DOCSLIB.ORG

Windows on Waste ★ ➜

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Windows on Waste ★ ➜ ▼ Help Contents Back 1 ▼ HELP CONTENTS ✂ ✔ 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 ▼ ▼ Help Contents Back 2 ▼ Ohio Department of NaturaL Resources Division of Recycling and Litter Prevention TE Equal Opportunity Employer-M/F/H S A How to Obtain Windows on Waste Windows on Waste is made available to educators in Ohio through in-service or partnership programs sponsored by the Ohio Division of Recycling and Litter Prevention and its local community affiliates. In some situations print copies of Windows on Waste are made available. Interested parties should contact their local recycling and litter prevention program or: Education Specialist Ohio Department of Natural Resources Division of Recycling and Litter Prevention 1889 Fountain Square Court, Bldg. F-2 Columbus, OH 43224 www.ohiodnr.com/recycling (614) 265-6333 © 1999, Ohio Department of Natural Resources Educators are encouraged to print and photocopy pages from this CD for the non-commercial purpose of educational advancement. Any other use or reproduction requires the written consent of the Ohio Department of Natural Resources, WINDOWS ON W Division of Recycling and Litter Prevention. Permission has been granted to use the following material included in this CD ROM: ● Lesson V, p. 23: Food Web of the Compost Pile,Browning-Ferris Industries, © 1990 ● Lesson V, pp. 26-27, 32: Selections from Worms Eat Our Garbage: Classroom Activities for a Better Environment,Mary Appelhof, © Flower Press, 1993 ● Lesson VIII, pp. 21-22: Statistics adapted from the Mineral Information Institute ● Lesson XIII, pp. 16-18: Throw-Away Societies,adapted from A-Way With Waste,Washington State Department of Ecology ▼ © Ohio Department of Natural Resources Help Contents Back 2 ▼ ▼ Help Contents Back 3 ▼ When printing, be sure to select page numbers before CONTENTS initiating the print function, otherwise the entire text will print. Lesson V– Natures’s Way With Waste (pp 144-179) Cover (p 1) Activity 1– The Great Cycle (pp 152-158) How to Obtain Windows On Waste (p 2) Activity 2– Bio-What? That’s Biodegradation! (pp 159-162) Acknowledgements (pp 4-5) Activity 3– Compost Critters (pp 163-169) Publicity Flyers (pp 6-7) Activity 4– Meet the YIMBYs (pp 170-174) Windows on Waste:Designed for Quality Education Activity 5– Compost Jars (pp 175-179) Attention: Teachers and Environmental Educators! Lesson VI– Separation Mania (pp 180-187) Bibliography (p 8) Activity – Separation Mania (pp 183-187) Help (p 9) Lesson VII- Techno-Fill (pp 188-208) How to Use Windows On Waste (pp 10-13) Activity 1– Landfill Lingo (pp 193-197) Environmental Studies Learning Concepts (pp 14-15) Activity 2– Does Your Soil Leak? (pp 198-201) Activity 3– Finer Liner (pp 202-203) Curriculum Reference Index (pp 16-23) Ohio Proficiency Test Learning Outcomes – Activity 4– Life…Without Grades four and six Pollution Prevention (pp 204-208) Lesson VIII– Resource Expeditions (pp 210-231) Science Outcomes (pp 17-19) Activity 1– Show ’Em Sherlock (pp 213-226) Citizenship Outcomes (pp 19-21) Activity 2– Mining and Recycling (pp 227-231) Mathematics Outcomes (pp 21-22) Lesson IX– Going Global (pp 232-245) Reading and Writing Outcomes (pp 22-23) Activity 1– From Ohio to the World… School and Community Engagement Index (pp24-25) From the World to Ohio (pp 236-237) LESSON INDEX: Activity 2– I Need This… Lesson I– Trashology 101 (pp 26-51) Do You Have Some? (pp 238-240) Activity 1– The Keys to Garbage (pp 30-35) Activity 3– Trash Around the World (pp 241-245) Activity 2– Garbage Data Pie (pp 36-47) Lesson X–Paying the Pollution Piper (pp 246-260) Activity 3– It Takes a Big Hole (pp 48-51) Activity 