols that are used to ● Matching Symbols and output,” students would place a button make a product lifecycle model in the Definitions on a hexagon under column N.The next activity. The handout, Making Glass ● Making Glass from Raw instructor may want to mark his/her from Raw Materials, assesses students’ Materials own bingo card on the overhead as understanding of the elements that are he/she calls the letters and symbols. required to make a product and the use of symbols to represent them. 4 Students who have five buttons placed in a vertical, horizontal or diago- ANSWERS to Matching Symbols and nal line on their bingo card win the Definitions: game. Ask winners to yell “recycle” 1. trapezoid=natural resources instead of “bingo” when they fill a line. 2. diamond=transportation energy 3. hexagon=output 5 A more challenging way to play 4. triangle=energy output Lifecycle Bingo is to use the Lifecycle 5. square=process Cards instead of calling letters and sym- 6. square, trapezoid, diamond bols. After listening to a description of 7. hexagon what the symbol represents, students 8. triangle must decide whether the description is a ANSWERS to Making Glass from Raw process, energy input, transportation Materials: energy, an output or a natural resource 1. the lime, soda ash and sand are mixed and mark their card appropriately. For together…square example, when the instructor says “glass 2. lime, soda ash and sand…trapezoid jar,” students would place a button on a 3. gasoline or diesel fuel powers… hexagon because glass jar represents an triangle output. If the instructor reads “coal is 4. a finished glass container…hexagon carried on a barge to a coal-burning 5. three natural resources are then trans- power plant,” students would place a ported…diamond button on a diamond because coal carried on a barge describes transportation energy. ▼ ©Ohio Department of Natural Resources Help Contents Back 108 ▼ ▼

- Help Contents Back 109 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Student Handout ✐ Lifecycle Symbol Key

PROCESS A particular method of doing something, generally involving a number of steps SQUARE

TRANSPORTATION ENERGY The work required to move something from one place to another

DIAMOND

OUTPUT The product, good or material that results from the manufacturing process HEXAGON

NATURAL RESOURCE Material extracted from nature, not made by humans TRAPEZOID

ENERGY INPUT The work required to turn a natural resource into a product

TRIANGLE ▼ ©Ohio Department of Natural Resources Help Contents Back 109 ▼ ▼

- Help Contents Back 110 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Student Handout ✐ Lifecycle Bingo Card #1 BINGO ▼ ©Ohio Department of Natural Resources Help Contents Back 110 ▼ ▼

- Help Contents Back 111 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Student Handout ✐ Lifecycle Bingo Card #2 BINGO ▼ ©Ohio Department of Natural Resources Help Contents Back 111 ▼ ▼

- Help Contents Back 112 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Student Handout ✐ Lifecycle Bingo Card #3 BINGO ▼ ©Ohio Department of Natural Resources Help Contents Back 112 ▼ ▼

- Help Contents Back 113 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Student Handout ✐ Lifecycle Bingo Card #4 BINGO ▼ ©Ohio Department of Natural Resources Help Contents Back 113 ▼ ▼

- Help Contents Back 114 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Student Handout ✐ Lifecycle Bingo Card #5 BINGO ▼ ©Ohio Department of Natural Resources Help Contents Back 114 ▼ ▼

- Help Contents Back 115 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Lifecycle Description Key (Individual descriptions printed on the following pages (Lifecycle Cards) can be cut out or copied onto 3" x 5" cards for student or instructor use.)

Transportation Energy Process (NOTE: All processes require energy input and produce pollution) • coal is carried on a barge to a coal-burning power plant • harvested trees are cut into wood chips • glass cullet is shipped to a glass container manufacturer • recycled aluminum cans are melted • solid waste is trucked to a sanitary landfill • large rolls of paper are cut into sheets • recycled materials are delivered to a recycling center • recyclables and garbage are collected • recycled glass containers are delivered by train to a glass processing plant • recycled aluminum cans are baled • harvested trees are trucked to a paper mill • recycled glass is mixed with sand, soda ash and limestone in a furnace • sheets of aluminum are sent to a can manufacturing plant • iron ore, coal and limestone are melted in a furnace • paper is delivered to a store • recycled cardboard is mixed with water, old newsprint and other papers • recycled paper is baled • melted aluminum is molded into new aluminum cans Output • recycled glass containers are sorted by color and • glass jar • aluminum foil crushed into small pieces • plastic lumber park bench • writing paper • iron ore is crushed into pellets and put in a furnace • plastic milk jug • newspaper • refrigerator • aluminum siding • aluminum can • steel food can Energy Input • cardboard box • washing machine • fuel used when harvested trees are trucked to a paper mill • electricity used to cut large rolls of paper into sheets Natural Resource • electricity used to put recycled paper in bales • electricity used to mix water, old newsprint and other • air • sand waste papers • trees • oil • electricity used to melt recycled aluminum cans • iron ore • natural gas • fuel used when glass containers are shipped to a • animals • limestone recycling center • coal • water • fuel used to heat a furnace • land • bauxite • work required when humans collect and separate recyclables ▼ ©Ohio Department of Natural Resources Help Contents Back 115 ▼ ▼

- Help Contents Back 116 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Lifecycle Cards (1 of 7)

coal is carried on a barge to glass cullet is shipped a coal-burning power plant to a glass container manufacturer

recycled materials are solid waste is trucked to a delivered to a recycling sanitary landfill center

recycled glass containers are delivered by train to a harvested trees are glass processing plant trucked to a paper mill

sheets of aluminum are sent to a can manufactur- paper is delivered to a store ing plant ▼ ©Ohio Department of Natural Resources Help Contents Back 116 ▼ ▼

- Help Contents Back 117 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Lifecycle Cards (2 of 7)

glass jar plastic lumber park bench

plastic milk jug refrigerator

aluminum can cardboard box

writing paper aluminum foil ▼ ©Ohio Department of Natural Resources Help Contents Back 117 ▼ ▼

- Help Contents Back 118 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Lifecycle Cards (3 of 7)

newspaper aluminum siding

steel food can washing machine

air trees

iron ore animals ▼ ©Ohio Department of Natural Resources Help Contents Back 118 ▼ ▼

- Help Contents Back 119 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Lifecycle Cards (4 of 7)

coal land

sand oil

natural gas limestone

water bauxite ▼ ©Ohio Department of Natural Resources Help Contents Back 119 ▼ ▼

- Help Contents Back 120 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Lifecycle Cards (5 of 7)

harvested trees are cut recycled aluminum into wood chips cans are melted

large rolls of paper are cut recyclables and garbage into sheets are collected

recycled glass is mixed recycled aluminum cans with sand, soda ash and are baled limestone in a furnace

iron ore, coal and limestone recycled cardboard is mixed are melted in a furnace with water, old newsprint and other papers ▼ ©Ohio Department of Natural Resources Help Contents Back 120 ▼ ▼

- Help Contents Back 121 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Lifecycle Cards (6 of 7)

melted aluminum recycled paper is baled is molded into new aluminum cans

recycled glass containers iron ore is crushed into are sorted by color and pellets and put in a furnace crushed into small pieces

fuel used when harvested trees are trucked to a electricity used to cut large paper mill rolls of paper into sheets

electricity used to put electricity used to mix recycled paper in bales water, old newsprint and other waste papers ▼ ©Ohio Department of Natural Resources Help Contents Back 121 ▼ ▼

- Help Contents Back 122 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Lifecycle Cards (7 of 7)

fuel used when glass electricity used to melt containers are shipped recycled aluminum cans to a recycling center

work required when fuel used to heat a furnace humans collect and separate recyclables ▼ ©Ohio Department of Natural Resources Help Contents Back 122 ▼ ▼

- Help Contents Back 123 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Student Handout ✐ Matching Symbols and Definitions

Directions: Draw a line from the word on the right to the symbol on the left that represents it.

1. PROCESS

2. ENERGY INPUT

3. NATURAL RESOURCE

4. TRANSPORTATION ENERGY

5. OUTPUT

6. What are the names of the symbols with four sides?

7. What is the name of the symbol with six sides?

8. What is the name of the symbol with three sides? ▼ ©Ohio Department of Natural Resources Help Contents Back 123 ▼ ▼

- Help Contents Back 124 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Student Handout ✐ Making Glass from Raw Materials Directions: Read the following paragraph and in the space beside each symbol, write the words or phrases from the paragraph that match the symbols that represent different steps in the manufacturing process. Lime, soda ash and sand are removed from the earth. Gasoline or diesel fuel powers the machines that remove the lime, soda ash and sand from the earth. These three natural resources are then transported to a glass manufacturing plant. At the plant, the lime, soda ash and sand are mixed together and heated at a very high temperature to make a glassy liquid. This liquid is then dropped into a mold where it is formed into a finished glass container. Before the container is ready to be shipped to a store or food processing facility, the container is reheat- ed and allowed to cool slowly. SYMBOL PHRASES OR WORDS THAT MATCH THE SYMBOL

5. ▼ ©Ohio Department of Natural Resources Help Contents Back 124 ▼ ▼

- Help Contents Back 125 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ ity iv THIS IS YOUR LIFECYCLE! t c Inquiries

A ● How is a product made when 2 only using natural resources? ● How is a product made when using recycled materials? ● In a product lifecycle, when Lifecycle Hopscotch does using recycled materials reduce the amount of energy required, the amount of nat- Objectives ural resources consumed and the amount of pollution Students will be able to: (a) identify when energy is required, natural resources are emitted? consumed and pollution is emitted in a product lifecycle; (b) explain the environmental impact of using recycled materials in a product lifecycle; and (c) construct Content Domain bar charts to illustrate and compare the environmental impacts of using natural Math – Arithmetic resources and recycled materials in a product lifecycle. Science – General science page, Product Lifecycle Model,corre- Social Studies – Economics Preparation spond with the numbers on each of the Review the teacher pages. Begin with the pairs of product explanations. teacher page, Product Lifecycle Model. Learning Outcomes Make the steps for a large classroom This model can be used for each of the Citizenship, Grade 4, #11 model of the Product Lifecycle Model. five products (aluminum cans, glass bot- 1 Math, Grade 4, #24 and Using large (8 ⁄2˝ x 11˝ or larger) sheets tles, newspaper, plastic bottles and steel of paper, cut each in the appropriate Grade 6, #21 cans) explained on additional teacher shape as indicated on the Product Reading, Grade 4, #2 pages. Lifecycle Model.(The shapes are the Science, Grade 4, #5, #14 There are two teacher pages for each of same geometric symbols used in the first the five products. Each pair includes: an activity and they represent the same explanation of the lifecycle model and steps of a lifecycle as previously dis- Duration the environmental impacts when the cussed.) Be sure to add energy inputs Part A: 45-50 minutes product is made from natural resources (triangles) to processes (squares). To Part B: Two 50-minute (Making Aluminum Cans, Glass Bottles, designate pollution emissions, add a “P” periods Newspaper, Plastic Bottles and Steel Cans to transportation energy (diamonds) from Natural Resources) and an explana- and to processes (squares). Also, include tion of the lifecycle model and the envi- enough arrows to indicate the flow of Materials 1 ronmental impacts when the product the lifecycle. Part A: 8 /2˝ x 11˝ (or larger) is made using recycled materials cards with individual steps for Cut out the descriptions – not including (Making Aluminum Cans, Glass Bottles, ONE of the lifecycles (alu- the numbers for energy inputs, pollu- Newspaper, Plastic Bottles and Steel Cans minum, glass, paper, plastic or tion, resources, etc, in parenthesis – of from Recycled Materials). steel), three groups of items, each step of the product’s lifecycle. each a different color, 20 Decide which product lifecycle to use in These will be applied in discussion with items in each group (20 gray the activity. You will need two copies of students after the lifecycle symbols have fuzzies, 20 green, 20 red) that each pair of teacher pages; one to be cut been placed sequentially on the floor or can be passed from one student up into the various parts, the other to wall. to another in their hands. be used to conduct the “hopscotching.” A floor or wall space of approximately 20 NOTE: Remember, the numbers for the feet by 5 feet will be required to assemble continued next page various steps (symbols) on the teacher the lifecycle of your choice. ▼ ©Ohio Department of Natural Resources Help Contents Back 125 ▼ ▼

- Help Contents Back 126 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ In the activity you will conduct with conduct Part B, use the first method THIS IS YOUR LIFECYCLE! students the linear part of the model above as an example. first—the part without recycling—and Materials, Part B: three sets of then conduct the cyclical part—the part 4 After completing the linear model, color-coded items (fuzzies), with the recycling loop added to the lin- explain to students that the environ- 80 each color for four student ear model. mental effects are missing from the groups. If more groups are model. The environmental effects are used, additional fuzzies are represented by using different colored needed. Procedure fuzzies (or any item chosen to designate units). In the following scenario, red Handouts PART A fuzzies represent natural resources, green fuzzies represent energy (both ● Product Lifecycle Model 1 Explain to students that the activity energy inputs and transportation ener- ● Environmental Impacts and they will engage in portrays the lifecycle gy) and gray fuzzies represent pollution, the Product Lifecycle Models of a product (how the product is made designated with a “P” on processes ● Making _____from Natural and what happens to it after it is used— (squares) and on transportation energy Resources: Bar Chart whether recycled or landfilled), including (diamonds). how the environment is affected by mak- ● Making _____from Recycled ing consumer products. 5 Materials: Bar Chart Choose one student to move or “hopscotch” through the model—one ● Lifecycle Hopscotch Post-Test 2 Over a large expanse of the class- step at a time—collecting fuzzies from A set of the teacher pages for room floor or wall (about 20 feet by 5 other students. The “hopscotching” stu- product of choice*: foot space), assemble the lifecycle model dent will need a container (about the size you have chosen to use. (See the ● Making Aluminum Cans from of a coffee can) to collect the fuzzies. Preparation section.) For the first round Natural Resources and of Lifecycle Hopscotch, place only the Have other students line up beside the Making Aluminum Cans from steps for the linear lifecycle, (without model ready to hand the appropriate Recycled Materials recycling). This involves the 12 steps number and color of fuzzies to the stu- ● Making Glass Bottles from described on the teacher page for the dent depending upon the step of the Natural Resources and product made using natural resources. model he/she has hopped to. Making Glass Bottles from ● Give eight students a handful of gray Recycled Materials 3 Explain the model to students. As fuzzies each and place the students ● Making Newspaper from you explain the model, review the sym- beside the steps of the model with a Natural Resources and bols from the previous activity for a “P” written on them. Making Newspaper from process, energy input, transportation Recycled Materials energy, output and natural resource. ● Give eight students a handful of green fuzzies each and place the students ● Making Plastic Detergent Decide how to add the explanations to beside the energy (energy inputs and Bottles from Natural Resources the symbols on the model. transportation energy) steps of the and Making Plastic Detergent ● model. Bottles from Recycled Either read aloud each step, in Materials sequence, and have a student glue the ● Give two students a handful of red explanation onto the symbol, or ● Making Steel Cans from fuzzies each and place them beside the Natural Resources and ● Divide students into groups and give two steps where natural resource Making Steel Cans from each group a set of the explanations symbols are located. Recycled Materials (with the numbers not included in Each student in the class should have a * In the teacher sets, the first each cut-out description) to place on role. handout describes a product life- the model in the order in which they cycle using natural resources and think each step happens. To know how many different colored the impact to the environment, fuzzies the hopscotching student should The latter method takes more time but and the second handout receive at each step, refer to the corre- describes the same product life- requires more thought by students. sponding teacher page, (i.e. Making cycle using recycled materials NOTE: The latter approach is used in Aluminum Cans from Natural Resources, and the impact to the environ- Part B of this activity. If you decide to etc.) for your chosen product lifecycle. ment. ▼ ©Ohio Department of Natural Resources Help Contents Back 126 ▼ ▼

- Help Contents Back 127 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼

6 Have the hopscotching student PART B 6 Discuss the data and how envi- begin on the natural resource symbol ronmental impacts differ depending 1 for the product. The student should Conduct the rest of the activity upon the product. It should be noted receive the designated amount of red using the four product lifecycles not that different products of the same fuzzies from the student beside the used in Part A. material type (i.e., copy paper, news- resource symbol. When pollution is paper, writing paper) have different 2 Divide students into groups and emitted in the process (which occurs impacts based on the industrial give each group a set of lifecycle steps every time there is a process and processes and other materials required for one product cut out from the two transportation energy), a student role- to make each product. teacher pages. Give them the steps for playing pollution emissions should both natural resources and recycled give the hopscotching student the Conducting this activity will show that materials. DO NOT include the num- designated number of gray fuzzies. although impacts vary from product ber of each step and distribute all four When energy inputs are required to product, the use of recycled materi- of the other products among the (every time there is a process and als, generally (always when using the groups. transportation energy), the designated scenario of this lesson), produce less number of green fuzzies should be Decide whether to include the infor- harmful impacts upon the environ- given to the hopscotching student. mation about environmental impacts ment in regard to resource and energy (the numbered items in parenthesis use, pollution and land use. 7 Have students return to their below each step) in the cut-out seats, except for the hopscotching stu- descriptions given to the groups, or dent who collected the fuzzies. Have wait and conduct the hopscotch game Assessment this student sort the fuzzies by color again for each product and read aloud 1 and count how many of each color the number of fuzzies. Have students complete the were collected. While this student is handout, Lifecycle Hopscotch Post-Test. counting, give each students the hand- 3 Give each group materials and ANSWERS to Lifecycle Hopscotch Post- out, Making _____from Natural supplies sufficient to construct a life- Test:1.d,2.b,3.d,4.a Resources: Bar Chart.Have them write cycle model using the set of steps they in the blank space the product being have been given. (Instead of a large 2 Have students write about the considered. On the bar chart, record classroom floor model, you could have natural resources’ journey through the the number of resource units (red students draw or glue the model on lifecycle. Make sure that students fuzzies) used, the number of energy large sheets of paper.) Have each include the steps in the lifecycle where units (green fuzzies) used, and the group construct their model. energy inputs and natural resources number of pollution units (gray were required and where pollution fuzzies) produced. Have students store 4 Conduct the hopscotch game for was emitted. Students should answer these graphs in a safe place. each product lifecycle, collecting data the following questions in their narra- (fuzzies) again and recording this data tive: 8 Now continue the lifecycle hop- on the graphs. Or, just have student ● What natural resources are used to scotch game by repeating steps 5-7 groups make their own calculations if make the product? above, only this time use the recycling you supplied this information with scenario and record the environmen- each step. ● Where in the product’s lifecycle was tal impacts by having each student pollution emitted? Why? record data on the handout, Making 5 Have all groups share their data ● Where in the product’s lifecycle is _____from Recycled Materials: Bar and graphs. Have each student or energy used to extract, process and Chart. group make one large bar graph, transport the natural resource? including all five products and compar- 9 Have students compare the isons of all five in regard to production results of the two bar charts by mak- using natural resources only and pro- Extension ing a single bar chart. Discuss results duction using recycled materials. Have students research and create a in class. Refer to the teacher page, Once again, refer to the teacher page, lifecycle for a favorite product. Environmental Impacts and the Product Environmental Impacts and the Product Students can write about their prod- Lifecycle Models,to aid in discussion Lifecycle Models,to aid in discussion ucts’ lifecycle in journals, map out life- and to ensure that the data was col- and to ensure that data was collected cycles with pattern blocks on the floor lected correctly for the chosen product correctly for each product. or make lifecycle posters. lifecycle. ▼ ©Ohio Department of Natural Resources Help Contents Back 127 ▼ ▼

- Help Contents Back 128 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ ¥¥ ¥ RECYCLING PP P P P P PPP 15 14 13 16 Product Lifecycle Model Product Lifecycle PP 32 P 1456789101112 ▼ ©Ohio Department of Natural Resources Help Contents Back 128 ▼ ▼

- Help Contents Back 129 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼

Environmental Impacts and the Product Lifecycle Models

The data below, derived from the product lifecycle models in this activity, indicate the environmental impacts for the various product lifecycles that can be used in the activity. The data, based on hypothetical units (“fuzzies” or other items used when conducting the lifecycle activity), indicate that recycling saves natural resources and energy, and reduces pollution. The hypothetical units for each environmental impact category (resources, energy and pollution), with and without recycling, differ depending upon the specific product. This represents reality to the extent that different products (glass products, paper products, plastic products, etc.) have different environmental impacts depending upon the materials and production processes used to make each product. In this lesson, the environmental impacts (or hypothetical units-fuzzies) have been generalized based on the scheme below. * RECYCLING REDUCES POLLUTION:aluminum, steel, paper, glass, plastic RECYCLING REDUCES ENERGY USE:aluminum, plastic, steel, paper, glass RECYCLING REDUCES RESOURCE USE:steel, aluminum, plastic, glass, paper

Hypothetical units (fuzzies or other items) derived when conducting the activity. Natural Resources Energy Pollution

ALUMINUM CAN with natural resources 6 12 12 with recycling 2 7 7 units saved with recycling 4 5 5

GLASS BOTTLE with natural resources 6 11 10 with recycling 4 9 8 units saved with recycling 2 2 2

NEWSPAPER with natural resources 3 9 10 with recycling 2 7 7 units saved with recycling 1 2 3

PLASTIC BOTTLE with natural resources 3 11 9 with recycling 1 7 8 units saved with recycling 2 4 1

STEEL CAN with natural resources 6 10 11 with recycling 1 7 7 units saved with recycling 5 3 4

*This scheme is based on generalizations derived from the following sources: Lester Brown, Christopher Flavin & Sandra Postel, Saving the Planet: How to Shape an Environmentally Sustainable Global Economy (New York:W.W. Norton & Company, 1991), p. 65; Susan M. Selke, Packaging and the Environment: Alternatives, Trends, Solutions (Lancaster, PA: Technomic Publishing Co., 1990), pp. 100 & 106; and John E. Young, “Mining the Earth,” State of the World 1992: A Worldwatch Institute Report on Progress Toward a Sustainable Society (New York: W.W. Norton & Company, 1992), p.100. ▼ ©Ohio Department of Natural Resources Help Contents Back 129 ▼ ▼

- Help Contents Back 130 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Making Aluminum Cans from Natural Resources

1. Bauxite is needed. (5 natural resource)

2. Bauxite is mined. (2 energy input/2 pollution)

3. Bauxite is transported to an aluminum smelting plant. (1 transportation energy/1 pollution)

4. At the aluminum plant, bauxite is refined into alumina powder and melted (smelted) in a furnace to make aluminum. (4 energy input/4 pollution)

5. Product: large sheets of aluminum.

6. Sheets of aluminum are delivered to a manufacturing plant. (1 transportation energy/1 pollution)

7. Sheets of aluminum are made into cans and filled with a beverage. (1 energy input/1 pollution)

8. Product: aluminum cans filled with beverage.

9. Filled aluminum cans are delivered to a store. (1 transportation energy/1 pollution)

10. Customer buys and uses product, then discards the aluminum can.

11. Aluminum cans, along with other solid waste items, are collected and transported to a landfill. (1 transportation energy/1 pollution)

12. Aluminum cans and other solid waste items are buried in a landfill. (1 natural resource/1 energy input/1 pollution) ▼ ©Ohio Department of Natural Resources Help Contents Back 130 ▼ ▼

- Help Contents Back 131 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Making Aluminum Cans from Recycled Materials

START SECOND ROUND OF GAME HERE 10. Customer buys and uses product, then recycles the aluminum can. 11 & 12 not included as the need for landfill space is saved. 13. Aluminum cans, along with other recyclables, are collected and transported to a recycling center or municipal recovery facility (MRF). (1 transportation energy /1 pollution) 14. Aluminum cans are separated from other recyclables and baled. (1 energy input/1 pollution) 15. The recycling center ships the aluminum cans to an aluminum smelting facility. (1 transportation energy/1 pollution) 16. At the aluminum smelting facility, old cans are mixed with alumina powder – replacing a large amount of bauxite – and melted in a furnace. (2 natural resource/1 energy input/1 pollution)

Prior to Step 16, the following may be inferred: 1. Less bauxite was needed. 2. Less bauxite was mined. 3. Less bauxite was transported to an aluminum smelting plant. 4. At the aluminum plant, less bauxite was refined into alumina powder and melted (smelted) in a furnace to make aluminum.

NOW: GO TO STEP 5 AND FINISH WITH STEP 9. 5. Product: large sheets of aluminum. 6. Sheets of aluminum are delivered to a manufacturing plant. (1 transportation energy/1 pollution) 7. Sheets of aluminum are made into cans and filled with a beverage. (1 energy input/1 pollution) 8. Product: aluminum cans filled with beverage. 9. Filled aluminum cans are delivered to a store. (1 transportation energy/1 pollution) ▼ ©Ohio Department of Natural Resources Help Contents Back 131 ▼ ▼

- Help Contents Back 132 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Making Glass Bottles from Natural Resources

1. Sand, soda ash and limestone are needed. (5 natural resource)

2. Sand, soda ash and limestone are mined. (2 energy input/2 pollution)

3. Sand, soda ash and limestone are transported to a glass plant. (1 transportation energy/1 pollution)

4. At the glass plant, sand, soda ash and limestone are mixed together and melted in a furnace to form gobs that are dropped into molds to make glass bottles. (3 energy input/2 pollution)

5. Product: glass bottles.

6. Glass bottles are delivered to a beverage plant. (1 transportation energy/1 pollution)

7. Glass bottles are filled with beverage. (1 energy input/1 pollution)

8. Product: glass bottles filled with beverage.

9. Filled glass bottles are delivered to a store. (1 energy input/1 pollution)

10. Customer buys and uses product, then discards the glass bottle.

11. Glass bottles, along with other solid waste items, are collected and transported to a landfill. (1 transportation energy/1 pollution)

12. Glass bottles and other solid waste items are buried in a landfill. (1 natural resource/1 energy input/1 pollution) ▼ ©Ohio Department of Natural Resources Help Contents Back 132 ▼ ▼

- Help Contents Back 133 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Making Glass Bottles from Recycled Materials

START SECOND ROUND OF GAME HERE 10. Customer buys and uses product, then recycles the glass bottle. 11 & 12 not included as the need for landfill space is saved. 13. Glass bottles and jars, along with other recyclables, are collected and transported to a recycling center or municipal recovery facility (MRF). (1 transportation energy/1 pollution) 14. At the recycling center, glass bottles and jars are separated by color from other recyclables– clear, green and amber. (2 energy input/ 2 pollution) 15. The recycling center ships the cullet to a glass plant. (1 transportation energy/1 pollution) 16. At the plant, the color-separated glass is crushed into small pieces called cullet. This cullet is mixed with sand, soda ash and limestone (replacing some of the sand, soda ash and limestone) and melted in a furnace to form gobs that are dropped into molds to make glass bottles. (4 natural resource/2 energy input/1 pollution)

Prior to Step 16 the following may be inferred: 1. Less sand, soda ash and limestone was needed. 2. Less sand, soda ash and limestone was mined. 3. Less sand, soda ash and limestone was transported to a glass plant. 4. At the glass plant, less sand, soda ash and limestone was mixed together and melted in a furnace to form gobs that are dropped into molds to make glass bottles.

NOW: GO TO STEP 5 AND FINISH WITH STEP 9. 5. Product: glass bottles. 6. Glass bottles are delivered to a beverage plant. (1 transportation energy/1 pollution) 7. Glass bottles are filled with beverage. (1 energy input/1 pollution) 8. Product: glass bottles filled with beverage. 9. Filled glass bottles are delivered to a store. (1 energy input/1 pollution) ▼ ©Ohio Department of Natural Resources Help Contents Back 133 ▼ ▼

- Help Contents Back 134 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Making Newspaper from Natural Resources

1. Trees are needed. (2 natural resource)

2. Trees are harvested. (1 energy input/1 pollution)

3. Trees are transported to a paper mill. (1 transportation energy/1 pollution)

4. At the paper mill, trees are cut into wood chips. The wood chips are soaked in chemicals to make pulp, which is stretched out into large sheets of paper. The large sheets of paper are cut into large rolls of paper. (2 energy input/ 3 pollution)

5. Product: large rolls of paper.

6. Large rolls of paper are delivered to a newspaper printing facility. (1 transportation energy/1 pollution)

7. Rolls of paper are printed on and cut into sheets to make a newspaper. (1 energy input/1 pollution)

8. Product: newspaper.

9. Newspapers are delivered to a store or distributor. (1 transportation energy/1 pollution)

10. Customer buys and uses the newspaper, then discards it.

11. Old newspapers, along with other solid waste items, are collected and transported to a landfill. (1 transportation energy/1 pollution)

12. Old newspaper and other solid waste items are buried in a landfill. (1 natural resource/1 energy input/1 pollution) ▼ ©Ohio Department of Natural Resources Help Contents Back 134 ▼ ▼

- Help Contents Back 135 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Making Newspaper from Recycled Materials

START SECOND ROUND OF GAME HERE 10. Customer buys and uses newspaper, then recycles it. 11 & 12 not included as the need for landfill space is saved. 13. Old newspapers, along with other recyclables, are collected and transported to a recycling center or municipal recovery facility (MRF). (1 transportation energy/1 pollution) 14. Old newspapers are separated from other recyclables and baled. (1 energy input/1 pollution) 15. The recycling center ships the newspaper bales to a paper mill. (1 transportation energy/1 pollution) 16. Waste paper is pulped and added to wood chips – replacing some wood chips/trees– and made into large rolls of paper. (2 natural resources/1 energy input/1 pollution)

Prior to Step 16, the following may be inferred: 1. Fewer trees, a renewable natural resource, were needed. 2. Fewer trees were harvested. 3. Fewer trees were transported to a paper mill. 4. At the paper mill, fewer trees were cut into wood chips. The wood chips were soaked in chemicals to make a pulp, which was stretched out into large sheets of paper. The large sheets of paper were cut into large rolls of paper.

NOW: GO TO STEP 5 AND FINISH WITH STEP 9. 5. Product: large rolls of paper. 6. Large rolls of paper are delivered to a newspaper printing facility. (1 transportation energy/1 pollution) 7. Rolls of paper are printed on and cut into sheets to make a newspaper. (1 energy input/1 pollution) 8. Product: newspaper. 9. Newspapers are delivered to a store or distributor. (1 transportation energy/1 pollution) ▼ ©Ohio Department of Natural Resources Help Contents Back 135 ▼ ▼

- Help Contents Back 136 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Making Plastic Detergent Bottles from Natural Resources

1. Petroleum or natural gas is needed. (2 natural resource)

2. Petroleum or natural gas is extracted from the ground. (1 energy input/1 pollution)

3. Petroleum or natural gas is transported to a plastics factory. (1 transportation energy/1 pollution)

4. At the plastics factory, petroleum or natural gas is heated and changed into polymers or plastic resins. The resins are melted and blown through molds that turn the resins into plastic bottles. (4 energy input/2 pollution)

5. Product: plastic bottles.

6. Plastic bottles are shipped to a detergent factory. (1 transportation energy/1 pollution)

7. At the factory, plastic bottles are filled with liquid detergent. (1 energy input/1 pollution)

8. Product: plastic bottles filled with detergent.

9. Filled plastic bottles are delivered to a store. (1 transportation energy/1 pollution)

10. Customer buys and uses the product, then discards the bottle.

11. Plastic bottles, along with other solid waste items, are collected and transported to a landfill. (1 transportation energy/1 pollution)

12. Plastic bottles and other solid waste items are buried in a landfill. (1 natural resource/1 energy input/1 pollution) ▼ ©Ohio Department of Natural Resources Help Contents Back 136 ▼ ▼

- Help Contents Back 137 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Making Plastic Detergent Bottles from Recycled Materials

START SECOND ROUND OF GAME HERE 10. Customer buys and uses the product, then recycles the bottle. 11 & 12 not included as the need for landfill space is reduced. 13. Plastic bottles, along with other solid waste items, are collected and transported to a recycling center or municipal recovery facility (MRF). (1 transportation energy/1 pollution) 14. Plastic bottles are separated from other recyclables, compacted and baled. (1 energy input/1 pollution) 15. Plastic bottles are transported to a plastic resin producer where the bottles are chopped, washed and converted into flakes or pellets. (1 transportation energy/1 energy input/2 pollution) 16. The flakes or pellets (which replace petroleum or natural gas) are melted and blown through a mold and removed in the shape of plastic bottles. (1 natural resource/1 energy input/1 pollution)

Prior to Step 16, the following may be inferred: 1. Less petroleum or natural gas was needed. 2. Less petroleum or natural gas was extracted from the ground. 3. Less petroleum or natural gas was transported to a plastics factory. 4. At the plastics factory, less petroleum or natural gas was heated and changed into polymers or plastic resins. The resins were melted and blown through molds that turned the resins into plastic bottles.

NOW: GO TO STEP 5 AND FINISH WITH STEP 9. 5. Product: plastic bottle. 6. Plastic bottles are shipped to a detergent factory. (1 transportation energy/1 pollution) 7. At the factory, plastic bottles are filled with liquid detergent. (1 energy input/1 pollution) 8. Product: plastic bottles filled with detergent. 9. Filled plastic bottles are delivered to a store. (1 transportation energy/1 pollution) ▼ ©Ohio Department of Natural Resources Help Contents Back 137 ▼ ▼

- Help Contents Back 138 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Making Steel Cans from Natural Resources

1. Iron ore, coal and limestone are needed. (5 natural resource)

2. Iron ore, coal and limestone are mined. (2 energy input/2 pollution)

3. Iron ore, coal and limestone are transported to a steel mill. (1 transportation energy/1 pollution)

4. Iron ore, coal, limestone and other alloys are melted in a furnace to make steel. (2 energy input/ 3 pollution)

5. Product: large sheets of steel.

6. Sheets of steel are transported to a manufacturing plant. (1 transportation energy/1 pollution)

7. The sheets of steel are made into cans and filled with vegetables. (1 energy input/1 pollution)

8. Product: steel cans filled with vegetables.

9. Filled steel cans are delivered to a store. (1 transportation energy/1 pollution)

10. Customer buys and uses product, then discards the can.

11. Steel products, along with other solid waste items, are collected and transported to a landfill. (1 transportation energy/1 pollution)

12. Steel cans and other solid waste items are buried in a landfill. (1 natural resource/1 energy input/1 pollution) ▼ ©Ohio Department of Natural Resources Help Contents Back 138 ▼ ▼

- Help Contents Back 139 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Making Steel Cans from Recycled Materials

START SECOND ROUND OF GAME HERE 10. Customer buys and uses product, then recycles the can. 11 & 12 not included as the need for landfill space is reduced.

13. Steel cans, along with other solid waste items, are collected and transported to a recycling center or municipal recovery facility (MRF). (1 transportation energy/1 pollution)

14. Steel cans are separated from other recyclables and shredded. (1 energy input/1 pollution)

15. Shredded steel is shipped to a steel mill. (1 transportation energy/1 pollution)

16. At a steel mill, the old shredded steel is mixed with iron ore, coal, limestone and other alloys and melted in a furnace to make steel. (1 natural resource/1 energy input/1 pollution)

Prior to Step 16, the following may be inferred:

1. Less iron ore, coal and limestone was needed.

2. Less iron ore, coal and limestone was mined.

3. Less iron ore, coal and limestone was transported to a steel mill.

4. Less iron ore, coal and limestone and other alloys was melted in a furnace to make steel.

NOW: GO TO STEP 5 AND FINISH WITH STEP 9. 5. Product: large sheets of steel.

6. Sheets of steel are transported to a manufacturing plant. (1 transportation energy/1 pollution)

7. The sheets of steel are made into cans and filled with vegetables. (1 energy input/1 pollution)

8. Product: steel cans filled with vegetables.

9. Filled steel cans are delivered to a store. (1 transportation energy/1 pollution) ▼ ©Ohio Department of Natural Resources Help Contents Back 139 ▼ ▼

- Help Contents Back 140 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Student Handout ✐

Making from Natural Resources Bar Chart

0 Resources Energy Pollution ▼ ©Ohio Department of Natural Resources Help Contents Back 140 ▼ ▼

- Help Contents Back 141 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Student Handout ✐

Making from Recycled Materials Bar Chart

0 Resources Energy Pollution ▼ ©Ohio Department of Natural Resources Help Contents Back 141 ▼ ▼

- Help Contents Back 142 Windows on Waste THIS IS YOUR LIFECYCLE! IV ▼ Student Handout ✐ Lifecycle Hopscotch Post-Test

Directions: Put the letter of the correct response in the space next to the number.

______1. What happens during a lifecycle (manufacturing process)? a. natural resources are consumed b. pollution is emitted c. energy is required d. all of the above

______2. When a product is made using raw materials instead of recycled materials, which one of the following statements is generally true? a. less energy is required b. more natural resources are used c. less natural resources are used d. less pollution is emitted

______3. When a product is made using recycled materials instead of raw materials, which one of the following statements is generally true? a. more energy is required b. more natural resources are used c. more pollution is emitted d. less energy is required

______4. In the lifecycle of a product, when is pollution always emitted? a. process b. natural resources c. output d. none of the above ▼ ©Ohio Department of Natural Resources Help Contents Back 142 ▼ ▼

- Help Contents Back 143 Windows on Waste NATURE’S WAY WITH WASTE V ▼ ▼ ©Ohio Department of Natural Resources Help Contents Back 143 ▼ ▼

- Help Contents Back 144 Windows on Waste NATURE’S WAY WITH WASTE V ▼ NATURE’S WAY WITH WASTE Environmental Studies Vocabulary Learning Concept artificial – not genuine or real, unnatural; made by human skill bacteria – any of the numerous microscopic, spherical, rod-shaped or spiral ll life on Earth depends on an organisms that play a role in the fixing of atmospheric nitrogen efficient recycling system in biodegradation – the process of decaying elements or cells of dead plants and A nature – a complex system of animals into simpler substances that are absorbed by the environment nutrient and energy flows. Nutrients, compost – a nutrient-rich humus; a mixture of various decaying organic substances, in food and water, are passed through such as dead leaves, manure, etc. used for fertilizing land food chains from plants to herbivores to composting – the natural decomposition of organic waste materials through the carnivores (producers to consumers) action of microorganisms that results in compost and finally to decomposers who return cycles – any complete round or series of occurrences that repeats or is repeated nutrients to the soil to be used by decomposer – an organism, usually a bacterium or fungus, that breaks down the plants again. cells of dead plants or animals into smaller substances The flow of nutrients through an decomposition – the breakdown of organic matter by microbial action ecosystem occurs as energy is trans- degrade – the breaking down of organic matter formed from one state to another. ecosystem – a complex system made up of the interactions between living and non- Green plants chemically convert sun- living components light into food energy for animals, and energy – the capacity to perform work, includes the activities of plants, animals and human beings animals convert this food-chemical energy transformations – the act of transforming energy from one state to another energy into kinetic energy for move- food chain – a series of organisms interrelated in their feeding habits, the smallest ment and thermal energy for warmth. being fed upon by a larger being Natural ecosystems efficiently recy- food waste – with regard to compost, wastes such as fruits, rinds, egg shells, coffee cle nature’s solid waste (dead plants grounds; nothing that would be considered remains of another animal and animal matter) through biochemi- fungi – any of the numerous thallophytes characterized by a lack of chlorophyll and cal cycles that rely on decomposers to subsist upon organic matter (i.e. mushrooms, molds, mildews, rusts and smuts) change organic matter (once living) humus – the dark organic material in soils, produced by decomposition of vegetable into nutrients (non-living) that are or animal matter, and essential to the fertility of the earth deposited in soil to be absorbed and inorganic – substance in which carbon-to-carbon bonds are absent; mineral matter used by green plants again. Organic municipal solid waste (MSW) – includes garbage and trash, that originates in matter from plants affects soil texture households, commercial establishments, or construction and demolition sites and nutrient composition. natural – existing in or formed by nature (opposed to artificial) Nature’s recycling process is similar nutrients – a substance taken by a cell from its environment and used in catabolic to the composting of organic solid or anabolic reactions waste material. A large portion of solid organic – once living matter waste is organic or biodegradable and packaging (natural and artificial) – a container or wrap in which something may be packed to preserve matter can be composted. Composted materi- recycling – the act of collecting and separating materials from the waste stream and als include food waste and yard waste. reusing them as raw materials in manufacturing processes Composting saves land space and scavengers – any of various animals or organisms feeding on dead organic matter enhances soil quality. Artificial solid soil – a mixture of mineral and organic material and decomposer organisms (main- waste, such as inorganic packaging ly bacteria and fungi) materials, will not efficiently biode- vermicomposting – the process of using earthworms and microorganisms to con- grade and must either be landfilled or vert organic waste into black, earth-smelling nutrient-rich humus recycled. waste – crop residues; animal dung ▼ ©Ohio Department of Natural Resources Help Contents Back 144 ▼ ▼

- Help Contents Back 145 Windows on Waste NATURE’S WAY WITH WASTE V ▼ Overview - NATURE’S WAY WITH WASTE

Activity 1: The Great Cycle Summary his lesson consists of five Description 1 activities. Although each Students read a story about nature’s recycling system and interpret vocabulary words. activity may be conduct- Using visual representations of recycling, they make inferences about energy and T nutrient flows in natural ecosystems. Students analyze composting as a beneficial ed separately, it will be helpful human activity. for students to conduct Activity 4 before using Activity 5. Ohio Proficiency Test Learning Outcomes Grade 4, Reading #14 – Identify and interpret vocabulary (words, phrases or expressions) critical to understanding the text. Grade 4, Reading #17 – Infer from the text. Grade 4, Reading #18 – Respond to the text. Grade 4, Science #5 – Analyze a series of events and/or simple daily or seasonal cycles and predict the next likely occurrence in the sequence. Grade 4, Science #14 – Identify and/or describe the relationship between human activity and the environment. Grade 4, Science #16 – Demonstrate an understanding of the basic needs of living things. Grade 4, Science #18 – Distinguish between living and non-living things and provide justification for these distinctions. Grade 6, Reading #11 – Summarize the text. Grade 6, Reading #12 – Infer from the text. Grade 6, Reading #13 – Respond to the text. Grade 6, Science #4 – Identify the positive and/or negative impacts of technology on human activity. Grade 6, Science #14 – Trace the transmission of energy in a small, simple ecosystem and/or identify the roles of organisms in the energy movement in an ecosystem. Grade 6, Science #17 – Analyze the impacts of human activity on the ecosystems of the Earth.

Activity 2: Bio-What? That’s Biodegradation!

Description Students analyze packaging as a source of nutrient preservation2 to meet the cultural and energy needs of humans. They compare artificial packaging with nature’s and make inferences about the rates of decomposition of various solid waste materials and the value of composting as a waste reduction process. Students perform a simple decomposition experiment using organic and inorganic matter in plastic bags. ▼ ©Ohio Department of Natural Resources Help Contents Back 145 ▼ ▼

- Help Contents Back 146 Windows on Waste NATURE’S WAY WITH WASTE V ▼ Ohio Proficiency Test Learning Outcomes Grade 4, Science #4 – Use a simple key to distinguish between objects. Grade 4, Science #14 – Identify and/or describe the relationship between human activity and the environment. Grade 4, Science #18 – Distinguish between living and non-living things and provide justification for these distinctions. Grade 4, Writing – Given an assigned activity direction intended to elicit modes of writing, the learner will use the writing process to make the intended clear, as evidenced by: (#1) a response that stays on the topic; (#2) the use of detail to support the topic; and (#7) a response that shows an awareness of word usage – vocabulary, homonyms and words in context. Grade 6, Science #1 – Use a simple key to classify objects, organisms and/or phenomena. Grade 6, Science #3 – Make inferences from observations of phenomena and/or events.

Activity 3: Compost Critters

Description Students observe the types of living organisms in a compost pile and describe the role of scavengers and decomposers in nature’s recycling and sanitation process. They analyze the handout, Food Web of the Compost Pile, and identify the active decom- 3posers and scavengers in actual compost with magnifying glasses, hand lenses or microscopes. Ohio Proficiency Test Learning Outcomes Grade 4, Mathematics #17 – Apply the use of tools to measure lengths, using centimeters and inches including recognizing the positions of whole numbers and fractions on a number line. Grade 4, Science #3 – Identify and compare the mass, dimensions and volume of familiar objects in standard and non-standard units. Grade 4, Science #4 – Use a simple key to distinguish between objects. Grade 4, Science #6 – Evaluate a simple procedure to carry out an exploration. Grade 4, Science #7 – Identify and/or discuss the selection of resources and tools used for exploring scientific phenomena. Grade 4, Science #9 – Demonstrate an understanding of safe use of materials and/or devices in a science activity. Grade 4, Science #16 – Demonstrate an understanding of the basic needs of living things. Grade 4, Science #17 – Identify ways in which organisms react to changing environments. Grade 6, Science #1 – Use a simple key to classify objects, organisms and/or phenomena. Grade 6, Science #2 – Identify the potential hazards and/or precautions involved in scientific investigations. Grade 6, Science #3 – Make inferences from observations of phenomena and/or events. Grade 6, Science #14 – Trace the transmission of energy in a small, simple ecosystem and/or identify the roles of organisms in the energy movement in an ecosystem. Grade 6, Science #15 – Compare and/or contrast the diverse ways living things meet their needs. ▼ ©Ohio Department of Natural Resources Help Contents Back 146 ▼ ▼

- Help Contents Back 147 Windows on Waste NATURE’S WAY WITH WASTE V ▼ Activity 4: Meet the YIMBYs

Description Students cooperate as a group to role-play the components of a compost pile.4 Throughout this activity, students apply knowledge by using such skills as differentia- tion, categorization, synthesis, explanation and evaluation. Ohio Proficiency Test Learning Outcomes Grade 4, Science #4 – Use a simple key to distinguish between objects. Grade 4, Science #16 – Demonstrate an understanding of the basic needs of living things. Grade 4, Science #18 – Distinguish between living and non-living things and provide justification for these distinctions. Grade 6, Science #1 – Use a simple key to classify objects, organisms and/or phenomena. Grade 6, Science #3 – Make inferences from observations of phenomena and/or events. Activity 5: Compost Jars5 Description Students observe and compare various soil samples and record data. They manipulate equipment to make individual compost jars. They compare various types of soils to the compost soil. Students interpret data to infer the value of compost. Using an experimental approach will enhance observing, hypothesizing and data interpretation skills. Ohio Proficiency Test Learning Outcomes Grade 4, Science #2 – Select instruments to make observations of an event, object or organism. Grade 4, Science #6 – Evaluate a simple procedure to carry out an exploration. Grade 4, Science #7 – Identify and/or discuss the selection of resources and tools used for exploring scientific phenomena. Grade 4, Science #9 – Demonstrate an understanding of safe use of materials and/or devices in a science activity. Grade 6, Science #2 – Identify the potential hazards and/or precautions involved in scientific investigations. Grade 6, Science #3 – Make inferences from observations of phenomena and/or events. Grade 6, Science #12 – Identify characteristics and/or patterns in rocks and soil. ▼ ©Ohio Department of Natural Resources Help Contents Back 147 ▼ ▼

- Help Contents Back 148 Windows on Waste NATURE’S WAY WITH WASTE V ▼ Background Information

ational statistics indi- to the soil to be used again by plants. metabolize it, leaving behind excre- cate that leaves, brush Nutrients flow through an ecosystem ment or dung on which bacteria feed. and other organic as energy is transformed from one As the bacteria feed on waste, they wastes account for state to another. Green plants chemi- leave behind chemical compounds, more than 30 percent cally convert sunlight into food ener- which are nutrients that green plants ofN our municipal solid waste stream gy for animals, and animals convert can absorb. Together, scavengers and (MSW). Yard waste alone is the sec- this chemical energy into kinetic ener- decomposers act as nature’s sanitation ond largest component of the waste gy for movement and thermal energy crew! stream (paper and paper products is for warmth. the largest component). The dis- Decomposers are part Basic Composting posal of these materials is of every food chain. Compost is a mixture of various becoming increasingly diffi- They include different decaying organic substances that add cult for communities across types of microscopic texture and nutrients in the form of the state, country and bacteria and various humus. Nutrients are needed for good around the world. Strict fungi (molds, mush- plant growth. Texture allows the soil environmental regulations rooms, mildews). to retain nutrients, moisture and oxy- on landfills and incinerators Although decomposers are gen over a longer period of time. increase the costs of disposal, found everywhere, they are most Nature has its own method of so communities continue to plentiful in soil. A single tablespoon of producing compost. In natural sur- search for environmentally- good topsoil may contain up to four roundings, leaves and branches fall to sound solid waste alternatives, billion bacteria. Bacteria are essential the ground and form a rich, moist such as recycling and compost- to life because they renew nutrients to layer of mulch that protects the roots ing.Benefits of recycling organic the soil as they break down waste. Soil of plants and provides a home for materials include: conserving energy rich in nutrients from the breakdown nature’s most fundamental recyclers: and natural resources, improving of organic materials by fungi and bac- the insects, microorganisms and bac- much-needed topsoil and reducing teria is called humus.The humus left teria. Through this biological process, landfill space. behind by bacteria also gives soil the soil-enriching compost, carbon diox- Nature recycles its solid waste necessary texture to retain proper ide, heat and water are all produced. (dead plant and animal matter) moisture. See the Flow Chart for the Composting through biochemical cycles. Decomposers are not the only Process on p. V-9. Decomposers change once-living organisms breaking down waste and Composting is an age-old recipe. organic matter into non-living nutri- dead matter. In fact, sometimes before Ancient Romans learned they could ents that are deposited in the soil to decomposers can do their work, waste create rich and healthy soil by plowing be absorbed and used again and again matter must be broken down by larg- composted animal manure and vege- by green plants. Nature’s recycling er organisms called scavengers. tation into their agricultural fields. process resembles the composting of Scavengers include insects (ants, bee- Two early-American farming presi- organic solid waste material. A large tles, termites), aquatic creatures (fish, dents, George Washington and portion of solid waste, such as food snails), birds (sea gulls, crows, vul- Thomas Jefferson, believed compost- waste and yard waste, can be tures), and mammals (raccoons, rats, ing made their soils healthier. composted because it is organic and bears). Large scavengers (vultures, By properly managing air and will decompose. rats, hyenas) work on bulk waste, such moisture, the composting process can All life on Earth depends upon as carcasses. Small scavengers (insects, transform large quantities of organic nature’s efficient recycling system, earthworms, centipedes, slugs, snails) matter into humus (compost) over a which involves a complex system of also work on bulk waste and smaller relatively short period of time. A good nutrients and flows of energy. bits of decaying plant and animal small-scale example is a backyard Nutrients in food and water are matter, breaking it down into tiny compost pile that includes both car- passed through food chains from pieces for the decomposers. bon-rich and nitrogen-rich materials. plants to herbivores to carnivores – Scavengers prepare food for The carbon-rich components of a producers to consumers – and finally decomposers in another way. They compost pile are often referred to as to decomposers who return nutrients consume living or dead matter and the “brown” material. Carbon-rich ▼ ©Ohio Department of Natural Resources Help Contents Back 148 ▼ ▼

- Help Contents Back 149 Windows on Waste NATURE’S WAY WITH WASTE V ▼

materials include woody materials, usually require the addition of nitro- therefore does not require lime. dead leaves and dried, brown grass or gen. Fertilizers, such as 10-10-10, 5- The following items should NOT straw. Nitrogen-rich components are 10-5, or blood meal, cottonseed or be composted: meat scraps, fish the “green” materials and include soybean meal, can be used for this scraps, bones, dairy products, peanut fresh grass clippings, nuts, fruit and purpose. butter, cooking oil, diseased vegeta- vegetable remains, and livestock Bacteria and fungi are largely tion, animal fats, household pet manure. responsible for the composting wastes, plywood or pressure-treated Composters can mix approxi- process. Since beneficial bacteria, wood, commercial potting soil and mately 75 percent “brown” organic fungi and other decomposers live in anything inorganic that will not materials with approximately 25 per- soil and vegetable matter, their pres- biodegrade (e.g. plastics). These cent “green” organic materials (by vol- ence is assured. items can attract pests, generate foul ume), or a 3:1 ratio of brown to green Water is essential. The organisms odors, or contaminate or infect the materials. These ingredients, with the that speed decomposition need a compost. Most food waste (except addition of water, oxygen, heat and warm, moist environment. Some those listed above) can be included in composter organisms (both micro- materials, such as fresh grass clippings the pile. To avoid attracting flies, con- scopic and macroscopic), will and food waste, already have a high trol odors and aid the decomposition degrade and become compost. water content and will add moisture process, bury food scraps 8 inches to 1 to the pile. If the compost is dry and foot beneath the surface of the pile. Five Essential Ingredients flaky, water can be added with a pitch- Food remains can also be covered After a compost pile is built, nature er or garden hose. The pile should be with leaves, straw or sawdust. does most of the work. The home about as wet as a wrung-out sponge. composter only needs to gather the If the pile is waterlogged, the bacteria Vermicomposting raw materials and bring them togeth- and other beneficial organisms will Earthworms enrich the growing er in a manner that facilitates the not get enough air. medium, soil. Ver micomposting process. The composting process Lack of moisture will delay the (worm bin composting) has become a requires five ingredients: organic composting process. Since leaves usu- popular way to recycle most kitchen matter, nitrogen, bacteria, water and ally contain little moisture, a pile with food waste. Worm bins can be kept oxygen. large quantities of leaves usually inside, do not need much material Organic matter includes leaves, requires the addition of water. Too and do not create odors. In three to grass clippings, garden plants, weeds, much wet material will cool the pile four months, the finished vermicom- nuts, straw, animal manure and veg- and can cause organisms to become post (which is twice as rich in nutri- etable trimmings. A variety of materi- dormant and inactive. Generally, the ents as regular compost) can be used als is desirable and a ratio of three initial moisture will stay adequate by to start seed, transplant seedlings, put parts fibrous matter (leaves and adding grass clippings, vegetable trim- on flower or vegetable beds, or used fibrous matter) to one part nitroge- mings, weeds and/or garden plants. around trees and shrubs. nous matter (animal manure, not pet Oxygen is vital because compost- Worms play a major role in waste) works best. ing is essentially an aerobic (in the breaking down plant matter. Nitrogen is another key element presence of air) process. Bacteria Earthworms eat fallen leaves and in the composting process. In a com- require oxygen to live and multiply. If other plant parts. Their droppings, post pile, leaves and fibrous materials the air supply is cut off, anaerobic called “castings,” fertilize the soil.As bacteria will take over and unpleasant worms tunnel into the earth, they odors and poor quality compost may move leaves and other organic matter result. The pile should be turned downward and bring deeper soil to approximately every four or five days the surface. This tunneling and mix- and when new material is added. ing aerates the soil so that roots and If your compost pile contains water penetrate more easily. Earth- mostly leaves, consider adding some worms and other decomposers assist ground limestone to neutralize the the larger and smaller scavengers in acidity of the finished product. keeping our Earth free of nature’s Compost made from a variety of litter. materials tends to be neutral and ▼ ©Ohio Department of Natural Resources Help Contents Back 149 ▼ ▼

- Help Contents Back 150 Windows on Waste NATURE’S WAY WITH WASTE V ▼ Background Information, continued

Some earthworm species live in of organic material that would other- Videos leaf litter, while others dwell several wise be sent to landfills. Biodiversity and Garbage, Bill Nye The meters below the soil surface. The best Science Guy, Disney Educational worms to use are red worms. Red Is Composting Recycling? Productions, 1995. worms consume a lot of organic mat- According to the United States 21st Century Home Composting. The ter, survive well in captivity and Environmental Protection Agency Earth Machine, Norseman Plastics, reproduce quickly. Red worms are not (U.S. EPA), composting is recycling 1992. the same worms found in garden soil, and an essential tool for states reach- The Complete Home Composting Video but can be found in garden, leaf and ing recycling goals. Today, more than compost piles, or manure piles Guide With Howard Stenn, Vernal 25 states consider yard waste com- Productions, 1993. around stables and barns. Red worms posting as recycling and 15 currently can be bought at bait shops. If red count solid waste composting in their Pollution Solutions, Bill Nye The worms cannot be obtained locally, see state recycling goals. Adding compost- Science Guy, Disney Educational the Bibliography section. ing to traditional recycling methods Productions, 1997. can divert as much as 70 percent of Wormania, Mary Appelhof, Compost Bins the waste stream to beneficial use Flowerfield Enterprises, 1995. Although many people prefer to use rather than disposal. an enclosure or container for com- Educator Information posting, bins are not essential to the Bibliography and Additional Books process, and composting can occur in Resources open piles. The choice of a bin or Backyard Composting, Your Complete open pile is usually based on aesthetic Student Resources Guide to Recycling Yard Clippings, 9th ed., by Harmonious Technologies, considerations. Bins can be made of Books logs or poles laid log-cabin fashion; Ojai, California: Harmonious Press, Compost Critters, by Bianca Lavies, 1992, (707) 823-1999. cinder blocks laid without mortar and New York: Dutton Children’s Books, Bottle Biology, Dubuque, Iowa: with air spaces between them; snow 1993. fence or chicken wire supported by Kendall/Hunt Publishing Company, upright posts; a steel barrel with the The Magic School Bus Meets The Rot 1993. Squad, New York: Scholastic bottom removed and holes punched Let It Rot! The Gardener’s Guide To Productions, 1995. in the sides; or a variety of other ways. Composting,by Stu Campbell, Storey Also, compost bins may be purchased Worms Eat My Garbage,by Mary Publishing, 1990. at retail stores. All bins should have an Appelhof, Kalamazoo, Michigan: The Rodale Guide to Composting, by easy opening to turn and retrieve the Flower Press, 1993. Jerry Minnich, Emmaus, compost. Compost! Growing Gardens From Your Pennsylvania: Rodale Press, 1979. Garbage,by Linda Glaser, Worms Eat Our Garbage, by Mary Composting on a Connecticut: Millbrook Press, 1996. Large Scale Appelhof, Kalamazoo, Michigan: Lots of Rot,by Vickie Cobb, New York: Flower Press, 1993. Large-scale municipal composting Harper Collins, 1991. uses the same principles of organic Squirmy, Wormy Composters, by Equipment decomposition. Facilities can process Bonnie Kalman and Janine Schaub, Compost Bins: Harmonious thousands of tons of organic material New York: Crabtree Publishing Technologies, P.O. Box 1716, each year. Composting facilities accept Company, 1992. Sebastopol, California 95473, materials, such as yard trimmings, (707) 823-1999. food scraps, biosolids, wood shavings Composting Matters, EHMI and soiled paper. After processing (Environmental Hazards RPM (Recycled Plastics Marketing), (shredding, turning and mixing), Management Institute), 1995, Inc., 2829 152nd Ave., N.E., materials are turned into compost in (603) 868-1496. Redmond, Washington 98052, eight to 24 weeks. There are more Home Composting Wheel, EHMI, (425) 867-3200. than 3,000 composting facilities 1994. around the country, processing tons ▼ ©Ohio Department of Natural Resources Help Contents Back 150 ▼ ▼

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Containers: Norseman Plastics, General Information: RPM (Recycled Plastics Marketing): 2296 Kenmore Ave., Buffalo, NY www.old growth/org/compost/ www.rrpm.com 14207, (800) 267-4391. Harmonious Technologies: The Master Composter: Worms: Flowerfield Enterprises, www.homecompost.com www.mastercomposter.com Kalamazoo, Michigan, (616) 327- RotWeb: Publications 0108. • starbase.neosoft.com/~gregg/compost. Composting, July 7, 1996 and Yard VermiCo, P.O. Box 1134, Merlin, html Waste Management Guidebook for Oregon 97532, (541) 476-9626. • net.indra.com/~topsoil/Gr4_worm.txt Ohio Communities, 1992, Ohio Willingham Worm Farms, Rt. #1, Box The Composting Council: Environmental Protection Agency 241, Butler, Georgia 31006. [email protected] (EPA), 122 S. Front St., P.O. Box 1049, Worm Digest, P.O. Box 544, Eugene, New Jersey’s Online Yucky Site: Worm Columbus, Ohio 43215. Oregon 97440-9998. World: www.nj.com/yucky/worm. Home, Yard, and Garden Facts and Composting: A Citizen’s Guide to the Internet Mary Appelhof: www.wormwoman.com Proper Disposal of Leaves and Other Ohio Environmental Protection Organic Materials, Ohio State VermiCo: Agency (Ohio EPA): University Extension, Horticulture, www.nwin.com/vermico/email:vermi- www.epa.ohio.gov/ 2001 Fyffe Court, Columbus, Ohio [email protected] 43210.

FLOW CHART FOR THE COMPOSTING PROCESS

Oxygen Microorganisms Moisture

Heat Raw Materials Carbon - Brown organic material Energy Nitrogen - Green organic material

Compost Development of New Carbon Water Microorganisms (Humus) Dioxide and Decomposers ▼ ©Ohio Department of Natural Resources Help Contents Back 151 ▼ ▼

- Help Contents Back 152 Windows on Waste NATURE’S WAY WITH WASTE V ▼ NATURE’S WAY WITH WASTE ity iv t c A 1 The Great Cycle

Inquiries Objectives ● What is nature’s garbage? Students will be able to: (a) identify cycles in nature and compare natural recycling ● How does nature’s garbage with human-initiated recycling; (b) describe the flow of nutrients and energy at the become part of the food bottom of the food chain and how this meets the needs of plants and animals, chain? including humans; and (c) identify and interpret vocabulary words critical to the ● In an ecosystem, how is ener- understanding and meaning of composting. gy transmitted at the bottom of the food chain? ● How is nature’s recycling system like composting? Procedure to find the meaning of the words or ● How is composting like have them determine the meanings materials recycling? PART A from the story. (If time is a factor, have each student identify the meaning of 1 Content Domain You may pre-assess student knowl- only five words or word phrases.) edge of this lesson and its five activities Reading – Listening/visual by using the pre- and post-test handout, 4 Discussion Questions: literacy Nature’s Way With Waste,found at the ● How is nature’s recycling system like Science – General science, end of this activity. composting? biology 2 Give a copy of the handout, The ● How is nature’s waste like and unlike human waste? Learning Outcomes Great Cycle,to each student. Ask students to scan material, paying attention ● What are some things that humans Reading, Grade 4, #14, #17, #18 to the words in bold print. Read the make (as waste) that nature does not and Grade 6, #11, #12, #13 story to the class. Discuss what the title (paper, plastic, metal)? Science, Grade 4, #5, #14, #16, means and what the main idea seems to ● Examine students’ own place in the #18 and Grade 6, #4, #14, #17 be. To make a comparison, describe how the forest is part of nature’s effi- food chain by asking questions such cient recycling system. Also, point out as: Duration that the word “cycle” is part of the word ● Where do you fit into the cycle of Part A: 45 minutes, not includ- “recycle.” life? ing pre-test ● Where do you fit into nature’s cycle? Part B: 45 minutes 3 Have students identify the meaning of the words in bold. Each student ● What is your responsibility to care continued next page can use the 3˝x 5˝ cards to write down for our Earth? a word or word phrase and give its definition. Have students use a dictionary ▼ ©Ohio Department of Natural Resources Help Contents Back 152 ▼ ▼

- Help Contents Back 153 Windows on Waste NATURE’S WAY WITH WASTE V ▼ for inorganic materials differ from 5 Ask how many of the students recycling systems for organic know what compost is and if they NATURE’S WAY WITH WASTE materials. have a compost pile. Are there any problems with the compost pile? Materials (There is a right way to make com- 5 Ask students how human activity post and that will be revealed in can affect nature’s recycling system 3˝x 5˝ cards or blank slips of Activity 4, Meet the YIMBYs.) and the environment. paper (24 for each student); transparency of the handout, Cycles. 6 Have students keep their 3˝x 5˝ vocabulary cards to use for further Assessment assessment. Several forms are available. Handouts Method A: Give students the pre- and ● Nature’s Way With Waste Procedure post-test handout. (pre- and post-test) ● PART B ANSWERS to Nature’s Way With Waste: The Great Cycle 1. d, 2. c, 3. b, 4. c, 5. d, 6. a, 7. b, 8. b ● Cycles 1 Distribute to each student a copy Method B: Have students draw another of the handout, Cycles. Have students type of cycle in nature that includes the complete the handout. Be sure to have transmission of energy (food energy) students look at the pictures and see the and label it. direction of the arrows. Method C: Give a vocabulary test on the words and concepts from the 3˝x 5˝ 2 Organize students into four or six cards. groups to work cooperatively to compare and complete the answers (about 10 minutes). Extension

3 Use the transparency, Cycles,to dis- Write a story about what life in a nearby cuss the groups’ answers. Discuss the forest or woods would be like if there following: were no natural decomposers or scavengers. ● What is nature’s garbage? (as shown in the pictures) ● How does nature’s garbage become a part of the food chain? ● Why is it so important that nature’s garbage be recycled? ● What part does composting play in the cycle of life? In an ecosystem? ● How is energy transmitted? Explain the flow of nutrients and how these meet the needs of plants and animals.

4 Discuss Question 7 on the handout, Cycles. Discuss what is organic material and inorganic material, giving examples of each (dead leaves and hair from a haircut are organic and a computer and a rock are inorganic). Have students explain how systems ▼ ©Ohio Department of Natural Resources Help Contents Back 153 ▼ ▼

- Help Contents Back 154 Windows on Waste NATURE’S WAY WITH WASTE V ▼ PRE- AND POST-TEST Student Handout ✐

Nature’s Way With Waste

Directions: Circle the best answer. 1 Which phrase best describes compost? 5 What helps matter to decay? a. a home for decomposers a. microorganisms b. nature’s recycling system b. oxygen, water, heat c. soil rich in nutrients c. open environment d. all of the above d. all of the above

2 Which does not describe a food chain? 6 What will take the longest to decompose? a. scavengers and decomposers working a. inorganic matter together b. organic matter b. animals eat meat or plants c. old tree branches c. recycling a pop can d. paper d. flow of energy that is passed on from plants to herbivores to carnivores to 7 What is the largest component in our decomposers garbage (by weight and volume)? a. glass 3 Identify what belongs in a recycling bin instead of in a compost pile? b. paper a. leaves and grass clippings c. yard waste b. glass jar d. plastic c. worms 8 What will happen to a compost pile if there d. heat is not enough water or oxygen? a. the odor will be sweet-smelling 4 What does it mean to biodegrade? b. organisms will not survive a. non-living matter c. materials will multiply b. garbage and trash that originates in households, commercial establishments d. organisms will increase in number or construction and demolition sites c. the cycle of decaying elements or cells of dead plants and animals into similar substances that are absorbed by the environment d. a mixture of mineral and organic material and decomposer organisms, mainly bacteria and fungi ▼ ©Ohio Department of Natural Resources Help Contents Back 154 ▼ ▼

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Student Handout ✐ The Great Cycle

arth is a beautiful place to live with Nature’s waste includes fallen leaves, tree lovely shades of blue, yellow, red, green branches, animal dung, dead plants, dead ani- Eand brown. Plants, insects, birds, animals, and grass clippings. Nature’s litter! mals, fish, reptiles and humans all live together A large portion of nature’s waste is organic on Earth. or biodegradable and therefore can be made All of these creatures are living things, full into compost.Things that can be composted of energy and living in harmony with nature in include food waste and yard waste. There their ecosystems. Each would just be a BIG pile of nature’s garbage on creature is trying to the ground if nature’s scavengers and decom- meet its own needs posers did not dispose of all waste matter. for survival. The source for all energy Large scavengers,such as bears, lions and is sunlight. Green raccoons chew on the skin and bones of dead plants change sun- animals, leaving small pieces light into food ener- behind for the smaller gy for animals, and scavengers to eat. animals convert this Small scavengers food-chemical energy into include insects, such as kinetic energy for movement and thermal ener- beetles, ants, centipedes, gy for warmth. sow bugs and slugs. Two Everyday, the natural cycles of the seasons very important small scav- (fall to winter, spring to summer), days to engers are earthworms and nights, seeds to trees, and biodegradation termites. These small scavengers get rid of waste (decomposition) to renewal happens. by recycling it! They pass it through There are changes in all ecosystems their bodies and leave it behind in the because the flow of energy continues form of nutrients,which plants need to on and on and on…in food chains. grow. Food is a source of energy in food Termites help decomposers break down chains. Food energy is passed on from plants dead trees. Wood is hard for decomposers to to herbivores (plant eaters) to carnivores (meat digest because it contains a tough material eaters) to decomposers. Decomposers use food called cellulose. Cellulose in wood is easier for energy to change organic matter, which was decomposers to eat after termites have chewed once living, into inorganic matter, which is it up or left it in the form of termite dung. non-living matter in the form of nutrients. Worms are important scavengers because And with all of this beauty and energy, there they digest soil through their bodies as they is WASTE. All living things produce waste. make tunnels in the soil. They leave behind ▼ ©Ohio Department of Natural Resources Help Contents Back 155 ▼ ▼

- Help Contents Back 156 Windows on Waste NATURE’S WAY WITH WASTE V ▼ Student Handout ✐ worm dung (castings), which is rich in the Organic matter from plants affects soil texture nutrients plants need to grow. and composition. Other small scavengers include aquatic As bacteria feed on waste, they creatures, such as snails and fish, birds such leave behind chemical elements as vultures, crows and seagulls, and mam- and compounds (carbon, mals, such as rats and mice. These small oxygen, hydrogen, nitro- scavengers also work on breaking down gen, potassium, phosphorous, calcium and sul- decaying plant and animal matter into fur) that are nutrients green plants can absorb. tiny pieces for the decomposers. As they The flow of nutrients through an ecosystem consume living or dead matter and metabolize happens as energy is transformed and con- (digest) it, they, too, leave behind excrement, or verted from one state to another. dung, on which the bacteria feed. Yum, yum. Life on Earth depends upon nature’s recy- Tiny microorganisms are part of every food cling system. Together, scavengers and decom- chain and include different types of microscop- posers act as nature’s sanitation (sewage) crew! ic fungi (such as mushrooms, molds and They are garbage eaters. They recycle.They are mildews) and bacteria.Decomposers are found recyclers! everywhere, but are most plentiful in soil, And then there is human waste – the grass where they feed on very tiny pieces of waste clippings, yard waste, cereal boxes, empty tooth- matter. Soil is a mixture of mineral, organic paste tubes, soda pop cans, glass jars, dead material and decomposer refrigerators, old TVs, all of the food waste organisms, mainly bacteria (those peas and that spinach you won’t eat), and fungi. A single table- and the list goes on and on and on! spoon of good topsoil may contain up to four billion bac- Although some human waste can easily teria. become part of nature’s flow of nutrients, many types of human waste cannot. There is a way Bacteria are essential that we as human beings can assist nature’s to life because as they die and break recycling process.People can recycle down into the soil, they are also nutrients back into the soil. We can turn renewing it with nutrients. some of our garbage into soil! We do Nutrients are the delicious “vita- this by making compost. Remember, mins” for plants. The roots of compost is the oldest form of recycling! plants draw them up into their stems or trunks to grow. Soil rich in nutrients is called humus.Soil provides nutrients, water and support for plants. The air trapped in soil will provide oxygen to plant roots. ▼ ©Ohio Department of Natural Resources Help Contents Back 156 ▼ ▼

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Student Handout ✐ Cycles

Directions: Use the letters of the picture blocks to answer the following questions. Remember, some questions may have more than one answer.

1 What do the arrows represent? ______

2 Which blocks show the recycling of plant matter? ______

3 Which blocks show the recycling of animal matter? ______

4 Which block identifies compost? ______

5 Put an X in each block where the decomposers and scavengers will be found.

6 In the blocks, circle the pictures that use food energy to produce movement and warmth.

7 Which block does not fit with the other three? ______Why?______

8 Pick a block and explain how it represents a food chain. ______

9 What is a good title for each of these picture blocks? A.______B.______

C. ______D ______

➡ ➡ ➡ ➡ ➡ A ➡ B

➡ ➡

➡ ➡ ➡ ➡

C ➡ D ➡ ➡ ➡ ▼ ©Ohio Department of Natural Resources Help Contents Back 157 ▼ ▼

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Cycles – Answer Key

1. energy flow 2. B, D 3. C 4. D 5. and 6. See chart below 7. A 8. answers will vary 9. see sample title above the blocks below

Recycling man-made waste Recycling plant waste

➡ ➡ ➡ ➡ ➡ A ➡ B ➡ ➡

Recycling animal waste Composting

➡ ➡ ➡ ➡

C ➡ D ➡ ➡ ➡ ▼ ©Ohio Department of Natural Resources Help Contents Back 158 ▼ ▼

- Help Contents Back 159 Windows on Waste NATURE’S WAY WITH WASTE V ▼ ity NATURE’S WAY WITH WASTE iv t c A 2 Bio-What? That’s Biodegradation!

Objectives Inquiries Students will be able to: (a) classify rates of decomposition for their own garbage ● Why do some things take longer to decay than others? items; (b) use a simple key to classify decomposition rates; (c) analyze a series of decomposition rates and predict their occurrence in a sequence; (d) identify the rela- ● How does packaging in the natural environment tionship between human activity and the environment with regard to packaging; (e) compare with artificial demonstrate an understanding of the basic needs of living things; (f) identify ways in packaging? which organisms react to changing environments; (g) distinguish between living and ● What happens to solid waste, non-living things; (h) identify and interpret vocabulary words; (i) retell a story in in particular artificial packag- their own words; and (j) demonstrate an understanding of the story. ing and other inorganic materials, when they are must be recycled by an artificial system buried in a landfill? Background Information or landfilled. Today’s modern landfills Food is packaged in different ways; the make it difficult for organic materials to Content Domain packaging serves to preserve. Some naturally degrade, so inorganic packag- Language Arts – Listening, preservation methods are natural or ing has little chance of degrading when reading comprehension, organic,such as nature’s own packag- disposed of in a landfill. writing ing (fruit rinds, nutshells, potato skins) Science – General science, and some are artificial or inorganic biology (cans, jars, bottles). If packaging materi- Preparation al is organic, it can be recycled naturally, One or two weeks prior to conducting Learning Outcomes by composting. this activity, you should put a slice of Science, Grade 4, #4, #14, #18 Artificial packaging, unlike natural white bread, a small piece of inorganic and Grade 6, #1, #3 packaging, does not degrade easily and material (part of plastic bag, aluminum must be recycled through a technologi- tab, etc.) and two drops of water into an Writing, Grade 4, #1, #2, #7 cal process to be used again. airtight ziplock plastic bag. This will Science and technology have enabled allow time for mold/fungi to begin to Duration artificial packaging to preserve food form on the bread to show how decom- energy longer than natural packaging. position works. Or, have each student Part A: 40 minutes But, the chemical compounds required individually do this activity – provide Part B: 30 minutes to provide this function make many each student with his or her own bag. consumer products difficult to degrade. Vary the days making these bags, and continued next page Because inorganic packaging materials show the progression of decomposition, will not efficiently decompose, they and/or vary the types of organic materi- ▼ ©Ohio Department of Natural Resources Help Contents Back 159 ▼ ▼

- Help Contents Back 160 Windows on Waste NATURE’S WAY WITH WASTE V ▼ al (banana peel, peanut, lettuce leaf, 6 Show the class the partially orange slice) in the bags. Make a NATURE’S WAY WITH WASTE decomposed slice of bread and discuss transparency of the handout, This what happened and why. Why isn’t the Takes How Long to Degrade? and inorganic item showing signs of copies for each student. Materials decay? Relate this to the time factor One slice of white bread; and conditions necessary for decom- inorganic materials (pieces of Procedure position to occur. Examine the plastic, aluminum can tab, microorganisms that feed on organic etc.); one ziplock plastic bag; PART A material. (Can they be easily seen?) two drops of water (optional - 1 enough slices of white bread, Have students brainstorm and 7 For first-hand knowledge, give ziplock plastic bags and water make a list of the contents of their each student a ziplock plastic bag and for entire class), The Magic home garbage can. on different days, have students place School Bus Meets The Rot their bread (or any organic item) and 2 Divide the class into five or six Squad (book) an inorganic item in the bag. Label groups. Distribute the handout, This each bag with the date of the experi- Takes How Long to Degrade? Have stu- ment. Place all the bags where they Handout dents make inferences about which will not be disturbed and will be ● This Takes How Long to solid waste items might correspond observed under the same conditions Degrade? with the four classifications. (temperature, location, etc.). Have students look at the bags at a designated 3 Use a transparency of the hand- time each day to see what is happen- out, This Takes How Long to Degrade? ing. Chart observations in a daily to review answers. Also, consider dis- journal or format of your choice. cussing which items from the garbage in the school lunchroom could be 8 Discuss the idea of packaging. added to this chart and where these Does packaging exist in the natural items could have originated. environment? Have students give examples of nature’s packaging (corn ANSWER: Weeks – might include husk, nut shell, banana peel, cocoon, pieces of food items or light weight skins on potatoes, bark on a tree). paper; Months – might include rags What is the purpose of nature’s pack- and leaves; Years – might include aging? painted fence posts, tree trunks; Hundreds of Years – generally includes 9 Compare nature’s packaging to consumer packaging items, such as human-made packaging. Give exam- cans and bottles. ples of artificial packaging (soda pop can, plastic wrap, fast food bags). 4 Discuss what happens when Discuss the different types of organic these items are put in a landfill. (In a (paper bag) and inorganic packaging landfill, it takes longer to break down (soda pop can). because there is not enough oxygen for aerobic microorganisms to live, Discuss the process of decomposition and they are more efficient at con- through exposure to ultra-violet light suming garbage than anaerobic bacte- (sunlight). The time needed to ria.) Identify which items would be degrade photodegradable bags and good for composting. Discuss how some plastics can be as short as three composting reduces the amount of to six weeks in the summer, because solid waste that is landfilled. the sun is stronger. In the winter, it can take seven to 15 weeks. In our cul- 5 Discuss what other factors ture, technology produces a wide vari- (other than microbes) help decom- ety and number of non-degradable pose garbage (sunlight, heat, wind, materials to meet the needs of con- water). ▼ ©Ohio Department of Natural Resources Help Contents Back 160 ▼ ▼

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sumers. Discuss how science and technology have enabled us to create effi- Assessment cient preservation methods, yet the Method A: Have students answer ques- chemical compounds required to pro- tions 3, 4, 5, 6 and 8 on the handout, vide this function have made consumer Nature’s Way With Waste, in Activity 1 products difficult to degrade. on p. V-12. These questions relate to this activity. (The test assesses the 10 When both artificial and organic entire lesson.) materials are disposed in a landfill, they Method B: Student stories written in take much longer to degrade than in a Part B, Step 3. natural environment. Solid wastes, such as inorganic packaging, will not efficiently biodegrade or decompose and Extension must either be landfilled or recycled by Visit a local grocery store and evaluate an artificial system. Discuss how built the types of packaging used to preserve environments (artificial ecosystems) food based on biodegradability. might be changed to replicate the efficient recycling system of natural ecosystems.

PART B

1 Read the story, The Magic School Bus Meets the Rot Squad (see Bibliography section). Read slowly enough so students can comprehend the story and look carefully at each picture.

2 Have each student respond to the story by identifying key vocabulary words, such as decomposition, rot and recycle.

3 Have students demonstrate an understanding of the story by retelling the story in writing, in their own words, by using no more than 100 words. ▼ ©Ohio Department of Natural Resources Help Contents Back 161 ▼ ▼

- Help Contents Back 162 Windows on Waste NATURE’S WAY WITH WASTE V ▼ Student Handout ✐ Degrade? to eeks Months Years Hundreds of Years of eeks Months Hundreds Years This Takes How Long W Directions: In the appropriate boxes below, classify the various below, boxes In the appropriate Directions: to decomposition time. garbage according items of your to Decay to Decay to Decay to Decay ▼ ©Ohio Department of Natural Resources Help Contents Back 162 ▼ ▼

- Help Contents Back 163 Windows on Waste NATURE’S WAY WITH WASTE V ▼ ity NATURE’S WAY WITH WASTE iv t

c A 3 Inquiry ● How is compost made by tiny organisms? Content Domain Compost Critters Language Arts – Vocabulary Math – Arithmetic Science – Natural science, Objectives biology Students will be able to: (a) use a simple key to distinguish between compost critters; Learning Outcomes (b) identify and compare the dimensions of compost critters in metric measurement; Math, Grade 4, #17 (c) identify and discuss the selection of tools for exploring compost; (d) demonstrate Science, Grade 4, #3, #4, #6, #7, an understanding of the safe use of magnifying glasses and/or microscope and glass #9, #16, #17; and Grade 6, #1, slides; (e) demonstrate an understanding of the basic needs of living things; (f) iden- #2, #3, #14, #15 tify ways in which organisms react to changing environments; and (g) sort and identify organisms according to size. Duration Part A: 45 minutes Explain to students that this handout Part B: 45 minutes Preparation not only shows the types of organisms Before conducting Part B of this activi- (living) in a compost pile, but also the ty,locate an active compost bin and put levels of who eats who. Refer to the key at Materials about 8 cups of fresh compost in a con- the bottom of the left hand corner. Four magnifying glasses tainer with a lid to bring to class. Make Discuss the different types of organisms and/or four microscopes and transparencies of the handouts, Food found in a food chain and the level at four glass microscope slides Web of the Compost Pile, Nature’s which they are active. and/or petri dishes; rulers Sanitation Crew, Food Chains and Food with centimeter measure- Chain Within a Compost Pile. Also, 3 Give students an example of one ment; scissors; tape or glue; make copies of the first three handouts food chain related to this food web. (A colored pencils, crayons or for each student. Students should have ground beetle eats a mold mite, which colored markers; four alu- access to scissors, tape or glue, and eats bacteria, which feeds on organic minum pie pans; four forks; colored pencils, crayons or colored material.) Make sure students under- one container of fresh com- markers. stand the cycle of eaters and of being post (approximately 8 cups) eaten. Using a transparency of the handout, Food Chain Within a Compost Handouts Procedure Pile, explain this cycle in a simpler form ● Food Web of the Compost Pile PART A to students. ● Food Chain Within a Compost 4 1 Define compost, using the words Give each student a copy of the Pile handout, Food Chains.Ask students to organic, organisms, natural and decom- ● Food Chains position. construct a type of food chain and indicate what the arrows represent (food ● Nature’s Sanitation Crew 2 Give each student a copy of the energy). An example could be: grass handout, Food Web of the Compost Pile. grows, cows eat grass, humans drink milk. In the column labeled, “A ▼ ©Ohio Department of Natural Resources Help Contents Back 163 ▼ ▼

- Help Contents Back 164 Windows on Waste NATURE’S WAY WITH WASTE V ▼ Compost Food Chain,” have students chain. Ask students to predict which refer back to the handout, Food Web of critters might eat other organisms and Assessment the Compost Pile,to construct another which might be eaten. Collect cut-out Method A: Embedded assessment type of food chain using examples critters and display on a bulletin includes discussion answers and from that handout. An example could board. cooperative learning behavior. be: leaf provides energy to molds and Method B: Completing the handout, fungi, which provides energy to 2 At four locations, place an alu- Food Chains, and cutting out the springtails, which provides energy to minum pie pan filled with 2 cups of Nature’s Sanitation Crew. centipedes. unfinished compost. Do not do this ahead of time, because the microor- Method C: Have students describe the 5 Have students consider other ganisms may crawl or fly around the instruments necessary to study basic needs that compost critters must room. microorganisms in compost. have to exist in a compost pile (heat, Method D: On the handout, Nature’s oxygen, water, bacteria, organic mat- 3 Divide students into four Way With Waste on p. V-12, have stu- ter). Discuss how heat in a compost groups. Each group should go to an dents answer questions 1, 2, 3, 5 and pile may destroy some organisms, but aluminum pie pan and examine the 8. These questions relate to this activi- create a good environment for others. fresh compost with magnifying glasses ty.(The test assesses the entire lesson.) and forks. Students may also use 6 Discuss the connection human microscopes and glass microscope beings have to the compost food slides and/or petri dishes. All students Extensions chain and its organisms. Identify the should be reminded of the safe use of various types of cycles found in the materials in this science activity. 1 handout (energy, food, decomposi- Discuss what they are observing Have each student bring in an tion) and the place of compost critters (movement, compost composition, old sock and, using various art sup- in the cycle of life. texture, etc.). Relate observations back plies, make a sock puppet of a com- to the handout, Food Chain Within a post critter (from the handout, 7 Distribute the handout, Nature’s Compost Pile.Students should actually Nature’s Sanitation Crew) of his/her Sanitation Crew,to each student. Have smell, touch and hear (listen to) the choice. Students could role-play the each student use a ruler with centime- compost. chosen “critter” by acting out how it ter measurements to compare sizes of looks, what it eats and who it must the various organisms. 4 Have students return the com- avoid in the compost pile. post back to its original container. 8 Students should choose an 2 Using encyclopedias, research the organism that interests them, cut the 5 Take about a cup of the fresh compost critters. Students could also picture out and color it. Students may compost and put it on top of an over- visit compost-related web sites on the also draw larger examples of these head projector glass for the class. Internet and learn more about com- compost critters to use for display Observe the organisms as they move post facilities. purposes at a later time. about, noting size, movement, etc. and 3 discuss student observations. (Point Put compost critter names into a out that the projector lamp is serving hat. Students pick a name and sit in Procedure as a heat source.) Immediately follow- rows of chairs that are classified by PART B ing the discussion, return the compost various keys (number of legs, size in to the container. length, etc.). Ask a variety of questions: Who do you eat? Who eats 1 Review the transparency, Food you?, etc. Students will tag who they Web of the Compost Pile, and identify 6 Ask questions about the prob- eat; thus enacting a food web and the the different types of living organisms lems associated with exploring com- flow of energy. in a compost pile. Have each student post, such as critters get loose, out of show the class his/her cut-out colored their own bigger environment/ecosys- 4 Locate compost piles in your picture of the organism he/she chose tem. Discuss the relationship of neighborhood and/or city. Are there from the handout, Nature’s Sanitation human activity (making compost) any large compost sites or facilities Crew.Make sure students correlate/ and the environment. nearby? evaluate other classmates’ measurements, color and place in the food ▼ ©Ohio Department of Natural Resources Help Contents Back 164 ▼ ▼

- Help Contents Back 165 Windows on Waste NATURE’S WAY WITH WASTE V ▼ Student Handout ✐ Food✐ Web of the Compost Pile 3º

Ant (Formicid) 5-10 mm 2º Millipedes Soil Flatworms 20-80 mm Earthworms (Tubellarians) 50-150 mm 70-150 mm

1º

Land Snails and Slugs 2-25 mm Bacteria

Beetle Mites 1 mm

Whiteworms, Potworms (Enchtraeids) Organic 10-25 mm Residues Molds (Fungi) Roundworms (Nematodes) 1 mm

Sow Bug (Isopod) Fly (Diptera) 10 mm 1-2 mm Predatory Mite .5 -1 mm

Protozoa Springtails Actinomycetes .01-5 mm (Collembola) Centipedes .5-3 mm 30 mm

Rotifera 1-5 mm Rove Beetles Mold Mite Feather-winged (Staphylinid) (Acarina) Beetles (Ptiliids) 10 mm (.5-1mm) 1-2 mm

Pseudoscorpion KEY 1-2 mm 1º – First level consumers 2º – Second level consumers Ground Beetles (Carabid) 3º – Third level consumers 8-20 mm Industries © 1990 Browning-Ferris ▼ ©Ohio Department of Natural Resources Help Contents Back 165 ▼ ▼

- Help Contents Back 166 Windows on Waste NATURE’S WAY WITH WASTE V ▼

Food Chain Within a Compost Pile

Flesh eaters/Predators – centipedes, rove beetles, ants, predatory mites

springtails, mold mites, protozoa

earthworms, beetle mites, sow bugs, flies, enchtraeids, molds, bacteria ➮➮➮ Dead organic matter

Note: These compost critters are all mixed together and interact with one another, rather than being stacked on top of each other as shown in this diagram. ▼ ©Ohio Department of Natural Resources Help Contents Back 166 ▼ ▼

- Help Contents Back 167 Windows on Waste NATURE’S WAY WITH WASTE V ▼ Student Handout ✐ Food Chains

A FOOD CHAIN A COMPOST FOOD CHAIN ▼ ©Ohio Department of Natural Resources Help Contents Back 167 ▼ ▼

- Help Contents Back 168 Windows on Waste NATURE’S WAY WITH WASTE V ▼ Student Handout ✐ Nature’s Sanitation Crew

White Worms – Potworms (10-25 mm) Ant (5-10 mm) I am a skinny, white worm, also known as a pot worm or I am an insect with six an enchtraeid (en kee tray id). I am legs and three body about an inch long, but I am so thin I sections: head, thorax look like a frayed piece of thread. I and abdomen. I am an move like an earthworm. In fact, we’re important decomposer because I break materials down related. I don’t have red blood like an into smaller particles. I create tunnels, and assemble earthworm. I eat well-decomposed soil particles into clumps. material. You might think of me as one who likes to “finish off” the job of decomposition. Carabid Beetle – Ground Beetle (8-20 mm) I am an insect with shiny, black, tough wings and I’m Sow Bug (10 mm) about a 1⁄2 inch long. I live beneath stones, boards and I am an isopod. I have 10 pairs of other moist places. At night, I rapidly pursue my prey, legs. I am related to crayfish and such as slugs, snails and soft insects, like lobsters. I breathe with gills, so I caterpillars. I am a fierce predator. must live in a damp, moist place. My 1⁄2 inch body is oval and flat, with a series of flattened plates, like my close relative, the roly-poly. However, I can’t roll up in a ball. I eat vegetation and leaf litter.

Earthworm (50-150 mm) I am a long, thin, soft-bodied animal. My body is made Fruit Fly (1-2 mm) up of little rings called segments. I have neither legs I am a small fly. I am sometimes a nui- nor eyes, but when I sense light, I slither sance. I don’t bite, I don’t sting and I away from it. I eat bacteria, fungi, don’t make annoying buzzing noises. I protozoa and decaying organic matter. never harm earthworms. People consider me a pest because I sometimes invade compost piles. If it’s warm and moist, and fruit and yeast are present, I lay eggs and they hatch. One way to help keep me from being a nuisance is to hide food waste deep in the compost pile. Usually I am present and you don’t know it.

(Worms Eat Our Garbage: Classroom Activities for a Better Environment, Mary Appelhof, © Flower Press, 1993) ▼ ©Ohio Department of Natural Resources Help Contents Back 168 ▼ ▼

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Student Handout ✐

Nature’s Sanitation Crew, continued Mite (.5-1 mm) Springtail (.5-3 mm) I’m tiny. It takes 25 of us to cover I am a tiny, white insect, less than 1⁄16 of an an inch long line. My body is so inch long. I have a pointed prong folded round and fat it’s hard to see my beneath my abdomen. By quickly eight jointed legs. Thousands of us extending this “spring,” I jump high live in a compost pile. We are important into the air. When thousands of us decomposers. Some of us eat plant gather on well-decomposed worm material, such as mold and soft Mold Mite bedding, it looks as if we are jumping tissues of leaves. Others eat the all over the place. We feed on molds manure of other organisms. and decaying matter and are impor- Some of us can harm tant producers of humus. earthworms.

Predatory Mite Centipede (30 mm) Millipede I am a fierce hunter! I am (20-80 mm) known as a predator because I have so many legs you I prey on earthworms and would have a hard time eat them. I have a pair of counting them. My name poison claws to help keep means “thousand legs,” but I my prey from getting away. don’t have that many. Each segment has two pairs of I move quickly on my many legs. I’m not fierce, but quite timid. I roll up in a ball to legs. I have only one pair of avoid danger. I am a vegetarian and I eat soft, moist, legs on each of my many decaying plants. I’m thick-skinned, dark red in color (13-173) segments. I am 1 and measure from 1–3 inches long. about a ⁄2 inch long.

Pill Bug – Roly-Poly Collembola (.5-3 mm) I am an isopod, which means I am a close relative of the that I have 10 pairs of legs that Springtail, but I don’t have the look very similar to each other. springing tail. I am tiny, often The flattened plates on my body white and less than 1⁄16 of an make me look like an armadillo. inch long. Like the springtails, we are I am about a 1⁄2 inch long. I roll up members of a group of animals that are in a ball if I’m disturbed. I eat primitive insects. I live with thousands of my vegetation and leaf litter. companions in compost piles where I eat molds and

decaying matter.