1– The “Costly” Thing (pp 250-255) Lesson II– Garbage Goods (pp 52-81) Activity 2– Pollution on the Move (pp 256-260) WINDOWS ON WASTE WINDOWS ON WASTE Activity 1– Econo-Community (pp 57-65) Lesson XI– Home, Safe Home (pp 262-274) Activity 2– Business Boxes (pp 66-74) Activity – Home, Safe Home (pp 264-274) Activity 3– Enterprising Recycling (pp 75-81) Lesson XII– The Trouble with Litter (pp 276-300) Lesson III– The Paper Factory (pp 82-103) Activity 1– Fishing for Litter Habits (pp 279-284) Activity 1– Papermaking (pp 86-93) Activity 2– A Lot of Litter (pp 285-292) Activity 2– What Sort of Activity 3– Don’t Step on Litter (pp 293-300) Trash is This Anyway? (pp 94-97) Lesson XIII– Trash Makes History (pp 302-318) Activity 3– The Paper Company (pp 98-103) Activity 1– Everybody is an Expert (pp 306-312) Lesson IV– This is Your Lifecycle! (pp 104-142) Activity 2– Secrets in a Garbage Can (pp 313-314) Activity 1– Lifecycle Bingo (pp 107-124) Activity 3– Throwaway Societies (pp 315-318) Activity 2– Lifecycle Hopscotch (pp 125-142) Lesson XIV– Journey of a Garbage Bill (pp 320-335) Activity – Journey of a Garbage Bill (pp 323-335) ▼ © Ohio Department of Natural Resources Help Contents Back 3 ▼ ▼ Help Contents Back 4 ▼ ACKNOWLEDGEMENTS Project Director,Dave Landis, Ohio Department of Corporation; Leslie Dybiec, Ohio Energy Project; Lynn Natural Resources, Division of Recycling and Litter Getter, Keep Middletown Beautiful (KMB) and KMB Prevention Education Task Force; Cynthia Gillen, Pickaway County Community Action; Mary Lee Hahn, Ohio Council of Project Manager, Katherine K. Armfelt, Ohio Department Teachers of English Language Arts; Douglas Haskell, The of Natural Resources, Division of Recycling and Litter Greater Cincinnati Center for Economic Education; Paula Prevention Hermes, Bowling Green City Schools; Beth deMaille, Project Editor, Heidi Hetzel-Evans, Ohio Department of Pickaway County Community Action; Jill Johnston-Carter, Natural Resources, Division of Recycling and Litter Marion County Litter Prevention and Recycling; William J. Prevention Lambert, retired, Ohio University, Lancaster Branch; Judi Mannion, Ross County Litter Control and Recycling; Special thanks to Jenni Worster, Tom Davis, Paul Barbara McGinty, Litter Prevention and Recycling, City of Baldridge and Arley Owens for administrative support – Lakewood; Caren G. Owens, Portage County SWMD; Ildi Ohio Department of Natural Resources, Division of Pallos, Ohio Environmental Protection Agency; Patty Rice, Recycling and Litter Prevention Cuyahoga County SWMD; Laura Rowell, Mead Corporation; Robin Smith, Ohio EPA; Cheri Stentz, Keep Cincinnati Beautiful; Amy Stone, Wood County, OSU Project Consultants Extension; Bill Weightman, Steel Recycling Institute DRLP Regional Environmental Education Leadership Representatives: Gabriele Beck, Erie-Huron CAC; Patty Lesson Developers Bratton, Lancaster/Fairfield County Community Action; Margaret Esser Losik, Portage County SWMD; Della Lesson I: Trashology 101 – Dave Landis, Ohio Ewalt, Middletown Clean Community; Marti Kolb Department of Natural Resources; Della Ewalt, Keep Conner, Newark Litter Prevention and Recycling; Christine Middletown Beautiful; Paulie Shaffer, Wood County McCauley, ParkWorks Cleveland; Joanne Mudra, Richland SWMD County Regional Solid Waste Management Authority; Paulie Shaffer, Wood County SWMD Lesson II: Garbage Goods – Dave Landis, Ohio Department of Natural Resources The following educators provided valuable insight and advice during development: Ethel Briggs, Mid-Ohio Lesson III: The Paper Factory – Joanne Mudra, Richland Educational Service Center; Diane Cantrell, Ohio County Solid Waste Authority; Nancy Mills, Mid-Ohio Department of Natural Resources; Gayle Gerard, Delaware