(Worms Eat Our Garbage, Mary Applehof, © Flower Press, 1993) ▼ ©Ohio Department of Natural Resources Help Contents Back 169 ▼ ▼

- Help Contents Back 170 Windows on Waste NATURE’S WAY WITH WASTE V ▼ NATURE’S WAY WITH WASTE ity iv t c A 4 Meet the YIMBYs

Inquiries Objectives ● What is a compost pile? Students will work cooperatively in groups to: (a) sort and identify components of a ● What are the components of compost pile and construct a model through role-playing activities; (b) use patterns a compost pile? to make generalizations and predictions by identifying missing components in a compost pile; (c) make inferences about nutrient flows and energy transfers; (d) ● What are efficient ways to trace the transmission of energy in a small, simple ecosystem and identify the roles of compost organic waste? organisms in the energy movement in an ecosystem; (e) demonstrate an understanding of the basic needs of living things; (f) compare and contrast the diverse ways liv- Content Domain ing things meet their needs; and (g) identify and interpret vocabulary words critical Language Arts – Oral to understanding composting. Students will explain how compost is part of nature’s communication, creative nutrient recycling system. writing Science – General science, biology Preparation Make copies of the handouts, Is It O or Not? and Compost Scramble. Learning Outcomes Write the information from the following chart on 4˝x 6˝ index cards. Use the Science, Grade 4, #4, #16, #18 assigned ink colors to write the phrases listed below: and Grade 6, #1, #3

MARKER CARD TEXT MARKER CARD TEXT Duration COLOR # COLOR # 45 minutes BROWN* #1 twigs, brush GREEN* #4 grass clippings #2 pine cones #5 fruit peelings #3 brown leaves Materials #16 vegetable peelings #6 dead animals 37 4˝x 6˝ index cards; yellow, #17 coffee grounds, #7 soil pink, black, blue, green, egg shells #13 tree branches brown, red markers; trans- #26 green leaves #14 bark parencies made from the #15 straw, pine needles handouts, Is It O or Not? and BLUE* #8 rake, shovel or #18 dead fish Compost Scramble; jelly beans pitchfork #23 weeds #22 thermometer #24 peanuts, walnuts, Handouts acorns, hickory nuts YELLOW* #9 oxygen ● #25 sawdust, corncobs Is It O or Not? #10 water #27 dung/manure ● Compost Scramble #11 heat ▼ ©Ohio Department of Natural Resources Help Contents Back 170 ▼ ▼

- Help Contents Back 171 Windows on Waste NATURE’S WAY WITH WASTE V ▼ MARKER CARD TEXT Write the numbers and words on one fy what they are in the compost pile, COLOR # side of the card only. The color code but to expand the list and recognize RED* #12 earthworms will represent the ratio of 3 browns other items that may or may not be #19 termites, sow (carbon): 1 green (nitrogen), which is organic and could also be used in the bugs, other the necessary mixture for the success pile. decomposers of a balanced compost pile. #20 bacteria Remember, too much carbon will 4 Beginning with card #1, students #21 fungi cause the pile to decay very slowly and will individually act out or say what too much nitrogen creates ammonia they “are” and then position them- PINK* #28 cotton rag and bad odors. A proper 3:1 carbon/ selves on the floor at the bottom of #29 aluminum nitrogen ratio is required. the compost pile. The sequence is beverage can repeated so that all 37 cards are spo- #30 steel food can Procedure ken for and most of the students will #31 plastic bottle be sitting side by side on the floor. #32 glass bottle 1 Divide the class into four or six #33 paper groups. Items To Consider: #34 cereal box ● Student #8 (rake, shovel or pitch- #35 newspaper 2 Introduce the YIMBY (“Yes, in fork) should stand and mix students #36 meats, fat, oils my back yard,” as distinct from #1-7 and then mix students #10-21 NIMBY,“not in my back yard”) com- in with students #1-7. BLACK* #37 finished compost post components by giving each of ● Students #9, 10 and 11 should be the groups the numbered index cards. added at some point. These compo- (Each group will be responsible for nents help meet the needs of bacte- determining who will be and do *BROWN ... brown organic matter ria and fungi. (carbon) what.) Divide the 37 color-coded *GREEN.....green organic matter cards evenly and randomly. (Can also ● Student #22 (thermometer) should (nitrogen)/animal food use the real items, but if artificial slip through students #21-31 and act and waste items are used with the cards, save out a temperature reading of 68° - *BLUE ...... tools for making and time by attaching the card to the 77° Fahrenheit. (The temperature in observing compost item.) a compost pile may climb to 150°F.) *RED ...... living organisms, includ- All brown and green cards are sources ing decomposers 3 Each student will tell the class if of food energy for the decomposers. *YELLOW ..environmental needs of he/she is organic or inorganic and in This energy is transformed into the microorganisms who what way he/she will address the movement and heat. needs of plants and animals (as tools feed on the compostables ● Students with cards #28-35 are or energy sources). *PINK...... man-made, trash man-made items and the class components Optional: Use the handout, Is It O or should discuss whether or not these *BLACK...... compost Not?,to not only have students identi- items should go into the compost pile. These students could be put in Example Card a recycling bin and considered later. 40 percent of man’s garbage consists of paper products! A small amount of paper products may go into the pile, but students should consider contaminants to nature such as the ink. 1 ● Student (or card) #36 (meats, fats and oils) should never go in a compost pile. Explain the reasons why to twigs, brush the class (spread diseases, attract Note: This card animals and problems with odor). is written with brown marker. ▼ ©Ohio Department of Natural Resources Help Contents Back 171 ▼ ▼

- Help Contents Back 172 Windows on Waste NATURE’S WAY WITH WASTE V ▼

● Student #37 is finished compost. actively engaged in the assigned learn- group participants should discuss: This person should remove his/her ing role. What is the definition? How does it shoes and sit on top of the pile as help or hurt the pile? The student ___4. Each member of the group he/she reads the definition of com- with the card can attempt to guess the applied his/her conflict resolution post. word at any time. The discussion skills when appropriate to do so. should carry on even after the student 5 When the compost pile has been ___5. Each member of the group correctly guesses the word. Evaluate built, and as students are sitting on showed respect for one another. all student contributions. the floor, sprinkle some jelly beans ___6. Each member of the group (serves as the element nitrogen that 5 For homework, have students made a major contribution to the may need to be added) on the pile. use their cards to write a short sum- overall performance. Then student #8 (the rake) should mary, poem or song to answer the fol- “turn” the pile again. All the students ___7. Each member of the group lowing questions: Who am I? What should be moving themselves around maintained a positive attitude. did I do? When did I go in? Where in the pile. Method C: Have students answer did I fit in (beside what other compo- questions 1, 3, 5, and 7 on the hand- nents)? Why was I important? 6 Other considerations: Students out, Nature’s Way With Waste on should notice the color-coded cards. 6 Make a giant coloring book of a p.V-12. These questions relate to this Remember to explain the 3 B: 1 G compost pile. Each student could be activity. (The test assesses the entire ratio (3 browns to 1 green),which will in charge of a different page. lesson.) ensure a successful compost pile. 7 Have students complete the Extensions handout, Compost Scramble. 1 Students can be asked, ahead of time as homework, to bring in sam- Assessment ples of the 37 components of the Method A: Make a list of items from compost pile. Construct a compost the activity, with at least two from pile outside of the classroom on each of the following groups: brown, school grounds after students have green, red, pink. Scramble the words. learned the procedure. Have students make a chart and classify each of the items and explain its 2 An actual compost bin can be purpose in a compost pile. put in the classroom and layered with artificial components. Have the artifi- Collect completed copies of the cial items on a table in the classroom homework sheet, Compost Scramble. and as students take their numbered Method B: Embedded assessment of cards and before they position them- the role-playing. Use a rubric mea- selves on the floor, have them pick surement or the rating scale that fol- their corresponding components from lows: the table and put the components in the bin. Rating Scale 3 = Super Rotate YIMBY cards so different students play different roles. 2 = Satisfactory 1 = Needs Improvement 3 Create a play utilizing the com- ___1. Each member of the group post components as characters. handled his/her group role. 4 Have one student at a time stand ___2. Each member of the group in front of the group with the card took turns listening to one another’s taped to the back of his/her shirt so ideas. that only the group can see the card. ___3. Each member of the group Without saying what the word is, ▼ ©Ohio Department of Natural Resources Help Contents Back 172 ▼ ▼

- Help Contents Back 173 Windows on Waste NATURE’S WAY WITH WASTE V ▼

Student Handout ✐ Is It O or Not?

Directions: Identify the following list by placing a B next to each of the organic-carbon items and a G next to each of the organic-nitrogen items. Circle all the inorganic items.

______Twigs, brush ______Corncobs, pine needles ______Grass ______Cotton rag ______Cereal box ______Paper ______Plastic ______Coffee grounds, egg ______Styrofoam package shells ______Pine cones ______Newspaper ______Weeds, brown leaves ______Brown leaves ______Brown paper bag ______Dung ______Wax paper cup/milk ______Banana peel carton ______Hickory nuts, acorns ______Rope ______Fruit peelings ______A piece of wood ______Bamboo pole ______Plastic shopping bag ______Sawdust, straw ______Plastic six-pack holder ______Peanuts, walnuts ______Traffic ticket ______Vegetable peelings ______Soil ______Green leaves ______Styrofoam package ______Tree branches ______Aluminum beverage can ______Cigarette butt ______Disposable diaper ______Orange peel ______Wool sock ______Bark ______Steel food can

Optional

Directions: Put the capital letter beside the word(s) that it represents. L = Living organisms T = Tools E = Energy sources

______Rake ______Bacteria ______Shovel

______Oxygen ______Fungi ______Termites and other decomposers ______Water ______Thermometer

______Heat ______Pitchfork ▼ ©Ohio Department of Natural Resources Help Contents Back 173 ▼ ▼

- Help Contents Back 174 Windows on Waste NATURE’S WAY WITH WASTE V ▼ ✐ Student Handout Compost Scramble Directions:

1 Unscramble the words in the compost pile.

2 Write the correct word under the scrambled word.

3 Write your name on the pitchfork handle.

4 In the pile below, circle the unscrambled words that don’t belong in a compost pile.

5 In the following list, put a square around the decomposers and put brackets around the sources of food energy. dung weeds bacteria air old fruit twigs heat nuts fish worms bark glass leaves coffee grounds sow bug grass vegetables fungus pine needles

S R O W M D O L U R T I F A K R B

I W T S G

E C F O F E D S U G O R N

L S A S G H S I F B L E V E S T A G E N E I P D E E E S L N A R A B T C E I S N T U ▼ ©Ohio Department of Natural Resources Help Contents Back 174 ▼ ▼

- Help Contents Back 175 Windows on Waste NATURE’S WAY WITH WASTE V ▼ ity NATURE’S WAY WITH WASTE iv t c A 5 Compost Jars

Objectives Inquiries Students will be able to: (a) make observations and record information about vari- ● What are the components of ous soil samples, including compost; (b) evaluate a simple procedure to make com- compost? post; and (c) describe the value of compost as a soil amendment. ● How is compost made? ● What is the most efficient Optional: Have students collect food way to make compost? Preparation scraps from the school cafeteria. Keep PART A scraps in a sealed container until the class is ready to begin making their Review background information on Content Domain compost jars. (Do not keep waste in the composting at the beginning of this Language Arts – Oral container for more than 24 hours or it lesson. communication, listening/ will decompose too quickly.) visual literacy, reading content, Collect soil samples and place one cup organization of each on paper plates; divide the soil samples in this manner: Procedure Math – Arithmetic Science – Natural science, ● Plate #1 = sandy soil PART A biology ● Plate #2 = clay soil 1 Explain to students that this activ- ● Plate #3 = school yard soil ity is about soil. Define soil and explain Learning Outcomes that there are thousands of different ● Plate #4 = potting soil Science, Grade 4, #2, #6, #7, #9 types of soil based on mixtures of three and Grade 6, #2, #3, #12 At four locations, place a soil sample basic types – sand, clay and loam. (Silt plate and a magnifying glass, a spoon, a may or may not be used in your defini- popsicle stick, and, if you wish, a rubber tion.) Duration glove. Consider using four microscopes Part A: 30 minutes (not and prepare four glass microscope slides 2 Divide the class into four groups. including preparation time) Give each student a copy of the hand- of soil samples for the microscope Part B: 45 minutes or more out, Soil Samples. Have each group go to investigation. (depending upon procedure one of the soil sample stations. Allow Make copies of the handout, Soil used and compost develop- the groups enough time to examine the Samples, for each student. ment time) soil sample and record observations on Part C: 45 minutes PART B the handout. The groups should then move from station to station to record Collect enough clean glass jars for each their observations of all four soil sam- continued next page student. Have a tool ready to poke holes ples. Make sure students do not write in metal lids for the students’ jars. anything in the column under “compost.” ▼ ©Ohio Department of Natural Resources Help Contents Back 175 ▼ ▼

- Help Contents Back 176 Windows on Waste NATURE’S WAY WITH WASTE V ▼ 3 Engage groups in a classroom dis- 4 Very small holes need to be NATURE’S WAY WITH WASTE cussion to report observations and punched in the lids for air to enter. make comparisons and contrasts of the Supervise this task closely or punch soil samples. Ask students questions holes in the lids before distributing the Materials regarding the method of observation – jars. the magnifying glasses and/or the glass Part A: Soil type samples – 1 microscope slides, as well as the proper 5 Fill each glass jar about ⁄4 full of sandy soil, clay soil, soil from usage of the scientific equipment. soil from your school’s or home’s back- school yard, potting soil (you yard. Do not use potting soil (chemical 4 may be able to acquire these Collect the completed handouts additives). You may want to add a little from students and save them for use in manure to the soil to enhance the soil samples from your local Part C. growth of microorganisms. Soil and Water Conservation Optional: Add one or two redworms. District office);four magnify- PART B ing glasses and/or four micro- 6 Add food scraps until the jar is scopes and four glass micro- 1 Explain to students that they will half full; do not add meat, dairy or scope slides; four spoons and be making compost. Decide whether fatty/oily foods. every student will make compost the four popsicle sticks; four Optional: You may want to chop the same way, or discuss as a class how stu- paper plates and/or four petri food and yard wastes into small pieces dents (in groups) could make compost with a blender or food processor. dishes in different ways. Other decisions to Smaller pieces will hasten the decompo- make regarding the experiment: Part B: Four spoons; small sition of the organic waste. thermometer for each group; ● use a control or no control old newspaper; clean, clear ● what variables will be used 7 Place a 1-inch layer of soil, then plastic or glass jars (quart-size ● type and size of container for add a 2-inch layer of organic waste and a few drops of water to the jar to keep would be best) with lids (one compost everything damp. Don’t add too much ● worms or no worms for each student); spray mist- water; the compost should be moist, but ing bottle; tool to poke very ● types of ingredients (refer to the not soggy. Use a misting bottle to brown, green, red and yellow factors 1 small holes in metal lids; rub- moisten the soil. Then add a ⁄2-inch from the previous activity, Meet the ber gloves; organic wastes layer of newspaper. YIMBYs) (brought in containers by stu- ● what kind of information to 8 Place a 1-inch layer of soil or com- dents), such as banana peel, chart/observe post on top of the completed pile. orange peel, coffee grinds, ● types of hypothesis or hypotheses that sawdust, corn cob, grass clip- will guide interpretations of results 9 Add additional water as needed to pings, weeds, apple core, egg make the pile moist, but not soggy. It should feel like a damp sponge. shells, potato peels, leaves, a 2 To collect compostables, have stu- piece of paper (see the list of dents request permission to collect food scraps from the school cafeteria. During 10 Place a thermometer in the middle YIMBY items used in the pre- lunch, students should research types of of some of the compost jars. See the vious activity, Meet the solid waste in the cafeteria and deter- diagram on p. V-35. YIMBYs). mine which types would make healthy 11 and safe organic waste for composting. Put lids on the jars. Place the com- Caution: no meat, dairy or Another option would be to have stu- pleted compost jars in an easily accessi- fatty items should be used; dents bring to class, in containers or ble area in the classroom. Do not put redworms are optional. some type of secure packaging, organic them in direct sunlight, unless this is a items from the previously listed materi- variable, because the worms may die. als and/or from the activity, Meet The Handouts 12 YIMBYs. The contents of the compost jar ● Soil Samples should be turned once a week. This may be done with a fork or by gently shaking ● Compost Observation Chart 3 Distribute to each student, a sheet the jar. (optional) of newspaper to place on the desk and a plastic or glass jar with a lid. ▼ ©Ohio Department of Natural Resources Help Contents Back 176 ▼ ▼

- Help Contents Back 177 Windows on Waste NATURE’S WAY WITH WASTE V ▼ Have students compare and contrast If you conducted the entire lesson, 13 Each student should record the their findings with the other four soil administer the entire handout. Return initial odor, temperature, height and types. the handout to students and discuss. weight of the compost. Students should record observations once or 3 Ask students how compost twice a week, or at other designated times. The handout, Compost would be beneficial if it was added to Extensions Observation Chart, can be used to the other soil types. 1 Plant seeds in soil samples from record data. Allow enough time to the activity, with and without compass (up to a few months) for compost, and compare growth rates. post to develop. Assessment 1 Assessment may include evalua- 2 Conduct a vermicomposting 14 Have students compare their tion of completed handouts. Have activity (see Background Information observations and findings. If the each student evaluate the compost jar section). Construct a worm bin for experimental approach was used, stu- procedure and write up safety proce- the classroom and nurture it through- dents should synthesize the informa- dures, equipment use and suggestions out the school year. (Suggestions for tion and evaluate the decomposition/ for improving the activity or experi- ordering worms for classroom com- composting process to see if it con- ment. post projects are found in the firmed their hypotheses. Bibliography section, under Educator 2 Students could also make a Information.) Students could also cre- PART C scrapbook on composting. Evaluate ate a compost center equipped with with a rubric. plastic gloves, thermometer, paper 1 Return the nearly completed towels, magnifying glasses, storybooks handout, Soil Samples,to each student 3 Have students answer questions of compost critters, etc. (from Part A). 3, 5, 6, and 8 on the handout, Nature’s Way With Waste on p. V-12 from 3 Have students conduct inter- 2 Now have students observe the Activity 1. These questions relate to views with the following: a farmer – compost they made and record data this activity. (The test assesses the to find out what he/she does with in the middle column for compost. entire lesson.) his/her dead livestock; a senior citizen – regarding his/her experience with Diagram of Compost Jars (Completed) recycling, compost, garbage; and a garden store/nursery owner. Interviews could be done with a tape recorder. Students could then write a report or role-play the characters for

the class. ➔ Redworms (optional) 4 Visit a compost facility or a

municipal yard waste drop-off site.

➔ 1˝ soil What community efforts have been ➔ 1 established to compost organic mate- ⁄2˝newspaper

rials?

➔ 2˝ organic/food waste

Drops of water➔ 5 Research the types of solid waste ➔ found in the school’s cafeteria. 1˝ soil Examine the cafeteria’s organic food scraps, as well as the school’s organic

waste – grass clippings, leaves, etc. ➔ Half container full of Which of these wastes are considered food scraps healthy and safe organic waste? Could these items be used to begin a class-

room compost pile project? How ➔ Quarter container full about a school compost pile? Design a of fresh soil compost pile for your school’s organic wastes. ▼ ©Ohio Department of Natural Resources Help Contents Back 177 ▼ ▼

- Help Contents Back 178 Windows on Waste NATURE’S WAY WITH WASTE V ▼ ✐ Student Handout Soil Samples

There are more than 70,000 different types of soil in North America. A classification system is needed to distinguish the types.

Soil can be classified by texture (feel). Soil can also be classified by color. ● Soils that are clay-like are smooth, sticky and ● Dark – black, dark gray or dark brown dense. They hold water tightly, making it less ● Medium – brown to yellow brown available to plants. ● Light – pale brown to yellow ● Soils that are sandy are very gritty, loose and The more organic material in the soil, the darker crumbly. They hold little water for plants. the color of the soil. Generally, the darker the soil, ● Soils that are loamy are mixtures of the soils the more easily water sinks in and the better it is above. They are loose, crumbly and hold water for growing plants. well. Directions: Examine the soil samples. Complete the following chart and questions.

12345 Sandy Soil Clay-like Soil School Soil Potting Soil Compost

Location Found

Color

Smell

Pa r t i cle Size

Texture

Prediction for growing plants G=Good, F=Fair, P=Poor

Furthur Observations

Directions: Answer the following questions on the back of this handout.

● In what ways are these soil types alike? ● In what ways are these soil types different? ▼ ©Ohio Department of Natural Resources Help Contents Back 178 ▼ ▼

- Help Contents Back 179 Windows on Waste NATURE’S WAY WITH WASTE V ▼

Student Handout ✐ Compost Observation Chart

Date Temperature Odor Initial Observations (if any) Observations of Changes ▼ ©Ohio Department of Natural Resources Help Contents Back 179 ▼ ▼

- Help Contents Back 180 Windows on Waste SEPARATION MANIA VI ▼ SEPARATION MANIA

Environmental Studies Vocabulary Learning Concept appropriate technology – tools and processes that meet human needs with minimal long-term damage to the environment and maximum echnology increases material prosperi- social and economic benefits to the users ty by increasing human’s efficiency in commingle – to mingle together; intermix in a single container trash Tcompleting tasks and making prod- items made from different materials ucts. It also increases a society’s chance of contamination – being made impure through contact or addition of changing the natural environment in negative another substance ways, including land degradation through the ferrous metal – metal containing, or derived from, iron acquisition of natural resources and the gen- manual – physically worked by human hands without electricity or eration of pollution. Therefore, technological other power source efficiency, from an environmental (and some- materials recovery facility (MRF) – facility for separating and times economic) perspective, is based on com- preparing solid waste products and materials for recycling pleting more tasks or making more products mechanical – produced or operated by machinery (simple and/or with fewer natural resources, less energy and complex machines) less pollution. Appropriate technology does natural resources – things from nature, such as ores, plants, animals; this by meeting human needs with minimal the source of all consumer products made of glass, steel, aluminum, paper, plastic, etc. long-term damage to the environment and maximum social and economic benefits to its paperboard – a relatively stiff, heavy material, thicker than paper, made from paper pulp; commonly used as container material users. recycling – the act of collecting and separating materials and products Solid waste management, including recy- from the solid waste stream and reusing them as raw materials in cling, requires the use of technology. Recycling manufacturing processes is an appropriate technology – it generally technology – all the tools and processes, including knowledge, used to reduces land space consumption, energy and extract resources from the environment and provide goods and resources; it reduces the generation of pollu- services tion; and it creates more jobs than disposal programs. One of the most complex challenges in recycling and waste collection is to efficiently collect, separate and prepare materials for reintroduction into the manufacturing process. Simple and complex machines can be integrated into processes to make recycling more efficient. Technology can be applied, which will change the way products are made so they can be more easily recycled. Solid waste collection and disposal processes rely on technologies to improve collection efficiency and reduce the volume of solid waste. ▼ ©Ohio Department of Natural Resources Help Contents Back 180 ▼ ▼

- Help Contents Back 181 Windows on Waste SEPARATION MANIA VI ▼ Overview - SEPARATION MANIA

Activity 1: Separation Mania Summary This lesson includes one Description1 activity. Students simulate the operation of recycling technology at a materials recovery facility (MRF) by constructing a classroom model to separate “recyclable” objects with simple machines along a moving conveyor. They observe the objects carefully and complete a handout to describe the differences and similarities of the physical characteristics of the items. They cooperate in groups to test the mini-MRF and they analyze the results to redesign the process. Students perform another trial run and evaluate it for accuracy and efficiency. They compare the two attempts and make recommendations for further improvements.

Ohio Proficiency Test Learning Outcomes Grade 4, Science #2 – Select instruments, make observations and/or organize observations of an event, object or organism. Grade 4, Science #6 – Evaluate a simple procedure to carry out an exploration. Grade 4, Science #12 – Explain and/or predict the motion of objects and/or describe the effects of some objects on other objects. Grade 6, Science #7 – Predict the influence of the motion of some objects on other objects.

Background Information

ecycling is a technolo- recycling businesses rely on people side pickup, drop-off boxes or buy- gy that returns old and technology to clean, sort and pre- back centers. Waste generators may, or materials or trash to the pare the recycled materials. The may not, separate specific recyclable manufacturing process. process of separating and preparing items from each other. When recy- Using recycled materials materials for manufacturing adds clable items are collected together or toR make new products consumes costs to recycling efforts. Therefore, commingled, further separation of fewer natural resources and reduces the success of recycling is based, in these items takes place at a recycling pollution. Recycling is an appropriate part, on how efficiently different center or materials recovery facility technology because it promotes con- materials (glass, paper, plastic, etc.) (MRF).Some MRF facilities receive servation and lessens environmental can be collected and separated from mixed waste, which requires them to degradation. each other. separate recyclables from all types of Recycling is achieved when mate- Separation generally begins at the trash and garbage, others receive rials are sorted and separated from source of waste generation, such as only commingled recyclables for the solid waste stream, and the residences and businesses where recy- separation. processed recyclables are used to clables are separated by hand from At a MRF (pronounced “murf”), manufacture new products. To meet other waste materials. These materials materials run along conveyor belts the specifications of manufacturers, may then be collected through curb- and are both manually and mechani- ▼ ©Ohio Department of Natural Resources Help Contents Back 181 ▼ ▼

- Help Contents Back 182 Windows on Waste SEPARATION MANIA VI ▼ Background Information, continued cally separated. Sorting methods differ ensure that materials are accurately Bibliography and Additional from material to material. Paper and sorted. Accurate sorting methods are Resources cardboard are often sorted manually. crucial to the financial stability of Commingled glass, aluminum, steel recycling centers. Manufacturers rely Student Resources and plastic are often sorted using a on recycling centers to provide How the Environment Works, by combination of manual and uncontaminated material. If the mate- Preston Gralla, Ziff-Davis Press, 1994. mechanical techniques. rial received from a recycling center is As the commingled mixture not pure, the manufacturer will either 25 Simple Things Kids Can do to Save moves along the conveyor line, the refuse it or demand a price reduction, Energy,The Earth Works Group, ferrous metal (steel) is pulled out depending upon the level of contami- 1992. with magnets and loaded into a con- nation.For example, recycled paper Internet tainer to be baled or shredded and manufacturers who buy newspaper Ohio Energy Project Web Site: then shipped to a manufacturer. The may accept paper bales that also www.ohioenergy.org plastic may be sorted by a vacuum or include paperboard,but will pay the blower and/or sorted by hand to sepa- recycling center less for those “conta- Media rate the plastic into types such as minated” bales. Once manufacturers Bill Nye the Science Guy – Biodiversity PETE (#1 plastics, including soft receive the materials, they may and Garbage, Disney Educational drink, juice and water bottles) and conduct additional sorting and clean- Productions. Both videos are 26 HDPE (#2 plastics, including milk ing operations for quality control minutes. To order: (800) 295-5010. jugs and detergent bottles). The plas- purposes. tic is then compacted, baled and sent After new products are made Educator Information to a manufacturer. Glass is manually from recyclable materials, they enter separated by color, crushed and sent the market system. In order to “close Earth Cycles Curriculum Supplement, to a manufacturer. Aluminum, which the loop,” consumers must purchase Ohio Energy Project and Cycles for moves down the line and eventually recycled-content products. Unless Science, Steel Recycling Institute. Ohio falls off the end into a container, is consumers make these environmen- Energy Project, (614) 785-1717. also compacted and sent to a manu- tally-friendly choices, there is no Missouri Polymer Ambassador facturer. incentive to begin the process of Activities, Mary E. Harris, 1996, Along the entire sorting line, sorting and separating recyclable (314) 993-4040. workers must pay close attention to materials. ▼ ©Ohio Department of Natural Resources Help Contents Back 182 ▼ ▼

- Help Contents Back 183 Windows on Waste SEPARATION MANIA VI ▼ ity SEPARATION MANIA iv t c Inquiries

A ● What types of machines are 1 part of recycling technology? ● How can different solid waste materials be separated mechanically to prepare them Separation Mania for recycling? Content Domain Science – General science, Objectives physical science Students will be able to: (a) explain how technology and principles of physical sci- Learning Outcomes ence can be applied to sort and separate materials with different physical character- Science, Grade 4, #2, #6, #12 istics; and (b) explain the importance of technological processes for recycling. and Grade 6, #7

Plastic Group – two pieces of construc- Duration Preparation tion paper, two straws, two bar magnets, Two 50-minute class periods a cookie sheet, two balloons, a container Arrange the room as follows. Set up a marked PLASTIC # 1 and a container Materials row of desks, 10 feet or longer, in the marked PLASTIC #2 center of the room (no chairs). Set up Sample items for conveyor six student group locations at desks Glass Group – two pieces of construc- belt: newspaper (no comics or with chairs around them. tion paper, two straws, two bar magnets, sports); masking tape; several a cookie sheet, two balloons, a container empty paper towel or wrap- Place the items for each group (see marked CLEAR GLASS, a container ping paper tubes; scissors, below) in a brown paper grocery bag. marked GREEN GLASS and a container desks lined up in a row (10´ or With a permanent marker, write the marked BROWN GLASS longer); long rectangular tray name of the group on its corresponding or box the width of the paper bag. conveyor (about 27˝ maxi- Conveyor Group – several sections of Procedure mum) to collect the items that newspaper, masking tape, paper tubes drop off the end of the belt and box 1 Divide the class into six groups. Sample items for five sorting Give each group a small bag, as previ- machines: 10 pieces (two per Aluminum Group – two pieces of con- ously prepared, with two or three sam- struction paper, two straws, two bar group) of heavy construction ples of each material (steel paper clips, paper; 10 straws (two per magnets, a cookie sheet, two balloons aluminum tabs, newspaper pieces, card- and a container marked ALUMINUM group – do not share or reuse); board pieces, #1 plastic pieces, #2 plastic 10 bar magnets (two per Steel Group – two pieces of construc- pieces, clear, green and brown floral group); five (one per group) tion paper, two straws, two bar magnets, vase marbles). Give each student in each pieces of cardboard or other a cookie sheet, two balloons and a con- group the handout, Similar and rigid material (about 27˝ long tainer marked STEEL Different?,to complete by observing the by 12˝ wide) that can be cut materials and discussing potential Paper Group – two pieces of construc- with scissors; nine large- answers with their groups. Discuss the tion paper, two straws, two bar magnets, mouthed containers (i.e. whip answers as a class. a cookie sheet, two balloons, a container cream containers); numbers per group, 10 balloons (two marked PAPER and a container marked 2 Discuss recycling concepts from per group) CARDBOARD the background information with the continued next page ▼ ©Ohio Department of Natural Resources Help Contents Back 183 ▼ ▼

- Help Contents Back 184 Windows on Waste SEPARATION MANIA VI ▼ class to explain the importance of the the group can stand nearby and make SEPARATION MANIA exercise just completed. For example, additional manual sorts by hand, if products that end up in the waste needed. Four students can operate the stream are made from materials that conveyor belt. Other members of the Materials, continued have different physical properties to groups should observe standing close Containers for each group of serve different purposes. In order to to their representatives. sorting machine items: six recycle these materials, they must be ● Once an item (or items) has been brown paper grocery bags, separated by material. Explain to the moved off or lifted off the conveyor, it black permanent marker class they will be making a model of a may then be manually handled to materials recovery facility – a mini- Tools to make the sorting place it in the container for that spe- MRF – which includes a combination of machines: six scissors and tape cific material. Otherwise, students separate technologies and processes for dispensers (one each per may not touch any of the materials on sorting materials. group); Optional: extra con- the conveyor belt. struction paper and cardboard 3 Designate each of the six groups ● Once a material is moved or lifted off Items to represent commin- of the mini-MRF as one of the follow- the conveyor, it cannot be put back on gled recyclable materials: 50 ing: Conveyor Belt, Aluminum Sorting the belt, even if it is not the correct aluminum soft drink tabs; 50 Technology, Steel Sorting Technology, material for that group. Students can- large steel paper clips; 100 1 Paper Sorting Technology, Plastic not pick up an item once it has fallen. pieces of newspaper ( ⁄2˝ Sorting Technology and Glass Sorting Tell students it is better to collect a squares); 50 pieces of card- Technology. Give the conveyor group “contaminating” material in their board (about 4˝ squares); plas- the materials they need to make a con- container than to let it fall to the floor. tic (100 pieces) including 50-2˝ veyor belt. Give each material group its circles cut from plastic (#1) bag of supplies, which will be used to soda bottles and 50-2˝ circles HINTS create a sorting technique and simple cut from plastic (# 2) milk jugs; Do not make any suggestions to stu- machine. glass (100 pieces) including 40 dents unless they are unable to think of clear flat floral marbles, 30 The goal of each of the five material ideas after a certain amount of time. green flat floral marbles and 30 groups is to make a technology, from ● Magnets taped to cardboard will pull brown flat floral marbles the sorting machine supplies in their off steel. (Make sure the floral marbles bags, that will sort out the group’s spe- ● Construction paper or straws can are the flat oval variety; they cific material from all of the others generate a force of air to remove items may be obtained at craft or gar- commingled together on the conveyor by weight. den supply centers.); bag or belt. Each group may use any number other container to store all the of items from its bag. ● Cardboard can be used to make size recycled materials together sorters. The conveyor belt group’s goal is to Before all of the items go in the make a moving conveyor belt using the ● Balloons can be used to generate static bag, make six group collections tables and its assortment of supplies, electricity to pick up light (newspa- of two or three samples of each and decide the order of each of the sort- per) objects. material (steel paper clips, alu- ing technologies along the conveyor belt ● Scoops can be made of cardboard minum tabs, scrap paper (i.e. where students stand, etc.). pieces, cardboard pieces, #1 and/or straws to guide materials off the line. plastic pieces, #2 plastic pieces, 4 Allow 20 minutes for each group to and clear, green and brown flo- discuss how it will create a machine to 5 Begin assembling the mini-MRF ral vase marbles) and put them perform its function within the MRF. by having the Conveyor Belt group con- in six small ziplock bags or other Share the mini-MRF rules (and hints, if struct the belt and designate the order containers. Place the remaining needed) with the groups. quantities in the large bag and of the sorting groups on the belt. Place mix them up. RULES a box on the floor at the end of the belt. ● Only two students from each material Have all students assemble at the belt in Handouts group can operate the sorting tech- their designated places. nology, (either together or one on ● Similar and Different? each side) depending upon how they 6 Tell the Conveyor Belt group to ● Mini-MRF Evaluation use the technology. Other students in start moving the conveyor belt. In ran- ▼ ©Ohio Department of Natural Resources Help Contents Back 184 ▼ ▼

- Help Contents Back 185 Windows on Waste SEPARATION MANIA VI ▼ dom amounts, deposit handfuls of the 10 After each group presents their commingled material onto the conveyor design, have the class select which belt. Start at the beginning of the line design it believes is best. Conduct and continue as the belt begins to move another trial run using that design and and all materials are used. Each group compare the results with those from the must attempt to separate its designated first trial. material as it moves past. After all of the materials have traveled along the conveyor belt, have students return to their Assessment seats with the materials they collected in their group’s containers. Results will 1 Embedded assessment in Step 8. vary; containers may contain more than just designated materials, or the 2 Ask students the following: How group(s) may not have successfully col- might the comparisons on the handout, lected any materials. Similar and Different,help to make a sorting machine? What information 7 As a class, have students record the about the physical properties of materi- results of the trial run on the handout, als would be useful to create a MRF? Mini-MRF Evaluation,by completing How can the success of a MRF be questions 1-3. Discuss the answers. evaluated? Question 2 involves counting all of the materials in all of the sorts, including how many materials fell to the floor and Extensions how many were left at the end of the 1 Have students design another conveyor belt in the box. If one type of MRF model, but allow them to bring in material is most prominent at the end, and use additional materials of their then the last stage of dropping off the choice to make new technologies. For belt could be considered a successful example, students could experiment classification technique. When dis- with flotation devices, fans or simple cussing Question 3, ask how many machines, such as inclined planes, pul- manual sorts had to be made compared leys, wheel and axle, etc. to mechanical sorts. 2 Arrange a tour of a materials 8 Have each student individually recovery facility. Identify the simple answer Question 4 on the handout, machines and manual techniques used Mini-MRF Evaluation,to assess each in the operation and compare with student’s understanding of the concepts those designed by the class. in the activity.

9 After students share their answers to Question 4 with their groups, have each group redesign the entire MRF so that it will operate more efficiently. Each group should be prepared to explain in hypothesis fashion why they think their modifications will lead to better results. ▼ ©Ohio Department of Natural Resources Help Contents Back 185 ▼ ▼

- Help Contents Back 186 Windows on Waste SEPARATION MANIA VI ▼ Student Handout ✐ Similar and Different

Directions: Explain how the following pairs of materials are similar or different based on their physical qualities (color, strength, weight, etc.). Observe and handle examples of each material as you complete your answers.

PLASTIC and PAPER Similar because: ______Different because: ______

GLASS and METAL Similar because: ______Different because: ______

PAPER and CARDBOARD Similar because: ______Different because: ______

CLEAR GLASS and GREEN GLASS Similar because: ______Different because: ______

PLASTIC and GLASS Similar because:______Different because: ______

#1 PLASTIC and #2 PLASTIC Similar because: ______Different because: ______

ALUMINUM and STEEL Similar because: ______Different because: ______▼ ©Ohio Department of Natural Resources Help Contents Back 186 ▼ ▼

- Help Contents Back 187 Windows on Waste SEPARATION MANIA VI ▼ Student Handout ✐ Mini-MRF Evaluation

1 What type of force or motion did your group use to sort its material? ______

______

2 How well did your group succeed in separating only its material from the other materials? (Decide what type of measurements can be made in order to decide how well your group succeeded.) ______

______

3 Which group had the best results? Why? ______

______

4 How could the entire MRF be improved for better results? (Explain on back and include a drawing.) ▼ ©Ohio Department of Natural Resources Help Contents Back 187 ▼ ▼

- Help Contents Back 188 Windows on Waste TECHNO-FILL VII ▼ TECHNO-FILL

Environmental Studies Vocabulary Learning Concept biodegradation – the decaying of elements or cells of dead plants and animals into simpler substances echnology can be applied to cell – the actual hole, dug in the ground, where waste is buried resource extraction, industrial clay soil – firm earth, made up of very small particles; used in the production and waste manage- T construction of sanitary landfills ment processes to reduce the generation of construction – the act of building potential pollutants and control their corrosive – wearing away by chemical action release into the environment. Technology leachate – contaminated water that collects after rain runs through a can also be used to clean up pollutants landfill after they have entered the environment. methane gas – odorless, colorless, flammable gas Preventing the generation of hazardous sanitary landfill – a facility where garbage is buried to protect our materials and emissions costs less finan- water and surrounding environment cially and environmentally than treating technology – a method for handling a specific technical problem and controlling the release of pollutants toxic – poisonous or cleaning up pollutants after they have been released. Governmental policies and regulations about technology can be adopted to reduce or prevent pollution. By using the best available technology,solid waste disposal facilities can reduce the potential for pollutants to enter the environment or reduce their harmful potential prior to release. Technology makes modern landfills and incineration facilities considerably safer than in the past; however, despite technological advances, concerns about pollution remain. ▼ ©Ohio Department of Natural Resources Help Contents Back 188 ▼ ▼

- Help Contents Back 189 Windows on Waste TECHNO-FILL VII ▼ Overview - TECHNO-FILL

Activity 1: Landfill Lingo Summary his lesson has four activ- Description1 ities. The first activity Students read a handout comparing old dumps with modern landfills and interpret serves as an introduc- the meaning of vocabulary terms critical to the text. In their own words, or by draw- T tion for the subject matter in ing pictures, students compare old methods of garbage disposal with modern waste disposal technology. the other three activities; however, each activity can be Ohio Proficiency Test Learning Outcomes conducted separately. Grade 4, Reading #14 – Identify and interpret vocabulary (words, phrases or expressions) critical to understanding the text. Grade 4, Reading #17 – Infer from the text. Grade 4, Science #14 – Identify and/or describe the relationship between human activity and the environment. Grade 6, Reading #12 – Infer from the text. Grade 6, Science #4 – Identify the positive and/or negative impacts of technology on human activity.

Activity 2: Does Your Soil Leak?

Description Students observe a soil sample and make calculations using fractional analysis to analyze the soil sample. They read a handout about soil and landfill construction and interpret the meaning of various passages. 2 Ohio Proficiency Test Learning Outcomes Grade 4, Mathematics #7 – Illustrate or identify fractional parts of whole objects and like fractions greater than one, and add and subtract like fractions with illustrations and symbols. Grade 4, Reading #14 – Identify and interpret vocabulary (words, phrases or expressions) critical to understanding the text. Grade 4, Reading #17 – Infer from the text. Grade 4, Science #2 – Select instruments to make observations and organize observations of an event, object or organism. Grade 4, Science #8 – Evaluate observations and measurements made by other people. Grade 6, Mathematics #6 – Compute with whole numbers, fractions and decimals. Grade 6, Reading #12 – Infer from the text. Grade 6, Science #3 – Make inferences from observations of phenomena and/or events. ▼ ©Ohio Department of Natural Resources Help Contents Back 189 ▼ ▼

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Activity 3: Finer Liner Description3 Students conduct an experiment to determine the ability of soil and plastic material to retain water in a simulation of a landfill liner system. They are given a variety of materials (soil samples, plastic samples, etc.) and are required to make inferences to select the most appropriate materials for a landfill liner system. Afterward, they analyze the experiment to evaluate the procedure. Ohio Proficiency Test Learning Outcomes Grade 4, Science #6 – Evaluate a simple procedure to carry out an exploration. Grade 4, Science #7 – Identify and/or discuss the selection of resources and tools used for exploring scientific phenomena. Grade 6, Science #3 – Make inferences from observations of phenomena and/or events.

Activity 4: Life...Without Pollution Prevention Description 4 Students conduct an experiment about the effects of pollution on plant life by adding various hazardous materials to water, which is then used to water plants. Students identify precautions that must be taken when using hazardous materials in an experiment and they observe,collect and analyze data. They evaluate the experiment and make inferences about how pollution affects the environment. Ohio Proficiency Test Learning Outcomes Grade 4, Mathematics #24 – Make or use a table to record and sort information (in a problem-solving setting using simple and complex patterns in nature, art, poetry as setting) and make identifications, comparisons and predictions from tables, picture graphs, bar graphs and labeled picture maps. Grade 4, Science #6 – Evaluate a simple procedure to carry out an exploration. Grade 4, Science #9 – Demonstrate an understanding of safe use of materials and/or devices in a science activity. Grade 4, Science #14 – Identify and/or describe the relationship between human activity and the environment. Grade 6, Science #2 – Identify the potential hazards and/or precautions involved in scientific investigation. Grade 6, Science #5 – Evaluate conclusions based on scientific data. Grade 6, Science #17 – Analyze the impacts of human activity on the ecosystems of the Earth. ▼ ©Ohio Department of Natural Resources Help Contents Back 190 ▼ ▼

- Help Contents Back 191 Windows on Waste TECHNO-FILL VII ▼ Background Information

urying garbage is the As our industrial consumer soci- problems of traditional disposal facili- most popular method of ety has developed throughout the ties, new standards were developed in solid waste disposal in 20th century, governments realized the 1970s that motivated waste man- the industrialized world, that the old technologies for burying agement businesses and civil engi- except in a few countries and burning refuse created pollution neers to develop new technologies for in Europe where inciner- problems, which threatened the quali- waste disposal. The modern sanitary Bation is widely used. ty of life, particularly in densely popu- landfill has become an important During the past two decades, the lated urban ecosystems. Open dump- component in solid waste number of landfills and open dumps ing attracted vermin, mosquitoes and management. has been decreasing in the United pathogenic bacteria. Additionally, However, much of the waste that States. Ohio reflects that trend; in run-off from open dumps could con- is disposed in the U.S. is buried in 1996, there were 75 landfills operating taminate soil and water, and methane landfills that still do not meet the in the state, down from 300 in 1971. gas migration could create fires and standards for environmental protec- This reduction can be attributed to explosions. tion provided by the modern sanitary several factors, including stricter envi- Landfills were initially developed landfill. On the other hand, older ronmental standards that have forced to reduce the hazards of open dumps facilities are being closed as states and the closing of many older landfills; by compacting and covering refuse local governments are being pressured greater difficulty in siting solid waste with soil. However, it was soon dis- by the U.S. EPA and its supporting facilities; and the development of new covered that the potential for ground agencies to revise their programs. landfills that are larger and must water pollution and methane gas Ohio has adopted strict standards include costly pollution control migration still existed. for the construction and operation of technology. In order to solve the potential new landfills including restricting the

Vent or Flare OR Gas Recovery Ground Water Leachate Collection System Monitoring Well Lift Station and Cap Vegetation ➔ Pumps for Leachate Granular Drainage ➔ System ➔ Recompacted soil Leachate Treatment Daily Cover ➔

MSW (Refuse) ➔

Drainage Layer with Perforated Pipes ➔

Synthetic Liner ➔ Liner ➔ System Clay

Ground Water ➔ ▼ ©Ohio Department of Natural Resources Help Contents Back 191 ▼ ▼

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Background Information, continued building of landfills near water supply waste. When a landfill has reached Bibliography and sources in geologically unfavorable capacity, it must be properly capped Additional Resources locations and near recreation areas. to keep moisture from seeping into Provisions must be made to protect the buried material. Student Resources and monitor ground water, inhibit Several factors contribute to the Science Projects: Local Science projects soil pollution and erosion, and moni- potential for leachate to become haz- that use recyclables as materials,by tor methane gas migration. New ardous in a landfill. Residues and Gennie Davis, North Central Ohio requirements for the construction of unused portions of household haz- Solid Waste Management District, landfills in Ohio include many “best ardous products, such as cleaners, sol- Lima, Ohio. available” technologies and opera- vents, motor oil and antifreeze, are tional methods characteristic of the sources of potentially harmful chemi- Educator Information modern sanitary landfill. Great care is cals that mix into leachate. As organic taken in the construction and opera- waste breaks down, and as metals The Museum of Solid Waste and tion of a sanitary landfill to ensure eventually oxidize and plastics Energy,“Station 8, Landfilling” The that the potential environmental and degrade with all their additives, the National Energy Education health hazards associated with open potential exists for further contribu- Development (NEED) Project. dumps and traditional landfills are tions of toxic material. However, it is (703) 860-5029. controlled. difficult to know the exact nature of Rodale’s Illustrated Encyclopedia of A modern state-of-the-art landfill and potential for pollution problems Gardening and Landscaping is composed of various systems, each without knowing the specific materi- Techniques,Barbara W. Ellis, Ed., addressing specific problems. Cover als and conditions that exist at any Pennsylvania: Rodale Press, 1990. material, usually soil or a synthetic given site. material, is spread over refuse daily to Although modern facilities may protect against vermin and blowing contain the best available technology debris. Methane is vented to prevent as required by law, it is not certain explosion, and sometimes it is cap- how completely these new landfills tured and sold as an energy source. protect the environment, especially in A drainage system is constructed regards to air quality and ground to collect a potentially hazardous sub- water. For example, some laboratory stance leachate,which forms inside tests reveal that clay liners can crack the landfill. This system usually con- and plastic liners can tear under sists of perforated pipes placed above pressure. a liner in drainage layers filled with Finally, modern landfills virtually sand or gravel. To prevent leachate entomb waste because it is very diffi- from percolating into aquifers, liner cult for the waste to decompose, systems of clay and synthetic materi- whereas that used to be the natural als are used to trap the liquid. Pipes, process at open dumps. By relying on connecting to a pump, carry the liq- modern landfills for disposing so uid to a holding pond for treatment much of our waste material, we are and disposal. In order to monitor for literally storing our waste, rather than signs of pollution, water wells and allowing it to degrade or be recovered methane probes are dug around the for reuse. ▼ ©Ohio Department of Natural Resources Help Contents Back 192 ▼ ▼

- Help Contents Back 193 Windows on Waste TECHNO-FILL VII ▼ ity TECHNO-FILL iv t c A 1 Landfill Lingo

Objectives Inquiry Students will be able to: (a) compare the old method of disposing waste to the new ● How can waste be disposed technology used in a modern waste disposal facility; (b) explain the different compo- of safely? nents of a sanitary landfill; and (c) describe how human activity can affect the environment when waste is improperly disposed. Content Domain Reading – Reading comprehension Procedure Assessment Science – General science, physical science, earth science 1 Have students draw a picture of 1 The handout, Mix and Match the place where their garbage goes and Waste Game, can be used as a pre- and label the parts. Collect and set aside for post-test. Have students complete the Learning Outcomes later use. handout before and after they have read Reading, Grade 4, #14, #17 and the background information to assess Grade 6, #12 2 Have students read the handout, how much they learned. Science, Grade 4, #14 and Techno-Pollution Prevention, and com- Grade 6, #4 plete the handout, Mix and Match Waste 2 Have students draw another pic- Game. ture of the place where their garbage goes and label the parts of it. Compare Duration ANSWERS to Mix and Match Waste with their original drawings. 45 minutes Game:1.c,2.a,3.b,4.e,5.h,6.g,7.i, 8. d, 9. f, 10. j Materials 3 After students have completed the Writing and drawing materials handout, review the words and the correct answers. Handouts 4 Have students complete the Waste ● Techno-Pollution Prevention Word Search handout. Students should ● Mix and Match Waste Game be familiar with the vocabulary words by now and able to identify the words in ● Waste Word Search a reasonable amount of time.