Educational Service Center City Schools; John Hug, retired, Ohio Department of WINDOWS ON WASTE Lesson IV: This is Your Lifecycle! – Katherine K. Armfelt, Education; Beverly J. Klimp, Stow-Munroe Falls Schools; Ohio Department of Natural Resources John Larabee, Lancaster City Schools; Nancy Mills, Mid- Ohio Educational Service Center; Sandy Murphy, Suffield Lesson V: Nature’s Way With Waste – Paulie Shaffer, Elementary School; Kathy Thomas, Columbus Public Wood County SWMD Schools Lesson VI: Separation Mania – Belinda Bankes, Ohio Energy Project Others Consulted Lesson VII: Techno-Fill – Patty Bratton, Lancaster/ Fairfield County Community Action Jerald Bannister, Owens-Brockway Corporation; Sue Bennett, Wyandot County SWMD; Herb Broda, Ohio Lesson VIII: Resource Expeditions – Margaret Esser Environmental Education Council of Ohio; Danielle Losik, Portage County SWMD Bruning, Liberty Union-Thurston Middle School; Mike Canfield, Ohio Township Association; Jessi Crook, Ohio Lesson IX: Going Global – Gabriele Beck, Erie-Huron Council for the Social Studies; Pete Dobrozsi, Mead CAC ▼ © Ohio Department of Natural Resources Help Contents Back 4 ▼ ▼ Help Contents Back 5 ▼ Lesson X: Paying the Pollution Piper – Christine Lesson Testers McCauley, ParkWorks Cleveland Doreen Annable, Creekview Elementary; Jo Ashworth, Lesson XI: Home, Safe Home – Marti Kolb Conner, City Monroe Elementary; Laura Baker, (Marion City Schools); of Newark Litter Prevention and Recycling David Brown, Woodland Elementary (Perrysburg City Lesson XII: The Trouble with Litter – Beverly Klimp, Schools); Bonny Calderwood, Liberty Union-Thurston Riverview Elementary School (Stow-Munroe Falls Elementary (Fairfield County); Jill Johnston-Carter, Schools, Summit County) Marion County Recycling and Litter Prevention; Trisha Dodge, Big Walnut Elementary; Jean Engle, Batavia Lesson XIII: Trash Makes History – Della Ewalt, Keep Elementary (Ohio Energy Project, Southwest Region); Pat Middletown
Load more

Recommended publications
  • Plastic Garbage Patch Dissection Lesson Plan
    Plastic Garbage Patch Dissection Lesson Plan 1. Garbology Time Line/ Introduction Objective: Demonstrate that when we throw trash away it doesn't really go “away;” it takes a long time to decompose. Location: Anywhere that is not windy Time: 10-20 minutes Materials: Garbology Timeline Cards Instructions: Hand out the Garbology Timeline pictures so each student has one. Before you begin, have the student talk to their neighbors about how long they think the object they were given will take to decompose. Have the students introduce themselves, say what object they have, and how long they think it will take to decompose. Lay the Time Markers on the ground in order, ask students to put the cards in sequential order of decomposition rates. Each picture corresponds to a Time Markers: one picture per marker. The decomposition rates are based on time first placed in a landfill until it is no longer recognizable. Give the students time to set up the Timeline. The order is as follows: 2-4 Weeks- Paper Towel 3-4 Weeks- Banana Peel 1 Month- Paper Bag 3 Months- Cotton 6 Months- Orange Peel (citrus hampers decomposition times) 3-14 Months- Rope Made of Natural Fibers 5 Years- Cardboard Milk Carton (Milk cartons are coated in wax, this adds to decomposition time) 10-12 Years- Cigarette Butt 25-40 Years- Leather Shoe (The leather is treated, adding to decomposition time) 30-40 Years- Clothing Made of Nylon Fabric 200-500 Years- Aluminum Can 450 Years- Plastic Bottle 550 Years- Disposable Diaper 800 Years- Monofilament Fishing Line Unknown- Glass Bottle Go through the timeline together and fix any errors; give the students a chance to correct some along the way if they would like.
    [Show full text]
  • Alternative Histories and North American Archaeology
    PAU01 9/17/2004 8:32 PM Page 1 1 Alternative Histories and North American Archaeology Timothy R. Pauketat and Diana DiPaolo Loren North America is one immense outdoor museum, telling a story that covers 9 million square miles and 25,000 years (Thomas 2000a:viii) The chapters in this volume highlight the story of a continent, from the Atlantic to Alaska, from the San Luis mission to Sonora, and from the Kennewick man of nine millennia ago to the Colorado coalfield strikes of nine decades ago (Figure 1.1). Given the considerable span of time and vastness of space, the reader might already be wondering: what holds North American archaeology together? Unlike other por- tions of the world, it is not the study of the sequential rise and fall of ancient states and empires that unified peoples into a people with a single writing system, calen- dar, or economy. No, North America is, and was, all about alternative histories. It is about peoples in the plural. Peoples did things differently in North America. They made their own histories, sometimes forgotten, subverted, and controversial but never outside the purview of archaeology. Yet, in their plurality, the North Americans of the past show us the commonalities of the human experience.The inimitable ways in which people made history in North America hold profound lessons for understanding the sweep of global history, if not also for comprehending the globalizing world in which we find ourselves today. That is, like all good yarns, there is a moral to this archaeological allegory: what people did do or could do matters significantly in the construction of the collective futures of all people.
    [Show full text]
  • Young Americans to Emotional Rescue: Selected Meetings
    YOUNG AMERICANS TO EMOTIONAL RESCUE: SELECTING MEETINGS BETWEEN DISCO AND ROCK, 1975-1980 Daniel Kavka A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF MUSIC August 2010 Committee: Jeremy Wallach, Advisor Katherine Meizel © 2010 Daniel Kavka All Rights Reserved iii ABSTRACT Jeremy Wallach, Advisor Disco-rock, composed of disco-influenced recordings by rock artists, was a sub-genre of both disco and rock in the 1970s. Seminal recordings included: David Bowie’s Young Americans; The Rolling Stones’ “Hot Stuff,” “Miss You,” “Dance Pt.1,” and “Emotional Rescue”; KISS’s “Strutter ’78,” and “I Was Made For Lovin’ You”; Rod Stewart’s “Do Ya Think I’m Sexy“; and Elton John’s Thom Bell Sessions and Victim of Love. Though disco-rock was a great commercial success during the disco era, it has received limited acknowledgement in post-disco scholarship. This thesis addresses the lack of existing scholarship pertaining to disco-rock. It examines both disco and disco-rock as products of cultural shifts during the 1970s. Disco was linked to the emergence of underground dance clubs in New York City, while disco-rock resulted from the increased mainstream visibility of disco culture during the mid seventies, as well as rock musicians’ exposure to disco music. My thesis argues for the study of a genre (disco-rock) that has been dismissed as inauthentic and commercial, a trend common to popular music discourse, and one that is linked to previous debates regarding the social value of pop music.
    [Show full text]
  • Section 4: Local Mitigation Program Coordination
    State of Ohio Enhanced Hazard Mitigation Plan Rev. January 2011 SECTION 4: LOCAL MITIGATION PROGRAM COORDINATION Section 4: Local Mitigation Program Coordination 314 State of Ohio Enhanced Hazard Mitigation Plan Rev. January 2011 4.1 LOCAL CAPABILITY ASSESSMENT OVERVIEW The preparation of Local Hazard Mitigation Plans (LHMPs) is a precondition for receipt of Hazard Mitigation Assistance grant project funds under the Disaster Mitigation Act of 2000 (DMA 2000) which also requires that states examine LHMPs as part of their SHMP process. FEMA has established mitigation planning requirements for local jurisdictions to meet, among other things, to demonstrate that proposed mitigation actions are based on a sound planning process that accounts for the inherent risk and capabilities of the individual communities. The Ohio EMA Mitigation Branch administers the LHMP Program for the state. The Mitigation Branch supports and assists local governments in the development and update of LHMPs. In 2002 and 2003, significant amounts of federal and state PDM funds were provided to develop LHMPs. For the time period spanning from the 2005 plan to the 2008 update, the main planning emphasis of the Mitigation Branch has been to get LHMPs reviewed, adopted, and FEMA approved. From 2008 to 2011, the emphasis shifted to tracking LHMP progress and effectiveness in a quantitative way, and integrating plan information more significantly into the state plan. The focus during 2011-2013 will be populating the State Hazard Analysis, Resource and Planning Portal (SHARPP, see Appendix J) with local plan information that will enhance mitigation planning efforts statewide. Currently, Ohio has a very good LHMP participation rate.