5 Ask students how their lifestyles affect the environment based on habits of consumption and waste generated.

See p. VII-8 for ANSWERS to Waste Word Search. ▼ ©Ohio Department of Natural Resources Help Contents Back 193 ▼ ▼

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Key to Waste Word Search, page VII-11

BD E G H J LMCACEGEHI JWXY TR T Y ANS DMOA T O V HME AWO RL E A C H A T E D N S D I E S C R I P TI CONCNOMALSUSMLEFER GH H T O P I O L L B OTOODGERT IONNI FTLAMAUSR E DGARB PL O ON S A ONUOMSRUORRLE AC L H G I R E VOENSOICENTI FI OCOMYEHTOX I CDPTURP OS G E C O L N H A M I N G A T O I N D ISYOSLAASOLALROFHAOR MF U L M I N P R O PSUBSTANAN CT I F U E D L WA SEARBYPROC CL R T G Y F B U R I E S U R R O U N D AI NA L B I OD EGRADAT I OND FI SCELLLDUGTHAPLABAG EG A R C C L A Y S OILAFTRLET SC C L L A A W H E ISSICRIACE ▼ ©Ohio Department of Natural Resources Help Contents Back 194 ▼ ▼

- Help Contents Back 195 Windows on Waste TECHNO-FILL VII ▼ Student Handout ✐ Techno-Pollution Prevention

From dumps to landfills Then a plastic liner, which must be very strong, is placed on top of the clay soil. Because heavy equip- ot long ago the waste created by the average ment will drive over the trash to compact it in the cell, household was put into a pit or field called the liner must be able to withstand the weight of the a dump. Most cities or villages had their trash and the pressure of the trash being compacted. own dumps. Trash was trucked daily to the Ndump, and occasionally, some soil was thrown on top The liner must also be waterproof and chemical-proof. of the trash to cover it, so rats and other vermin would It must keep all of the toxic and corrosive chemicals not be attracted to the site. However, other problems we throw away (such as bleach, insect spray, household still existed. cleaners, oil, etc.) from destroying the liner. The liner must be able to retain the rainwater that trickles Toxic materials in trash can seep into the soil and find through the trash, because when rainwater mixes with their way into groundwater, contaminating wells and all of the chemicals in the garbage it creates a poten- other sources of drinking water. This sometimes hap- tially toxic liquid called leachate. pened when trash was placed in an open dump. Because of contamination, the open dumps of the past have been replaced with sanitary landfills,which use Leachate collection system modern technology to protect our water supply and A network of pipes collects the leachate at the bottom prevent other problems. of the cell and pumps it to the surface of the cell where Because of the hazards of rats, flies, mosquitoes and air it is then transferred into a pond or storage tank. The and water pollution concerns, laws were enacted leachate is either treated at the landfill or transported requiring the use of “best available” technology in the to a sewage treatment plant. At the treatment plant, the construction of new landfills. toxic or poisonous substances are removed from the Trash is still buried in a hole dug in the earth, also polluted water so the water is safe to use again. called a cell,but the method used to construct and prepare the cell before waste is disposed, is very different Methane gas control from the old method. Landfills contain organic matter like leaves and food. The process of decaying organic matter is called How do you build a sanitary landfill? biodegradation. Biodegradation (when microorgan- It takes several years of planning to design and site a isms chemically break down dead plant and animal sanitary landfill. The landfill’s plan is presented to gov- matter) produces a gas called methane. Methane gas is ernmental agencies and local residents, who must be colorless and odorless, but it has the potential to be convinced of the need for and the safety of the pro- dangerous to people and the environment. Methane posed landfill. Once approved by local and state agen- gas can catch fire and also explode under certain con- cies, construction begins. ditions. New rules require that pipes run down into a cell, which allows methane gas to escape. Sometimes the gas is captured and used as a fuel to produce ener- Soil and liner gy.Sometimes it is burned off to keep it from escaping First, the cell is dug and lined with at least 5 feet of into the environment. clay soil along the sides and bottom of the cell. The Now you can understand why we call a modern sani- clay is then compacted to make it strong and firm. tary landfill a pollution prevention technology. ▼ ©Ohio Department of Natural Resources Help Contents Back 195 ▼ ▼

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Student Handout ✐ Mix and Match Waste Game

Directions: Match the words in the left column to the descriptions in the right column.

1 _____ sanitary landfill A. dirty water that collects after rain runs through a landfill

2 _____ leachate B. the actual hole, dug in the ground, where waste is buried

3 _____ cell C. a facility where garbage is buried to protect our water and surrounding environment

4 _____ methane gas D. harmful

5 _____ corrosive E. odorless, colorless, flammable gas

6 _____ clay soil F. a method of solving a problem by using materials and machines

7 _____ biodegradation G. firm earth, made up of very small particles used in the construction of sanitary landfills

8 _____ toxic H. wearing away by chemical action

9 _____ technology I. the process of natural material breaking down and decaying

10 _____ construction J. the act of building something ▼ ©Ohio Department of Natural Resources Help Contents Back 196 ▼ ▼

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Student Handout ✐ Waste Word Search Directions: The vocabulary words in this unit are hidden below. Circle as many of the waste words as you can find. WORDS CAN BE DIAGONAL, BACKWARDS, ACROSS, UP OR DOWN. If an answer is two words (clay soil) the space between words has been left out.

BD E G H J LMCACEGEHI JWXY TR T Y ANS DMOA T O V HME AWO RL E A C H A T E D N S D I E S C R I P TI CONCNOMALSUSMLEFER GH H T O P I O L L B OTOODGERT IONNI FTLAMAUSR E DGARB PL O ON S A ONUOMSRUORRLE AC L H G I R E V O ENSO I CENT I FI OCOMYEHTOX I CDPTURP OS G E C O L N H A M I N G A T O I N D ISYOSLAASOLALROFHAOR MF U L M I N P R O PSUBSTANAN CT I F U E D L WA SEARBYPROC CL R T G Y F B U R I E S U R R O U N D AI NA L B I OD EGRADAT I OND FI SCELLLDUGTHAPLABAG EG A R C C L A Y S OILAFTRLET SC C L L A A W H E ISSICRIACE

biodegradation clay soil corrosive methane gas technology cell construction leachate sanitary landfill toxic ▼ ©Ohio Department of Natural Resources Help Contents Back 197 ▼ ▼

- Help Contents Back 198 Windows on Waste TECHNO-FILL VII ▼ TECHNO-FILL ity iv t

c A Inquiries 2 ● What is soil? ● How can different soils be defined? ● Which type of soil is the most suitable to use in the construction of a modern landfill? Does Your Soil Leak? Content Domain Language Arts – Reading comprehension Objectives Math – Arithmetic Students will be able to: (a) identify different types of soil particles; (b) describe why Science – Earth science clay soil is used in the construction of a modern landfill; (c) classify types of soil by testing soil samples; and (d) determine if soil is suitable for use in landfill construc- Learning Outcomes tion by measuring and calculating a fractional analysis. Math, Grade 4, #7 and Grade 6, #6 Reading, Grade 4, #14, #17 and Preparation Procedure Grade 6, #12 Science, Grade 4, #2, #8 and Collect enough soil from your yard or 1 Read the handout, It’s Not Just Grade 6, #3 school ground to fill as many jars (half- Dirt,to the class or have students read full) as you plan on using. You might it. You may want to cover the bottom of Duration also obtain soil samples from your local it, and have students make inferences Soil and Water Conservation District before reading it. Remind students they Two to three days office or Extension office. Use a sample will be determining if the soil at a cer- that includes sand, silt and clay parti- tain site would be suitable soil for use in Materials cles. You can usually obtain clay from the construction of a modern landfill. To perform your own at-school around the foundation of a building soil fractional analysis, you’ll where the soil has been removed for a 2 Fill the jar two-thirds full of water, need the following supplies: basement. If you think the soil in your add the soil and detergent, and fasten clear jar with a tight-fitting area doesn’t contain enough sand, add the lid securely. Shake the jar vigorously lid; 1 cup of finely pulverized builders or sandbox sand to the sample. for 10 to 15 minutes. The sand particles soil (use a mallet or rolling pin are the largest and heaviest and will set- You can do this experiment as a class to pulverize it); 1 teaspoon of tle to the bottom of the jar within min- with one jar or have each student bring non-sudsing, low phosphate utes. Mark the jar with a crayon at the in a jar. The jar should be clear, and the dishwasher detergent; watch end of one minute to indicate the level same size at the top as the bottom and or clock; crayon or grease of sand. After two hours most of the silt have a tight-fitting lid. pencil will have settled; so make a second If you want students to see the different mark on the side of the jar to indicate Handouts particle sizes after you separate the soil the level of silt. Clay particles are tiny particle types, you can use a microscope and will require a few days to settle; ● It’s Not Just Dirt to see the silt and clay particles. when the water is clear the particles ● Does Your Soil Leak? have all settled. Finally, on the jar, mark the level of clay. ▼ ©Ohio Department of Natural Resources Help Contents Back 198 ▼ ▼

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3 To determine the percentage of Assessment each type of particle, use the following formula: Completing the fractional analysis problem correctly. Have students A equals the thickness of the sand complete the handout, Does Your Soil B equals the thickness of the silt Leak? C equals the thickness of the clay ANSWERS to Does Your Soil Leak? 1. b, 2. d, 3. c, 4. a D equals the thickness of all three deposits ● To calculate the percentage of sand, multiply A by 100 and divide by D. ● To calculate the percentage of silt, multiply B by 100 and divide by D. ● To calculate the percentage of clay, multiply C by 100 and divide by D.

A+ B + C = D

Example: Sand = A = 1⁄2" Silt = B = 1⁄4" Clay = C = 11⁄4" Total = D = 2"

1" 100 100 A = 2 x l = 2 = 50 ÷ 2 = 25% 1" 100 100 B = 4 x l = 4 = 25 ÷ 2 = 12.5% 1" 100 5 100 500 C = 14 x l = 4 x l = 4 = 125 ÷ 2 = 62.5%

If your soil sample contains 40-60 percent clay particles, it is considered clay soil. The higher the percentage of clay particles, the more suitable it is for lining a landfill. ▼ ©Ohio Department of Natural Resources Help Contents Back 199 ▼ ▼

- Help Contents Back 200 Windows on Waste TECHNO-FILL VII ▼ Student Handout ✐ It’s Not Just Dirt!

oil is composed of organic and inor- Silt particles range from 1⁄500 to 1⁄12,500 of an inch. ganic matter. Organic matter in soil Silty soil tends to have a large percentage of small comes from plants and animals as they particles although they are generally larger than the die and decay back into the ground. particles in clay soil. The small particles fit together InSorganic matter comes from minerals that resem- densely and drain slowly, but more quickly than soil ble tiny pieces of rock-like material. with a high percentage of clay particles.

The mineral portion of almost every soil contains Clay particles are the smallest and are less than sand, silt and clay. The percentage of each of these 1⁄12,500 of an inch. Soil dominated by 40 to 60 per- types determines the soil’s texture. Texture refers to cent clay, becomes sticky and practically unwork- the size of particles that make up soil. Structure able when wet, and hard and cloddy when dry. The refers to the way the soil particles fit together. Soil spaces between the particles are so small that clay particle texture and structure are very important in soil becomes completely waterlogged when wet. determining where a landfill is situated. Clay soil drains slowly. Because of the small size of the particles, the soil compacts very well and con- Sand particles are the largest and most irregular in tains very little space for water to drain through. shape and measure from 1⁄50 to 1⁄500 of an inch. Clay soil is also generally low in organic matter. Sandy soil doesn’t have much clay or organic matter. Even when wet, the soil particles don't stick Do you know which type of soil would be the best together and have large spaces between them, which to use at the bottom of a landfill? causes it to drain very quickly.

When constructing a sanitary landfill, the first step after the cell is dug in the ground is to line the cell bottom and sides with at least 5 feet of tightly compacted clay soil. Clay soil is used because of its texture and structure. The particles are very small and pack together tightly. This helps to keep water and toxins from draining through and polluting ground water. Constructing a modern landfill where the soil deposits are high in clay content is an advantage, because there is plenty of soil to use for the soil liner, which acts as a natural buffer between the landfill and the surrounding environment. ▼ ©Ohio Department of Natural Resources Help Contents Back 200 ▼ ▼

- Help Contents Back 201 Windows on Waste TECHNO-FILL VII ▼ Student Handout ✐ Does Your Soil Leak?

Directions: Put the letter of the correct response in the blank space beside each question.

______1. Soil consists of three major types of soil particles. These soil particles are different sizes. Which type of soil particle is the smallest?

a. silt b. clay c. sand d. organic matter

______2. When constructing a sanitary landfill, a hole or cell is dug and then lined with the best type of soil. How many feet of soil are used to line the landfill cell? a. 2 feet b. 12 feet c. 4 feet d. 5 feet

______3. Look at the jar of soil you used to do your experiment. The lines on the jar mark the separation of the three different types of soil particles. Which type of soil particle is the heaviest? a. clay b. organic matter c. sand d. silt

______4. If the soil with the smallest particle size is the best soil to use as the soil liner in the construction of a sanitary landfill, which type of soil particle is used? a. clay b. sand c. silt d. organic matter ▼ ©Ohio Department of Natural Resources Help Contents Back 201 ▼ ▼

- Help Contents Back 202 Windows on Waste TECHNO-FILL VII ▼ TECHNO-FILL ity iv t c A 3 Finer Liner

Inquiry Objectives ● How does the liner system used in the construction of a Students will be able to: (a) conduct an experiment to determine the effectiveness of sanitary landfill help prevent different liner materials in slowing or stopping leachate from draining through the environmental pollution? liner; and (b) evaluate and modify the experimental procedure and materials.

Content Domain Preparation 4 When students have finished con- Science – Earth science structing their landfill liners, fill a pitch- The objective is to build a liner in the er with water and add food coloring. smaller cup. The liner cup needs to have Fill each cup with water and have stu- Learning Outcomes a small hole punched in the bottom. The dents record the results. Science, Grade 4, #6, #7 and liner cup is placed inside the clear cup, Grade 6, #3 with enough space in the bottom after Ask students to explain why they think the liner cup is inserted, to see if any col- their combination of materials held the Duration ored water leaks through the hole. water or leaked. 50 – 60 minutes Procedure 5 Add water each day and record Materials the results. 1 Discuss with students the poten- Samples of: sand, gravel, clay 6 At the end of the week, discuss tial problems associated with burying soil (or modeling clay), plastic which type of liner worked the best. trash bag, plastic cone shaped garbage in the ground and why liner cups any color (7 oz. cups systems are used in landfills. 7 Discuss with students the objec- work well); clear plastic cups tives of the experiment and its relation- 2 Give each student or pair of stu- (any clear cup that will hold ship to real life. Have them evaluate the dents a plastic cone cup with a hole the smaller cup will work); a procedure they used to conduct the punched in the bottom and a clear plas- pitcher of water with food tests. Would they design the experiment coloring added; scoops or tic cup. Have them write their names on differently next time? spoons for students to use to the clear cup. scoop out materials used to 8 Based on responses to the previ- build liners; and any other 3 On a table, lay out a variety of ous step, have students redesign and materials you want to add, materials: sand, soil, modeling clay, conduct an additional experiment. such as potting soil, different gravel of different sizes, potting soil and sizes of gravel or trash bags of an assortment of plastic bags of varying varying thickness. thicknesses. Ask students to predict Assessment which combination of materials will Handout make the most efficient liner for a land- Have each student evaluate his/her par- fill. Students are allowed to select any ticipation using the handout, Landfill – ● Landfill - Pollution Solution combination of available materials to Pollution Solution Self-Evaluation. Self-Evaluation line his/her cone cup. ▼ ©Ohio Department of Natural Resources Help Contents Back 202 ▼ ▼

- Help Contents Back 203 Windows on Waste TECHNO-FILL VII ▼ Student Handout ✐ Landfill— Pollution Solution Self-Evaluation

Directions: Read each statement and answer honestly. Using the code, place a 0, 1 or 2 in the space provided by each statement. Write a paragraph about what you learned from completing the activity.

Code: 2 = often 1 = sometimes 0 = never ______I followed instructions (including safety rules) carefully.

______I actively participated in the activity.

______I participated in class discussion.

______I completed all tasks to the best of my ability.

______I helped clean up after the activity.

As a result of completing this activity, I learned the following:

______

If you need additional space, use the back of the sheet. ▼ ©Ohio Department of Natural Resources Help Contents Back 203 ▼ ▼

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TECHNO-FILL ity iv t c A 4 Life...Without Pollution Inquiry ● How can pollutants in our Prevention water affect living organisms in the environment? Objectives Content Domain Math Students will be able to: (a) identify potential hazards in scientific investigation and Science – General science, demonstrate safe use of materials; (b) evaluate a scientific procedure; and (c) collect biology and evaluate scientific data about potential pollution problems associated with the improper disposal of waste materials. Learning Outcomes Math, Grade 4, #24 Jar E with 5 parts water and 1 part win- Procedure dow cleaner. Fill Jar F with 5 parts water Science, Grade 4, #6, #9, #14 1 to 1 part drain cleaner. and Grade 6, #2, #5, #17 Divide students into six groups. Give each group a label - A through F. Each group will need a cup or contain- 4 Have students fill their cups with Duration er, potting soil, jar with lid, plant, water potting soil, and place their plants in the Two to four weeks and one of the five household chemi- container. cals. Give one group water only. 5 Have students water the plants Materials 2 Have students label each cup. For with the water jar that matches their Six plant containers (plastic example: Group A-control, Group B- group's letter. Water Group A's plant cups or clean margarine con- bleach, Group C-dish soap, Group D- with water from Jar A, and so on. Water tainers), six plants of the same cooking oil, Group E- window cleaner all of the plants once or twice each size and type; six jars with and Group F-drain cleaner. Discuss week, always using the same measure- lids; five different common with students proper safety precautions ment of water for each plant. Keep the household chemicals (exam- when handling potentially hazardous plants in a sunny place, such as a win- ples:bleach, dish soap, cooking materials in an experiment. Refer to dowsill, and keep the room temperature oil, window cleaner, drain Appendix C in Ohio’s Competency Based consistent for each plant. cleaner); water; potting soil Science Program. NOTE:Use extreme caution when han- Handouts 3 Have groups fill their jars in the dling dangerous materials. Keep all following order: Fill Jar A with plain watering jars away from students, dis- ● Toxic Soup water. Fill Jar B with 5 parts water to 1 tribute them when watering is needed ● Toxic Soup Evaluation part bleach. Fill Jar C with 5 parts water and monitor watering closely. Consider to 1 part dish soap. Fill Jar D with 5 watering the plants for younger stu- ● Experiment Group Evaluation parts water to 1 part cooking oil. Fill dents. ▼ ©Ohio Department of Natural Resources Help Contents Back 204 ▼ ▼

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6 Set up a chart listing A through 10 Give students the handout, Toxic F for each plant. Keep track of the Soup,to read.Then have them com- dates the plants were watered and plete the handout, Toxic Soup how much water was used. Also, mea- Evaluation. sure the growth of the plant (if any). Chart plant growth and general con- Rubric: Total possible points - 12 ditions of the plant (good, fair, poor, 0 = inaccurate explanation dead). Students in each group should take turns caring for plants and chart- 1= provides partially accurate ing. Final data can be represented by explanation having students construct a picture, 2 = provides accurate explanation bar or line graph. but not well written 7 Have students continue to water 3= provides well written and accu- and chart or graph plant data for two rate explanation to four weeks, depending on the length of time you have to complete Assessment the activity. Assessment is accomplished by com- 8 Discuss the results and following pleting and charting the experiment’s questions with the class. results and completing the handout, ● How many plants are still alive? Experiment Group Evaluation. ● What is the condition of each plant? ● What might happen to the ground water if appropriate pollution prevention technology isn’t used? ● Would plant life be at risk? ● Would people and animals be at risk? ● What role does the liner at the bottom of the landfill cell play in preventing pollution?

9 Discuss the nature of the experiment and how the results might vary if different procedures were used. Groups could change variables such as different types of plants, different concentrations of water and chemicals, different environmental conditions, such as low light, high light, cool temperatures, hot temperatures, etc. ▼ ©Ohio Department of Natural Resources Help Contents Back 205 ▼ ▼

- Help Contents Back 206 Windows on Waste TECHNO-FILL VII ▼ Student Handout ✐

Toxic Soup

hen rain or surface water comes in contact with decomposing waste, a potentially harmful substance called leachate is created. Leachate, if it drains through the bottom of a landfill or dump, may reWach ground water. If leachate reaches an impermeable layer of rock or soil, it may flow on top of the layer and drain out of the ground into a waterway. Hazardous substances, when disposed at an improperly maintained landfill or dump, can run along the top of the ground and reach waterways. In order to protect our underground water sources, it is important that our landfills are designed and constructed properly.

Ohio law requires the construction of “best available” technology landfills. In a best available technology landfill, a clay soil liner, plastic liner and a leachate collection system are required. The liners are needed to trap leachate and keep it from reaching ground water sources. Once leachate develops in a landfill cell, it must be drained from the cell or over time it could eventually fill up and overflow. That is why a leachate collection system is necessary. It captures leachate through a network of pipes laid on the bottom of the cell. A pump moves leachate up off the cell floor. The leachate is either treated on-site or transported to a sewage treatment plant, where harmful chemicals and organisms are removed and the water is made safe to use again.

However, for various reasons, toxic substances are not always removed or properly treated, and they can be discharged into connecting waterways (a creek, stream, river, or lake). In a sewage treatment plant, sometimes hazardous wastes kill the living organisms that feed on the harmful bacteria in organic waste. Therefore, it is very important that pollution be controlled as much as possible at the landfill site, so it does not spread to the rest of the environment. ▼ ©Ohio Department of Natural Resources Help Contents Back 206 ▼ ▼

- Help Contents Back 207 Windows on Waste TECHNO-FILL VII ▼ Student Handout ✐

Toxic Soup Evaluation

Directions: Read the handout, Toxic Soup, and answer the questions below. 1. How is leachate created? ______

2. Currently, Ohio law requires that the “best available” technology be used when building new landfills. In the handout, Toxic Soup, three components of “best available” technology are mentioned; one is a clay soil liner. What are the other two components? (1) ______(2) ______

3. How is leachate removed from a landfill and what is done with it? ______

4. How can leachate affect the environment if it isn’t properly contained? ______▼ ©Ohio Department of Natural Resources Help Contents Back 207 ▼ ▼

- Help Contents Back 208 Windows on Waste TECHNO-FILL VII ▼ Student Handout ✐ Experiment Group Evaluation

Code: 2 = most of the time 1 = sometimes 0 = never Directions: Read each statement and using the code, place a 0, 1 or 2 in the space provided by each statement. Write a paragraph about what your group learned from completing the activity. Discuss with your group, ways you could improve your work as a group and write in the space provided.

Activity ______Date ______

Group Members:

______We followed directions carefully.

______We used materials safely.

______We worked well together and got along as a group.

______We all had a role in the group.

______We took turns collecting and organizing data on the chart.

______We helped clean up after the activity.

Our group acquired the following ideas or skills as a result of this activity: ______We could improve our work as a group by: ______

If you need additional space, use the back of the sheet. ▼ ©Ohio Department of Natural Resources Help Contents Back 208 ▼ ▼

- Help Contents Back 209 Windows on Waste GARBAGE GOODS VII ▼ ▼ ©Ohio Department of Natural Resources Help Contents Back 209 ▼ ▼

- Help Contents Back 210 Windows on Waste RESOURCE EXPEDITIONS VIII ▼ RESOURCE EXPEDITIONS Environmental Studies Vocabulary Learning Concept carrying capacity – the maximum population of a given organism that a system can sustain without being degraded he origin of all our material goods is nat- consumer products (goods) – tangible commodities produced and ural resources. Natural resources (miner- purchased to satisfy human needs or desires als, petroleum, timber, water, wildlife, T ecosystem – a system made up of a community of living things and plants, etc.) serve as sources of energy and raw the physical and chemical environment in which they interact materials for the manufacturing processes used to fossil fuel – a hydrocarbon deposit, such as petroleum, coal or natur- make consumer products. They are acquired from al gas, derived from living matter of a previous geologic time and all over the Earth by extracting them from the used for energy land or using the land to provide nutrients for homogenous – of the same or similar in nature or kind their growth. Natural resources are either renew- mineral – a naturally occurring, homogenous, inorganic solid sub- able or non-renewable in nature; but even renew- stance having a definite chemical composition and characteristically able resources can be depleted. crystalline structure, color and hardness History indicates that settlements near mining – the process or business of extracting ore or minerals from resource extraction industries can prosper as well the ground as become degraded. Proper resource manage- natural resources – raw materials, such as minerals, petroleum, ment includes resource extraction practices that timber or water, which occur in nature and are required to make conserve resource availability for future genera- consumer products tions and initiatives for pollution control and non-renewable resource – organic material that cannot be renewed reclamation. or regenerated except over very long periods of time The acquisition of resources depends on many pollution – the contamination of soil, water or air by the discharge factors including technology, scientific knowledge, or improper disposal of harmful substances economic factors, population growth and carrying reclamation – a restoration, as to productivity or usefulness capacity. The demand for consumer products, and recycling – the act of collecting, separating and processing materials thus natural resources, is also dependent upon the from the solid waste stream for use as raw materials in manufactur- values, wants and needs of customers. Govern- ing processes ments can create policies that either reduce or renewable resource – organic material, which can be renewed or increase the use of natural resources through mar- regenerated by natural ecological cycles or sound management practices ket intervention and regulations. Recycling uses, in varying percentages, sec- reuse – taking a component of solid waste and modifying it for new functional purposes; using a product more than once in its same ondary (recycled) materials in place of primary form materials (natural resources) in manufacturing solid waste management – the systematic administration of activi- processes. Recycling conserves resources by reduc- ties which provide for the collection, source separation, storage, ing the need to extract them from the Earth. transportation, transfer, processing, treatment and disposal of solid Recycling also lessens land degradation and pollu- waste tion associated with resource extraction indus- solid waste – garbage, refuse, sludge and other discarded materials tries. Reduction in consumption and use of mate- and residues including those from industrial, commercial and rials and reuse of products and materials are agricultural operations, and community activities practices that also conserve natural resources. sustained yield – managing resources (forests, agriculture, etc.) so that they produce continuously, unimpaired by periodic harvests ▼ ©Ohio Department of Natural Resources Help Contents Back 210 ▼ ▼

- Help Contents Back 211 Windows on Waste RESOURCE EXPEDITIONS VIII ▼ Overview - RESOURCE EXPEDITIONS

Activity1 1: Show ‘Em Sherlock Summary Description his lesson includes two activities. They may be Students cooperate in groups and analyze information in a mystery game to discover which of five recyclable materials is their group’s identity. Each player is given a clue T conducted separately; card for one of the five materials and moves from station to station while student however, the first activity pro- “super sleuths” at each station make inferences about the clue to decide if it represents vides a good background for the the correct material for his/her station. At each station, students share their clues and second activity. interpret information to discover the nature (material) of their homogenous group and solve the mystery. Students organize information about resources and materials by using a dichotomous key. They make inferences from the information gathered about the effect of recycling upon the environment. Ohio Proficiency Test Learning Outcomes Grade 4, Citizenship #11 – Name the resources needed to produce various goods and services. Grade 4, Science #1 – Create and/or use categories to organize a set of objects, organisms or phenomena. Grade 4, Science #4 – Use a simple key to distinguish between objects. Grade 4, Science #14 – Identify and/or describe the relationship between human activity and the environment. Grade 6, Science #1 – Use a simple key to classify objects, organisms and/or phenomena. Grade 6, Science #17 – Analyze the impacts of human activity on the ecosystems of the Earth.

Activity 2: Mining and Recycling

Description Students read a list of consumer items and rank order the value of the items. They conduct research to identify the natural resources used to make their favorite item2 and from a list of resources used to make an automobile, they identify which materials are common recyclables. Students manipulate materials to simulate a mining operation using chocolate chip cookies. They analyze information and compute figures to determine the financial and environmental costs of obtaining natural resources from the Earth. ▼ ©Ohio Department of Natural Resources Help Contents Back 211 ▼ ▼

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Ohio Proficiency Test Learning Outcomes Grade 4, Mathematics #3 – Select appropriate notation and methods for symbolizing a problem situation, translate real life situations into conventional symbols of mathematics, and represent operations using models, conventional symbols and words. Grade 4, Mathematics #8 – Add, subtract, multiply and divide whole numbers and explain, illustrate or select thinking strategies for making computations. Grade 4, Science #14 – Identify and/or describe the relationship between human activity and the environment. Grade 6, Mathematics #3 – Apply appropriate notations and methods for symbolizing the problem statement and solution process. Grade 6, Science #4 – Identify the positive and/or negative impacts of technology on human activity. Grade 6, Science #17 – Analyze the impacts of human activity on the ecosystems of the Earth.

Background Information

ll our material goods harvesting of organic resources, such base can support without stress—its originate from natural as trees. Resource extraction indus- carrying capacity. Theoretically, there resources.Natural tries generate large quantities of solid is a maximum population matched to resources are raw waste,some hazardous in nature, and each resource base, although it is very materials, such as min- consume large amounts of energy. difficult to determine. In human his- erals,petroleum, tim- Without proper management, our tory, there are examples of societies ber,A water and other resources resources can be exploited, resulting that experienced developmental (wildlife, plants) and are required to in environmental degradation and decline coinciding with an exploita- make the products used in our con- possibly a decline in lifestyle. tion of the resource bases used to sumer society. Natural resources are Proper resource management meet the needs and wants of growing either renewable or non-renewable includes recycling and sustainable populations. in nature and can serve as either resource acquisition. Using secondary In addition to population and sources of energy or as raw materials materials instead of primary materials demand for resources, carrying capac- for manufacturing consumer prod- defers the need to extract resources ity is influenced by how resources are ucts.Even renewable resources can be from nature, thereby conserving these managed and whether technology depleted. resources. Sustained yield is a increases resource use or makes more Raw materials can be in the form resource acquisition practice that con- efficient use of natural resources. of primary materials or secondary serves resource availability for future Sustainable development implies liv- materials. Primary materials are those generations. Sustained yield means ing within the bounds of carrying resources, renewable or non-renew- acquiring natural resources (timber, capacity, thereby balancing the needs able, taken directly from nature. water, minerals, etc.) in a way that and wants of humans with the needs Secondary materials are resources that ensures continuous production. of the Earth. Appropriate technology, are collected from the waste stream to Resource conservation is also a such as recycling, helps because it be reused. function of carrying capacity.The meets human needs with minimal Natural resources, used for energy carrying capacity of an ecosystem is long-term damage to the environ- and raw materials to make consumer the number of living things a system ment. Recycling is a way of managing products, are extracted from the earth can support without degradation. our solid waste and natural resources through the mining of minerals, the Problems arise when a population to reduce environmental degradation drilling of oil and gas wells, and the exceeds the limit that the resource and consumption of finite resources. ▼ ©Ohio Department of Natural Resources Help Contents Back 212 ▼ ▼

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Background Information, continued Bibliography and Additional Chief Seattle, with paintings by Susan Meadows. IPSSR, Hood House, Resources Jeffers), New York: Dial Books, 1991. University of New Hampshire, The Great Kapok Tree,by Lynne Durham, NH 03824. Student Resources Cherry, San Diego: Harcourt, Brace, Metals in History and The Horn of The Giving Tree,by Shel Silverstein, Jovanovich, 1991. Plenty Still Flows, published by the New York: Harper Collins, 1974. Common Ground,by Molly Bang, U.S. Bureau of Mines, Office of Public Information, 1991 and 1992. Window,by Jeannie Baker, New York: New York: Blue Sky Press, 1997. Greenwillow Books, 1991. Mother Earth,by Nancy Luenn, New Educator Information The Lorax,by Dr. Seuss, New York: York:Maxwell MacMillian, 1992. Population Program, NWF, 1400 16th Random House, 1971. The Environment—Distinguishing St. NW, Washington, DC 20036. Old Turtle,by Douglas Wood, Deluth, Between Facts and Opinions, The American Coal Foundation, 1130 Minn.: Pfeifer-Hamilton, 1992. Greenhaven Press, 1990. 17th St., NW, Washington, DC 20036. Brother Eagle, Sister Sky,(words from ‘Fish Banks, Ltd,’ created by Dennis

ity iv t RESOURCE EXPEDITIONS c A 1 Inquiries ● What are natural resources and how are they used to Show ‘Em Sherlock make consumer products? ● What are recycled materials and when can they be used Objectives instead of natural resources? Students will be able to: (a) identify products made from natural resources and from recycled materials; (b) distinguish various types of resources and products in a Content Domain dichotomous key; and (c) explain the value of recycling for conserving natural Science – General science, earth resources. science Social Studies – Economics Preparation glass. It is important to select students who are capable of taking on the role of Learning Outcomes super sleuth. (This must be top secret - Prepare large definition cards, or plan to Citizenship, Grade 4, #11 use space on the blackboard, to define they are the super sleuths and do not the following terms: natural resources, know the product identity of the other Science, Grade 4, #1, #4, #14 renewable natural resources, non- super sleuths.) Scan Part A of the activi- and Grade 6, #1, #17 renewable natural resources, plants, ani- ty to understand their roles. The role of mals, fossil fuels, minerals, sandstone, Super Sleuth can be made easier by Duration oil, bauxite, iron ore, trees. writing the answers (to the clues from the cards that match their material – Part A: 50 minutes Anticipate selecting five students who glass or plastic or paper, etc.) on the Part B: 50 minutes will each be assigned one of the follow- back of their detective lens. ing: paper, plastic, steel, aluminum or continued next page ▼ ©Ohio Department of Natural Resources Help Contents Back 213 ▼ ▼

- Help Contents Back 214 Windows on Waste RESOURCE EXPEDITIONS VIII ▼ Procedure are clues hidden within the clue cards. RESOURCE EXPEDITIONS The super sleuth is trying to find those PART A who belong to him/her. When you read your clue at each station, the super sleuth Materials 1 Divide the class into five groups or will either ask you to stay or leave. Only stations and select five super sleuths, one those students the super sleuth thinks do Thirty printed clue cards for each group. Give each super sleuth a not belong will move on to another sta- (from the handout pages, Clue detective lens. It is each super sleuth’s tion. This process will be repeated five Cards), plus one blank card to responsibility to lead their group’s dis- times. By the end of the game, you will adapt to individual needs; five cussion and determine whether the clues be in a group where each of you has printed “magnifying lenses,” match his/her category. something in common. This is called a cut out from multiple copies of homogenous group. As you play the the handout, Super Sleuth 2 Distribute the clue cards (face game, keep an “eye” on the classroom for Detective Lens, with one of the down) to the class and meet privately more clues. following words written on with the super sleuths to give each of ANSWERS to Clue Cards: the back of each lens: glass, them their secret identity (written on aluminum, steel, paper/card- the back of their detective lens with or Aluminum – 1, 9, 15, 17, 21, 29 board or plastic; five exam- without the answers) and instructions Glass – 2, 8, 13, 20, 24 ples of products made from as follows: Paper/Cardboard – 4, 7, 11, 16, 23, 28, 31 the resources, sandstone (glass jar), bauxite (aluminum can), As a super sleuth, you must have each Plastic – 3, 6, 14, 19, 22, 26, 30 iron ore (steel can), trees student read his/her clue card aloud to Steel – 5, 10, 12, 18, 25, 27 (paper/cardboard), oil (plas- the group. You will select those students tic milk jug) who hold cards that match your identity 4 Before beginning the game, dis- without telling them why you selected play the natural resources definition or Handouts them to stay at your station. When a sig- write "natural resources" on the board. nal is given, the rest of the group at your After the third rotation, place the five ● Clue Cards (1-8) station moves to the next station. During products (plastic milk jug, glass jar, alu- ● Super Sleuth Detective Lens the game, your station may be crowded, minum can, steel can, paper/cardboard, or it may have only one student. or whatever products you chose) in ● Goods and Resources sight. After the fourth rotation, promi- ● The Nature of Natural 3 Set the scene for the class by read- nently display the five natural resource Resources ing these instructions to them. (oil, sandstone, bauxite, iron ore, trees) Who’s in the mood to solve a mystery definitions or write the terms on the today? If I say Sherlock, who am I talking board. about? That’s right – Sherlock Holmes. NOTE: It may take at least one rotation Created by an English writer (Sir Arthur for the students to start “getting it.” Conan Doyle) in 1887, Sherlock Holmes Make sure everyone is participating. was a fictional detective who prowled the Remind students they are trying to find streets of London. His trusty assistant, Dr. matches and make connections. Watson, helped gather clues, and together they solved countless mysteries. To solve 5 After the fifth and final rotation, today’s mystery, you must become detec- ask the super sleuths to reveal their tives like Holmes and Watson, listening identities to the students at their sta- and observing. tions and then to the class. Identify the Five of you have been chosen to be super “strays” (those who are at the wrong sleuths and have been given a secret iden- station) and help everyone find the tity on the back of a magnifying glass. correct station. The rest of you have been given clue cards 6 Explain homogenous to the class. which will be read and re-read at five sta- Now, within the homogenous groups, tions. When the super sleuth asks you to have students decide which natural read your clue aloud, all of you at the sta- resource card is theirs and report their tion need to listen carefully because there findings to the class. ▼ ©Ohio Department of Natural Resources Help Contents Back 214 ▼ ▼

- Help Contents Back 215 Windows on Waste RESOURCE EXPEDITIONS VIII ▼

PART B material, however, natural resources are conserved to the degree that recycled 1 Display the following terms and materials are used.) Ask students to definitions used in Part A: natural identify two other ways that resources resources, oil, sandstone, bauxite, iron can also be conserved (reduction, ore, trees. Add the following: renewable reuse). resource, non-renewable resource, fossil fuel, mineral, plant, animal. Review the 6 Engage students in groups (could definitions with students, perhaps hav- be the same groups used in Part A) in a ing them record the definitions in their research project by having them use own words. They will use each of these encyclopedias or on-line information terms in the next step to make a sources to complete the handout, The dichotomous key. Nature of Natural Resources.Review answers with students. 2 Give each student the handout, Goods and Resources.Explain to stu- 7 The information acquired in Step dents that the chart on the handout is a 6 can be used to make a new game with dichotomous key, which provides a way new clues that were not used in the first to organize natural resources. Have stu- game. dents begin by placing terms in the spaces numbered 1-8. Instruct them that each of the four words under nat- Assessment ural resources should be used twice in 1 Give students a blank copy of the the answer spaces numbered 1-8. handout, The Nature of Natural Provide further help to the students, Resources, and have them fill in the depending on their previous experience information for one of the products of with dichotomous keys. their choice without using the complet- ANSWERS to Goods and Resources: ed version of the handout. 1. & 2. trees and sheep (either order); 3. & 4. oil and bauxite (either order); 2 Based on the information gath- 5. trees, 6. sheep, 7. bauxite, 8. oil. ered for the handout, The Nature of Natural Resources,have each student 3 Have students continue filling out make up one clue card for each of the the chart by providing additional exam- five product categories. ples of fossil fuels, minerals, plants and animals. Based on these examples, have students list products (return attention to the specific products brought into class) made from each of these under the heading, “Products.” Have students add other products and brainstorm products for animals.

4 Ask students for another term for the word “product.” It is the economic word “goods” used in the title of the handout.

5 While students look at the chart, ask them which natural resources are saved when the specific products on the list are recycled. (Rarely is a product made from 100 percent recycled ▼ ©Ohio Department of Natural Resources Help Contents Back 215 ▼ ▼

- Help Contents Back 216 Windows on Waste RESOURCE EXPEDITIONS VIII ▼ Student Handout ✐ Clue Cards-1 ot all kinds of me can be N could build a 12-foot-high wall could build a 12-foot-high ecycled. For example, mirrors, example, For ecycled. not be placed in recycling bins. not be placed in recycling r from New York to Los Angeles! York New from light bulbs and windows should After Americans writing on me, throw so much of me away that throw we 2 4 picnic table. heavy and colorful 6-foot ry ry ve Americans throw away enough Americans throw It takes 1,800 of me to make a airline fleet every three months. airline fleet every three of me to rebuild our commercial our commercial of me to rebuild 3 1 ▼ ©Ohio Department of Natural Resources Help Contents Back 216 ▼ ▼

- Help Contents Back 217 Windows on Waste RESOURCE EXPEDITIONS VIII ▼ Student Handout ✐ Clue Cards-2 I can be recycled into many I can be recycled colors, I can only be recycled colors, cassette tapes, tennis balls cassette tapes, wash and cleaning products. and new containers for salad and new containers for products: carpeting, clothing, products: when I'm brown, green or clear. green when I'm brown, dressing, cough syrup, mouth- cough syrup, dressing, Even though I may come in many Even 6 8 cracker boxes. cracker “magnetic” personality. the recycling center, it’s easy it’s center, the recycling containers because of my Because of my grayish color, Because of my grayish to separate me from the other me from to separate ou’ll often into find me recycled At y the inner layer of your cereal and cereal of your the inner layer 7 5 ▼ ©Ohio Department of Natural Resources Help Contents Back 217 ▼ ▼

- Help Contents Back 218 Windows on Waste RESOURCE EXPEDITIONS VIII ▼ Student Handout ✐ Clue Cards-3 two items made from me. two items made from Coffee and soup cans are just and soup cans are Coffee now I’m a part new car. of your I've already been a soup can and already I've 10 12 goods, like cereal. goods, strong but weigh very little. but weigh strong metal container because I’m I’ve become a popular type of I’ve especially good at holding dryespecially good at I’m used for packaging, and am I’m used for 9 11 ▼ ©Ohio Department of Natural Resources Help Contents Back 218 ▼ ▼

- Help Contents Back 219 Windows on Waste RESOURCE EXPEDITIONS VIII ▼ Student Handout ✐ Clue Cards-4 25 of me to make a sweater. enough fiberfill to stuff a ski When you recycle me, another me, recycle When you After me on Sunday read you It takes five of me to produce It takes five mornings, don’t throw me away. don’t throw mornings, jacket or to make a T-shirt, and jacket or to make a T-shirt, person can buy me at the store. person can buy me at 16 14 ecycled. r in the woods because of my ou’ll oftenif find me a hazard ome products that used to be that ome products ou’re walking along the road or walking along the road ou’re made from steel, like beverage made from cans, are now made out of me. are cans, Y a shame, because I’m so easily a shame, broken and jagged edges. What edges. and jagged broken y S 15 13 ▼ ©Ohio Department of Natural Resources Help Contents Back 219 ▼ ▼

- Help Contents Back 220 Windows on Waste RESOURCE EXPEDITIONS VIII ▼ Student Handout ✐ Clue Cards-5 than 90 percent of all than 90 percent re Mo ood cans are made from me. made from ood cans are been around for 4,000 years. for been around f Containers made from me have Containers made from 20 18 Recycling me reduces energy me reduces Recycling Every year, I’m used to replace Every year, body parts such as eyes, ears, body parts such as eyes, elbows, hands, shoulders, hips, shoulders, hands, elbows, use by as much 95 percent. knees, legs, ankles or toes that legs, knees, are missing, injured or worn out. missing, injured are 17 19 ▼ ©Ohio Department of Natural Resources Help Contents Back 220 ▼ ▼

- Help Contents Back 221 Windows on Waste RESOURCE EXPEDITIONS VIII ▼ Student Handout ✐ Clue Cards-6 so you don’t get cut. so you me from raw materials. raw me from If you recycle me into a new recycle If you If you find me in a ditch, you If you should handle me with gloves of the energy needed to make of the energy container, it will save 50 percent it will save container, 24 22 out of the air. enewable resource. r of bauxite, which is a non- of bauxite, 60 pounds of air pollutants 462 gallons of oil and saves Recycling one ton of me saves Recycling more than three cubic yards of cubic yards than three more landfill space, and keeps almost landfill space, I’m made from a refined product a refined I’m made from 23 21 ▼ ©Ohio Department of Natural Resources Help Contents Back 221 ▼ ▼

- Help Contents Back 222 Windows on Waste RESOURCE EXPEDITIONS VIII ▼ Student Handout ✐ Clue Cards-7 motor oil containers. ot only can I be recycled and ot only can I be recycled N made into plastic lumber, but I made into plastic lumber, bins, milk jugs, flower pots and flower milk jugs, bins, can also be made into recycling people still throw me away more people still throw Even though I am easily recycled, Even than any other recyclable material. than any other recyclable 26 28 and 40 pounds of limestone. Recycling one ton of me saves Recycling mining more than 2,500 pounds mining more of iron ore, 1,000 pounds of coal ore, of iron about 100 million of me every day. Ohio is the second largest producer Ohio is the second largest of me in the U.S. and Americans use 27 25 ▼ ©Ohio Department of Natural Resources Help Contents Back 222 ▼ ▼

- Help Contents Back 223 Windows on Waste RESOURCE EXPEDITIONS VIII ▼ Student Handout ✐ Clue Cards-8 swimmers use. fins that some divers and some divers fins that hoses, masks, snorkels and masks, hoses, I’m used to make wet suits, air suits, I’m used to make wet 32 30 amounts of electricity. me in the recycling container. me in the recycling It’s always a good idea to use It’s both sides of me before putting both sides of me before Making me requires tremendous Making me requires 31 29 ▼ ©Ohio Department of Natural Resources Help Contents Back 223 ▼ ▼

- Help Contents Back 224 Windows on Waste RESOURCE EXPEDITIONS VIII ▼ Student Handout ✐

Super Sleuth Detective Lens Make Connections! Make

Make Connections! ▼ ©Ohio Department of Natural Resources Help Contents Back 224 ▼ ▼

- Help Contents Back 225 Windows on Waste RESOURCE EXPEDITIONS VIII ▼ Student Handout ✐ Goods And Resources

NATURAL RESOURCES oil sheep trees bauxite

RENEWABLE RESOURCES NON-RENEWABLE RESOURCES

1. ______3. ______

2. ______4. ______

PLANTS ANIMALS MINERALS FOSSIL FUELS 5. ______6. ______7. ______8. ______

PRODUCTS PRODUCTS PRODUCTS PRODUCTS ▼ ©Ohio Department of Natural Resources Help Contents Back 225 ▼ ▼

- Help Contents Back 226 Windows on Waste RESOURCE EXPEDITIONS VIII ▼ Student Handout ✐ The Nature of Natural Resources

Directions: Complete the chart below.

LOCATION USE CONSERVATION PRODUCT NATURAL Places on earth Name three different Identify three things you where the natural products (finished can do to conserve this MATERIAL RESOURCE resource is mined goods) made from natural resource. or harvested. this resource.

Paper & Cardboard

Aluminum

Plastic

Steel

Glass ▼ ©Ohio Department of Natural Resources Help Contents Back 226 ▼ ▼

- Help Contents Back 227 Windows on Waste RESOURCE EXPEDITIONS VIII ▼ ity RESOURCE EXPEDITIONS iv t

c A 2 Inquiries ● How are resources extracted from the earth? ● What are the potential envi- Mining and Recycling ronmental consequences, both positive and negative, of mining? ● How does recycling lessen the Objectives demand for natural resources and protect the environment? Students will be able to: (a) describe how resources are extracted from the earth; (b) identify the effects of resource extraction on the environment in terms of land use and pollution; and (c) infer the ability of recycling to conserve resources and reduce Content Domain the harmful effects resource extraction has on the environment. Math Science—General science, earth DO NOT EAT THE CHOCOLATE science Procedure CHIP COOKIE. Using an overhead PART A projector, look at the handout, Mining Learning Outcomes Activity Sheet.Together, read through 1 Prior to conducting the chocolate the sheet and define any terms that are Math, Grade 4, #3, #8 and chip mining activity, have students unfamiliar, such as conglomerate, pro- Grade 6, #3 complete the handout, Things I “Gotta cessing time, extracted, extruder, bank- Science, Grade 4, #14 and Have.” Discuss with students why we rupt, cost, earnings. Grade 6, #4, #17 mine (needs and wants) and what we mine. After students discuss their 2 Write the following rules on the Duration answers, ask them to research and then chalkboard: list on the back of the handout how ● Your cookie will earn $1,000 for every Part A: 60 minutes their first choice was manufactured and 2-cm. straw you fill with chocolate Part B: 50 minutes what minerals, energy or metals were pieces. mined to make it. ● You will be charged $100 for every Materials minute it takes to process your choco- 2 Display the handout, Know Your late (remove all the crumbs). Chocolate chip cookies (one Minerals, on an overhead projector. Ask per student); toothpicks for ● The value of your cookie goes down use as extruders (one per stu- students to count how many unfamiliar $100 just for digging into it. The dent); straws cut into 2-cm. minerals and metals make a car. Which more damage, the more you lose. The segments (several per student); minerals and metals are found in com- fine: $100 for each cookie piece that paper towels (one per stu- mon consumer products that can be breaks off. recycled? dent); overhead projector 3 Have students consider the PART B following: Handouts ● What is the best way to extract the ● 1 Divide the class into groups of Things I “Gotta Have” chocolate from the cookie? four and pair up students in each ● ● Know Your Minerals group. Distribute materials. Before Is it better to work in a group of four ● passing out the cookies, tell students: or form a conglomerate and combine Mining Activity Sheet ▼ ©Ohio Department of Natural Resources Help Contents Back 227 ▼ ▼

- Help Contents Back 228 Windows on Waste RESOURCE EXPEDITIONS VIII ▼

mining results? (This must be decided before students begin the Questions for actual mining process.) Discussion Distribute an activity sheet to each ● Whose cookie made money? group. ● Did anyone go bankrupt? ● Did your “conglomerate” bail you 4 Share the following with stu- out? dents: Examine your cookie. How ● Why do you think you either made many chips can you see? Peek “under- or lost money? (lots of chocolate, ground” by looking at the bottom of careful digging, good planning or the cookie. Predict how many straws lack thereof) your cookie will fill with chocolate. ● If you were real miners, what would Also, predict how much money your your cookie represent? (a mine) cookie will earn. Write these figures ● on the activity sheet. Have your part- If the cookie is a mine, what is the ner time your work. Using your chocolate? (gold, silver, iron ore, extruder, carefully dig out the choco- etc.) late as your partner times your work. ● What do the pieces of cookie repre- You must dig only from the top. Why? sent? (waste product, land damage) (Applications to real-life considera- ● How do you think the process of tions: practicality, available technolo- mining affects the environment, gy, safety, expense.) both positively and negatively? ● What role do you believe mining 5 Share the following computa- companies can or should take in tion process for the handout, Mining environmental stewardship? Activity Sheet,with students. ● What does recycling have to do with ● Figure land damage by counting the all of this? cookie pieces (if your cookie is still ● How is recycling connected to whole, count it as one piece) and resource management? record the total under “Land ● How can recycling help reduce the Damage.” Round off the time to the harmful impacts of resource extrac- nearest minute and record it under tion? “Processing Time.” ● Measure your chocolate by picking up the pieces with a 2-cm. straw. Fill Assessment as many straws as you need and Completion of the handout, Mining record the number of straws under Activity Sheet. “Chocolate Extracted.” ● Figure your earnings on the activity sheet to find out how successful your digging was. ▼ ©Ohio Department of Natural Resources Help Contents Back 228 ▼ ▼

- Help Contents Back 229 Windows on Waste RESOURCE EXPEDITIONS VIII ▼ Student Handout ✐ Things I “Gotta Have”

Directions: Rank-order each of the consumer items listed below, #1 being the item you would be least willing to give up. There is a blank for your favorite item if it is not on the list. _____ MICROWAVE OVEN _____ SOAP _____ BICYCLE _____ TELEPHONE _____ TELEVISION _____ ALUMINUM CONTAINERS _____ PERSONAL COMPUTER _____ MILK _____ CLEAN CLOTHES _____ FISHING POLE _____ DEODORANT _____ CANDY _____ WATCH _____ LIGHT BULB _____ TOOTHBRUSH _____ HAIR DRYER _____ CURRENT FASHION _____ STEREO _____ NEWSPAPER _____

WHY DO WE MINE? Because people need, want and sometimes demand the products made from minerals, metals and energy that come from the earth.

EVERYTHING IS MADE OF SOMETHING When a person wants something, rarely does he or she think about the source of the materials needed to make that product. Everything tangible that you want or buy must be made of materials taken from our natural resources. Most of this material is from minerals, metals and petrochemicals. Every American born will need…

55,650 lbs. cement 6.2 million cu.ft. natural gas 1,725 lbs. copper

60,308 gallons petroleum 6,975 lbs. aluminum

568,575 lbs. coal 975 lbs. lead

45,225 lbs. iron ore 30,300 lbs. salt 24,450 lbs. clay

1.4 million lbs. stone, sand & gravel 900 lbs. zinc

…3.5 million pounds of minerals, metals and fuels in a lifetime*

*Adapted from materials provided free to teachers from the Mineral Information Institute, web site: www.mii.org ▼ ©Ohio Department of Natural Resources Help Contents Back 229 ▼ ▼

- Help Contents Back 230 Windows on Waste RESOURCE EXPEDITIONS VIII ▼ ✐ Student Handout Know Your Minerals

More than 8 million new cars are made every year in the United States. In 1995, there were 133,929,661 cars in the United States. The average weight of an automobile is 2,600-3,000 pounds. It is made by combining at least 39 different minerals and metals, each performing a special function when used in combination with the other. Aluminum and steel figures overlap in some applications, such as the frame or engine, so the total weight of all components may exceed 3,000 pounds. What’s in a Car? Material Weight Material Weight Aluminum ...... 240 lbs. Mica ...... trace Antimony ...... trace Nickel ...... 9 lbs. Asbestos ...... 66 to 1.2 lbs. Niobium ...... <.5 lbs. Barium ...... trace Nitrogen ...... trace Cadmium ...... trace Palladium ...... trace Carbon ...... 50 lbs. Plastics ...... 250 lbs. Cobalt ...... trace Platinum ...... 05 to.1 troy oz. Copper ...... 42 lbs. Phosphorus ...... <1 lb. Chromium ...... 15 lbs. Potash ...... trace Fluorspar ...... trace Rubber ...... 140 lbs. Gallium ...... trace Sand ...... 89 lbs. Gold ...... trace Silicon ...... 41 lbs. Graphite ...... trace Strontium ...... trace Halite ...... trace Sulfur ...... 2 lbs. Iron/Steel ...... 2,124 lbs. Tin ...... trace Lead ...... 24 lbs. Titanium ...... trace Limestone ...... trace Tungsten ...... trace Magnesium ...... 4.5 lbs. Vanadium ...... <1 lb. Manganese ...... 17 lbs. Zinc ...... 22 lbs. Molybdenum ...... 1 lb. Zirconium ...... trace

* Adapted from materials provided free to teachers from the Mineral Information Institute, web site: www.mii.org. ▼ ©Ohio Department of Natural Resources Help Contents Back 230 ▼ ▼

- Help Contents Back 231 Windows on Waste RESOURCE EXPEDITIONS VIII ▼ ✐ Student Handout Mining Activity Sheet PREDICTING How many straws do you think you will fill? ______How much money do you think you will make? ______Will your group need to work as a conglomerate? YES NO HOW TO FIGURE YOUR EARNINGS • Your cookie will earn $1,000 for every 2-cm straw you fill with chocolate pieces. • You will be charged $100 for every minute it takes to process your chocolate (remove all the crumbs). • The value of your cookie goes down $100 just for digging into it. The more damage, the more you lose. The fine: $100 for each cookie piece that breaks off. Fill in your scores and multiply to get the total amount.

STEP 1 LAND DAMAGE (see above) ______pieces x $100 = $ ______

PROCESSING TIME ______minutes x $100 = $ ______

Add dollar values for the PROCESSING TIME and LAND DAMAGE TOTAL COSTS: $ ______

STEP 2 CHOCOLATE EXTRACTED ______straws x $1,000 = $ ______

Are the TOTAL COSTS (Step 1) more than the dollar value of your CHOCOLATE EXTRACTED (Step 2)?

YES Your mine has lost money. Write BANKRUPT below. NO Subtract the TOTAL COSTS from the CHOCOLATE EXTRACTED

Write answer below. TOTAL EARNINGS: $______

TOTAL CONGLOMERATE EARNINGS: $______(if you chose in the beginning to work as a conglomerate) ▼ ©Ohio Department of Natural Resources Help Contents Back 231 ▼ ▼

- Help Contents Back 232 Windows on Waste GOING GLOBAL IX ▼ GOING GLOBAL Environmental Studies Vocabulary Learning Concept composting – a waste management alternative whereby organic wastes are partially decomposed by microorganisms (bacteria and fungi) to produce a eople of the world consume humus or soil-like product disproportionate amounts of garbage –refuse, or solid waste, consisting of food wastes; animal and vegetable Pthe Earth’s resources due to wastes resulting from handling, storage, sale, preparation, cooking and serving inequitable geographic distribution of of foods; in technical terms it is distinguished from trash and rubbish; but in resources and variations of wealth common usage it is a synonym for all refuse, including trash and rubbish within societies and among nations. incineration – an engineered combustion (or burning process) to thermally As nations continue to develop, there reduce the quantity of waste materials into gases and relatively small amounts of ash; offers potential for energy recovery will be a greater demand for world landfill – large, outdoor area for waste disposal; in sanitary landfills, waste is resources, thus increasing the need for spread on land and compacted in layers and covered with soil or other the efficient use of these resources, materials daily including solid waste. municipal solid waste – includes non-hazardous waste and very small quanti- Recycling is part of world trade as ties of household hazardous waste generated in households, commercial and secondary materials are bought and business establishments, institutions and light industrial process wastes; it is sold in world markets. Recycling and often contrasted with hazardous waste that requires disposal in permitted hazardous waste disposal sites reuse also promotes national self- non-renewable resource – a natural resource that is not capable of being nat- sufficiency by reducing the need for a urally restored; it is either a finite amount in the Earth’s crust, or cannot be country to obtain resources from replenished because it is replaced more slowly than it is used another country. primary material – virgin, raw materials used for manufacturing basic Just as countries possess and products, such as wood chips, iron ore, silica sand and bauxite. acquire different amounts of resources recycling – the act of collecting and separating materials and products from for raw materials and energy, the solid waste stream and reusing them as raw materials in manufacturing countries differ in their use of processes secondary materials and in their solid renewable resource – a naturally-occurring material or form of energy, such as the sun, wind, falling water, biofuels, fish and trees; it is derived from an waste management practices. Solid endless or cyclical source, where, through management of natural means, waste management practices often replacement roughly equals consumption reflect the development status of a rubbish – solid waste (excluding ashes and food waste), consisting of both country as a consumer economy, combustible and non-combustible waste materials which is an important factor in the secondary material – commercial products recovered from the waste stream types and amounts of waste for reprocessing and remanufacturing; includes material from municipal solid generated. Some countries are more waste streams and waste materials from manufacturing or conversion processes efficient at recycling and reusing waste materials than others. ▼ ©Ohio Department of Natural Resources Help Contents Back 232 ▼ ▼

- Help Contents Back 233 Windows on Waste GOING GLOBAL IX ▼ Overview - GOING GLOBAL

Activity 1: From Ohio to the World… Summary

From the World to Ohio his lesson 1 includes three Description activities. They Students conduct research about the top 10 countries Ohio imports products and resources from T and organize information to make classroom presentations. The class makes decisions to construct can be done separately, a booklet from this information. Countries are located by using a global map and connected to however the first activ- Ohio with string and directional arrows. ity provides a good Ohio Proficiency Test Learning Outcomes background for the second activity. The Grade 4, Citizenship #7 – Demonstrate map skills by: (b) locating major land formations and bodies of water or (c) using a number or letter grid system to locate places on a map, a map key to understand third activity is map symbols, a linear scale to measure distances on a map and a direction finder. independent of the first Grade 4, Reading #19 – Choose materials related to purposes, as evidenced in part by the capacity to: two activities. (a) choose or identify library resources to locate specific information, and (b) choose appropriate resources and materials to solve problems and make decisions. Grade 6, Citizenship #9 – Interpret and analyze maps, charts or graphs to formulate geographic ideas. Grade 6, Citizenship #15 – Use information about global resource distribution to make generalizations about why nations engage in international trade. Activity 2: I Need This…Do You Have Some? Description 2 Students work cooperatively to identify some of the resources that are used to make an item. They make inferences to identify whether it was produced from renewable or non-renewable resources, primary or secondary materials or mixed materials. Ohio Proficiency Test Learning Outcomes Grade 4, Citizenship #11 – Name the resources needed to produce various goods and services. Grade 6, Citizenship #15 – Use information about global resource distribution to make generalizations about why nations engage in international trade. Activity 3: Trash Around the World Description Students analyze information found on different types of graphs3 and make inferences about the solid waste handling practices of different countries. Ohio Proficiency Test Learning Outcomes Grade 4, Mathematics #24 – Make or use a table to record and sort information, and make identifications, comparisons and predictions from tables, picture graphs, bar graphs and labeled picture maps. Grade 6, Mathematics #22 – Read, interpret and use tables, charts, maps and graphs to identify patterns, note trends and draw conclusions. ▼ ©Ohio Department of Natural Resources Help Contents Back 233 ▼ ▼

- Help Contents Back 234 Windows on Waste GOING GLOBAL IX ▼ Background Information

orld markets for non-renewable resources taken on the domestic market. This surplus raw materials, food directly from nature. Secondary mate- of aluminum in the U.S. resulted in and manufactured rials markets are as volatile as global lower prices for recycled aluminum goods link national trade markets for primary materials cans. economic systems. and products. The scrap metal indus- Trade, both national and interna- WPeople of the world consume dispro- try of the Great Lakes region provides tional, is very important to Ohio portionate amounts of the earth’s a good example. In 1986, 13 million because it is a leading exporter. For resources due to the inequitable geo- tons of scrap metal was exported from example, Ohio companies exported to graphic distribution of resources and the Great Lakes ports. Since 1994 that 191 foreign destinations in 1994. wealth within societies and among average has fallen to less than 50,000 Ohio’s leading export industries nations. As nations develop, there will tons. include transportation, equipment, be a greater demand for world The domestic aluminum can industrial machinery/computer resources thus increasing the need for market suffered similarly in 1998. The equipment, chemicals and allied the efficient use of these resources. prices paid for aluminum cans fell. products, electronic equipment, fabri- Recycling is part of world trade as This was caused by what has been cated metal products, and rubber and secondary materials are bought and called the “triple ripple” effect. First, plastic products. sold in world markets. Secondary Asian countries purchased less The Cleveland Ohio Customs materials are those resources derived durable goods made in the U.S., such District further breaks down these from the waste stream as opposed as airplanes. Second, Asian countries industries into categories of products. to primary materials,which are shipped more goods made of alu- Below are lists of the types of prod- produced, from renewable or minum into American markets. ucts being exported and imported Finally, Asian demand for U.S. scrap through the Cleveland Ohio Customs aluminum was low. The result was District. The Cleveland Ohio Customs Examples of Ohio’s Natural that aluminum, which should have District encompasses all of Ohio and Resource Exports and Imports been exported, was available for sale parts of Indiana and Kentucky. Exports • Oil – for refining as lubricants • Sandstone The top 10 categories of The top 10 categories of • Peat products exported out of Ohio** products imported into Ohio** • Clay • Gypsum 1. electric machinery, sound equip- 1. nuclear reactors, boilers, • Shale ment, TV equipment and parts machinery and parts • Coal – high-sulfur 2. electric machinery, sound equip- 2. nuclear reactors, boilers, ment, TV equipment and parts • Sand and gravel machinery and parts • Limestone and dolomite 3. vehicles and parts except railway 3. optic, photo equipment, medical • Fish or tramway or surgical instruments, etc. • Salt – for road de-icing and table 4. apparel articles and accessories, 4. aircraft, spacecraft and parts knit or crochet Imports 5. precious stones, precious metals, 5. apparel articles and accessories, • Iron ore – for iron and steel coins not knit or crochet • Bauxite – for aluminum 6. mineral fuel, oil, bituminous 6. optic, photo equipment, medical • Coal – low sulfur substances, mineral wax or surgical instruments, etc. • Oil – for refining as fuel 7. cereals • Natural gas* 7. iron and steel 8. pharmaceutical products • Marble and granite 8. toys, games and sports • Rubber 9. oil seeds, miscellaneous grain equipment, parts and accessories • Timber*– for wood products and seeds, fruit, plants 9. articles of steel or iron paper 10. miscellaneous chemical products 10. aircraft, spacecraft and parts * Although Ohio produces much of its own supply of these resources, additional supplies must be imported — Ohio Department of Development ** Massachusetts Institute for Social and Economic Research State Data Center ▼ ©Ohio Department of Natural Resources Help Contents Back 234 ▼ ▼

- Help Contents Back 235 Windows on Waste GOING GLOBAL IX ▼

Just as countries possess and Bibliography and Warmer Bulletin, an international acquire different amounts of Additional Resources magazine published by The World resources for raw materials and ener- Resource Foundation in Tonbridge, gy,countries differ in solid waste Educator Information Kent, England contains international management practices. Physical size, solid waste information. The World For more information on Ohio as an climate and population of a country Resource Foundation also maintains a international trade partner, contact: influence these practices. A country website at www.wrf.org.uk. Ohio Department of Development, may choose to utilize landfilling, International Trade Division, 77 incineration, composting and/or South High St., Columbus, OH recycling.Some countries generate 43266-0413 or visit their website at: less waste and are more efficient at www.ohio.trade.tpusa.com. recycling and reusing waste materials than others. Recycling Today,January 1998 When comparing the solid waste Recycling Today,March 1998 statistics provided by different countries, it is important to remember that Internet every country has its own standard Solid waste data is often compiled dif- for reporting solid waste statistics. ferently by each country. A variety of According to the March 1998 issue of international solid waste information the Warmer Bulletin, in Japan, an can be found on the Internet. One unknown amount of recycled waste, good site is the Australian Waste especially paper, is collected by private Database at: www.civeng.unsw.edu.au/ sector recyclers. Since privately col- water/awd/awdb2.html. This site has lected amounts are not counted in links to the waste databases of many official solid waste statistics, Japan’s other countries. recycling figures are artificially low. The U. S. EPA also maintains a web- The amount and composition of site with good solid waste statistical waste generated in each country is information for the United States and directly related to urbanization, the many other countries. types and patterns of consumption, www.epa.gov/epaoswer/non-hw/ household revenue, and lifestyle of its muncpl/factbook.htm. population. Listed below is further information about the countries included in the activity handout.

Vital Statistics

Country Population Per Capita Land Size Population Density GDP* (sq. miles) (per sq. mile)

Canada ...... 29,123,194 ...... $24,400 ...... 3,849,674 ...... 8 France ...... 58,040,230 ...... $18,670 ...... 210,026 ...... 276 Germany ...... 84,068,216 ...... $17,900 ...... 137,830 ...... 610 Japan ...... 125,716,637 ...... $21,300 ...... 145,850 ...... 861 USA ...... 267,954,767 ...... $27,607 . . . . .3,675,031 ...... 72

*Gross Domestic Product 1998 World Almanac and Book of Facts, World Almanac Books ▼ ©Ohio Department of Natural Resources Help Contents Back 235 ▼ ▼

- Help Contents Back 236 Windows on Waste GOING GLOBAL IX ▼ GOING GLOBAL ity iv t c A 1 From Ohio to the World… From the World to Ohio

Inquiries Objectives ● Which countries are Ohio’s Students will be able to: (a) locate countries on a global map and (b) distinguish trade partners? between export and import, and explain the importance of global trade for the world ● Which countries are the citi- and Ohio. zens of Ohio most dependent upon for natural resources? Background Information ● Why is it important for Ohio to trade resources and Ohio export and import information is compiled by the Cleveland Ohio Customs products? District. This district encompasses all of Ohio and parts of Indiana and Kentucky. The top 10 countries importing The top 10 countries the State Content Domain products or resources into of Ohio exports products or Language Arts – Reading the State of Ohio: resources to: Social Studies – Geography Canada Hong Kong Australia Germany China (Mainland) Japan Belgium Japan Canada Korea Learning Outcomes China (Taiwan) Korea China (Taiwan) Mexico Citizenship, Grade 4, #7 and France Singapore France United Kingdom Grade 6, #9, #15 Germany United Kingdom Reading, Grade 4, #19 Ohio Department of Development, International Trade Division, December 1996 Duration 45-60 minutes the map or bulletin board for a legend Preparation explaining all of the information on the Hang a world map in an area where all map. This map could hang in the class- Materials students can see it and have access to it. room for an extended period. Different Global map that students can If a map is not available, create one items could be added to it as students stick pins into or put tape on, from a large piece of corrugated card- study other areas of the world. string, small cardboard arrows, board or paper that can be glued, Assemble reference materials for student push pins, tape pinned or otherwise added to. The map use, such as a world almanac, Ohio should include a key indicating mileage. almanac, encyclopedias and/or books Whichever map is chosen (prepared or about the nations that export to Ohio. purchased), there should be room on ▼ ©Ohio Department of Natural Resources Help Contents Back 236 ▼ ▼

- Help Contents Back 237 Windows on Waste GOING GLOBAL IX ▼

compiled and assembled into a book. quate understanding of how the Procedure All students should be able to look at examples show connections. the finished book. 1 If the global map being used 1 point- the student uses at least two does not include an outline of Ohio, it different examples and shares an ade- should be added. quate understanding of how the Discussion Questions examples show connections OR the 2 student uses three different examples Divide students into 10 groups. ● Why is it important for Ohio to but shares an inadequate understand- Assign each group one importing trade with other nations? country and one exporting country. ing of how the examples show con- Each group should connect their ● What resources or goods do the nections. countries to the state of Ohio with importing countries have that you 0 points- the student uses at least two color-coded string and small card- think we would want in Ohio as different examples but shares an inad- board directional arrows. The map’s consumers and why? equate understanding of how the legend should include a key showing ● Can you think of things you use examples show connections OR the the coding systems. For example, one that come from other countries? student discusses only one example. color of string or directional arrows for export and one for import. ● How far do resources and products Students should use the map key to have to travel to get to Ohio from Extension the different countries? estimate how many miles their coun- An extra large global map is mapped tries are from Ohio. ● What types of physical barriers out using a playground. Students (mountains, deserts, oceans) have to stand on the importing/exporting 3 The class will prepare a booklet be crossed? countries and connect to a student on Ohio’s connection to the world representing Ohio with colored string using the import countries they were or rope. assigned. Each group will contribute two pages that include the following Assessment information: 1 Student participation in class- ● a map of the importing country and room discussions. a picture of its flag 2 ● a list of some of the country’s nat- Group pages. Score based on a ural resources rubric scheme. ● a list of products the country 3 Individual student response to exports (can be illustrated) the booklet. After the discussion, and ● one fact students learned about after the students have reviewed the their country that they didn’t know booklet, ask students to select three before nations they didn’t work on and use the examples of those nations to A good source for comparing statistics explain what it means to be “connect- on different countries is the United ed with another part of the world.” Nations Internet site (www.un.org). Score this assignment based on a Other sources the students could use rubric scheme. Consider the elements include encyclopedias, Ohio almanac below for the rubric. or world almanac. 3 points- the student uses three dif- 4 After all the groups are done, ferent examples and shares a clear have each group report to the class understanding of how the examples about the resources of their assigned show connections. country. The students could put a list 2 points- the student uses three dif- of the resources on the board. The ferent examples and shares an ade- pages the students prepared should be ▼ ©Ohio Department of Natural Resources Help Contents Back 237 ▼ ▼

- Help Contents Back 238 Windows on Waste GOING GLOBAL IX ▼ GOING GLOBAL ity iv t c A 2 I Need This... Inquiries ● What natural resources are Do You Have Some? used to make everyday items? ● Which resources are renewable and which are Objectives non-renewable? Students will be able to: (a) cooperate in groups to make inferences about the type of ● What types of secondary materials and resources that are used to manufacture products and (b) identify a material can be used in product and the country in which it was manufactured. products? ● Which countries do some of The raw materials used for manufactur- our consumer goods come Background ing can be either primary materials or from? Information secondary materials.Primary materials ● What can we do to conserve are resources (renewable or non-renew- natural resources? Natural resources are either renewable able) taken directly from nature. or non-renewable and can serve as Secondary materials are collected from Content Domain either sources of energy or raw materials the waste stream to be reused. Secondary when manufacturing consumer materials are often collected through Social Studies – Geography products. A renewable resource is a recycling programs. The use of sec- naturally-occurring material or form of ondary materials in place of primary Learning Outcomes energy, such as the sun, wind, falling materials defers the need to extract water, fish and trees. It is important to resources from nature, as well as reduces Citizenship, Grade 4, #11 and remember that even some renewable a country’s need to import natural Grade 6, #15 resources can be depleted. A non- resources from another country. renewable resource is not capable of Below is a list of common items and the Duration being naturally restored. It is either a natural resources used to manufacture finite amount in the Earth’s crust, or 60-120 minutes them. cannot be replenished because it is replaced more slowly than it is used. Materials Several products that list the Stereo Car Camera country of manufacture case – oil engine – iron or aluminum film – silver, oil including some items that list tape – chromium, iron, oil exhaust system – lead body – aluminum, iron “recycled content” on either the paint – chromium, oil trim – chromium, zinc strap – oil gasoline – oil lenses – silica sand, salts packaging or on the item or battery – lead paper – clay, trees pictures of products, drawing Computer paper, glue, scissors, pins case – oil, iron Jewelry Money wires – copper, gold metal – gold, silver, platinum coins – iron, zinc, copper circuit board – clay molds – silica sand, paper – clay, trees Handout monitor – rare earth, chromium ink – oil ● I Need This…Do You Have silica sand stones – gem molds –iron,chromium, Some? heat – oil, gas, coal nickel ▼ ©Ohio Department of Natural Resources Help Contents Back 238 ▼ ▼

- Help Contents Back 239 Windows on Waste GOING GLOBAL IX ▼ increased cost of items using recy- ● Is the item you selected something Preparation cled-content materials, etc.) you need or is it something you Make one copy of the handout, I Need want? ● What can we do to promote the use This…Do You Have Some?, for each ● of secondary resources? (Recycle What would happen if everyone in student. properly, purchase items made from the world wanted one of your item? recycled materials, etc.) What would happen if one of the Procedure natural resources needed to make 4 Each student will select one item your item was no longer available? 1 Discuss with students the follow- they use that was imported from ● Could your item be changed to use ing terms: renewable, non-renewable, another country. Have students com- secondary materials rather than pri- primary resources and secondary plete the handout, I Need This…Do mary resources? resources. You Have Some? The illustration ● Is it fair that someone living in the below is an example of a bicycle country that made your item may 2 Divide students into groups. resource web. Identify for the students never be able to afford it? the secondary resources that could be Each group should receive one or ● What happens to your item when used in place of the primary more products (or picture of prod- you don’t need it, want it or can’t resources. For example: wheel – ucts) to examine. The group should use it anymore? identify what resources the item(s) aluminum cans, frame – steel cans, were made from and determine junk cars. Look at the students’ webs whether the resources are renewable and discuss as a class which secondary Assessment or non-renewable, and primary or items could be used as substitutes for primary materials. secondary. 1 Participation in classroom and small group activity. 3 Each group should list the infor- 5 After each student has completed their handout, ask them to locate the mation they compiled about their 2 Completion of the handout, I exporting country (of their item) and item on the board. As a class, discuss Need This…Do You Have Some? the choices the groups made. pin (or glue) a small picture or drawing of it onto the global map created 3 Suggested test questions: ● Why are most products made from in the first activity. primary as opposed to secondary ● Define the following terms: renew- resources? (Easier to get primary 6 Allow students time to look at able, non-renewable, primary resources, it’s always been done this the map and see the different items resources and secondary resources. way, subsidies for primary resource and countries that have been added. ● List some of the resources that are industries, having to retool manu- used to make a specific item. facturing equipment to use sec- 7 Discuss the questions on the ● List one item that is a want and one ondary materials, unreliable market handout, I Need This…Do You Have item that is a need and explain why for purchasing recycled materials, Some? Also, discuss the following: contamination of recycled materials, you chose them. ● What are some of the ways we can reduce the amount of natural bauxite iron ore resources used?

wheel frame Extension aluminum steel can Have students research the different can bicycle items that can be recycled in your community, as well as how these items should be prepared. Your local solid waste district will be able to tires provide this information.

- Help Contents Back 240 Windows on Waste GOING GLOBAL IX ▼ Student Handout ✐ I Need This...Do You Have Some?

1. Think of a favorite object. It could be a toy, tool, machine or another item that you like. Check and see what country it may have been imported from (there should be a label or sticker on the item that identifies which country manufactured it). Draw a picture of the item in the circle below.

My item is ______and it was made in ______. 2. List all of the parts to your item. (For example: a camera – body, strap, lens). Then list which natural resources were used to make the parts. Decide if they are renewable or non-renewable. Finally, decide if the part was made from a primary or secondary material.

Part Resource Renewable Non- Primary Secondary Renewable Material Material

- Help Contents Back 241 Windows on Waste GOING GLOBAL IX ▼ ity GOING GLOBAL iv t c A 3 Trash Around the World Inquiries ● How do countries manage Objectives their solid waste in comparison with the United States? Students will be able to: (a) interpret graphs and data about global solid waste con- ● cerns and (b) explain the relationships between a country’s physical geography, per Why do the citizens of some countries throw out more capita income, population and solid waste disposal methods. trash than others? ● What factors affect a coun- Determine what types of materials can try’s waste management Preparation be recycled in your community. practices? Post the comparison statistics of the different countries (included in the Background Information on p. IX-5) Procedure Content Domain where all students can see them. Math – Arithmetic 1 Show students the bag filled with Copy one set of handouts per student garbage. Explain to students that what Social Studies – Geography or group of students. they see is the household equivalent to On an average, 4.4 pounds of trash is the amount of waste each person Learning Outcomes throws out everyday. Explain that the what each person in Ohio throws out Math, Grade 4, #24 and volume may differ because the bag only per day. Fill a clear plastic bag with 4.4 Grade 6, #22 pounds of dry household waste. The contains dry waste. Ask students to bag should include items such as food visualize everything they have thrown jars and cans, paper, used clothing, cere- out that day. Duration al boxes, soda pop cans, toys, assorted 60-120 minutes plastic products, etc. Be sure to include 2 Explain to students that what you products representing the seven (#1-7) are showing them is an example of Materials different plastic codes. (This numeric municipal solid waste. Define the terms code is located inside recycling arrows rubbish and garbage. Discuss with stu- Bag of clean, dry garbage near or on the bottom of the container. dents the types of items that are recy- weighing 4.4 pounds. (The The number represents a type of plastic. clable in their community, and how garbage should be placed in a Most communities only accept items some things could be reused rather than clear garbage bag.) made from #1 and #2 plastic.) The thrown away. garbage should include items that can Handouts be recycled locally as well as those that 3 Divide students into groups and give each group a small amount of the ● Tell Me About Your Trash can’t. During the activity the students Graphs will be handling this garbage; please do garbage from the bag. Explain to stu- ● Tell Me About Your Trash not include any wet or unsanitary dents that the garbage they have been Worksheet items.All former food containers given is “clean.” If they were handling should be cleaned out and checked for actual garbage, they would have to wear ● Trash Around the World sharp edges. heavy gloves. Have each group tell the Assessment class whether their item(s) could be ▼ ©Ohio Department of Natural Resources Help Contents Back 241 ▼ ▼

- Help Contents Back 242 Windows on Waste GOING GLOBAL IX ▼ recycled or reused. If not, have stu- 2 Through completion of the dents tell how the item would be dis- Extensions assessment handout, Trash Around the posed of in their community (i.e. World. The questions on this handout 1 Each year, Ohio’s solid waste dis- landfilled or incinerated). Students are modeled after the State tricts are required to submit a report should be told that not everything can Competency Based Education to the Ohio Environmental Protection be recycled or reused and that com- Assessment Series- Mathematics. Agency outlining the different types munities will always need landfills Scoring for this handout is as follows: and tonnage of recyclables that were and/or incineration plants. collected. The solid waste districts are QUESTION 1 - Sample Rubric also responsible for tracking where 4 Each student should receive a and how that district’s solid waste is copy of the handouts, Tell Me About 0 points- nothing is done, except to disposed. Students could contact their Your Trash Graphs and Tell Me About recopy part or all of the problem. local district and then contrast district Your Trash Worksheet.Ask students to 1 point- One valid conclusion or information with state, national and look at the amount of waste thrown interpretation is made with no sup- international figures. away per day by other countries. porting discussion, OR there is some Discuss reasons why these amounts discussion, but no conclusion is 2 Through research, determine vary by country (per capita income, drawn. how another country disposes of its lifestyle, etc.). trash and how much trash is thrown 2 points- Two valid conclusions or away per person. This research could 5 Students can complete handouts interpretations are given, but there is be done by searching the Internet, or by working individually or in groups. no discussion, OR only one valid con- by sending an email or letter to the clusion or interpretation is given with country’s environmental agency(s). 6 Review with students the com- complete supporting discussion. parison statistics included in the 3 points- Two valid conclusions or 3 Research how different countries Background Information on p. IX-5. interpretations are given, discussion is or states determine their recycling Through discussion, have students present but incomplete OR more than rates. Every country and/or state may correlate this information with the two valid conclusions or interpreta- have its own reporting method, which information provided on the graphs. tions are given, but there is no or can make comparing statistical incomplete discussion. recycling rates misleading. Discussion Questions 4 points- At least two valid conclu- ● Why would a country choose one sions or interpretations are given with way of getting rid of their trash as supporting discussion. opposed to another? (Size of the country, land space available, popu- QUESTION 2 lation density, etc.) ANSWER: C – yard waste ● Why do you think Japan relies more on incineration? (Scarcity of land QUESTION 3 - Sample Rubric space, high population density, etc.) 0 points- no work done or recopying of problem, incorrect division of Assessment circle. 1 point- corrects division of circle, no Assessment of student understanding labeling, OR labeling and partially can be done in two ways: correct division.

1 Through completion of the 2 points- correct division and handout, Tell Me About Your Trash labeling. Worksheet. ▼ ©Ohio Department of Natural Resources Help Contents Back 242 ▼ ▼

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Student Handout ✐ Tell Me About Your Trash Graphs

Where does our trash go? 90 80 70 60 50 40 30 % of total waste 20 10 0 Canada France Japan Germany United States KEY Recycling Incineration Composting Landfilling

How much trash do we What do people in Ohio throw out every day? do with their trash?

5 4.5 4 3.5 3 KEY 2.5 France 2 Germany 1.5 Japan 1 KEY Canada Landfill 67% 0.5 United States Recycle 32% 0 Lbs. per person per day Incinerate 1%

1997 Ohio Solid Waste Facility Report, Ohio EPA. Note:The MSW Factbook, Ver.4, Office of Solid Waste, U.S. EPA, 1997, reports Ohio’s recycling rate MSW Factbook, Ver. 4, Office of Solid Waste, U.S. EPA, Washington DC, 1997 at 15%, with 83% landfilled. ▼ ©Ohio Department of Natural Resources Help Contents Back 243 ▼ ▼

- Help Contents Back 244 Windows on Waste GOING GLOBAL IX ▼ Student Handout ✐

Tell Me About Your Trash Worksheet

Directions: Look at the graphs and answer the following questions.

1. Which country uses a landfill the most to dispose of its trash? ______

2. On the same graph, which country recycles the most materials? ______

3. Who uses a landfill more to dispose of their trash—people in Ohio or Japan?______

4. Who throws out the most trash per day? ______

5. Who throws out more trash per day- people in Japan or Canada? ______

6. What percentage of waste is incinerated in Japan? ______

7. How many pounds of trash does the average person in the United States

throw out per day?______

8. What percent of the trash in France is composted? ______

9. Who does more recycling- people in Ohio or France? ______

10. What percentage of trash in Germany is recycled? ______▼ ©Ohio Department of Natural Resources Help Contents Back 244 ▼ ▼

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Student Handout ✐ Trash Around the World

1 People in different countries throw out TRASH TRASH different amounts of waste every day. To the COUNTRY RECYCLED LANDFILLED right is a list of how much is thrown out in Spain 13% 64% four different countries. Write a paragraph Sweden 16% 32% about two conclusions you can draw from the Netherlands 16% 48% information. Justify your conclusions. United States 23% 61%

______

What’s in the U.S.’s garbage? 40 35 30 2. Which item is nearly one-half the amount of paper 25 generated in the U.S.’s garbage? 20 a. metal c. yard waste

% by weight 15 10 b. plastic d. other 5 0 yard yard wood other glass paper metal waste plastic

3 What’s in Switzerland’s trash? The table (left) shows the TYPE OF PERCENT OF percentages of materials WASTE WASTE people in Switzerland throw Paper 33% in their trash. In the circle, Plastic 14% make a circle graph to illus- Glass 8% trate the data in the table. Metal 5% Label each part of the circle Misc. 40% with the correct item. ▼ ©Ohio Department of Natural Resources Help Contents Back 245 ▼ ▼

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Environmental Studies Vocabulary Learning Concept contaminate – to make something impure or unfit for use by contact or mixture with something else here are many types of environmental emission – substance discharged into the air, waterways or on land pollutants, some caused by nature and fossil fuels – a natural resource ultimately derived from living things Tsome by human endeavors. Those (coal, oil and natural gas) and converted into energy derived from nature are generally intermittent hazardous – harmful to living organisms; possesses one or more of and dispersed, which lessens their impact upon the following traits: toxic, corrosive, combustible, poisonous, carcinogenic the environment. Modern human-made illegal dumping – disposing of solid waste on public or private pollutants are more consistently generated and property that is not designated as a licensed waste disposal facility concentrated throughout the environment. lifecycle analysis – a method of accounting for all the environmental They result from a consumer-industrial society impacts from a single product that generates technological processes, litter – human-generated solid waste that is put in the wrong place or chemicals and materials, and consumer prod- allowed to escape from a container ucts that have the potential to harm the manufacturing – the process of turning raw material into finished products, usually with the aid of machines environment. Pollution can be reduced in a methane gas – a colorless, odorless, flammable, gaseous hydrocarbon number of ways, including resource reduction that is a product of decomposition of organic matter and substitution, technological controls and non-point source pollution – undefined wastewater discharges, such consumer purchasing habits. as runoff from urban, agricultural or strip-mined areas; does not orig- Natural systems have a limited capacity to inate from a specific point cycle or disperse pollutants depending upon particulate – a type of air pollutant made of tiny solids suspended in the atmosphere the type and concentration of pollutants. Each pathway – the route by which a pollutant travels throughout the pollutant has its own pathway and effects once environment from an original source it enters the environment. Pollutants can move pollution – the contamination of soil, water or air by the discharge or through air, water and soil, and they can improper disposal of matter, sounds or odors that have a negative change the balance of biogeochemical cycles. effect upon the environment and human health They can move up the food chain to become recycle – to collect and process waste materials for use in manufacturing new products more and more concentrated in animals and resource extraction – the process of taking a resource from the Earth humans, and can adversely affect human and/or removing or separating it from a particular source health in various ways. sewage – water that carries organic waste from humans and industry Waste materials and substances, if solid waste – all garbage, refuse and sludge products from agriculture, improperly disposed, can be released into the forestry, industry, mining and municipalities environment where they follow various path- technology – a method, process or technique that uses machines to ways with various effects. Recycling can reduce provide society with desired or needed consumer goods pollution when it reduces the need to extract resources from the Earth and reduces the material and energy requirements in manufacturing processes. ▼ ©Ohio Department of Natural Resources Help Contents Back 246 ▼ ▼

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Activity 1: The Costly “Thing” Summary his lesson includes two Description1 activities. They may be Students compare using natural resources with using secondary or recycled materials conducted independently; to make aluminum cans. They cooperate in groups and make inferences about pollu- T however, if both are used, tion values at various stages of production. Students manipulate materials to model quantities of pollution at various stages of manufacturing and deduce the environ- teachers should decide which mental impact of recycling. activity provides a better introduction for their students. Ohio Proficiency Test Learning Outcomes Grade 4, Citizenship #11 – Name the resources needed to produce various goods and services, classify each resource by the factors of production, or suggest alternative uses for those factors. Grade 4, Science #5 – Analyze a series of events and/or simple daily or seasonal cycles and predict the next likely occurrence in the sequence. Grade 4, Science #14 – Identify and/or describe the relationship between human activity and the environment. Grade 6, Science #4 – Identify the positive and/or negative impacts of technology on human activity. Grade 6, Science #17 – Analyze the impacts of human activity on the ecosystems of the Earth.

Activity 2: Pollution on the Move

Description Students are introduced to the general concept of pollution, its causes and how it can affect the environment. Students cooperate in groups to identify causes of pollution by making inferences from clues supplied on a handout. They observe a community illustration of potential sources of pollution to infer pathways for pollution. Based on group discussion, students generate their own definition for the word pollution, and hypothesize the effects of different types of pollution on the environment. Ohio Proficiency Test Learning Outcomes Grade 4, Science #14 – Identify and/or describe the relationship between human activity and the environment. Grade 6, Science #4 – Identify the positive and/or negative impacts of technology2 on human activity. Grade 6, Science #17 – Analyze the impacts of human activity on the ecosystems of the Earth. ▼ ©Ohio Department of Natural Resources Help Contents Back 247 ▼ ▼

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ollution is something from many sources. These include of energy (and air pollution) required that contaminates the rainwater runoff from parking lots, to manufacture products or consumer environment, affecting lawns, driveways, fields and mining goods. Finally, using recycled materi- air, water and land. areas that can deposit potentially als also generates less solid waste to Contamination can be of harmful substances into soil and be landfilled or incinerated. varying degrees, from lit- waterways, or cause soil erosion. Both The U.S. EPA provides the follow- terPthat creates a visual blight to point and non-point source pollu- ing summation of specific pollutants hazardous substances that reach tants can be hazardous to living reduced by recycling: drinking water sources and threaten organisms depending upon their A recent analysis of several studies human health. Contaminates, in the chemical makeup and/or particle size. concluded that the environmental form of pollutants, include waste Some human activities reduce impacts of recycled-content products are materials, litter, noise, heat, gas, radia- pollution and its negative impacts on less than those of virgin products when tion and particulate matter. Nature, the environment. Hazardous materials the two are compared over their entire as well as humans, can be the cause of reduction practices and pollution lifecycles. The analysis found that when pollution. However, the intermittent control technology can be applied by compared to a system based on the use and dispersed nature of natural pollu- industry to reduce pollution. Farmers of virgin materials and landfilling or tants generally weakens their impact can reduce the use of pesticides and incineration, recycling and manufac- on the environment. fertilizers, and practice tilling methods turing products from recovered Natural pollutants include partic- that prevent runoff into waterways. materials results in a net reduction in ulate matter and gases from volca- People can avoid littering and reduce 10 major categories of air pollutants noes, wastes and gases from living and the amount of household hazardous (aldehydes, ammonia, carbon dioxide, dying plant matter, and particulate materials and lawn chemicals they carbon monoxide, hydrocarbons, matter from dust storms and burning use. Recycling is an effective pollution methane, nitrogen oxides, other forests. Human-generated pollutants reduction method involving people organics, particulates and sulfur oxides) include litter and material dumped and industry. and eight major categories of water illegally, sewage, automobile emissions Recycling reduces pollution at the quality indicators and water pollutants and fluids, and various land, water early stages of a product’s lifecycle. (biochemical oxygen demand, chemical and air pollutants from extraction First, it decreases the need to extract oxygen demand, dissolved solids, iron, industries (mining, drilling and har- and process natural resources. metal ions, oil, sulfuric acid and sus- vesting), manufacturing industries Resource extraction and processing pended solids).* and power plants. Natural and can pollute air, land and water with human-generated pollutants enter the hazardous materials. These processes It is important to note that the environment from various sources require a great deal of energy. Burning ability of recycling to accomplish and spread throughout the environ- fossil fuels (coal, oil, natural gas) reductions in pollution is variable, ment in pathways that are influenced releases pollutants (sulfur dioxide, depending upon the material and by soil porosity, slope of terrain, nitrogen oxide and carbon monoxide) manufacturing processes utilized. waterways, and wind and air currents. into the air. Second, the use of recy- Each material and product has a Some pollution has a well-defined cled materials can reduce the amount unique lifecycle that must be analyzed source, such as power plant smoke- in the context of specific conditions. stacks that release emissions into the air, or factory drain pipes that release waste matter into rivers or lakes. Recycling reduces pollution at the early stages of a Other sources of pollution, referred to as non-point source pollution,are product’s lifecycle. broader in scope and may originate

*R. A. Denison, “Environmental life-cycle comparisons of recycling, landfilling, and incineration: A review of recent studies,” Annu. Rev. Energy Environ: 21:191-237; as sited in Puzzled About Recycling’s Value? Look Beyond the Bin,U.S. Environmental Protection Agency, EPA530-K-97-008 (January 1998), p. 7. ▼ ©Ohio Department of Natural Resources Help Contents Back 248 ▼ ▼

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Bibliography and Additional Media Earth Science: 100 Reproducible Resources Think Earth and “e” (video). A series Activities,Grand Rapids, Michigan: of two videos for grades K-3 and 4-6. Instructional Fair, Inc., 1991. Student Resources May be obtained by contacting the Green Teacher – Education for Planet Books Educational Development Specialists, Earth (quarterly magazine), P.O. Box Earthday Activities,Huntington 5505 East Carson Street, Suite 250, 1431, Lewiston, NY 14092. Beach, California: Teacher Created Lakewood, CA 90713. Garbage! Where It Comes from, Where Materials, Inc., 1996. Educator Information It Goes,by Evan and Janet Earth Book For Kids,by Linda Haddingham, Simon & Schuster, The ABCs of Environmental Education, 1990. Schwartz, California: The Learning Can Manufacturers Institute, 1997, Works, Inc. 1625 Massachusetts Avenue, NW, EarthSearch,by John Cassidy, Palo Washington, DC 20036, Alto, California: Klutz Press, 1994. (202) 232-4677. Facts on Domestic Waste and Industrial A Breath of Fresh Air,Akron, Ohio: Pollutants,by Hugh Johnstone, New Akron Health Department, 1991. York:Aladdin Books Ltd, 1990. Cartons, Cans and Orange Peels, How Cities Work, unknown, Where Does Your Garbage Go?, by California: Ziff-Davis Press, 1995. Joanna Foster, Clarion Books, 1991. Common Questions about Health Effects,Citizens Clearinghouse for Hazardous Wastes, 1992. ▼ ©Ohio Department of Natural Resources Help Contents Back 249 ▼ ▼

- Help Contents Back 250 Windows on Waste PAYING THE POLLUTION PIPER X ▼ PAYING THE POLLUTION PIPER ity iv t c A 1 The “Costly” Thing

Objectives Students will be able to: (a) identify sources of pollution in the manufacturing process of aluminum cans; (b) explain how recycling processes reduce pollution and conserve natural resources; (c) sequence production stages in manufacturing processes; and (d) make inferences about the effect of recycling upon ecosystems.

ground information and explain the Inquiries Preparation various types of pollution to students in ● What types of pollution and Prior to conducting the activity, label a manner they will understand. (Note: waste are generated by indus- each of the six containers with six sheets You may find that using Activity 2 first try in the production of con- of paper as follows: provides a better way of introducing sumer goods? students to pollution.) Explain that any ● Manufacturing & Air Pollution ● How do industrial processes part of the manufacturing process may affect the environment? ● Manufacturing & Water Pollution or may not affect land, air and water ● quality or a combination of all three. ● How can recycling reduce Manufacturing & Land Pollution The same will be true for recycling. pollution? ● Recycling & Air Pollution ● Recycling & Water Pollution 2 Have students work in cooperative Content Domain groups. Distribute the two-page hand- ● Recycling & Land Pollution Science – General science, earth out, The Thing from Nature,to each science Place all Manufacturing Pollution signs student. Have students complete the on one table or location of the room, Social Studies – Economics handout based on group discussion and and place all Recycling Pollution signs consensus. They should compute and at another table. Place one container on record total numbers of pollution Learning Outcomes each sign, with water containers placed on each of the Water Pollution signs. points for each column and total all Citizenship, Grade 4, #11 columns to indicate total pollution Science, Grade 4, #5, #14 and units for manufacturing with natural Grade 6, #4, #17 Procedure resources.

Duration 1 Discuss the terms manufacturing 3 Distribute marbles, food coloring and cotton balls to each group. These 50-75 minutes and recycling with students. Tell students they will be working in pairs to items will represent the following: continued next page determine how much pollution is gen- ● cotton balls = air pollution erated in the manufacturing of alu- ● food coloring = water pollution minum cans, and compare that to how much pollution is generated during the ● marbles or building blocks = land recycling process. Review the back- pollution ▼ ©Ohio Department of Natural Resources Help Contents Back 250 ▼ ▼

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As you review each group’s answers on resource and another sequence for mak- the handout, have a representative from ing a can from recycled cans. PAYING THE POLLUTION PIPER the group deposit the number of items that their group assigned to air, land Method B:Complete the multiple- and water pollution in the manufactur- choice handout, Questionable Things. Materials ing containers. (For example, if one ANSWERS: 1. c, 2. b, 3. b, 4. c group has a water pollution value of “3” Six large, clear containers for any part of the chart, they will add (two containers filled half-way three drops of red food coloring to the Extensions with water); six sheets of note- appropriate water pollution container). book or construction paper; Chart answers on the chalkboard. couple bags of cotton balls; 1 Have students search the Internet several bottles of red food for more information about local recy- 4 Repeat steps 2 and 3, only this coloring (one per student cling programs. For information specifi- group or assign one person per time use the handout, The Thing cally about aluminum cans, use the fol- water container to dispense red Returns, and deposit pollution units in lowing addresses: food coloring during the activi- the recycling containers. ty); several bags of marbles or Aluminum Association - colored building blocks 5 Have students compare the differ- www.aluminum.org ences between manufacturing with nat- Can Manufacturers Institute - ural resources and manufacturing with Handouts www.cancentral.com recycled materials. Which of the two ● The Thing from Nature processes generates more pollution? ● 2 Have students create two recycling The Thing Returns Which of the two processes uses the wheels. One wheel should depict a nat- ● Questionable Things most energy? Most water? Most ural cycle of their choice (leaves of a resources? Why? tree, water cycle, seasons, etc.), the other wheel should depict the recycling of a 6 Using two stalks of celery or white material. Have them identify how each carnations, place several cuttings in each are similar and how each differ. Have container of red food coloring. Using a students identify how the cycle is con- third container, add clear tap water and tinuous for each. List the things needed a stalk. After an hour, have students to continue each cycle. record their observations and discuss how pollution can affect living 3 Discuss with students other recy- organisms. clable products, such as glass bottles, steel cans, newspaper and plastic bot- 7 Ask students why aluminum cans tles. Have them research these items and are made and what purpose they serve. generate comparative sequential stages Have them describe the technologies for pollution, like what was done with required to make aluminum cans and aluminum cans in the activity. how these technologies affect the environment. Discuss the technological aspects of recycling and how these affect the environment.

Assessment

Method A:Have each student draw and label the sequential stages in the making of an aluminum can from a natural ▼ ©Ohio Department of Natural Resources Help Contents Back 251 ▼ ▼

- Help Contents Back 252 Windows on Waste PAYING THE POLLUTION PIPER X ▼ Student Handout ✐ The Thing From Nature (Manufacturing Aluminum Cans from Natural Resources) Directions: Complete the chart below. Guess how much pollution enters the environment during each process by assigning pollution points for land, air and water. Pollution points are based on your group's discussion. Assign 8, 9 or 10 points if you think the pollution highly impacts the environment; 4, 5, 6 or 7 points if you think the pollution moderately impacts the environment; and 1, 2 or 3 points if you think the pollution has a low impact on the environment. Use your best judgment to determine points for each column. Note: Some processes may affect only one part of the environment—land, air or water. Other processes may affect more than one part. PROCESSES POLLUTION POINTS Land Air Water

1. Aluminum is made from the mineral bauxite, which is found deep in the Earth’s crust. Bauxite is often mined in other countries, using big machines that strip aside plants and soil.

2. The bauxite ore is shipped to the United States in trucks, ships and railroad cars to processing plants.

3. Large electric currents are used at the processing plant to separate the oxygen from the aluminum. The rest of the ore is thrown away.

4. The aluminum is heated at very high temperatures and poured into large blocks or ingots. Water is used to help cool the aluminum. The water, which may be very hot, enters streams or lakes.

5. The aluminum ingots are transported to another processing plant in trucks or railroad cars.

6. Aluminum ingots are coiled into long sheets of aluminum by machine. These coiled sheets will be used to make beverage cans.

7. Aluminum sheets are coated with a protective chemical. Some chemicals spill on the floor, which is cleaned with soap and water.

8. The aluminum goes through a large, electric cutting machine that will shape the can. Scraps may fall on the floor. The scraps will be thrown away or recycled. ▼ ©Ohio Department of Natural Resources Help Contents Back 252 ▼ ▼

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Student Handout ✐

The Thing From Nature, continued

PROCESSES POLLUTION POINTS Land Air Water

9. Aluminum cans are shipped to a printing plant in trucks or railroad cars.

10. Cans are printed with ink and transported in trucks or railroad cars to a beverage plant.

11. Cans are filled and shipped to stores by trucks or railroad cars.

12. Consumers buy products in aluminum cans. They use the product and throw away the cans. A truck takes the garbage to a landfill where it is covered with dirt. TOTALPOINTS ▼ ©Ohio Department of Natural Resources Help Contents Back 253 ▼ ▼

- Help Contents Back 254 Windows on Waste PAYING THE POLLUTION PIPER X ▼ Student Handout ✐ The Thing Returns (Manufacturing Aluminum Cans Using Old Aluminum Cans) Directions: Complete the chart below. Guess how much pollution enters the environment during each process by assigning pollution points for land, air or water. Pollution points are based on your group’s discussion. Assign 8, 9 or 10 points if you think the pollution highly impacts the environment; 4, 5, 6 or 7 points if you think the pollution moderately impacts the environment; and 1, 2 or 3 points if you think the pollution has a low impact on the environment. Use your best judgment to determine points for each column affected. Note: Some processes may affect only one part of the environment—land, air or water. Other processes may affect more than one part. RECYCLING PROCESSES POLLUTION POINTS Land Air Water

1. Aluminum cans are collected by a truck and taken to a recycling plant where they are baled by machine. 2. Aluminum is shipped in trucks or railroad cars to an aluminum processing plant. 3. Baled aluminum is melted using about 95 percent less energy than it takes to melt bauxite ore. The melted aluminum is poured back into ingots. Water is used to cool the aluminum. 4. The aluminum ingots are transported to another processing plant in trucks or railroad cars. 5. Aluminum ingots are coiled into long sheets of aluminum by machine. These coiled sheets will be used to make beverage cans. 6. Aluminum sheets are coated with a protective chemical. Some chemicals spill on the floor, which is cleaned with soap and water. 7. The aluminum goes through a large, electric cutting machine that will shape the can. Scraps may fall on the floor. The scraps will be thrown away or recycled. 8. Aluminum cans are shipped to a printing plant in trucks or railroad cars. 9. Cans are printed with ink and transported in trucks or railroad cars to a beverage plant.

10. Cans are filled and shipped to stores in trucks or railroad cars.

11. Consumers buy products in recycled aluminum cans. They use the product and recycle the cans. TOTALPOINTS ▼ ©Ohio Department of Natural Resources Help Contents Back 254 ▼ ▼

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Student Handout ✐ Questionable Things

Directions: Provide the one best answer in the space beside each question.

____1. When aluminum cans are recycled, which process below is not needed to make a new can? a. aluminum ingots are transported b. coating aluminum sheets with a protective chemical c. mining bauxite ore d. aluminum sheets are cut into cans

____2. Studies show that recycling reduces the amount of energy needed to manufacture a product. Energy saved by recycling reduces emissions of sulfur dioxide, nitrogen oxide and carbon monoxide into _____. a. waterways b. air c. land

____3. Fossil fuels, such as coal and natural gas, are burned to generate lots of energy to make new aluminum cans. Recycling old aluminum cans to make new aluminum saves energy. By saving energy, we burn less fuel and reduce the amount of ______. a. labor b. pollution c. needs d. wants

____4. Recycling saves energy, saves natural resources and _____. a. increases pollution b. wastes people’s time c. saves land space for disposal d. reduces consumption ▼ ©Ohio Department of Natural Resources Help Contents Back 255 ▼ ▼

- Help Contents Back 256 Windows on Waste PAYING THE POLLUTION PIPER X ▼ PAYING THE POLLUTION PIPER ity iv t c A 2 Pollution on the Move

Inquiries Objectives ● What is pollution and how Students will be able to: (a) describe pollution; (b) identify sources of natural and can pollutants be classified? human-made pollutants; (c) explain how pollutants enter and move throughout the environment; and (d) explain how recycling reduces pollution. ● How do pollutants enter and move throughout the environment? Preparation 3 Distribute the handout, Pollution ● What are the potential effects Clues,to each student in each group. of pollution? Explain to students that they will be Working in groups, have students com- studying pollution. As a pre-assessment plete the handout, referring to the illus- activity, have each student write his/her tration, Mapping Pollution,ifneeded.If Content Domain own definition of the word pollution students have difficulty making infer- Science – General science, earth without any discussion. Students should ences to complete the handout, science, biology fold their responses and seal them in Pollution Clues,you may wish to write envelopes and write their names on the the answers (out of order) on the board Social Studies – Geography envelopes. Collect all envelopes for and have students choose the answers later use. that match the clues. Learning Outcomes ANSWERS for handout, Pollution Clues: Science, Grade 4, #14 and Grade 6, #4, #17 Procedure 1. leaves 2. methane gas 3. non-point source pollution Duration 1 Divide students into groups, and 4. people who litter 60 minutes distribute the handout, Mapping Pollution, 5. fuel for energy to each student. Explain that the 6. fire illustration depicts how pollution is Materials 7. mining generated by humans and by nature. 8. illegal dumping One envelope (for each Have students identify sources of student), notebook paper, natural pollution and sources of 4 Review group answers and discuss. crayons human-made pollution. Collect all the Have students identify each source of envelopes for later use. pollution on the handout, Mapping Pollution,which is described on the Handouts 2 Discuss the term pathway.Explain handout, Pollution Clues.They might ● Mapping Pollution that there are three basic pathways: air, trace with a different colored marker or land and water. Identify one source of ● Pollution Clues crayon each of the different pathways pollution on the map and a specific pol- for each source of pollution. ● Venn Diagram lutant from that source and discuss potential pathways for that pollutant. NOTE:When the word “contamina- ▼ ©Ohio Department of Natural Resources Help Contents Back 256 ▼ ▼

- Help Contents Back 257 Windows on Waste PAYING THE POLLUTION PIPER X ▼ tion” appears in the clues, discuss with students how contamination may repre- Assessment sent hazardous materials, some harmful 1 Have each student write a new to human health. You may wish to dis- definition for pollution. Return cuss how some hazardous materials envelopes made by students at the accumulate in food chains (algae to fish beginning of the activity. Have them to larger fish) until they reach humans compare their original definition of pol- who then ingest those chemicals, which lution to their new definition. may cause serious diseases or other dis- orders. 2 Have students add a source of pollution (not already provided) to the 5 Discuss ways that pollution can be illustration on the handout, Mapping prevented in each of the examples. Pollution, and trace a pathway for it. 6 Have students identify the recy- 3 Using the handout, Venn Diagram, cling center in the illustration, Mapping have students compare and contrast the Pollution.Have them identify three difference between natural pollutants pollutants (sources of pollution) that and human-generated pollutants. are reduced when recycled materials are used to make products. ANSWERS to teacher inquiry: Extension ● potential water, land and air pollu- Have students identify pollution reduc- tants are reduced by recycling because tion strategies they can employ at home there is less need for mining and at school. Create a pollution action ● air (energy) pollution and potential bulletin board. Have students identify water pollution from the factory are ways to measure their impact. reduced by recycling ● land, air and potential water pollutants from the landfill are reduced by recycling

If you did not conduct Activity 1, The “Costly” Thing,review the background information and explain the recycling concepts (how recycling reduces pollution) to students. ▼ ©Ohio Department of Natural Resources Help Contents Back 257 ▼ ▼

- Help Contents Back 258 Windows on Waste PAYING THE POLLUTION PIPER X ▼ Student Handout ✐ Mapping Pollution ▼ ©Ohio Department of Natural Resources Help Contents Back 258 ▼ ▼

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Student Handout ✐ Pollution Clues Directions: Complete the pollution chart below by writing answers in the first column for each example of pollution. The clues in the squares to the right should help you pick the “cause.”

CAUSE SOURCE PATHWAY EFFECT

1. trees, branches of land, air (wind) and may collect on land trees waterways (rivers, and beside buildings, lakes, storm sewers) suffocate grass, supply nutrients to soil 2. cows, termites, air and atmosphere can combust creating landfills (anaerobic explosions and fire, bacteria) may contribute to global climate change 3. rainwater on driveways, land (yards, streets), may contaminate parking lots, lawns, waterways (sewers, drinking water and fields creeks, rivers, lakes) water habitats for plants and animals 4. people everywhere air (wind), waterways, collects on land, may land attract mice, rats, and makes the Earth look ugly

5. factories, air and atmosphere may contaminate the automobiles, air and contribute to power plants, homes global climate change

6. heat and combustion, air (wind), land may release particulate volcanoes, lightning (forests, buildings) matter (and sometimes harmful gases) into the air; may destroy forest land and buildings 7. digging minerals (iron land, waterways (rivers, may cause soil erosion, ore, copper, bauxite) lakes) may contaminate out of the land and water and soil drilling for fossil fuels (coal, oil, natural gas) 8. waste material (some land, waterways (rivers, may contaminate soil, may be hazardous) lakes, ground water) waterways and attract dumped anywhere in mice, rats and other quantity vermin ▼ ©Ohio Department of Natural Resources Help Contents Back 259 ▼ ▼

- Help Contents Back 260 Windows on Waste PAYING THE POLLUTION PIPER X ▼ Student Handout ✐ uman-made pollutants H oth natural oth natural pollutants B and human-made Venn Diagram Natural Pollutants Natural ▼ ©Ohio Department of Natural Resources Help Contents Back 260 ▼ ▼

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- Help Contents Back 262 Windows on Waste HOME, SAFE HOME XI ▼ HOME, SAFE HOME

Environmental Vocabulary Studies Learning corrosive chemical – a chemical or its vapor that can destroy a material or living Concept tissue; capable of wearing away by chemical action explosive chemical – a chemical that can cause sudden, instantaneous release of he increase in the production heat and pressure of hazardous materials and flammable – catches fire easily and tends to burn rapidly emissions in the past century T hazardous material – a material that is toxic, corrosive, reactive and/or explosive has resulted from technological and scientific advances that led to the ignitable chemical – can cause sudden, instantaneous release of heat and pressure; flammable development of numerous consumer products, which have made life easi- ingestion – to take in by swallowing er, safer and more comfortable. Yet, inhalation – to take in by breathing there have been environmental con- irritant – causes soreness or swelling of skin, eyes, mucus membranes or respiratory sequences of this progress, including system pollution and health risks from pro- irritation – irritability, soreness, roughness or inflammation of a bodily part duction processes and chemicals landfill – a site for the burial and decomposition of solid waste related to many consumer products. poison – a substance that through chemical action kills or injures an organism Household hazardous materials reactive chemical – a chemical that can spontaneously react with air and water, serve valuable, functional purposes, generate toxic gases and become unstable when exposed to heat or shock such as home cleaning and protec- toxic – can cause injury or death if swallowed, inhaled or absorbed through the tion from pests. However, household skin; poisonous hazardous materials may have harmful effects when misused by humans and disposed of improperly. Sometimes, alternative (less hazardous) materials can be substituted for the original hazardous materials. ▼ ©Ohio Department of Natural Resources Help Contents Back 262 ▼ ▼

- Help Contents Back 263 Windows on Waste HOME, SAFE HOME XI ▼ Overview - HOME, SAFE HOME

Activity1 1: Home, Safe Home Summary Description his lesson consists of a single activity Students define and discuss the elements of household hazardous waste. They make inferences from this information to identify potential consequences to human health and T divided into three the environment from the misuse and improper disposal of household hazardous mate- parts. The first part pro- rials. They identify products and locations of hazardous materials in their households. vides information about Students read text to identify alternatives to hazardous materials and manipulate materi- hazardous materials and als to make a “green cleaning wheel” that is a quick reference for alternative products. the concepts needed to con- Ohio Proficiency Test Learning Outcomes duct the other two parts of Grade 4, Reading #13 – Demonstrate an understanding of text by retelling the information, in the activity. writing, in own words. Grade 4, Reading #14 – Identify and interpret vocabulary critical to the meaning of the text. Grade 4, Reading #17 – Infer from the text. Grade 4, Science #14 – Identify and/or describe the relationship between human activity and the environment. Grade 6, Reading #12 – Infer from the text. Grade 6, Science #16 – Analyze behaviors and/or activities that positively or negatively influence human health.

Background Information

hen people think of threaten human health and the envi- into a septic tank, it will eventually hazardous waste, they ronment. spread out through a drain field with generally think of the In most cities and towns, if a haz- the potential to reach groundwater or waste produced by ardous substance is poured down a waterways. If hazardous substances are industry. But many of sink or flushed down a toilet, it will dumped on the ground, they can travel Wthe products in our homes contain flow through the sewer system to a to a storm drain, waterway or down hazardous substances. Once used, the sewage plant. There, some hazardous into the groundwater. Groundwater product is thrown out along with chemical wastes may be removed or can become contaminated when the other household wastes, and residual treated to make them less harmful. ground becomes saturated by amounts of hazardous substances However, for various reasons, toxic rainwater. often remain in the container. These substances are not always removed or The act of improperly disposing hazardous materials then go to a dis- properly treated, and these substances of household hazardous wastes is sim- posal facility, such as a landfill or an can be discharged or absorbed into ilar to illegally dumping industrial incinerator. Sometimes, however, peo- connecting waterways (creek, stream, hazardous wastes. It is important to ple dispose of household hazardous river or lake). Sometimes in a sewage properly dispose of household prod- wastes on their own by burning them, treatment plant, hazardous wastes kill ucts that contain hazardous substances dumping them on the ground or into the living organisms that should be because they can potentially threaten waterways, or by pouring them down feeding on the harmful bacteria in human health and the environment. a sink, toilet or storm sewer system. organic waste. These actions have the potential to If the waste from a home flows ▼ ©Ohio Department of Natural Resources Help Contents Back 263 ▼ ▼

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Background Information, continued

Bibliography and Additional 52 Ways to Make Your House Look The Complete Book of Home Resources Great, by Connie Neal, Thomas Environmental Hazards, by Roberta Nelson Publishers, 1993. Artman, Facts on File, 1990. Educator Information Another Use For…, by Vicki Lansky, Down Home Ways, by Jerry Mack Clean House, Clean Planet,by Karen The Book Peddlers of Derphaven, Johnson, Times Books, 1978. Logan, Pocket Books, 1997. Minnesota, 1991. Clinical Toxicology of Commercial Ground Water, Ohio Environmental The Indoor Naturalist, by Gale Products, by Robert E. Gosselin, Protection Agency, Columbus, Ohio, Lawrence, Prentice Hall Press, 1986. Williams and Wilkins, 1984. 1988. Mary Ellen’s 1000 New Helpful Hints, Toxics in My Home? You Bet!, Golden Clean & Green, by Annie Berthold- by Mary Ellen Pinkham, Doubleday, Empire Health Planning Center, Bond, 1994. 1983. Sacramento, California, 1984. What to Use Instead, by Carol Ann Home Ecology, by Karen Christensen, Internet Rinzler, Pharo Books, 1987. Fulcrum Printing, 1990. Life on the Planet: www.cleanhouse.com

HOME, SAFE HOME ity iv t c

Inquiries A ● What is a household hazardous product? 1 ● How do we come in contact with these products? Objectives ● Are there alternatives to these materials? Students will be able to: (a) identify potential household hazardous products; (b) describe the potential effect of hazardous products on human life and the ● Why should we be concerned about throwing household environment; and (c) identify less hazardous alternative products. hazardous products in our garbage? living tissue; requires appropriate con- Procedure tainer to avoid leakage from corrosion Content Domain PART A reactive chemical – can spontaneously Language Arts – Reading react with air or water to cause an 1 Science – General science, Discuss with the class what makes explosion; may generate toxic gases and health a product a hazardous material. Show become unstable when exposed to heat students examples of potentially haz- or shock ardous products that include the follow- Learning Outcomes ignitable chemical – can cause sudden, ing traits: instantaneous release of heat and pres- Reading, Grade 4, #13, #14, #17 toxic chemical – harms or kills plants sure; poses a fire hazard, is flammable; and Grade 6, #12 and/or animals by poisoning; can be can burn or catch on fire Science, Grade 4, #14 and poisonous to humans Before writing these traits on the board, Grade 6, #16 corrosive chemical – causes visible read the labels of the hazardous prod- destruction of, or irreversible changes in ucts used as examples and have students continued next page ▼ ©Ohio Department of Natural Resources Help Contents Back 264 ▼ ▼

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make inferences about how the prod- dents draw a “blueprint” of their home ucts may be potentially harmful. and label each room. Make sure they HOME, SAFE HOME Have students write down the four include the garage and basement (if traits of hazardous materials, using their these exist in their home), and the own definitions, based on class discus- kitchen, bathroom and utility room. Duration sion of the terms. They will need these Part A: 40 minutes definitions for a homework assignment 2 Have students take their inventory in Part B. sheet home. Moving from one room to Part B: 20 minutes plus home- another, have students identify one or work assignment 2 Discuss how hazardous products two household products per room, as Part C: 30-40 minutes become waste with the potential to well as identify the purpose of each product. Based on reading the label, harm the environment. (They can be Materials thrown in household trash with con- have students determine how it may be tents and residues in the containers and potentially hazardous. They may need 1˝ brass fasteners, paper landfilled; contents are sometimes the definition sheet produced in Part A, punch, card stock wheel poured down a storm sewer, dumped Step 1 to decide if the product is templates, scissors, fine line on the ground, poured down the drain hazardous. markers, drawing paper, or toilet). Explore with students how labels or copies of various hazardous materials, once in the envi- NOTE: It may be helpful and precau- household cleaners ronment, can move throughout the tionary to send a letter home with the environment and have harmful effects students indicating that parental help Handouts may be needed to identify and handle by using the handout Mapping ● Unsafe Situations Pollution,p.X-14, in Lesson X, Paying household hazardous products and to ● the Pollution Piper. help interpret labels. Green Cleaning ● Alternative Products 3 3 To explore the potential effects of Discuss students’ inventories in class and make a list of all the products ● Caution! What’s Where in My hazardous materials on people, use the Home? handout, Unsafe Situations, for discus- mentioned, giving the generic name for ● sion points. each, its purpose and any descriptions Small Wheel and Large Wheel that indicate hazardous potential. ● Home, Safe Home 4 Discuss the nature of alternative products (potentially safer, use fewer PART C chemical ingredients and may be less expensive). Give examples of some of 1 Have students create a “green these substitutes and their application. cleaning wheel.” Prepare the wheel by Divide students into groups and give reproducing the templates on card each student the handout, Green stock. See handouts, Small Wheel and Cleaning. Give each group the handout, Large Wheel.Cut out patterns. Alternative Products, to complete, using the information from the handout, 2 Assemble the wheel by punching Green Cleaning. Keep in mind that there out the center holes and securing with a may be more than one alternative or brass fastener. combination of alternatives. 3 The Large Wheel includes a sample answer. Have students use the handout, PART B Green Cleaning, to research alternative products to complete their wheels. 1 Have students conduct a home inventory. You may give each student the layout of a generic house on the handout, Caution! What’s Where in My Home?, or if time is available, have stu- ▼ ©Ohio Department of Natural Resources Help Contents Back 265 ▼ ▼

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Assessment 3 Examine specific alternative products. Research prices of commercial 1 Administer multiple choice assess- cleaners and alternative products. Have ment handout, Home, Safe Home. students compare the price information ANSWERS to Home, Safe Home: by creating a chart. Remember, mea- 1. d, 2. c, 3. b, 4. d, 5. c surements of weight should be consistent for accurate comparisons. 2 In groups, have students make 4 To provide a hands-on example of “green cleaning kits.” Have students an alternative product, students can identify what and why they included make bath salts. Combine 1 cup of each item. Epsom salts with six drops of scented oil (rose, vanilla) and six drops of food 3 Have students design brochures coloring. Shake or stir until blended and that promote alternative products for pour into a decorative jar. the home and garden. 5 Sometimes the best way to clean is Extensions not to make a mess in the first place. Have students brainstorm a list of 1 Using alternative cleaning meth- things to do to help avoid a mess, elimi- ods is sometimes considered “old fash- nating the need to use commercial ioned.” Have students interview a cleaning products, and conserve grandparent or another elder and learn resources and time. For example, use how the house was cleaned, pests were doormats inside and out; wipe down eliminated and other household chores the shower after every use to decrease were handled before current products soap and shampoo buildup; and use were available. towels more than once.

2 Students can try using “green” cleaning for a week. Test some alternative cleaning recipes and compare results. For example, use baking soda to clean the sink instead of scouring powder. Try a carpet freshener made of cornstarch and cinnamon instead of a commercial product.

NOTE: Students should ask an adult for assistance. To show students how chemicals react, mix vinegar and baking soda. Discuss the properties and why it is potentially dangerous to mix household cleaners. ▼ ©Ohio Department of Natural Resources Help Contents Back 266 ▼ ▼

- Help Contents Back 267 Windows on Waste HOME, SAFE HOME XI ▼ Unsafe Situations

Allow students to predict and brainstorm possible consequences. Share information with students through discussion and use these scenarios as story starters. PRODUCT SITUATION PREDICTION

Drain cleaner When doorbell rang, the bottle was left on Child could drink it; product is corrosive the bathroom floor. A baby was playing nearby. to skin and eyes.

Lemon furniture oil When polishing some furniture, the cap was Someone might drink it, thinking it was lost. Polish was then placed in a glass near safe; color and scent make it the sink. attractive.

Pills Medicine was left on nightstand to help Children may assume it is candy and eat it. remind the patient to take it.

Antifreeze After changing the antifreeze in a car, someone Pets have died from drinking puddles of threw it into a ditch in front of the house. antifreeze; they are attracted by its sweet taste; environmentally damaging.

Aerosol air fresheners/ A cooking smell was unpleasant so air freshener Fumes make residents sick, or adhere to deodorizers was sprayed in the kitchen. The can was food; the can could explode due to heat. left sitting on the stove.

Chlorine bleach and The bathroom tile wouldn’t come clean using a Mixing chlorine bleach and ammonia releases ammonia bleach cleanser, so the person cleaning mixed some a toxic gas; the fumes can result in eye, ammonia with the cleanser to make it stronger. throat and nose irritations and breathing difficulty; products should never be mixed.

Furniture stripper Your neighbor decided to strip the paint off an Using a fan in closed quarters will only old chair. He’s working in his workshop, recirculate the bad air; such products need and turns on the fan. extreme caution and plenty of fresh air.

Hair spray Your sister sprayed her hair to keep the style Fumes from chemical sprays can irritate in place. She left the can on the radiator in and damage skin, eyes and lungs; they can the bathroom. also cause internal harm by entering the blood stream through the lungs; container can explode from heat.

Pesticides To kill ants in the kitchen, an insect spray was Chemicals can penetrate socks and be applied to the floor. People in the home are absorbed through the skin; health effects often barefoot. of pesticides, especially long-term effects, are not fully known.

Oven cleaner Although the product called for the use of rubber The chemicals could cause the skin gloves, the housekeeper felt they were too clumsy to burn or develop a rash; skin and and used the product without them. eye contact should be avoided.

* Prepared by Dr. Joseph Heimlich, OSU Cooperative Extension; adapted from Oscar’s Options: A Supplementary Environmental Education Curriculum, by Carole O.Bell and Martha M. Schwartz (Rhode Island State Department of Education, Department of Environmental Management, 1986). ▼ ©Ohio Department of Natural Resources Help Contents Back 267 ▼ ▼

- Help Contents Back 268 Windows on Waste HOME, SAFE HOME XI ▼ Student Handout ✐ Green Cleaning

GREEN CLEANING LEMONS

Hair spray removes ink. Spray stain, let stand and Place cut lemons and water in a tarnished pan or wash as usual. place tarnished utensils in a pan with lemon water. Denture tablets clean vases. Fill vase about an inch Stew on low, for about an hour or so, until stains are from the top with water. Add tablets and let dis- gone. solve completely. Rinse well. Place slices of lemon in a pot of water or potpourri Crayons cover scratches. Rub appropriate color of warmer with water. Simmer gently in the open pot crayon on scratch. for an hour. Toothpaste cleans gold. Rub gold jewelry with paste. Rub cut lemons into a washed cutting board to Use brush if necessary. Rinse well. eliminate food odors. Set slices of lemons around the kitchen while preparing food. Mayonnaise removes water spots. Spread mayon- 1 naise on water spot. Let soak into wood. Wipe off Pour baking soda into a drain and follow with ⁄2 cup thoroughly. of lemon juice. Let the mixture stand for 15 minutes (will foam) before rinsing with hot water. Walnuts cover scratches. Scratches on furniture can be covered by rubbing walnut or other nutmeat Use lemon juice as a window cleaner. directly on them. Lemon juice may be used to clean brass and copper. Soda water cleans carpet stains. Blot stain with Add some salt for tough cleaning jobs. soda water and sponge. Lighten wood, such as butcher blocks, cutting Aluminum foil removes tarnish. Fill a pan with water. boards and raw tabletops, by saturating a sponge Add 1 tbsp. each of salt and baking soda and a few with lemon juice and washing the wood. Do not rinse. sheets of aluminum foil. Add silver and let mixture Bleach clothes by adding 1⁄4 cup of lemon juice to the set for an hour or so. Tarnish goes onto the foil. wash cycle. It can also be added to the rinse cycle. Rinse the silver in hot water and polish dry. Remove ink stains from cloth by soaking in lemon Lemon juice cleans silver. Soak silver in lemon juice. juice. Rinse well with hot water and polish dry. Remove mold or rust from cloth by using a paste Shampoo removes laundry stains. Use shampoo to made from salt and lemon juice. remove ring around the collar. Clean chrome with lemon juice or rub a lemon Ground spice with cornstarch removes carpet odor. directly on the chrome. Mix spice (cinnamon, cloves, etc.) and cornstarch, wait several hours or overnight and vacuum. Rinse hands with lemon juice to remove onion odors, berry stains, food coloring, etc. Vinegar cleans windows. Mix a small amount of vinegar with 1 cup water and spray as usual. Remove shampoo residue by rinsing hair with lemon juice and warm water. ▼ ©Ohio Department of Natural Resources Help Contents Back 268 ▼ ▼

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Green Cleaning, continued BAKING SODA baking VINEGAR soda Freshen up by placing baking soda in an open vinegar container in small areas, such as the refrigera- Running vinegar through a coffee tor, closets, etc. pot will clean it easily. Remember to run clear water through after the Sprinkle baking soda on the carpet to help control vinegar cycle. odors. Wait several hours or overnight. Vacuum as usual. Adding 1 cup of vinegar to the rinse cycle will brighten dark colors. Baking soda and scouring pads will clean an oven without the strong fumes of commercial cleaners. Vinegar and baking soda will keep the drain and toilet bowl clean. Pour 1 cup of baking soda fol- Baking soda may be used as a scouring powder 1 for sinks, counter tops, etc. lowed by ⁄2 cup vinegar, wait, then rinse with hot water. Control cat litter box odor by sprinkling baking For a clean, spotless rinse for dishes, add 1 or 2 soda in the box. tbsp. of vinegar to dish water. It also helps to cut Create spray air freshener by combining 2 tsp. of grease. baking soda and 2 tsp. lemon juice with 2 cups of Clean brass and copper using vinegar and lemon hot water. Dissolve and use in a spray bottle. juice or vinegar and salt, if an abrasive is needed. Control garbage odors by adding a sprinkle of Remove soap build-up from shower curtains by baking soda to the trash container every time you cleaning it with a sponge saturated in vinegar. add garbage. This will also help kill mold and mildew. Clean and deodorize the microwave with a paste Scrub the butcher block with vinegar. Rinse well. of baking soda and water. Wash and rinse. Then, to control odors, keep a box of baking soda inside Wash floors with 1 cup of vinegar added to a pail between uses. of water. Baking soda and water makes a cleaning paste Carpet stains can be removed by mixing vinegar for stainless steel and helps rub away heel or skid with water. Rub with sponge, then rinse well. marks. Add vinegar to the rinse water to help soften Odors can be removed from clothes by soaking fabric and control static cling and lint. overnight in the rinse cycle with a box of dissolved baking soda. Remove berry stains by soaking in vinegar. Use baking soda to clean baby’s things, such as A solution of half vinegar and half water, when toys, high chair, changing table, etc. Apply to applied with a piece of terry cloth, will remove damp sponge, wipe and rinse. fingerprints and other smears from appliances. Use baking soda and water to wash off vinyl Clean and shine plant leaves of large house plants furniture and car seats. with a solution of 1⁄4 cup white vinegar to 1 gallon cool water. Apply with a soft cotton cloth. Baking soda should be kept handy near the grill or stove; it will quickly extinguish flare-ups or sparks. Pour vinegar on unwanted grass growing between cracks. Keep a box of baking soda in the cooler between uses to help eliminate odors; especially helps during the winter “down” time. ▼ ©Ohio Department of Natural Resources Help Contents Back 269 ▼ ▼

- Help Contents Back 270 Windows on Waste HOME, SAFE HOME XI ▼ Student Handout ✐ Alternative Products

Directions: Many of the products we use in our homes are potentially hazardous. Often, safer, less expensive alternatives produce similar results. For each of the products below, list an alternative method. Remember, there may be more than one answer.

1. room freshener ______

2. carpet scent ______

3. drain opener ______

4. toilet bowl cleaner ______

5. shower curtain cleaner ______

6. window cleaner ______

7. floor cleaner ______

8. microwave cleaner ______

9. brass polisher ______

10. cover scratches ______

11. coffee pot cleaner ______

12. laundry stains ______

13. finger print remover ______

14. degreaser ______

- Help Contents Back 271 Windows on Waste HOME, SAFE HOME XI ▼ Student Handout ✐ garage other room: other utility room tchen ki basement Caution! What’s Where in My Home? bathroom ▼ ©Ohio Department of Natural Resources Help Contents Back 271 ▼ ▼

- Help Contents Back 272 Windows on Waste HOME, SAFE HOME XI ▼ Student Handout ✐ Small Wheel

- Help Contents Back 273 Windows on Waste HOME, SAFE HOME XI ▼ Student Handout ✐ Large Wheel

- Help Contents Back 274 Windows on Waste HOME, SAFE HOME XI ▼ Student Handout ✐ Home, Safe Home

Directions: Circle the letter of the best answer for each of the following.

1 Which of the following are types of hazardous material? a. material that has a label on it b. material that is liquid, dark and thick c. material that is poured down a sink drain d. material that is toxic, ignitable, corrosive

2 Vinegar, baking soda and lemon juice are examples of… a. items on a grocery list b. items which should not be put into a landfill c. alternative cleaning products d. items needed to bake a cake

3 If something is toxic it means… a. it is old or outdated b. it is poisonous and harmful c. it is very explosive d. it is difficult to find

4 Alternative cleaning products are… a. “the way our grandparents might have cleaned” b. usually less expensive than traditional cleaning products c. usually safer than traditional cleaning products d. all of the above

5 If hazardous material is poured down a sink drain or left in the garbage… a. it will not affect anyone who does not go near the drain or the garbage b. it will evaporate into the air and cause no harm c. it will end up in the environment where it may cause harm to living things d. it will be absorbed by the pipes in the sewer system ▼ ©Ohio Department of Natural Resources Help Contents Back 274 ▼ ▼

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- Help Contents Back 276 Windows on Waste THE TROUBLE WITH LITTER XII ▼ THE TROUBLE WITH LITTER

Environmental Studies Vocabulary Learning Concept (Note-sources refer to sources or causes of litter) any sources of pollutants commercial source – the waste generated by stores and businesses are irritating to aesthetic construction source – scrap building materials that blow away from the Msensibilities. These include construction site litter (visual pollution), noise (sound hazard – something that may be dangerous or present peril (usually to the pollution) and odors (olfactory health of humans or animals) pollution). There are also natural household refuse put-outs – improperly covered household trash cans or plastic bags irritants, such as storm noises, skunk illegal dumping – improperly disposing unwanted items of garbage or odors, and plant and animal litter in chemicals in the wrong place the form of shells and rinds left by litter – human-generated solid waste lying around in disorder, causing a visual animals, animal dung and dead and/or health disturbance plants and animals. Artificial, loading dock source – the debris scattered by the constant loading and human-generated irritants include unloading of vehicles noises from machines, odors from motorist source – waste that is thrown from or falls from cars and trucks household and industrial solid waste, pedestrian source – waste dropped or thrown by people standing or walking and misplaced solid waste in the recycle – the act of collecting and separating materials and products from the solid waste stream and reusing them as raw materials in manufacturing form of litter. Sometimes irritants processes can threaten the health of living recycling bin – a storage receptacle used to collect recyclable materials organisms, such as ingested litter that uncovered vehicle source – materials that blow out or fall from trucks or causes animals to suffocate or a noise trailers if they are not covered or tied down level that causes hearing loss. waste material – something that is no longer wanted or needed Litter is a special concern in local communities. It has various sources associated with human activity that generate visual and olfactory pollution. Some forms of litter, such as waste tires and decomposing food, can be health hazards depending upon the location. Governments can establish laws and policies to reduce irritating pollutants. ▼ ©Ohio Department of Natural Resources Help Contents Back 276 ▼ ▼

- Help Contents Back 277 Windows on Waste THE TROUBLE WITH LITTER XII ▼ Overview - THE TROUBLE WITH LITTER

Activity 1: Fishing for Litter Habits Summary his lesson includes three Description1 activities. The activities Students “fish” for litter habits in a fishing game that uses a “pole” made from a ruler, may be used separately string and magnet. Paper clips attached to the fish are attracted to the magnet at the T end of the fishing pole. When students “catch” a litter habit, they read it and infer and in any order. The back- whether to place it in the good habit section or the bad habit section. Students graph ground information should be the habits at the end of the activity. presented before conducting any of the activities. Ohio Proficiency Test Learning Outcomes Grade 4, Math #23 – Collect data and create a picture or bar graph representing the data. Grade 4, Reading #12 – Use graphic aids – a table, graph or illustrations to locate or interpret information. Grade 4, Reading #14 – Identify and interpret vocabulary words, phrases or expressions critical to the meaning of the text. Grade 4, Science #14 – Identify and/or describe the relationship between human activity and the environment.

Activity 2: A Lot of Litter

Description A two-act play, read by students in class, teaches the sources of litter. In the play, a family solves a litter problem in their neighborhood. In Act II of the play,2 most of the litter habits are described in litter poems. Students speak clearly and listen carefully as they communicate their message to the audience. Ohio Proficiency Test Learning Outcomes Grade 4, Citizenship #15 – Identify or explain the purposes of local government. Grade 4, Citizenship #17 – Identify and assess the possibilities of group decision making, cooperative activity and personal indemnity in the community. Grade 4, Citizenship #18 – Identify the elements of rules relating to fair play. Grade 4, Reading #6 – Infer from the fictional text. Grade 4, Reading #7 – Compare and/or contrast elements, such as characters, setting or events. Grade 4, Reading #8 – Respond to the text. Grade 4, Science #14 – Identify the relationship between human activity and the environment. ▼ ©Ohio Department of Natural Resources Help Contents Back 277 ▼ ▼

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Description 3 Students cooperate in groups as they play a board game. They identify causes of litter and good and bad litter habits as they move from “start” to the “recycling center.” Students make computations to move an appropriate number of spaces during the game. Ohio Proficiency Test Learning Outcomes Grade 4, Mathematics #8 – Add, subtract, multiply and divide whole numbers and explain, illustrate or select thinking strategies for making computations. Grade 4, Science #14 – Identify and/or describe the relationship between human activity and the environment.

Background Information

aste material Human-made materials, such as areas to become litter if fences can be found plastic, glass, steel and aluminum, are are not put around the site and con- anywhere people both unsightly to the landscape and a tainers with secure lids are not used. live, work and potential hazard to wildlife and peo- • Uncovered vehicles: Material can play. Waste that ple. These objects may become a fall or blow from trucks or trailers is not properly home to disease-spreading insects, creating serious hazards for other Wcontained is called litter.It is impor- such as flies and mosquitoes. They motorists. Loads should be tied tant to learn about litter because peo- can also cause external injury to ani- down or covered with a tarp. ple create the problem. Litter, such as mals and humans. For example, it is • Loading docks:The constant load- paper, cans, food scraps, tires and common for birds to ingest waste ing and unloading of vehicles can other waste materials improperly dis- materials or become trapped, causing produce all kinds of debris. Storage posed of, can be unsightly and often injury or death. bins and dumpsters should always present a health hazard. Litter comes from many sources. be kept closed. Litter can result from a direct The following is a list of seven sources action (throwing trash out the car of litter, as identified by the Keep • Motorists:Drivers and/or passen- window) or an indirect action (failing America Beautiful organization. It is gers create litter when they throw to secure trash can lids tightly). estimated that 80 percent of all litter waste from their vehicles. Car litter Deliberate littering is an improper originates from the first five sources. bags and trash cans conveniently form of waste disposal similar to • Household refuse:Improperly cov- located at parks, rest areas, gas sta- illegal dumping.In both cases, harm ered household trash cans or trash tions and fast food stores help may be done to the environment in contained in plastic bags are a reduce this type of litter. one or more ways, including injury to potential source of litter. Animals or • Pedestrians:Waste is often dropped wildlife and threats to human health. people can knock over cans and or thrown on the ground by people The environmental impact of lit- open bags. Wind can also blow trash on foot. Containers along sidewalks ter depends on the nature of the from open cans. and in recreation areas provide an littered items and the characteristics • Commercial refuse:Stores and opportunity to avoid littering. of the land or water where it is businesses generate large amounts of Littering isn’t just unsightly, deposited. Food scraps, when left in a waste. If garbage cans and dumpsters unhealthy and wasteful; it’s illegal. natural environment in small do not have tightly-fitted lids or Under Ohio law, litter is any trash amounts, may not be harmful to the locks, the waste can be easily thrown, discarded or dropped by a environment because they become scattered. person onto public property, private part of nature’s recycling system. Food property not owned by the individual, waste on city streets, however, is a • Construction/demolition sites: or into Ohio’s waterways. Littering is a health hazard. Scrap building materials can be blown or carried away from these serious offense, punishable by fines up ▼ ©Ohio Department of Natural Resources Help Contents Back 278 ▼ ▼

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to $500 and 60 days in jail. on private or public land and water- The Environment, by Gerald Law enforcement officers can ways prohibited, but it is illegal to use Leinward, New York: Library of issue tickets for casual littering from someone else’s dumpster. Citizens Congress, 1990. motor vehicles as they do for traffic should use licensed disposal facilities What We Can Do About Litter,by violations, such as speeding. In addi- and insist that trash haulers use legal Donna Bailey, New York: Franklin tion, the driver of a motor vehicle or disposal methods. Watts, 1991. watercraft can be held responsible for Learning about litter can have a litter discarded onto the roadway or positive impact. Children can do their Educator Resources waterway by passengers. part, by not littering and by picking Facts Not Fear by Michael San Era and It is also illegal in Ohio to drive or up litter when it is safe to handle. Jane S. Shaw, Washington, DC: move a vehicle on any highway with a Most importantly, they can discourage Regnery Pub. Inc.,1996. load that is not secured. All loads that others from littering. can spill or drop litter on the roadway The Environmental Crisis, by David require a covering. Exceptions to this Bibliography and Additional Bender and Bruno Leone, St. Paul: Greenhaven Press, 1986. law include farm vehicles used to Resources transport agricultural products and The Environment, by Gerald Leinward, garbage collection vehicles in the Student Resources New York: Facts on File Pub., 1990. process of acquiring their loads. 50 Simple Things Kids Can Do to Save Illegal dumping is a serious aspect the Earth, by The Earthworks Group, of littering. Not only is dumping waste Kansas City, MO: University Press, 1990.

ity iv t c THE TROUBLE WITH LITTER A 1 Inquiries ● What are some bad litter Fishing for Litter Habits habits and why are they bad? ● What are some good litter habits and why are they Objectives good? Students will be able to: (a) distinguish between good litter habits and bad ones; (b) create a bar graph to demonstrate results; and (c) read statements aloud pertaining Content Domain to good and bad litter habits. Language Arts – Reading Math – Arithmetic Preparation Science – General Science Copy,cut out and laminate the Learning Outcomes handout, Litter Habits Fish 1-4. Math, Grade 4, #23 Make a “fishing pole” by attaching a 3-ft. long string to a ruler. Attach Reading, Grade 4, #12, #14 a magnet to the other end of the Science, Grade 4, #14 string. Place paper clips on each cut-out litter habit fish. continued next page See illustration at right. ▼ ©Ohio Department of Natural Resources Help Contents Back 279 ▼ ▼

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Duration Good Habit 50 minutes (not including preparation of “litter fish”)

Materials Cut-out litter habits (laminat- ed, if possible), paper clips; small stick or ruler; string; 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 magnet; two large, clear plastic ziplock bags (labeled “good Bad Habit habits” and “bad habits”)

Handouts ● Litter Habits Fish 1-4

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

ANSWERS:1.bad,2.good,3.good, Procedure 4. bad, 5. bad, 6. bad, 7. good, 8. bad, 9. bad, 10. good, 11. bad, 12. good, 1 Explain to students that they are 13. bad, 14. good, 15. bad, 16. good, going fishing today, but instead of 17. bad, 18. good, 19. good, 20. good fishing for real fish, they are going to fish for litter habits. Tell students that each fish represents a habit, and before Assessment the “fishing” starts, ask them to give an example of a bad litter habit, followed Method A:Have students make a by an example of a good one. poster urging others not to litter. Method B:Give each student two 2 Tape large, clear ziplock bags to blank fish and have him/her create the chalkboard (one labeled “good one good litter habit and one bad habits” and one labeled “bad habits”). litter habit. Students take turns “fishing” for litter habits. When one is “caught,” the student reads it to the class and decides Extensions whether it belongs in the good habits or bad habits bag. Student explains 1 This lesson can be used in con- why the habit is good or bad. junction with a magnetism unit.

3 The student goes to the graph 2 Students can also make up their and colors in green for good habit or own litter fish and take the game to red for bad habit. other classrooms. ▼ ©Ohio Department of Natural Resources Help Contents Back 280 ▼ ▼

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FISH #1 FISH #2 During the movie, Marie Vicky picks up paper while drops her popcorn box on walking in the school hallway, the floor of the theater. even though the paper isn’t hers.

FISH #3 FISH #4 Construction workers put Valerie tries to throw a up a wire fence to prevent wad of paper into the park materials from blowing wastebasket but misses and away. walks away.

FISH #5 FISH #6 Boxes are piled up outside An open truck bed is used to of a grocery store and they move three college students. begin to disintegrate when Clothing blows out as it it rains. travels down the street. ▼ ©Ohio Department of Natural Resources Help Contents Back 281 ▼ ▼

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FISH #7 FISH #8 Jeff crushes all aluminum After eating at a drive-thru cans in his household and restaurant, Jerry throws takes them to the recycling his cup and napkin out the center once a month. car window.

FISH #9 FISH #10 Mary and Ted go on a Scouts go on a hike in picnic and leave their a park. They pick up aluminum cans in the litter as they walk. woods.

FISH #11 FISH #12 A large dumpster is Terry and his father left open and trash pick up litter along a blows out. highway. ▼ ©Ohio Department of Natural Resources Help Contents Back 282 ▼ ▼

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FISH #14 FISH #13 Joe watches a movie at the Sandy Smoker throws her cinema. After the movie is cigarette butts on the over, he takes his candy box ground. with him and throws it in the trash can.

FISH #16 FISH #15 Amy puts a covered trash Wood scraps and nails container out the morning of are left outside of a new trash day. She takes the house. Children play empty container back to the nearby. house at night.

FISH #17 FISH #18 Sam puts the trash out, but The manager of a drive-thru he doesn’t put the lid on the restaurant walks around the garbage can. Trash blows out building picking up paper and during the night. containers. ▼ ©Ohio Department of Natural Resources Help Contents Back 283 ▼ ▼

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FISH #19 FISH #20 Fourth-grade students A company replaces old, spend their recess picking up cracked recycling bins with new litter on the playground. ones that have tighter lids.

FISH #21 FISH #22

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A ● What are the sources of litter? 2 ● What can children do to solve a litter problem in their neighborhood? A Lot of Litter Content Domain Citizenship – Government Language Arts – Reading, oral Objectives communication Students will be able to: (a) identify sources of litter as they read through a play; (b) Science – General science take a leadership role and address public issues as they deliver a presentation to their peers; and (c) identify and assess the possibilities of group decision making, coopera- Learning Outcomes tive activity and the elements of the rules of fair play. Citizenship, Grade 4, #15, #17, #18 Reading, Grade 4, #6, #7, #8 Preparation 4 Finish reading the play. Discuss the sources of litter emphasized in the play. Science, Grade 4, #14 Copy the play (one per student). Props are needed if the play is performed for 5 Discuss the play and make any Duration an audience. Each “source of litter” char- needed changes that would improve it. 60 minutes acter will need to hold a sign that has the poem they'll be reciting on the back. For 6 If students will be performing the Materials example, on the front of the sign, print play for other classrooms or other audi- their character with a bold marker, so ences, discuss props, costumes and Copies of the play (one per when the student reads the poem, the encourage creativity in performing the student); props for the play name of the character (COMMERCIAL play. If needed, find and/or make the (litter items, baseball mitts, SOURCE) faces the audience. costumes and props. baseball, etc.); 10 pieces of cardboard or chart paper (12 7 After several practices, perform the x 18 in.); markers; two long Procedure play. tables (or use several desks); chairs (one per student) 1 Using the Background Informa- tion, discuss the causes of litter with the class. Assessment 2 After reading the litter poems 2 Distribute copies of the play and Assessment is embedded in the perfor- in Act II, have students write their assign parts. mance of the play by evaluating the own poems to describe the seven speaking, listening and delivery of a litter sources. 3 Read through the play. Before read- presentation to peers. ing Act II, which takes place at a city 3 Students can write to gov- council meeting, pause for a short dis- Extensions ernment officials and share their cussion. Talk about local government own ideas of reducing littering. and the democratic process. Explain to 1 The play can be performed in one students that the family in the play uses short period by reading the litter poems the city council to help them solve a in Act II only. problem and improve the community. ▼ ©Ohio Department of Natural Resources Help Contents Back 285 ▼ ▼

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A Lot of Litter

Cast of Characters:

Greg Pedestrian Source Kelly Loading Dock Source Mom Motorist Source Dad Commercial Source Kitten Construction Source Council President Extras Council Member 1 Council Member 2 Group Choral Chant Council Member 3 Members (consists of the remainder of the class or group Council Member 4 along with the “Sources of Household Refuse Source Litter” speaking together) Uncovered Vehicle Source

ACT I

TIME: Early spring, the present

SETTING:An empty lot, filled with litter and trash items (such as cans, plastic bottles, newspaper, broken toys, old furniture, tires, boxes, etc.).

STAGE DIRECTIONS:Greg and his younger sister Kelly enter from stage left, followed by their parents (Mom, Dad). They've been playing baseball at the ball field, which is next to the littered lot. ▼ ©Ohio Department of Natural Resources Help Contents Back 286 ▼ ▼

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GREG: MOM: I think the ball went this way (crosses stage and rummages That's the problem Greg. No one cared enough to keep through junk to locate baseball). the place clean. All it takes is one person to start littering and a few years later, you've got an illegal dumpsite. KELLY: Wow, look at this place. It’s a junkyard. DAD: Mom’s right. People tend to litter where they already see litter. It doesn't take long before a nice grassy lot turns MOM: into (points around) this. (enters stage left) Greg, did you find...(stops) This place sure has changed. KELLY: Yeah, kind of like Greg’s bedroom (everyone laughs, but DAD: Kelly stops to listen to meowing from stage right) (yelling from off stage) Hey, where did all you guys go? (enters behind Mom) Oh, here you are. KITTEN: Meow (Kitten is curled up in box, not seen by audience). MOM: Meow, meow. (turns to Dad) Adam, look at how run-down this lot is. Remember when we were kids, it was the perfect place to play kickball? KELLY: Hey, did anyone hear that? I think it’s a cat. KELLY: You and Dad played here? No one plays here anymore. DAD: Kelly, I hear it. (Dad walks toward the kitten, clearing trash and debris out of his way.) I think it’s coming from over GREG: here in this old box. (Kitten crawls out of box with wire or Yeah, we don’t go any farther than the ball field...too electrical cord wrapped around entire body, limps toward much junk. Dad and Kelly).

MOM: KITTEN: You’re right, you shouldn’t play here, but 10 to 15 years Meow, meow. ago, it was as nice as the ball field over there. I guess times have changed. KELLY: (She rushes past Dad to Kitten.) It’s stuck in the wire DAD: (cord) and looks hurt. Dad, help me untangle the wire. It’s a shame when you think about how much more room (Greg also goes over to help, and moves garbage out of their kids would have to play ball, if they cleaned up this place. way.)

KELLY: MOM: (walking around the lot) Who let people throw all this (She helps too) You kids should learn from this. Litter isn't junk here? Shouldn't there be a law or something? just ugly, it’s dangerous. (She puts the tangled wire back in the box where Kitten was.) GREG: Who cares? Let’s find the baseball and get back to our game. ▼ ©Ohio Department of Natural Resources Help Contents Back 287 ▼ ▼

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GREG: DAD: (petting Kitten who settles down to nap on the ground) Now you’ve got the idea, son. Let’s go home and start The wire’s all off and the cat looks okay. And, here’s my calling some of our neighbors. (Mom and Dad start to exit baseball. stage left).

KELLY: KELLY: Can’t we do something so that more animals and people But what about the kitten, can we keep her Mom? won’t get hurt? MOM: GREG: We’ll have Dr. Evans take a look at her, and then we’ll talk I can’t believe I’m saying this, but can’t we clean up the about it. lot? KELLY: DAD: Okay, Mom. (turns to coax Kitten off stage) Here, Kitty, (laughing) I want to see that...no, seriously kids, I think Kitty. You’re going home with us. cleaning up this lot would be a great community project and I know just the right place to begin. KITTEN: Meow! (smiles and purrs) Meow! (Licks paw and follows GREG: Kelly and the rest of the family as they exit the stage.) Me too, with lots of trash bags.

DAD: CURTAIN Not so fast Greg. I think this land is part of the ball field and it belongs to the city. We should go talk to the city council.

KELLY: ACT II Who do we have to call? TIME: Two weeks later. MOM: SETTING: City Council meeting. Members of the council It’ll take more than a phone call Kelly. We can organize a are sitting on the right side of the stage at a long table. cleanup, but because it’s public land, we need to take our (Four desks can substitute for the table.) A podium (this plan and present it at the next city council meeting. can be made from three stacked boxes) is center stage. Sources of Litter stand in a row on the left – each holding a sign (i.e., Pedestrian Source of Litter, printed in bold DAD: marker on the front of sign and Pedestrian Source poem Are you willing to talk about what we saw today in front taped to the back – for easier reading during the of the city council members? performance). STAGE DIRECTIONS: Kelly and Greg sit on chairs in GREG: front of the Sources of Litter. Mom and Dad are seated in I am. Maybe they’ll even turn this lot into a playground the real audience and come up to the podium when or something? called. ▼ ©Ohio Department of Natural Resources Help Contents Back 288 ▼ ▼

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COUNCIL PRESIDENT: How can we change this matter? Ladies and Gentlemen, we are ready for comments and/or Dad bought covered trash cans suggestions from the citizens in the audience. And a nice recycling bin. The next week when the trash went out DAD: Everything stayed in. (Comes up on stage with Mom. Both parents stand at the podium.) Ladies and gentlemen of the council, thank you for letting us come here today to present our idea. Our While Haleigh waited for her bus children have been looking into some ways of cleaning up She saw a shiny can. the vacant lot behind the city ball field. It had rolled there from Michael’s yard. MOM: Now Haleigh had a plan. It has turned into an illegal dumpsite and they’d like to change that. Greg and Kelly, will you come forward? This good girl took it right to school. The moment she went in, GREG: She placed it in its proper place My sister Kelly and I researched the problem of litter and The school recycling bin. thought a skit could explain it best. Our friends are going to help us tell you how litter happens. We’re also going to do the skit at school for our Earth Day project. GROUP CHORAL CHANT (Everyone on stage, except the council, chants) KELLY: Change a bad habit. Greg and I asked each person to be one source or cause of How can you make it good? litter. By learning the causes of a problem, we can prevent the problem from happening again. We’ll start with a Don’t let it drop- recycle it source or cause of litter that we all know well- the garbage And put it where you should. can (formally known as the Household Refuse Source). UNCOVERED VEHICLE SOURCE: HOUSEHOLD REFUSE SOURCE: Hi! I’m Uncovered Vehicle Source and this is my story in Hi! I’m household refuse, better known as the garbage rhyme: can. This rhyme will help all of us understand the problem with me. The truck went down the highway Oh, Michael put the trash out. Heading toward the rummage sale. The trash was in two bags. The whole rear cab was loaded Mom thanked him and he went to bed. Way up above the rail. They hadn’t thought of Rags. The driver didn’t notice Rags was loose that very night. That from the rummage pile He came by and smelled food. Paper and clothes flew about He chewed one side and left a mess Down every single mile. Not meaning to be rude. And these things became litter. But then the wind began to blow As they landed-there they stayed. And trash began to scatter. If the driver had just stopped to think No one meant to cause the mess. About the mess he’d made. ▼ ©Ohio Department of Natural Resources Help Contents Back 289 ▼ ▼

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GROUP CHORAL CHANT: GROUP CHORAL CHANT: Change a bad habit Change a bad habit How can you make it good? How can you make it good? Don’t let it drop-recycle it Don’t let it drop-recycle it And put it where you should. And put it where you should.

PEDESTRIAN SOURCE: MOTORIST SOURCE: Hello! I’m the Pedestrian Source of Litter, better known as Hi! I’m the Motorist Source and this is my story in people who litter and here is my rhyme: rhyme: The teens played ball after school, Sue and Bob drive down the street They didn’t have a care. They’re hungry so they stop. They threw candy wrappers and They buy two double burgers Pop cans went everywhere. And each one drinks a pop.

A little kitten stopped to play They should recycle all the trash With pop cans in the field. But this is what they do; Its paw got stuck and badly cut They throw the garbage on the street Don’t litter-we repeat. And now it spoils the view.

GROUP CHORAL CHANT: It changes all it touches Change a bad habit The road is not so nice. How can you make it good? Next time we hope that Sue and Bob Don’t let it drop-recycle it Will please take our advice. And put it where you should. GROUP CHORAL CHANT: LOADING DOCK SOURCE: Change a bad habit. Hello! I’m the Loading Dock Source and this is my story: How can you make it good? The loading dock was open Don’t let it drop-recycle it As the truck pulled to the gate. And put it where you should. The cartons were unloaded But the workers couldn’t wait. COMMERCIAL SOURCE: Hi! I’m Commercial Source and this is my story in rhyme: They untied all the straps and ropes The sidewalk sale was held in June And pulled new tables out. And many shoppers came. But when the trucker drove away But when the sale was over Debris was strewn about! The place was not the same. ▼ ©Ohio Department of Natural Resources Help Contents Back 290 ▼ ▼

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They put the leaflets on the cars KELLY: They passed them out all day. After we clean up the lot, we’re asking the city to let us use But by the time the sun went down, it as a public playground. The leaflets blew away. COUNCIL PRESIDENT: The merchants took the clothing in Is there any discussion? But much was left behind. Leaflets, bags and wrappers COUNCIL MEMBER 3: Were left for you to find. Will the children participating in the cleanup be properly supervised so no one gets hurt?

GROUP CHORAL CHANT: DAD: Change a bad habit. My wife and I will take responsibility for supervising the How can you make it good? clean-up, plus we’ll contact the local litter prevention and Don’t let it drop-recycle it recycling office for their help in organizing the clean-up. And put it where you should. COUNCIL PRESIDENT: CONSTRUCTION SOURCE: Do I hear a motion to turn the vacant lot into a play- Hi! I’m Construction Source and here’s my rhyme. ground if the neighborhood cleans it up? The building crew worked all week long, The house grew straight and tall. COUNCIL MEMBER 2: The workers put the shingles on I move that we let the neighborhood children use the playground if they organize a cleanup and the place stays But let the wrappers fall. a safe and clean play area.

Cartons, twine and boxes COUNCIL MEMBER 4: Were left out in the yard. I second that motion and ask that we vote on the motion. And some of it was scattered, The crew was caught off guard. COUNCIL PRESIDENT: All in favor signify by saying “aye.” GROUP CHORAL CHANT: Change a bad habit ALL COUNCIL MEMBERS: How can you make it good? Aye. Don’t let it fall-recycle it And put it where you should. COUNCIL PRESIDENT: It’s unanimous! The motion carries. COUNCIL PRESIDENT: I’m impressed! You children have gone to a lot of trouble ALL: to show us how litter happens and how we can correct the problem. Now, what about that illegal dumpsite? Cheer and shake hands.

COUNCIL MEMBER 1: How can we help you. Do you have any ideas? ▼ ©Ohio Department of Natural Resources Help Contents Back 291 ▼ ▼

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COUNCIL MEMBER 1: ALL: Council President, at next month’s meeting, I’d like to (Everyone on stage smiles and chants) look at fencing in the playground and maybe, find a way So change a bad habit to add some playground equipment. How can you make it good? Don’t let it drop- recycle it. GREG: And put it where you should. Thank you so much.

KELLY: We hear about it in class all the time, but this really is democracy in action. CURTAIN COUNCIL MEMBER 4: Thank you all for working together to make our town a better and cleaner place.

COUNCIL PRESIDENT: And the next time one of us starts to litter, I’m sure we’ll think of your skit and “don’t let it drop.”

Credits: A Lot of Litter was written by Beverly Klimp. ▼ ©Ohio Department of Natural Resources Help Contents Back 292 ▼ ▼

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Inquiries

Don’t Step on Litter ● What are some positive litter habits? ● What are some negative litter Objectives habits? ● What causes people to litter? Students will be able to: (a) identify three causes of litter; (b) cooperate in groups to read and follow directions; (c) add, subtract, multiply and/or divide numbers Content Domain (depending on grade level); and (d) use a parenthesis properly in math computations. Math – Arithmetic Science – General science into groups of four students and have Preparation them assemble the game. Give each group a set of the handouts, Don’t Step Learning Outcomes Copy the game board and game cards on Litter Game Cards and Don’t Step on handouts for each group of students. Math, Grade 4, #8 Litter Game Board. Have students glue the handout, Don’t Science, Grade 4, #14 Step on Litter Game Board,to a piece of 3 Have each group place their game construction paper for added strength. cards, face down, on the desk next to Duration Students should cut out the game cards the game board. and shuffle them before the game 45 minutes begins. 4 The first student turns over a card, reads it and computes the number of Materials Procedure moves. Everyone in the group should Copies of handouts: Don’t Step verify that the computation is correct. on Litter Game Board and Don’t 1 Using the Background Informa- If it is, the student moves the game Step on Litter Game Cards (one tion, discuss how litter negatively affects marker (old button) forward or back per student); construction the environment. Ask students to the correct number of moves. paper (one 8" x 11" sheet per describe litter and explain why they ANSWERS:1.5,2.7,3.6,4.2,5.3,6.6, student); old buttons (use a think litter happens. Discuss the penal- 7. 6, 8. 5, 9. 7, 10. 5, 11. 2, 12. 4, 13. 1, variety) for game markers; ties of littering and illegal dumping. Ask 14. 3, 15. 1, 16. 1, 17. 2, 18. 4, 19. 1, 20. 1 scissors and glue students if they have ever littered and why? Using general examples of nega- 5 Each player takes a turn in order Handouts tive litter habits (for examples, see and turns the used card over in a sepa- ● Don’t Step on Litter Game Activity 1, Litter Habits Fish), ask stu- rate (discard) pile. Cards (1-4) dents how these negative litter habits can be changed to positive litter habits. 6 The first player to reach the recy- ● Don’t Step on Litter Game cling center wins. It is not necessary to Board 2 Explain to students they will be have the exact number of spaces to ● Don’t Step on Litter playing a game that penalizes players for reach the recycling center. Students may Assessment negative acts of litter and rewards them need to flip the discard pile over and for positive litter habits. Divide class reuse the cards to finish the game. ▼ ©Ohio Department of Natural Resources Help Contents Back 293 ▼ ▼

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Optional: Using the blank game cards, have students create their own cards Extensions and trade their new cards with other 1 A whole class game can be played groups. Use the new cards in a second by using the game board on an over- round. head projector. Before the game begins, make a transparency of the game board. Assessment Use shapes to represent team pieces (i.e. triangle team, circle team). Divide the Have students complete the handout, class into two groups and line up each Don’t Step on Litter Assessment. group on opposite sides of the room. The first student in each line comes for- ANSWERS:1.d,2.b,3.a,4.b,5.c,6.b ward and turns over a game card. The student then moves the game marker on the overhead and goes to the end of the line.

2 Have each student make a set (game board and cards) to take home. ▼ ©Ohio Department of Natural Resources Help Contents Back 294 ▼ ▼

- Help Contents Back 295 Windows on Waste THE TROUBLE WITH LITTER XII ▼ Student Handout ✐ Don’t Step on Litter Game Cards-1

1 2

You recycled your plastic milk jugs. You recycled your old aluminum Move ahead (3+4) - 2 spaces. cans. Move ahead (3-1) + 5 spaces.

3 4

You recycled empty glass jars. You recycled a cardboard box. Move Move ahead (3+5) - 2 spaces. ahead (6+6) - 10 spaces.

5 6

You stacked and recycled your You rinsed and recycled a dozen steel family’s old newspapers. cans. Move ahead (6+8) - 8 spaces. Move ahead (10-5) - 2 spaces. ▼ ©Ohio Department of Natural Resources Help Contents Back 295 ▼ ▼

- Help Contents Back 296 Windows on Waste THE TROUBLE WITH LITTER XII ▼ Student Handout ✐ Don’t Step on Litter Game Cards-2

7 8

You reused the back of old notebook You packed your lunch in reusable paper. Move ahead (9-4) + 1 spaces. containers. Move ahead (9-7) +3 spaces.

9 10

You sold your old toys at a garage Your family bought paper towels sale instead of throwing them away. made from recycled paper. Move ahead (2+2) + 3 spaces. Move ahead (6+3) -4 spaces.

11 12

You dropped your candy box on the You picked up the litter along your movie theater floor. street. Move ahead (14-7) - 5 spaces. Move back (7-5) + 2 spaces. ▼ ©Ohio Department of Natural Resources Help Contents Back 296 ▼ ▼

- Help Contents Back 297 Windows on Waste THE TROUBLE WITH LITTER XII ▼ Student Handout ✐ Don’t Step on Litter Game Cards-3

13 14

You pitched your hamburger wrap- Sandy Smoker throws cigarette per out the car window. butts on the ground. Move back (9-6) - 2 spaces. Move back (8-6) + 1 spaces.

15 16

When you moved, your family forgot At the picnic in the park, you left to cover the back of the truck and your paper plates and cups on the your clothes fell on the road. ground. Move back (9-5) - 3 spaces. Move back (6-4) - 1 spaces.

17 18

You set out open, plastic garbage You gave away old magazines and bags for trash pickup. books to your local library. Move back (8-4) - 2 spaces. Move ahead (9-4) - 1 spaces. ▼ ©Ohio Department of Natural Resources Help Contents Back 297 ▼ ▼

- Help Contents Back 298 Windows on Waste THE TROUBLE WITH LITTER XII ▼ Student Handout ✐ Don’t Step on Litter Game Cards-4

19 20

After Randy Roofer put a new roof After fishing, you leave the extra on your house, he left packaging fishing line along the bank of the river. and nails in your yard. Move back (9-3) - 5 spaces. Move back (6-3) - 2 spaces.

21 22

- Help Contents Back 299 Windows on Waste THE TROUBLE WITH LITTER XII ▼ ✐ Student Handout Don’t Step on Litter Game Board Recycling Center

- Help Contents Back 300 Windows on Waste THE TROUBLE WITH LITTER XII ▼ Student Handout ✐ Don’t Step on Litter Assessment

Directions: Put the correct letter in the blank space beside each question. ______1. An example of a good litter habit is: a. throwing paper out of a car window b. putting aluminum cans in a dirty yard c. walking around old papers on the sidewalk d. picking up papers along the highway ______2. An example of a bad litter habit is: a. taking cans to a recycling center b. allowing papers to fall out of a car or truck c. picking up litter in the park d. going on a picnic ______3. The answer to this math operation: (6+4)-8= ___ a. 2 b. 18 c. 10 d. 3 ______4. The answer to this math operation: (15-8)+6=___. a. 29 b. 13 c. 2 d. 15 ______5. The answer to this math operation: (9-5)+7=___. a. 21 b. 10 c. 1 1 d. 20 ______6. The answer to this math operation: (15-6)+5=___. a. 16 b. 14 c. 26 d. 15 ▼ ©Ohio Department of Natural Resources Help Contents Back 300 ▼ ▼

- Help Contents Back 301 Windows on Waste THE TROUBLE WITH LITTER XII ▼ ▼ ©Ohio Department of Natural Resources Help Contents Back 301 ▼ ▼

- Help Contents Back 302 Windows on Waste TRASH MAKES HISTORY XIII ▼ TRASH MAKES HISTORY Environmental Studies Vocabulary Learning Concept commercial waste – waste discarded from businesses and institutions, such as schools, hospitals and governments, including non-process industrial waste uman settlements have developed over time from consumption – the act of buying and using a resource or product simple cultures of hunters developing society – a society where farming is the main way of life and industry is H only growing slowly and gatherers and pioneers to more complex cultures defined by industri- disposal – the process by which waste is prepared for its final containment or al technology and the growth of destruction cities. Technology and the socio-cul- dump – a site where mixed wastes are deposited without controls or regard for the tural values that determine people’s protection of the environment wants and needs play a major role in environment – the sum total of conditions, physical and biological, in which determining a society’s relationship organisms live with the environment. Historically, garbage – organic refuse consisting of food waste social and technological development, hazardous waste – waste that may pose a threat to human health or the or “progress,” has led to greater mate- environment rial abundance and increased the incineration – solid waste disposal method whereby refuse is burned potential for environmental degrada- industrial pollution – waste and emissions from factories, including hazardous tion and the exploitation of natural materials, particulate matter and waste water that generates land, air and water resources. However, historical devel- pollution opment alone is not a necessary cause industrial society – a society where large-scale industrial technology is applied to of environmental problems. manufacturing and agriculture to represent the main source of jobs and wealth Throughout the history of human creation settlements, some societies that expe- land disposal – the most widely used method of solid waste disposal whereby garbage and trash are dumped in the open, or buried and covered with soil in a rienced increasing wealth and popu- landfill lation growth eventually exploited municipal solid waste – solid waste generated at residences, commercial resources and degraded the land in establishments and institutions ways that diminished the society’s natural resources – living and non-living matter that provide energy and materials ability to sustain development. to sustain life on Earth Waste disposal, much like sanita- pollution – any substance added to the environment that interferes with and/or tion, is an urban environmental con- harms natural processes cern that has a long history dating primitive society – the earliest societies where technology takes the form of simple from the development of the first tools made from materials found in the natural environment cities. Recycling, which is part of this recycling – using or processing materials (or energy) more than once history, is a resourceful economic activity and a method of solid waste residential waste – trash and garbage discarded from homes management, resource conservation reuse – using a product in the same form more than once and pollution prevention. solid waste – discarded solid materials from community activities, industrial and commercial operations trash – dry waste materials considered worthless ▼ ©Ohio Department of Natural Resources Help Contents Back 302 ▼ ▼

- Help Contents Back 303 Windows on Waste TRASH MAKES HISTORY XIII ▼ Overview - TRASH MAKES HISTORY

Activity 1: Everybody is an Expert Summary Description1 his lesson includes three activities. Although Students cooperate in groups and conduct research to identify and describe socio-cultural phenomena in four cultures in American history: Native American culture, pio- Tthey may be conducted neer culture, industrial culture and modern (contemporary) culture. Students record separately, the activities follow a research information to answer questions (on a handout) about social life, natural logical order for understanding resource use and waste management. This information can also be used by students the various concepts. to construct a timeline. They manipulate materials and write passages to make displays about the cultures and their relationships with the environment. Ohio Proficiency Test Learning Outcomes Grade 4, Citizenship #1 – Demonstrate knowledge of an ability to think about the relationship among events by: (a) identifying sequence of events in history; (b) grouping events by broad historical eras on a timeline; and (c) recognizing that changes occur in history, identifying cause and effect relationships. Grade 4, Citizenship #2 – Identify and use sources of information about a given topic in the history of Ohio and the United States. Grade 4, Reading #19a – Choose materials related to purpose, as evidenced in part by the capacity to choose or identify reference resources to locate specific information. Grade 4, Science #14 – Identify and/or describe the relationship between human activity and the environment. Grade 6, Citizenship #1 – Demonstrate knowledge of and ability to think about relationships among events. Grade 6, Citizenship #2 – Utilize a variety of resources to consider information from different perspectives about North America. Grade 6, Reading #16 – Select information from a variety of resources to support ideas, concepts and interpretations. Grade 6, Science #4 – Identify the positive and/or negative impacts of technology on human activity. Activity 2: Secrets in a Garbage Can2 Description Students develop group discussion skills to make inferences about “secrets” revealed by items from a family’s trash. In groups, they examine different waste items and complete a chart to analyze what each item says about social wants and needs, the technology of society and the relationship of society to the environment (including resource use, waste management and environmental degradation). The same process can be applied to four historical societies by using waste items specific to each of the societies. ▼ ©Ohio Department of Natural Resources Help Contents Back 303 ▼ ▼

- Help Contents Back 304 Windows on Waste TRASH MAKES HISTORY XIII ▼ Ohio Proficiency Test Learning Outcomes Grade 4, Science #1 – Create and use categories to organize phenomena. Grade 4, Science #14 – Identify and/or describe the relationship between human activity and the environment. Grade 6, Science #3 – Make inferences from observations of phenomena and/or events. Grade 6, Science #4 – Identify the positive and/or negative impacts of technology on human activity. Activity 3: Throwaway Societies

Description 3Students read and speak parts of a script that describes how various societies in Western culture have managed their wastes. They make inferences about information from the script to design props and manipulate materials to make the props. Following the presentation of the skit, students make deductions to sequence cultural waste management information onto a timeline. They discuss the effects of each disposal method upon the environment. Ohio Proficiency Test Learning Outcomes Grade 4, Citizenship #1 – Demonstrate knowledge of an ability to think about the relationship among events by: (a) identifying sequence of events in history; (c) recognizing that changes occur in history; and (d) identifying cause and effect relationships. Grade 4, Science #14 – Identify and/or describe the relationship between human activity and the environment. Grade 6, Citizenship #6 – Draw inferences about the experiences, problems and opportunities that cultural groups have encountered in the past.

Background Information

aste disposal is a disposal (open dump or landfill); dis- history can be identified and concern that has a posal by incineration (burning analyzed, beginning with Native long history, dating waste); recycling (turning waste into Americans. back to the estab- something useful, including recycled- Native Americans, possessing the lishment of the first content products and compost); and technology of primitive societies, Wcities. Prior to the development of source reduction (minimizing the had a minimal effect on the cities, human beings in primitive soci- volume of goods to be discarded). environment.They hunted animals eties disposed of trash by leaving it Technology and social develop- for food and fur, gathered plants for where it fell. That practice was ade- ment dictates how a society generates food and dye, used plant and animal quate because hunter-gatherers fre- and manages waste. The types of products to make their shelters, used quently moved their camps in order waste products and materials generat- clay from the Earth to make pots, and to follow game or to find a new ed by a society can tell us a lot about chiseled stones for weapons. They growth of plants. When people settled the nature of a society including its sometimes changed the landscape to in groups by practicing farming and people’s wants and needs; the state of develop trails and clear areas for agri- erecting cities and towns, the manage- technology; and its relationship with culture. ment of garbage and trash became the environment, including natural As early European settlers in problematic. resource use and environmental America established agricultural set- Early urbanites developed four degradation. Four types of social tlements and cities, they had a bigger methods of managing waste that are development in American and Ohio impact upon the environment. This still used today. They include: land ▼ ©Ohio Department of Natural Resources Help Contents Back 304 ▼ ▼

- Help Contents Back 305 Windows on Waste TRASH MAKES HISTORY XIII ▼

developing society harnessed water Modern society,or contempo- The Wump World,by Bill Peet,Boston: power, animal power and used tools rary society, has continued industrial Houghton-Mifflin Company, 1970. not known to primitive societies. After development. Since 1945, the develop- Dear Children of the Earth,by Schim the Revolutionary War ended in 1781, ment of new technologies, such as Schimmel, Minocqua,Wisconsin: westward expansion began; forests atomic power and computers, have North Word Press, 1994. were cleared, wetlands were drained led many historians to conclude we and grasslands were plowed to permit are entering a new age – a post-mod- The Giving Tree,by Shel Silverstein, farming. By 1820, much of the land ern or post-industrial era. As new New York: Harper & Row, 1974. east of the Mississippi River was being technologies and chemicals are intro- Just a Dream,by Chris Van Allsburg, farmed and cities were cropping up duced, they may pose new threats to Boston: Houghton-Mifflin Company, along major land and water trans- the environment and demand mod- 1990. portation routes. ern management practices. Trash,by Charlotte Wilcox, With the advent of the Industrial To meet the challenges posed by Minneapolis: Carolrohda Books, Inc., Revolution in the nineteenth century, pollution in the modern era, new 1988. settlers began to change the environ- technologies have been developed to Old Turtle,by Douglas Wood, Duluth: ment in ways earlier pioneers could control pollution in mining, manufac- Pfiefer-Hamilton Publishers, 1992. not have foreseen. As our country turing and waste disposal. Businesses developed into an industrial society, and consumers are helping to change Educator Information businesses burned coal to produce the way they operate by consuming steam to power machines to make less, reusing and recycling more Keepers of the Earth,by Michael more consumer goods. Ready-made materials and purchasing environ- Canduto and Joseph J. Bruchac, clothes, commercial packaging (tin mentally-friendly products. Golden, Colorado: Fulcrum, Inc., cans, corrugated cardboard, glass 1989. jars), factory-cut lumber and other Bibliography and Additional The Young Gaia Atlas of Earth Care,by mass-produced items were developed Resources Miles Litvinoff, New York: Facts on by the end of the nineteenth century File, Inc., 1996. Student Resources to generate a consumer society com- Environment and Pollution,by Edward patible with industrial production. Common Ground: The Water, Earth P. Ortleb and Richard Cadice, St. An abundance of waste materials and Air We Share, by Molly Bang, Louis: Milliken Publishing Company, and pollution followed in the wake of New York: The Blue Sky Press, An 1986. this development. Industrial pollu- Imprint of Scholastic, Inc., 1997. tion and hazardous wastes were gen- Global Environmental Awareness, by Miss Rumphius,by Barbara Cooney, erated during mining and manufac- Amy Taplin (Editor), St. Louis: New York: Viking Press, 1982. turing operations that affected water, Milliken Publishing Company, 1991. air and land. Polluted water killed fish A River Ran Wild,by Lynne Cherry, Ecology for Every Kid,by Janice Van and other aquatic life forms and New York: Harcourt, Brace, and Cleave, New York: John Wiley & Sons, reduced the amount of clean water for Company, 1992. Inc., 1996. drinking, cleansing and recreational The Lorax,by Dr. Seuss, New York: The Earth Science Book,by Dinah purposes. Polluted land reduced the Random House, 1971. Zike, New York: John Wiley & Sons, fertility and productivity of the soil. Brother Eagle, Sister Sky,by Susan Inc., 1993. Polluted air accumulated in the lungs Jeffers (Chief Seattle's Words), New of humans and animals, and caused York:Dial Books-Penguin, 1991. health problems. In addition to industrial wastes, residential waste and And Still the Turtle Watched, by Sheila commercial waste was generated in MacGill-Callahan, New York: Dial increasing amounts in cities and Books for Young Readers-Penguin, towns and became known as munici- 1991. pal solid waste.These are all prob- Farewell to Shady Glade,by Bill Peet, lems, related to technology and the Boston: Houghton-Mifflin Company, environment, not experienced by 1966. primitive and pioneer societies. ▼ ©Ohio Department of Natural Resources Help Contents Back 305 ▼ ▼

- Help Contents Back 306 Windows on Waste TRASH MAKES HISTORY XIII ▼ TRASH MAKES HISTORY ity iv t Inquiries c

● How have people living in A different time periods, in 1 Ohio and North America, used the land and natural resources? ● How have different societies managed their waste in Ohio Everybody is an Expert and U.S. history? ● How has the relationship between people and the environment changed in Ohio Objectives and U.S. history? Students will be able to: (a) identify specific features of social life in various time Content Domain periods in Ohio and U.S. history; (b) compare resource use and waste management practices in four socio-historical periods in Ohio and U.S. history; and (c) sequence Science – General science phenomena and events about society and environmental concerns on a timeline. Social Studies – American history, Ohio history NOTE: The group(s) that have Modern Preparation Culture should examine cultural phe- Learning Outcomes Using the information from the nomena from 1945 to today, although Citizenship, Grade 4, #1, #2 Background Notes on p. XIII-8, make a questions and concepts in the activity and Grade 6, #1, #2 set of “expert” cards for each of the four are past tense. Reading, Grade 4, #19a and historical periods (Native American, 3 Grade 6, #16 Pioneer, Industrial, Modern). Each Give each student the handout, 3˝x 5˝ or 4˝x 6˝ card should carry one You are the Expert,one or two of the Science, Grade 4, #14 and bit of information about one historical pre-made “expert cards” from his/her Grade 6, #4 period in relation to one or more of the historical period, and several blank following categories: land and natural index cards. Also, indicate to students Duration resource use, occupations, things made which reference materials are available Part A: 45-60 minutes, plus from natural resources, types of waste about Ohio and U.S. history. research time created, waste disposal practices and Part B: 45 minutes, plus people’s relationships to the environ- 4 Have each student share the infor- display development time ment. See sample cards on p. XIII-7. mation from his/her “expert cards” with the group. Students can use this infor- Materials mation to answer questions on the Procedure handout, You are the Expert. Part A: index cards, pen or PART A pencil for each student, refer- 5 Have students use the available ence material about Ohio and reference materials to acquire more U.S. history 1 If the Pre- and Post-Test is used, information to answer the questions on have students complete it. Part B: various items (arti- the handout, You are the Expert.Have facts) to represent each of the students write questions on their blank four historical time periods 2 Divide the class into historical groups. Each group should represent cards that will help them complete the handout, You are the Expert.After they Handouts one of the following socio-cultural time periods: Native American, Pioneer, record information from the reference ● You are the Expert Industrial and Modern. Historically, material onto their cards, students can ● Pre- and Post-Test these eras represent the growth of share their new information with their group and complete the handout. ● Trash Timeline Ohio and America from a simple to a complex culture. ▼ ©Ohio Department of Natural Resources Help Contents Back 306 ▼ ▼

- Help Contents Back 307 Windows on Waste TRASH MAKES HISTORY XIII ▼ Sample “Expert” Cards - Consider using a different color card for each historical period, so the cards can be easily separated at the end of the activity.

NATIVE AMERICAN CULTURE INDUSTRIAL CULTURE Q. What types of things were Q. What types of things were created using natural resources? created using natural resources? A. cooking utensils and baskets A. automobiles and radios

PIONEER CULTURE MODERN CULTURE Q. What types of things were Q. What types of things were created using natural resources? created using natural resources? A. homes and furniture A. computers and plastic toys

and artifacts representative of each 6 In chronological order, ask 4 Discuss the following: What can socio-cultural time period. groups to present their information. these artifacts tell us about the soci- Discuss with students how the pio- eties they are from? What do they say 2 To help give students ideas for neer culture shared certain traits with about their use of natural resources, their displays, collect and display a Native American culture in regards to their relationship with the environ- variety of artifacts representative of natural resource use and waste gener- ment and the waste they generated? different time periods. For example: ation, which sharply contrasts with arrow head, pieces of flint, sharpened the industrial and modern cultures’ stick, Indian beads or needle made of experiences. bone from Native American culture; Assessment iron skillet, patchwork quilt, tin cup, 7 Have the entire class construct a from pioneer culture;newspaper, old 1 Collect the handout, You are the timeline using the information from typewriter, tin can, glass soda bottle Expert, and grade them for their expert cards. Integrate this time- from industrial culture;packing foam completeness. line with others used in class or con- (peanuts), video tape, plastic bottle, struct it as part of a multiple-tier 2 push button telephone, pesticide Administer the Pre- and Post- timeline. Have students identify cause spray from modern culture. Test. and effect relationships and the signif- icance of environmental actions in the 3 Students observe and identify context of other events. each type of society that might have Extensions PART B used and discarded each item. They should choose the society (Native 1 Construct a timeline using the American, Pioneer, Industrial or information on the teacher page, 1 Have groups create tabletop dis- Modern) that reflects the earliest his- Trash Timeline.Discuss each fact and plays by designing informative posters torical use of the item. have students, in their own words, ▼ ©Ohio Department of Natural Resources Help Contents Back 307 ▼ ▼

- Help Contents Back 308 Windows on Waste TRASH MAKES HISTORY XIII ▼ transfer the information onto cards that can be put on a timeline. Ask stu- Directions for Making a Patchwork Quilt dents why most of these facts and MATERIALS events relate to industrial and modern times. Assorted colors of stiff paper or card stock (old file folders); hole punch; yarn or colored string cut in 8˝ lengths; scissors; crayons or markers; pictures 2 Have students write a poem or or drawings representing aspects of the historical period song that tells how resources have been used and how people managed DIRECTIONS their wastes throughout history. Cut the stiff paper into 6˝ squares. Paste a picture or drawing on each square. Lay out the card pictures in the sequence you want. Punch two holes 3 Read The Patchwork Quilt,by in tops, bottoms and sides to join the squares. Valerie Flournoy. Have students make Pull the yarn through the holes to join the squares; tie on the back. Hang on a “recycled” patchwork quilt with each a bulletin board or wall, or display flat on a table. patch representing environmental information from one of the historical periods, or make one that includes all of the periods.

Background Notes

NOTE: These notes are meant to be suggestions only. Language and concepts should be made age-appropriate. Add items and revise the list to help students answer questions on the handout, You are the Expert.

NATIVE AMERICAN CULTURE INDUSTRIAL CULTURE – 1840-1945 (in Ohio) – 1600-1800 ● Complex machines make products. ● Waste is organic and biodegradable. ● Mining for coal and other minerals, and drilling for oil ● Waste is burned, buried or left behind. provides energy and materials to make products. ● Native people hunt and fish to provide basic needs. ● Expansion of homes, factories and roads reduces ● Population density is small. farmland. ● ● Native people make simple tools from wood and stone. Rapid growth of cities. ● ● Native people believe there are spirits in nature. More and more workers enter manufacturing and service occupations. ● Respect for environment; all life is sacred. ● Natural surroundings viewed as resources for unlimited use by man. PIONEER CULTURE (in Ohio) – 1781-1840 ● Most waste is organic and biodegradable. MODERN CULTURE – 1945-present ● Pollutants include sawdust and chimney ash. ● Unregulated or abandoned hazardous waste facilities become a problem. ● Pigs are used to eat garbage. ● Natural resources are processed into plastic and other ● Fabric is made from sheep’s wool. synthetic materials. ● People farm crops and hunt animals to provide basic ● Litter is a problem. needs. ● Non-point source pollution (run-off from fields, parking ● Crops are grown without pesticides and herbicides. lots, etc.) is a problem. ● People do not believe there are spirits in nature. ● Urban waste is buried in sanitary landfills. ● Respectful of environment because of people’s depen- ● Municipalities develop sewage treatment plants. dence on their physical surroundings. ● Very few people are employed in agriculture as compared to those in industry and service occupations. ● There is some concern about the long-term effects of modern civilization on the environment. ▼ ©Ohio Department of Natural Resources Help Contents Back 308 ▼ ▼

- Help Contents Back 309 Windows on Waste TRASH MAKES HISTORY XIII ▼ Student Handout ✐ You are the Expert

Directions: Complete the following questions as directed by your teacher.

GROUP HISTORICAL CULTURE ______

EXPERT’S NAME ______

1 What did people do to make a living and provide for their wants and needs? ______

2 How were natural resources and the land used by this historical culture? ______

3 What types of things did people make and what types of tools or machines did they use to make these things? ______

4 What types of things did people throw away and what did they do with their waste? ______

5 What can be inferred about the relationship between these people and the environment? How did these people change the environment (land, air, water, plants and animals)? ______▼ ©Ohio Department of Natural Resources Help Contents Back 309 ▼ ▼

- Help Contents Back 310 Windows on Waste TRASH MAKES HISTORY XIII ▼ Student Handout ✐ Pre- and Post-Test

1 List two items that might have been “thrown away” in Ohio by: NATIVE AMERICANS 1. ______2. ______

PIONEERS 1. ______2. ______

A FAMILY IN 1910 1. ______2. ______

A FAMILY TODAY 1. ______2. ______

2 Explain how garbage and trash in our country have changed from early times to the present. What caused these changes? Use your answers from Question #1 as examples. ▼ ©Ohio Department of Natural Resources Help Contents Back 310 ▼ ▼

- Help Contents Back 311 Windows on Waste TRASH MAKES HISTORY XIII ▼ Trash Timeline

500 BC The first municipal dump in the western 1896 Waste reduction plants that compressed world was established in Athens, Greece. organic wastes to extract grease, oils and Waste had to be dumped at least one other by-products were introduced to mile from the city walls. the United States from Vienna, Austria. (The plants were later closed because of 1388 English Parliament banned waste their noxious emissions.) disposal in public waterways and ditches. 1898 The first rubbish-sorting plant in the 1400 Garbage was piled so high outside Paris, United States was organized in New York France that it interfered with the city’s City. defenses. 1900 “Piggeries” were developed in small-to- 1690 The first paper mill in the United States medium-sized towns. Pigs were fed raw was established near Philadelphia. The or cooked garbage. Rittenhouse Mill made paper from waste paper and old rags. 1902 A Massachusetts Institute of Technology survey found that 79 percent of 161 U.S. 1757 Benjamin Franklin instituted the first cities provided regular collection of municipal street cleaning service in the refuse. United States in Philadelphia. 1904 The first two major aluminum recycling 1842 A report in England linked disease to plants opened in Chicago and Cleveland. filthy environmental conditions. 1904, The first modern landfills were opened 1850 Paper began being manufactured from 1906, in Champaign, Illinois; Dayton, Ohio; wood. 1916 and Davenport, Iowa. 1874 The first garbage incinerator went into 1916 Cities began switching from operation in Nottingham, England. It horse-drawn vehicles to motorized was called “the destructor.” refuse collection equipment. 1885 The first incinerator in the United States 1920s Using wetlands near cities became a was built on Governors Island in New popular landfilling disposal method. York Cit y. Landfill layers alternated garbage, ash 1889 A Washington, D.C. health officer and dirt. reports that “appropriate places for 1930s Jean Vincenz, the public works (refuse) are becoming scarcer year by commissioner in Fresno, California, year...” coined the term “sanitary landfill.” 1894 The first comprehensive system of public 1942- During World War II, Americans sector garbage management in the 1945 collected rubber, paper, scrap metal, fats United States was started in New York and tin cans to help the war effort. City. ▼ ©Ohio Department of Natural Resources Help Contents Back 311 ▼ ▼

- Help Contents Back 312 Windows on Waste TRASH MAKES HISTORY XIII ▼ Student Handout ✐

Trash Timeline, continued

Mid- Public health departments prohibited 1986 Fresh Kills Landfill on Staten Island, 1950s the use of raw garbage in animal feed. New York became the largest landfill in the world. It is 25 times larger than the 1965 The first federal solid waste management Great Pyramid of Khufu in Gisa, Egypt law, the Solid Waste Disposal Act, and 40 times larger than the Temple of authorized research and provided state the Sun in Mexico. grants. Rhode Island enacted the nation’s first 1970 The U.S. Environmental Protection statewide mandatory recycling law Agency was created. The first Earth Day forcing citizens and businesses to sepa- was celebrated on April 22. rate recyclables from their trash. 1972 The first international environmental 1987 The infamous “garbage barge” from Islip, conference was held in Stockholm, New York, was rejected by six states and Sweden. three countries. The publicity drew 1976 The U.S. Resource Conservation and public attention to the landfill capacity Recovery Act (RCRA) created a signifi- shortage in the Northeast. (The garbage cant role for the federal government in was finally incinerated in Brooklyn, New waste management. It emphasized recy- York and the ash was landfilled near cling, conservation of energy and other Islip.) resources, and launched the nation's 1988 House Bill 592 of the Ohio Legislature hazardous waste management program. created solid waste districts, and 1978 The U.S. Supreme Court ruled that states recycling was added to community state cannot ban shipments of waste from grant programs. other states because garbage is protected 1992 The “Earth Summit” was hosted by by the Interstate Commerce Clause. Brazil. The United Nations Conference 1979 The U.S. Environmental Protection on Environment and Development Agency issued landfill criteria created Agenda 21, a blueprint for prohibiting open dumping. sustainable development in the 21st century. ▼ ©Ohio Department of Natural Resources Help Contents Back 312 ▼ ▼

- Help Contents Back 313 Windows on Waste TRASH MAKES HISTORY XIII ▼ ity TRASH MAKES HISTORY iv t c Inquiry

A ● What can be learned about 2 people and societies, and their relationships to the environment, by analyzing trash? Secrets in a Garbage Can Content Domain Science – General science Social Studies – Sociology, Objective anthropology Students will be able to explain what discarded materials may reveal about a family Learning Outcomes or a society and their relationship to the environment. Science, Grade 4, #1, #14 and Grade 6, #3, #4 causing land, air and/or water pollution. Preparation The vegetable contents indicate a farm- Decide how many groups you want to ing culture that probably cleared forest Duration organize. Put three or more items from land in the past to plant crops. Two 50-minute class periods the Materials list into a container; each group should receive their own separate 2 Discuss group answers. Summarize collection of items. what the class has learned about the Materials family by looking at its trash. What do For each group of students, NOTE: This activity may be conducted we know about them? What do we obtain products that are dis- using a single collection of items. know about how they interact with carded in the trash. The follow- their environment? Explore the meaning is a sampling of recom- ing of the recycling symbol on the mended items: lipstick tube, Procedure item(s) made from recycled material. disposable diaper, screwdriver or paint brush, tooth brush, 1 Divide students into groups. Give 3 Also discuss the following: If we plastic bottle, glass bottle, alu- each group a collection of trash items or can learn “secrets” by looking at a fami- minum or steel can, greeting make the items easily observable to the ly’s trash, what might we learn by look- card, newspaper, toaster or entire class. In their groups, have stu- ing at a community’s trash or trash other old small electric appli- dents discuss what each item reveals from a society in the past? ance, pill container, small toy about the people who lived in the home or other action figure. In each that discarded the item. Responses can 4 OPTIONAL: Refer to the items group, try to include containers be recorded using the handout, Stories used in Part B, #2 of the previous activi- or packaging items that have the Trash Can Tell. Each student in each ty, Everybody is an Expert.Put these recycling symbol. group can be responsible for a separate items in plastic tubs covered with dirt item. and have students “unearth” them, dust- Handout For example, a steel vegetable can indi- ing them off with old paintbrushes. ● cates a “need” for food and a desire, or Students should examine each artifact, Stories Trash Can Tell “want,” to preserve the food item for a discuss it and analyze it by completing long time; the can is an example of the chart, Stories Trash Can Tell,for each technology (food preservation technol- item. Point out that archaeology is basi- Assessment ogy and steel fabrication); and in order cally a study of trash remaining from Have each student select an item to produce the can, natural resources earlier civilizations. What do students (artifact) not previously discussed (iron ore and coal) had to be taken think archaeologists in the future will in class and complete the chart, (mined) from the environment. Mining learn about our society by looking in Stories Trash Can Tell,for that item. may have affected the environment by our landfills? ▼ ©Ohio Department of Natural Resources Help Contents Back 313 ▼ ▼

- Help Contents Back 314 Windows on Waste TRASH MAKES HISTORY XIII ▼ Student Handout ✐ Stories Trash Can Tell

1 Identify the trash item or “artifact” in the first column. In the other three columns, infer what the item can tell us about the people or society that generated this item in their trash. ARTIFACT SOCIETY TECHNOLOGY ENVIRONMENT ● What is the object? ● What want or need ● How was the object ● What natural does this object made? resources were ● Describe it, if you appear to repre- taken from the are not certain ● What types of what it is. sent? tools or machines environment to make this object? ● How might this are necessary to object help satisfy make this object? ● How might the that want or need? environment be ● What type of energy is required to affected or use the tools or changed by making machines? this object?

2 On the back of this page describe in paragraph form the people (culture) that generated this trash? ▼ ©Ohio Department of Natural Resources Help Contents Back 314 ▼ ▼

- Help Contents Back 315 Windows on Waste TRASH MAKES HISTORY XIII ▼ ity TRASH MAKES HISTORY iv t c Inquiry

A ● How have people disposed of 3 waste throughout history? Content Domain Science – General science Throwaway Societies Social Studies – History, sociology, anthropology Objectives Learning Outcomes Students will be able to: (a) cooperate as a class to read and dramatize a historical Citizenship, Grade 4, #1 and review of waste disposal practices; (b) explain how societies of the past disposed of Grade 6, #6 their wastes; and (c) identify the sequence of social evolution in Western culture. Science, Grade 4, #14 discussion of how each culture disposed Duration Preparation of their trash. Ask students why some 30-45 minutes, plus additional Make single-sided copies of the script societies have had more problems with time for construction of set, for each student. Posters can be made trash than others (i.e. urban settings costumes and designs if included and/or costume material can be create problems of space for disposal). brought in for students to use. How might different disposal methods affect the environment? Are the three Materials methods still being used today? Optional: poster board, mark- Procedure ers, crayons or paint, glue 6 Scramble the six types of charac- 1 Distribute scripts and assign parts: and/or transparent tape, cos- ters/societies (Prehistoric Society, Native Narrator, Prehistoric Person, Cave tume items American Society, Roman Society, Briton Dweller, Roman, Briton, American Society, Colonial American Society, Settler, American Colonist, four Handout Industrial Society) on the board and Industrialists, three Scientists, Native ● have students write the correct historical Throwaway Societies (script) American and Chorus (as many in the sequence of the societies without looking chorus as needed so each student has a back at the script. If you have a class- part). room timeline, add these societies with a Extensions 2 Have each student make a poster description of their solid waste practices, to illustrate the content of his/her part. in the appropriate places. 1 After the skit is presented in Chorus members should make the fol- the classroom, consider presenting lowing posters: THROW IT, BURY IT, the skit to another class, school BURN IT TO ASH, REUSE, RECY- Assessment assembly or PTO meeting. CLING. (More than one poster of each can be used.) Narrator should make a 1 Choose six statements or passages 2 Have students identify and poster of the title of the skit. from the script, one for each of the six describe where their waste is taken societies. Read each of these (without for disposal and/or recycling in the 3 Students should fasten their telling students the name of the charac- community by making drawings of scripts on the back of their posters and ter/society of each) and have students major places in the community on highlight or underline their lines. identify which society made the state- a map and tracing the route their ments. garbage takes on the map. Make 4 Perform the skit with each student similar maps based on inferences holding up his/her poster as they read 2 Have students list each of the six and any information that can be the lines. Students should be arranged cultures on a piece of paper and write discovered about the local commu- in speaking order, and all should stand an appropriate passage for each that nity during the 1920s, 1850s and at the beginning of the skit. could be added to the skit, reflecting the 1700s (by Native Americans some unique aspect about each culture. 5 Follow the performance with a and early settlers). ▼ ©Ohio Department of Natural Resources Help Contents Back 315 ▼ ▼

- Help Contents Back 316 Windows on Waste TRASH MAKES HISTORY XIII ▼ Student Handout ✐

Throw-Away Societies

Adapted from A-Way With Waste,Washington State Department of Ecology.

NARRATOR (1) BRITON (7) This is the tale of the Throwaway Three, I am a Briton, wary and quick; Of man and his garbage throughout his-to-ry. Down on my street, trash gets pretty thick. Now they’re very nice people, just like you and me When housewives upstairs want to pitch out their goo, Who all have a problem, as you will soon see: Out the window it goes as they yell: “Gardy-loo!” What shall they do with their garbage and trash? The garbage will stay there until the next rain, Or until our fair London should burn down again. CHORUS (2) Why, throw it! Or bury it! Or burn it to ash! CHORUS (8) Oh, what do we do with our garbage and trash? PREHISTORIC PERSON (3) We throw it, or bury it, or burn it to ash! I represent people when we lived very free. I get rid of garbage so easily! SETTLER (9) It’s a snap! It’s no problem! It’s tossed on the ground, I am a settler. I came without much: And when things get smelly, we just move around! Only my tools, my clothing and such. Everything else I must make all by hand; CAVE DWELLER (4) So I don’t throw out much – I use all I can. I am a cave dweller; I use all I see. Cloth scraps become quilts; I reuse my bent nails. What I do with old stuff is all up to me. It will be a long time ’fore the next trade ship sails. I burn it, like meat, burn it up in the fire Or bury it, like bones, in the muck and the mire. COLONIST (10) I am a colonist. Now, life’s not so tough. CHORUS (5) We have trade between cities that brings lots of stuff, Yes, throw it, or bury it, or burn it to ash! And some things are made by our townsfolk. Today That’s how we always get rid of our trash! I could buy a new harness, throw this one away. We have pigs and hogs running loose in our street; ROMAN (6) If I toss garbage out there, they’ll eat it up neat. I am a Roman who lives in a town; Or I might bury it right over there – New laws won’t allow me to just throw trash down. Or I might burn it. Nobody would care. I am required to take it a full mile away You see, the New World is the same as the Old! Before I can dump it. This happens each day! We trashmakers come from a time-honored mold. ▼ ©Ohio Department of Natural Resources Help Contents Back 316 ▼ ▼

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Throw-Away Societies Page 2

CHORUS (11) SCIENTIST #3 (17) What are we still doing with garbage and trash? We make lots of TVs and clothes dryers, too. You guessed it! Throw it, or bury it, or burn it to ash! Don’t ask for a trade-in, you’re kidding, aren’t you?

INDUSTRIALIST #1 (12) INDUSTRIALIST #4 (18) I’m the industrial person, new on the scene; Each year, new cars have a different design; I mass produce goods with my trusty machine. So repairs will be costly to yours and to mine. This sweater, handmade, took a week years before, Soon we won’t bother to make last year’s parts But now, in one hour, I can make forty-four. For Skylarks, Novas, Cougars and Darts. I make things so cheaply, you can now afford two, And discard twice as much trash as you need to do. SCIENTIST #5 (19) It’s the new gadget, the new style that Americans crave; SCIENTIST #1 (13) So out with the old stuff! Away to a grave! I am a scientist in the new post-war age. We learned a few tricks while war shortages raged. INDUSTRIALIST #5 (20) When we couldn’t get natural stuff to process, So what, if more of us are buying more goods? We invented synthetics to replace them. Oh, yes! So what, if they won’t rot away as they should?

INDUSTRIALIST #2 (14) NATIVE AMERICAN (21) Your old woolens and silks, leather and cotton, Now wait just a minute! You cannot fail Wooden toys and washboards will all be forgotten. To include me in your historic trash tale! We’ll use rayon and nylon, acrylics and plastic We Indians lived simply, on prairies, in woods, To make furniture, clothing and even elastic. We made no high trash piles, nor mass-produced goods. Let me be your critic, show you just where you stand, SCIENTIST #2 (15) And how you’re defiling our wonderful land. Our new stuff will last ’til forever, you see Your newfangled goods will not rot away - Even when it’s worn out to you and to me. When you throw them down, they remain where they lay. Permanent pressed, pre-sized and pre-shrunk, You say you will bury them deep in the ground, When dingy and old, it’s permanent “junk!” The trash from your cities will make quite a mound! And sometimes you burn things in smoldering masses INDUSTRIALIST #3 (16) That fill up the air with hot, deadly gases! We make instant menus that come in a pack; Oh, all of your answers have faults everywhere: You just boil the food in its own plastic sack. And pollute the water, the land or the air. And our TV dinner in its disposable tray – What’s more, your resources - your oil and your ore It’s quick! You don’t wash it, just throw it away! Get smaller each year...and Earth’s not making more! ▼ ©Ohio Department of Natural Resources Help Contents Back 317 ▼ ▼

- Help Contents Back 318 Windows on Waste TRASH MAKES HISTORY XIII ▼ INDUSTRIALIST #6 (22) Throw-Away Societies Page 3

You’re right. Our resources are shrinking away While our throwaway problems grow bigger each day. We convert our resources to wants, wishes and needs; When reuse and recycling should be our new creeds.

SCIENTIST #6 (23) Oh, stop it! Don’t drop it! We’ll think of a way To make food for cows that’s better than hay. Don’t burn it! Return it! We’ll make something new: A vase for your mother, a new hat for you. Don’t bury it. Carry it back to the mill; We’ll make a new blanket to ward off the chill.

CHORUS (24) Yes, it’s time we progressed past the Disposal Age To make reuse and recycling the popular rage! We’ll have to give up old solutions for trash And realize its pure balderdash - to just Throw it, or bury it, or burn it to ash!

NARRATOR (25) This was the tale of the Throwaway Three, Of man and his garbage throughout history. We hope that you’ve learned a lesson from us And will change waste disposal without any fuss. Don’t throw it, or bury it, or burn it outside; Reuse and recycle, it will fill you with pride. ▼ ©Ohio Department of Natural Resources Help Contents Back 318 ▼ ▼

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- Help Contents Back 320 Windows on Waste JOURNEY OF A GARBAGE BILL XIV ▼ JOURNEY OF A GARBAGE BILL Environmental Studies Vocabulary Learning Concept General Assembly – a body of legislators; in Ohio this body, which is also called the state legislature, includes members of the House of Representatives ow land and resources are and the Senate used is a function of laws, governor – the most important person in the executive branch of state govern- Hcustoms and practices gov- ment; responsible for administering and enforcing the laws of the state erning the rights, duties and relation- House Bill 592 – an Ohio law that provides rules and regulations for managing ships of people to the land. Land is everyone’s garbage or solid waste both a public and private commodity House of Representatives – one of two groups or chambers that make up the with economic value related to com- Ohio Legislature or Ohio General Assembly; its 99 members propose and make mercial actions. Resources, in the laws form of natural resources and fin- Senate – one of two groups or chambers that make up the Ohio Legislature or Ohio General Assembly; its 33 members propose and make laws ished goods, have economic value related to commercial actions. solid waste – garbage and trash from residences, businesses and institutions (schools, hospitals, etc.) Governments can regulate industry solid waste management districts – districts made up of one or more county and commerce to serve the public governments in Ohio for the purpose of complying with the statutes of House interest. Environmental legislation Bill 592, Ohio’s solid waste management law frequently involves conflicts between standing committee – a group of state legislators, within the House of public and private business interests Representatives and the Senate, who are assigned to consider a specific public and between local, state and federal concern, such as agriculture, education, transportation and the environment; governments. they hold public hearings on bills, debate them and revise them Solid waste management is a local community concern that has progressively been regulated by state and federal governments through legislation. As an aspect of solid waste management, recycling may be enhanced or hindered by economic market conditions and by local, state and national laws, regulations, ordinances and policies. ▼ ©Ohio Department of Natural Resources Help Contents Back 320 ▼ ▼

- Help Contents Back 321 Windows on Waste JOURNEY OF A GARBAGE BILL XIV ▼ Overview - JOURNEY OF A GARBAGE BILL

Activity 1: Journey of a Garbage Bill Summary This lesson consists of Description1 one activity. Students write entries in a journal detailing the legislative process, using a solid waste management bill as an example. A role-playing exercise reenacts the process of how a bill becomes a law through the testimony of citizens, public officials and experts. Students listen carefully to make inferences from the testimony read by other students in order to define important terms, summarize the major idea of each passage and distinguish fact from opinion. At the end of each round, students develop group discussion skills to make decisions about which provisions, based on testimony, should be included in the bill. After the exercise, they discuss the roles of state and local governments and how citizens and local and state governments must cooperate to solve problems and make choices.

Ohio Proficiency Test Learning Outcomes Grade 4, Citizenship #13 – Identify the function of each branch of state government. Grade 4, Citizenship #14 – Identify the purposes of state government. Grade 4, Citizenship #15 – Identify or explain the purposes of local government. Grade 4, Citizenship #16 – Differentiate between statements of fact and opinion found in information about public issues and policies. Grade 4, Citizenship #17 – Identify and assess the possibilities of group decision making, cooperative activity and personal involvement in the community (e.g., vandalism, school rules and recycling). Grade 6, Citizenship #17 – Interpret how examples of political activity illustrate characteristics of American democracy. Grade 6, Citizenship #19 – Analyze information on civic issues by organizing key ideas with their supporting facts. Grade 6, Citizenship #20 – Identify and analyze alternatives through which civic goals can be achieved and select an appropriate alternative based upon a set of criteria (e.g., fire hydrant repair, use of public buildings, recycling programs). ▼ ©Ohio Department of Natural Resources Help Contents Back 321 ▼ ▼

- Help Contents Back 322 Windows on Waste JOURNEY OF A GARBAGE BILL XIV ▼ Background Information

arbage issues are often signature, or veto it. If the governor recently ruled that it is a violation of more complex than vetoes an act, it is possible for the interstate commerce to restrict the they first appear. As General Assembly to override the veto flow of solid waste. States cannot solid waste manage- by obtaining a three-fifths vote of impose excess fees on incoming waste, ment issues became approval in each house. and they cannot outlaw the exporta- moreG complex during the past decade, H.B. 592 was developed because tion of solid waste. Controlling the local, state and federal governments of concerns about out-of-state waste flow of solid waste is also a local issue have intervened. Ohio House Bill 592 coming into Ohio for disposal. By the within solid waste management dis- (H.B. 592), passed in 1988, is an time it became law, it included tricts and has led to disputes between example of how state government numerous statutes and established businesses and local governments over intervened locally to deal with solid solid waste management districts restricting the flow of waste within waste management problems. (SWMDs) at the county government and between Ohio counties. H.B. 592 reflects the intentions of level. H.B. 592 requires the Ohio Therefore, solid waste issues have local and state governments to provide Environmental Protection Agency and involved all three branches of govern- public services while protecting the local SWMDs to develop and implement: legislative, executive and health and safety of citizens. ment a solid waste management plan judicial branches. Implementing H.B. 592 has required that meets the mandates of H.B. 592. cooperation among citizens, businesses These mandates include: Bibliography and Additional and local and state governments. ● Reduce reliance on landfills by Resources The legislative branch of govern- reducing the amount of waste gen- ment in Ohio, referred to as the Student Resources erated and by reusing, composting General Assembly, is made up of two and recycling waste materials. The Environmental Crisis: Opposing houses – the House of Representatives Viewpoints,edited by Neal Bernards, with 99 members, and the Senate ● Promote markets for recycled mate- Greenhaven Press, Inc., 1991. with 33 members. It is the responsi- rials so there will be an economic Garbage,by Karen O’Connor, Lucent bility of the General Assembly, as with incentive to recycle. Books, Inc., 1989. any legislative branch of government, ● Improve landfill construction and to write laws. A proposed new law is Recycling,by Don Nardo, San Diego: management so the potential for called a bill until it is approved by a Lucent Books, Inc., 1992. pollution is reduced and the envi- majority in both houses. ronment and public health are pro- Recycling,by Rebecca Stefoff, New Once introduced, a bill is tected (through the application of York:Chelsea House Publishers, 1991. reviewed and assigned to a standing technology to prevent ground water committee. Standing committees are Educator Information contamination, surface water runoff extremely important in the process of and explosions of methane gas). State Solid Waste Management Plan, passing laws. These committees Columbus, Ohio: Ohio debate, refine and rewrite the bill and ● Restrict the dumping of some haz- Environmental Protection Agency, hold public hearings throughout the ardous waste materials, such as bat- 1995. state when needed. Although the teries and industrial process wastes. The Ohio Almanac: An Encyclopedia of number and titles of standing com- ● Establish a program for the proper Indispensable Information About the mittees may vary in each house, both separation and disposal of haz- Buckeye Universe,edited by Michael houses generally have ongoing com- ardous waste generated by house- O’Bryant, Orange Frazer Press, 1997. mittees that focus on important holds. issues, such as agriculture, health and human services, the environment and ● Plan for future disposal needs. education. H.B. 592 could not resolve the Once passed the bill is referred to original concerns about the exporting as an act. The act then goes to the of waste into the state from other governor who may sign it into law, states. That issue remains disputed, allow it to become law without his although the U.S. Supreme Court ▼ ©Ohio Department of Natural Resources Help Contents Back 322 ▼ ▼

- Help Contents Back 323 Windows on Waste JOURNEY OF A GARBAGE BILL XIV ▼ ity JOURNEY OF A GARBAGE BILL iv t c A 1

Inquiries Journey of a Garbage Bill ● What is the nature of state and local governments in Ohio? Objectives ● What is the role of state and local governments in solid Students will be able to: (a) make inferences from written and oral information waste management? about the organization and purposes of local and state governments; (b) explain ● How does a bill become a law how a bill becomes a law; and (c) identify controversial issues in solid waste in Ohio? management. Content Domain Social Studies – Government, pens to it once it is at the curb? Explain civics Preparation to students that the role-playing activity Cut out the speaking roles from the will try to answer the question: Who Learning Outcomes handout, The Story of a Bill: Classroom decides what happens to this bag of Roles. Keep a complete copy to follow trash? Citizenship, Grade 4, #13, #14, along with as students read the individ- #15, #16, #17 and Grade 6, #17, ual passages. Before the class activity, 3 Have students write on the first #19, #20 review the testimony passages to acquire page of their journal the following an understanding of the roles. question: Who decides what happens to Duration a bag of trash? Have them make a list of Four to five 50-minute class answers based on the class discussion in Procedure periods Step 2. This can be used as a pre-assess- 1 Have students prepare a journal ment by comparing their initial answers for the role-playing exercise. On the with their answers to this same question Materials cover of their journals, have students at the end of the journal. Or, you may Writing and drawing materi- write the title “Journey of a Bill” and pre-assess students’ understanding of als, notebook or notebook their names. Tell students they will find laws and lawmaking, in the context of paper for making a journal out what a “bill” is when conducting the solid waste management, by using the (about 20 pages) exercise. model tests described in the Assessment section. If students already have a basic Handouts 2 Show students a bag of trash and understanding of the structure of gov- ● explore briefly what its contents might ernment and laws, skip Step 4 and pro- The Story of a Bill: Classroom include. Mention that it seems like such ceed to Step 5. Roles a simple thing – “just a bag of trash.” ● Words of Citizenship 4 Ask students: Who decides what hap- Ask students to define “govern- ● A Bill pens to this bag of trash? Families ment.”Ask them to define a “law.” Discuss these two concepts briefly. (In decide who should take the garbage out ● Decisions, Decisions to the curb, but who decides what hap- general, government makes rules, or ▼ ©Ohio Department of Natural Resources Help Contents Back 323 ▼ ▼

- Help Contents Back 324 Windows on Waste JOURNEY OF A GARBAGE BILL XIV ▼ laws, to live by and provides services begin each part, have students write students write in their journals a sen- that people need and/or want, such as these headings in their journals. tence that describes the main idea of police protection, garbage collection, the passage. Students who are not reading passages etc.) of testimony are to role-play the (c) facts – Discuss and have students Using a pencil, have students con- following for each part. write facts from the passage in their struct a model of “circles of govern- journals. Part A: writers who draft H.B. 592 for ment” on a page in their journal. Have the sponsor (d) opinions – Discuss and have stu- them draw a small circle in the middle of the bill in the House of dents write opinions from the passage of the page and write the word Representatives. in their journals. “house” in the circle. Briefly discuss Part B: Members of the House of some rules and services that exist in 6 As each of the three parts is Representatives’ standing committee households, then have students draw completed, have students meet in debating and rewriting the bill. another circle around the house circle groups to write proposals for the bill and label it “school.” Briefly discuss Part C: Members of the Senate’s on the handout, A Bill.Discuss each some rules and services that exist in standing committee debating and group’s proposals and how well they schools. Identify what type of local rewriting the bill. expressed the “main ideas” of the tes- government exists in the community timony (numbered passages). for the next ring or rings. (This could Part D consists of one passage only. be one or more rings to designate There is no follow up to Part D. Write a single classroom H.B. 592 based on the discussion and have a township board of trustees and/or After each passage of testimony is student record these proposals on a city, village or town council, and/or read, review the passage and clarify blank copy of the handout, A Bill. board of county commissioners.) complex issues. Then, have all stu- Students should record a summary of Briefly explore what types of rules and dents record the following in their this classroom version of the bill in services local governments provide. journals: Next, have students add a ring for their journal before proceeding to the state government, followed by a ring (a) important terms – In the pas- next part. Students who speak at the for the federal (U.S.) government. sages, vocabulary words are listed in beginning of parts B, C and D will Briefly explore what type of rules bold. When a passage contains a high- read the classroom versions of H.B. (laws at this level of government) are lighted word, have the student who 592. read the passage write the word(s) on made by state and federal govern- NOTE: On the handout, A Bill, the the board. (Some passages do not ments. format at the top of the page resem- contain any highlighted vocabulary bles what a real bill looks like when 5 words.) Discuss the meaning of the Engage students in the role- passed by legislators. The space indi- vocabulary words based on making reading exercise from the handout, cated “as proposed” should be inferences from the passage. Have stu- The Story of a Bill: Classroom Roles. checked when preparing the initial dents record these inferred definitions These roles portray how Ohio’s solid bill in Part A; the space indicated in their journals. The teacher page, waste bill, H.B. 592, became a law. It “as passed by the House of Words of Citizenship,contains defini- includes 20 passages of testimony to Representatives” should be checked tions for all of the highlighted words be read in sequence by different stu- when rewriting the bill at the end of in the passages. dents. Part B; the space indicated “as passed NOTE: The passages of testimony are NOTE: As the exercise continues, pas- by the Senate” should be checked not from any specific testimony sages may reveal additional informa- when rewriting the bill at the end of actually presented in the making of tion about previously identified Part C. H. B. 592, but they summarize many vocabulary words. This new informa- of the concerns discussed and tion should be added to each vocabu- 7 After the governor reads the debated. lary word; therefore, have students final passage, have students reconsider write the meanings of vocabulary the question: Who decides what hap- The exercise is to be conducted in words in pencil and leave several pens to this bag of trash? (Ultimately three separate parts. These parts are: spaces below each definition to make it is the people or citizens who either PART A: A county in Ohio; PART B: changes. become actively involved or who par- The Ohio House of Representatives in ticipate through the government rep- (b) main idea of the passage – Columbus; and PART C: The Senate resentatives they vote for.) Have them Discuss this as a class and then have Chamber in Columbus. Before you draw and label a diagram about how a ▼ ©Ohio Department of Natural Resources Help Contents Back 324 ▼ ▼

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bill becomes a law at the end of the “state agency” and “governor” refer to 2 Give students the handout test, journal. Discuss with students the the executive branch of government. Decisions, Decisions,to complete. complexities of trying to decide what (b) Explore facts and opinions and happens to a bag of trash. ANSWERS: 1. b, 2. d, 3. a, 4. b, 5. b, how they may help or hinder a deci- 6. c sion-making process. 8 Compare the classroom H.B. 592 The last two questions require a with provisions of the real H.B. 592 as (c) Discuss the roles of state and local rubric grading scheme. described in the background informa- governments. tion to this lesson. (d) Discuss how citizens and local and state governments must cooperate to Extension 9 Review other aspects of the solve solid waste problems and exercise. explore alternatives. Have students identify a solid waste or (a) Explore the role of the various litter problem in their community. branches of government in the exer- 10 Review aspects of the exercise Have them write to a local official cise. Make a list of words that are that are examples of democracy in and/or state representative to share related. For example, the words “leg- action. the problem and possibly offer some islative branch,”“Ohio General suggestions for solving the problem. Assembly,”“legislation,”“Ohio House of Representatives,” and “Ohio Assessment Senate” are related because they all represent the legislative branch of 1 Review student summaries at government. Words such as “court” the end of their journals about how a and “judge” refer to the judicial law is passed. branch of government. Words such as ▼ ©Ohio Department of Natural Resources Help Contents Back 325 ▼ ▼

- Help Contents Back 326 Windows on Waste JOURNEY OF A GARBAGE BILL XIV ▼ Student Handout ✐

The Story of a Bill: Classroom Roles

PART A: (A county in Ohio, 1987) ...... 1 My name is Mr./Ms.______. I am a concerned citizen.I have lived in Ohio all my life. I belong to a public interest group called Save the Land. We have 800 members in Ohio and we think there is a garbage problem. People in New Jersey, New York and other states in the East are dumping a lot of their trash in landfills in my county. Did you know that many of the landfills in Ohio are closing because they are too full? It’s not easy finding places to build new landfills. We need the government to do something. We should not allow out-of-state waste in Ohio, if we are running out of space to bury our own trash.

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2 My name is Mr./Ms. ______. I am part of local government.I am a county commissioner, elected by the people of my county to the county government. Our old landfill will be full in one year. Many people in my county are worried about where we will build the next landfill when our old one fills up. Our landfill is filling up faster because it accepts garbage from other counties in Ohio and from other states.

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3 My name is Mr./Ms. ______. I am a state government representative in the Ohio House of Representatives in the General Assembly in Columbus. There are 99 of us in the House, representing districts that include all of the people of Ohio. In my district, many people are concerned about the garbage problem. Because the people in my district voted me into office to represent their interests, I will propose a bill to deal with the solid waste problem. This bill will be called House Bill 592,or just H.B. 592. This bill has to be accepted by the General Assembly in order to become a law.This is because the General Assembly is the legislative branch of government in Ohio.

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PART B: House Bill 592 “as proposed” Directions: Have students work in groups to write proposals on the handout, A Bill.Check the space marked “as proposed.” Discuss these group proposals and write a single classroom bill to be given to the first speaker (#4) in Part B. ▼ ©Ohio Department of Natural Resources Help Contents Back 326 ▼ ▼

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PART B: (The Ohio House of Representatives in Columbus)

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4 My name is Mr./Ms. ______. I am a state representative in the Ohio House of Representatives and the chairman of a standing committee in the House, called the House Energy and Environment Committee. There are many standing committees in the House, each one deals with a different subject, such as education or the environment. The House Energy and Environment Committee considers problems and issues about our environment in Ohio. Since garbage is an environmental problem, the House Energy and Environment Committee will examine and discuss House Bill 592. Then we’ll hold public hearings.People from all over the state will have a chance to tell us what they think about the new bill. First I will read what House Bill 592 says. (Read classroom H.B. 592 as proposed in Part A.) Now let us hear what other people have to say about this bill.

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5 My name is Mr./Ms. ______. I own and operate a landfill and I make money when people and trash haulers bring garbage to me. This is because I charge them a tipping fee to dump their garbage in my landfill. Right now, I charge $26 a ton. If trash haulers cannot bring me a lot of garbage, including trash from out-of-state, I will lose money. So, I do not think we should restrict the flow of waste. I should be able to accept garbage from anyone and from anywhere.

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6 My name is Mr./Ms. ______. I am a waste hauler and a business person. I collect garbage from many different places including Pennsylvania and New Jersey. I feel I should be able to take garbage to the landfill that is the cheapest for me. If a landfill operator charges me $50 a ton in Pennsylvania to dump my garbage and one in Ohio charges only $25 a ton, then I would rather go to the landfill in Ohio. By the way, did you know that garbage from some Ohio communities is taken to landfills in Kentucky and Michigan?

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7 My name is Dr. ______. I am a doctor and a member of a public interest group called Our Health First. We are concerned about having enough landfill space, but we think health and safety issues are important too. Many of Ohio’s old landfills were shut down by local governments because of the pollution they created. Over the years, all types of garbage have been dumped in local landfills; some of it is hazardous waste, such as batteries, motor oil and chemicals from factories and businesses. Did you know that chemicals from buried trash can seep into the ground water or into rivers and lakes? Those are all sources of drinking water. Also, some local landfills have caught on fire from methane gas that builds up inside them. It is very important that public health is protected by this bill!

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8 My name is Mr./Ms. ______. I am a civil engineer. You should know that we can build landfills so they are safe. Today’s new landfills are designed to prevent fires and to prevent pollution. We do this by making landfills with liner systems that keep liquids from leaking into ground water. We engineers can also build vents to release or capture methane gas so it does not collect and become dangerous. ▼ ©Ohio Department of Natural Resources Help Contents Back 327 ▼ ▼

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9 My name is Mr./Ms. ______. I am a city council member in my local municipal government. Our town has a recycling program that will make our landfill last longer. We save landfill space by recycling newspaper, cans and bottles, and by composting our food and yard waste. Sometimes we can make money by selling our recyclables. But, when the market is not good for recyclables, we don’t make enough money to pay for the cost of collecting them. However, the townspeople pay a small fee to have their recyclables collected. This helps us pay for the recycling program, even when markets are not good. Our residents know that recycling helps the environment in many ways. We know recycling saves landfill space. But did you know that recycling also saves energy and resources when businesses use recycled materials to make new products? Recycling also reduces pollution by slowing down the need to mine or drill for natural resources. So, my city council knows that recycling collection is public service,which is also good for the environment.

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10 My name is Mr./Ms. ______. I am a member of this standing committee. I think we need to consider what everyone has said about this bill and change it. There are many difficult issues to think about as we revise this bill before presenting it to the full House to vote on. Then, if approved by our House members, this bill will be sent to the Senate for further consideration.

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PART B: House Bill 592 “as passed by the House of Representatives” Directions: What revisions should be made to H.B. 592? What new provisions should be added and should any original ones be changed or deleted? Repeat the same procedure used at the end of Part A. This time, check the space marked “as passed by the House of Representatives” on the handout, A Bill, and give the classroom bill to the first speaker (#11) in Part C.

PART C: (The Senate chamber in Columbus)

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11 My name is Mr./Ms. ______. I am a State Senator. The Ohio Senate, like the Ohio House of Representatives, is also part of the Ohio General Assembly. There are only 33 of us, but we also represent districts that include all of the people in Ohio. We also have standing committees that hold public hearings about legislation.We will now discuss House Bill 592 in our standing committee called the Senate Energy, Natural Resources and Environment Committee. I am the chairman of this standing committee. House Bill 592 has been changed or amended by the House. Here is what amended House Bill 592 says. (Read the bill as revised in Part B by the House of Representatives.) Now let us discuss this bill and hear more opinions.

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12 My name is Mr./Ms. ______. I am a proud member of this state legislature,but I want you to know that I am also concerned about local governments. This piece of legislation may have so many rules and regulations that local governments will lose control over how to manage their own solid waste. I hope local governments will be free to decide what they want to do with their garbage. I hope the state government is not going to tell local governments what they must do. Every local government situation is different. Some have good recycling programs while others don’t have any at all. Some communities have landfills that pollute and others have built new landfills that don’t pollute. We should not tell local governments with good programs what to do.

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13 My name is Mr./Ms. ______. I am a member of the Ohio Chamber of Commerce, which represents businesses in Ohio. We do not want government making a lot of rules that will hurt businesses, such as trash haulers and landfill operators. Some counties in Ohio want to build large recycling facilities and require the trash haulers to bring all the garbage they collect to the recycling facility. This will help the county pay for the recycling facility because they will charge the trash haulers a tipping fee to dump their garbage at the recycling facility, just like at a landfill. But what if the trash haulers can pay less to dump their waste at a landfill in another county? This means they will have to pay more to dump their garbage at the recycling facility. This is not fair. As a business, they need to haul the garbage they collect and dump it where it is the least expensive, so they can make a profit.

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14 My name is Mr./Ms. ______. I am a concerned citizen. I want you to know that we make too much waste. We need to recycle and reuse more, before throwing our waste away. What is the most important issue here? Should we just look at the cheapest way of getting rid of our garbage? I don’t think so. We should consider doing something that is good for the environment, even if it means paying more. A lot of people support recycling because it is good for the environment. In fact,I have a survey that says 80 percent of all Ohioans say they are concerned about the environment and would pay more to protect the environment.

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15 My name is Mr./Ms. ______. I am a township trustee in my local township government.I think many of us in local governments across Ohio are worried that if the State regulates how to build landfills and requires recycling and other programs, there won’t be enough money to run the new programs. No one has talked about raising state taxes to pay for the proposals in this legislation. People may say they will pay more to protect the environment, but no one wants to pay more taxes.

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16 My name is Mr./Ms. ______. I am a senator who is concerned that our bill may include provisions that conflict with laws already in place, especially laws related to the United States constitution.I think we need to hear from someone in the judicial branch of state government to give us some advice.

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17 My name is Mr./Ms. ______. I am a judge in a state court.We often interpret laws when people or groups disagree with a law. I think if you make a law restricting out-of-state waste, you may be in conflict with the United States constitution. The constitution says that no state shall prohibit commerce between states. Waste hauling is a form of commerce because people are buying and selling a service to get rid of trash. This same rule may apply to the other issue raised by the Chamber of Commerce person. Some county governments may want to make all of the trash haulers within the county dump their waste at a recycling center or landfill in the county to make enough money to operate the facility. If a trash hauler cannot choose where to take his/her trash, that may also be a form of restricting commerce. This issue may have to be settled at local county courts, state courts or even federal courts, depending upon the dispute.

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18 My name is Mr./Ms. ______. I work for the Ohio Environmental Protection Agency, also called the Ohio EPA. As part of the executive branch of the state government, our public agency is responsible for carrying out laws that protect the environment. We also collect information about the environment. Many counties in Ohio will run out of landfill space in the future. It is also true that some older landfills in Ohio are generating pollution. Many of the proposals in this bill will be sent to us to carry out and enforce. We await your decisions.

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19 My name is Mr./Ms. ______. As a member of this Senate committee, I think we need to consider what everyone has said about this bill and revise it again. There are many difficult issues to think about before we present it to the full Senate to vote on. Then, if passed by the Senate, this bill will be sent to the gover- nor for approval.

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PART C: House Bill 592 “as passed by the Senate” Directions: How should H.B. 592 be revised? Repeat the same procedure used at the end of Part A. This time, check the space marked “as passed by the Senate” on the handout, A Bill, and give the classroom bill to the next speaker (#20) in Part D.

PART D: (The governor’s office)

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20 My name is Mr./Ms. ______. I am the governor of Ohio and the leader of the executive branch of state government. The General Assembly has given me House Bill 592 to review. Here is what it says. (Read the bill as revised in Part C by the Senate.) If I do not like this bill, I do not have to sign it and it can still become law. If I really do not like the bill, I can veto it. If I veto it, it must go back to the General Assembly. If they pass the bill a second time, it will become a law, even if I do not agree with it. However, I like this bill and so I will sign it into law. (Sign the page at the bottom.) House Bill 592 is now a law. It represents democracy in action because many voices were heard and compromises were made. This law, even if it’s not perfect, can help us deal with our garbage problems. Citizens and local and state governments will still have to cooperate to make this law work. And as we all know, the law can be changed in the future, if the people want it to be changed. ▼ ©Ohio Department of Natural Resources Help Contents Back 330 ▼ ▼

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bill – a proposal to make a law; a bill becomes a state law judge – an elected or appointed official who makes deci- in Ohio when it is accepted (passed) by both chambers sions in courts of law (House of Representatives and Senate) of the Ohio judicial branch – one of three branches of government; General Assembly responsible for resolving conflicts between people and citizen – a person in a community who can affect what groups and for interpreting the law government does by voting and civic action court – a place where conflicts between people and groups commerce – the buying and selling of goods and services can be resolved with the aid of a judge or judges constitution – a plan or framework for government that landfill – a place where garbage and trash are buried and establishes branches of government (legislative, executive, covered with soil; may include pollution control judicial), their duties and the fundamental laws and technology principles of government law – a bill that was passed by a majority vote by members county government – a local form of government that is in both houses or chambers of the Ohio General run by the board of county commissioners; it makes ordi- Assembly, and may or may not be signed by the governor; nances and provides public services to comply with state it contains rules about human activity that may be and federal regulations, laws and mandates; each Ohioan enforced by authority or expected to be generally observed lives in one of the state’s 88 counties in the interest of order democracy – a form of government that provides a way legislation – laws or the process of making laws for citizens to vote and take civic actions that determine legislative branch – one of three branches of government what local, state and national governments do; citizens are that is in charge of making laws; in Ohio it is called the the source of all authority General Assembly executive branch – one of three branches of government; local government – makes rules and ordinances, provides in Ohio it includes the governor and agencies that admin- systems of justice, and makes provisions for various public ister and enforce state and federal laws services through county, municipal and township forms of General Assembly – a body of legislators; in Ohio this government body, also called the state legislature, includes members of municipal government – a local form of government for the House of Representatives and the Senate cities and villages run by a mayor and city or village coun- government – a group of people and agencies that make cil members to provide public services for people and to laws, resolve conflicts and provide services that people make local ordinances want and need Ohio Environmental Protection Agency (Ohio EPA) – a governor – the most important person in the executive state agency that is part of the executive branch of govern- branch of state government; responsible for administering ment that administers and enforces laws designed to pro- and enforcing the laws of the state tect the environment health and safety – provided by governments in the form Ohio House of Representatives – one of two groups or of laws, ordinances and public services that make life safer chambers that make up the Ohio Legislature or Ohio for people (e.g., food inspection, pollution laws, fire and General Assembly; its 99 members propose and make laws police protection) Ohio Senate – one of two groups or chambers that make House Bill 592 (H.B. 592) – an Ohio law that provides up the Ohio Legislature or Ohio General Assembly; its 33 rules and regulations for managing garbage or solid waste members propose and make laws in the state continued next page ▼ ©Ohio Department of Natural Resources Help Contents Back 331 ▼ ▼

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Words of Citizenship, continued

out-of-state waste – solid waste that is transported from solid waste – garbage and trash from residences, business- one state to another for disposal es and institutions (schools, hospitals, etc.) public agency – a group of people who work to help standing committee – a group of state legislators who are governments enforce laws, provide services and resolve assigned to consider a specific public concern such as agri- conflicts culture, education, transportation, the environment; they hold public hearings on bills, debate them and revise public hearing – an event sponsored by the legislature or them; each chamber, the House of Representatives and the public agency to hear what people have to say about a Senate, has its own separate committees particular issue state government – composed of three parts or branches: public interest group – a group of citizens who are con- legislative, executive and judicial cerned about a problem and try to persuade lawmakers and others to take action to solve the problem state legislature – made up of a group of people called legislators who make laws based on the wants and needs of public service – something that is done by local and state people; in Ohio it is composed of two houses or chambers, governments that provides a service people want or need, the House of Representatives and the Senate often through the collection of taxes (e.g., police and fire protection, libraries, courts of law, food stamps) township government – a form of local government not incorporated as municipalities that represent subdivisions recycling – a method of reducing the amount of solid of counties; it is run by a board of trustees who provide waste that must be disposed of and a process for collecting public services for people and sorting waste materials so they may be reused in manufacturing processes ▼ ©Ohio Department of Natural Resources Help Contents Back 332 ▼ ▼

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117th General Assembly Regular Session 1987-1988 House Bill 592

_____ as proposed _____ as passed by the House of Representatives _____ as passed by the Senate ______LIST OF PROPOSALS: ▼ ©Ohio Department of Natural Resources Help Contents Back 333 ▼ ▼

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Directions: For numbers 1 – 6, place the letter of the correct answer in the space provided.

_____1 If a law is made that requires every community in Ohio to recycle 35 percent of their waste, who would make this law? a. the local government b. the state legislative branch of government c. the state executive branch of government d. the state judicial branch of government

_____2 A local community has decided to start a recycling program. As part of this program, each family is asked to separate recyclable materials from the rest of the garbage and place them in a separate container. The family puts the container at the curb for pick up once a week by the local government collection service. This is an example of: a. families taking care of their waste by themselves b. community cooperation with local government to make streets cleaner and dump more trash in the local landfill c. state government making a law to reduce waste disposal and save resources d. community cooperation with local government to reduce waste disposal and save resources

_____3 Why does the Ohio government make laws about how landfills must be constructed and maintained? a. to protect the health and safety of citizens b. to protect people’s right to live where they want c. to provide a public service for the collection of garbage d. to make money selling landfill designs

_____4 Which of the following statements is an opinion? a. Many communities have recycling programs in Ohio. b. There should be more recycling programs in Ohio. c. Forty percent of all landfills will close in five years. d. Cincinnati has a large landfill. ▼ ©Ohio Department of Natural Resources Help Contents Back 334 ▼ ▼

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_____5 When the Ohio General Assembly passed House Bill 592, this was an example of: a. citizens voting on a law that protects them b. citizens making a law by voting for representatives in the legislature c. citizens making a law by voting for judges in state government d. local government in action

_____6 Deciding what to do with garbage is more complex than people think. Some local community groups believe they should have the right to forbid waste haulers from bringing out-of-state trash into their community landfill. That way, the landfill will not fill up so fast. On the other hand, some landfill operators want to make waste haulers use their landfill so they can make enough money to pay for operating the landfill. Of course, this will fill it up faster. Waster haulers believe they should be able to dump their garbage where it is cheapest whether it is in their own state or another. Which of the following statements supports the main idea of this paragraph? a. Solid waste issues can be difficult to resolve because there are too many laws telling waste haulers what they have to do. b. State government can resolve solid waste issues by making laws. c. Solid waste issues can be difficult to resolve because of the conflicting interests of local government control and economic and business affairs.

Short Answer

7 One purpose of local government is to provide solid waste management. Name two places or activities provided by local government to make sure that garbage and trash are taken care of. (1) ______(2) ______

8 There are a lot of people in the community who believe that recycling is important. However, the local township trustees have not paid attention to the people’s requests to start a local recycling program. The supporters of recycling hold a meeting to discuss what they should do to get a recycling program started in their community. Here are some suggestions: • march outside the township trustees offices • write letters in support of recycling • work to elect one of their own supporters to the township board of trustees Which of these suggestions do you think is the best one to get the results the recycling supporters want? Choose one and explain. (Answer on a separate sheet of paper.) ▼ ©Ohio Department of Natural Resources Help Contents Back 335 ▼