    [Show full text]
  • Sexuality Education for Mid and Later Life
    Peggy Brick and Jan Lunquist New Expectations Sexuality Education for Mid and Later Life THE AUTHORS Peggy Brick, M.Ed., is a sexuality education consultant currently providing training workshops for professionals and classes for older adults on sexuality and aging. She has trained thousands of educators and health care professionals nationwide, is the author of over 40 articles on sexuality education, and was formerly chair of the Board of the Sexuality Information and Education Council of the United States (SIECUS). Jan Lunquist, M.A., is the vice president of education for Planned Parenthood Centers of West Michigan. She is certified as a sexuality educator by the American Association of Sex Educators, Counselors, and Therapists. She is also a certified family life educator and a Michigan licensed counselor. During the past 29 years, she has designed and delivered hundreds of learning experiences related to the life-affirming gift of sexuality. Cover design by Alan Barnett, Inc. Printing by McNaughton & Gunn Copyright 2003. Sexuality Information and Education Council of the United States (SIECUS), 130 West 42nd Street, New York, NY 10036-7802. Phone: 212/819-9770. Fax: 212/819-9776. E-mail: [email protected] Web site: http://www.siecus.org 2 New Expectations This manual is dedicated to the memory of Richard Cross, M.D. 1915-2003 “What is REAL?” asked the Rabbit one day, when they were lying side by side near the nursery fender before Nana came to tidy the room. “Does it mean having things that buzz inside you and a stick-out handle?” “Real isn’t how you are made,” said the Skin Horse.
    [Show full text]
  • WHAT YOU NEED to KNOW ABOUT DATING VIOLENCE a TEEN’S HANDBOOK “I Think Dating Violence Is Starting at a Younger Age
    WHAT YOU NEED TO KNOW ABOUT DATING VIOLENCE A TEEN’S HANDBOOK “I think dating violence is starting at a younger age. It happened to me when I was 14 and I didn’t know what to do. We were friends, and then we started becoming closer. One day, he tried to push himself onto me physically. I didn’t tell anyone for months. I was embarrassed. When I finally told people, the more I talked about it the better I felt. My friend said, ‘You have to remember that you don’t deserve people taking advantage of you.’ A lot of my friends said stuff to him, and it made him feel really stupid about what he had done. The more I talked about it, the more I heard that this stuff happens but it’s not your fault.” — A. R., age 17 table of contents 3 to our teenage friends 4 chapter one: summer’s over 7 chapter two: risky business 10 chapter three: no exit? 14 chapter four: a friend in need 20 chapter five: taking a stand 25 for more information “I’m sorry,” he says, taking her hand. “It’s just that I miss you when you’re not around. I’m sorry I lost my temper.” Excerpted from chapter two. to our teenage friends Your teen years are some of the most exciting and challenging times in your life. You’re meeting new people, forming special friendships and making lifelong decisions. Some of these decisions may involve dating. And while dating can be one of the best things about being a teenager, it brings a host of new feelings and experiences — not all of them good.
    [Show full text]
  • Trash Talk: Understanding Food Waste at a Charter Elementary School in Florida Steven A
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Scholar Commons | University of South Florida Research University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 3-27-2015 Trash Talk: Understanding Food Waste at a Charter Elementary School in Florida Steven A. Williams University of South Florida, [email protected] Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the Social and Cultural Anthropology Commons Scholar Commons Citation Williams, Steven A., "Trash Talk: Understanding Food Waste at a Charter Elementary School in Florida" (2015). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/5612 This Thesis is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Trash Talk: Understanding Food Waste at a Charter Elementary School in Florida by Steven A. Williams A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts Department of Anthropology College of Arts and Sciences University of South Florida Major Professor: Rebecca K. Zarger, Ph.D. David A. Himmelgreen, Ph.D. E. Christian Wells, Ph.D. Date of Approval: March 27, 2015 Keywords: applied anthropology, garbology, sustainability, environmental education Copyright © 2015, Steven A. Williams Acknowledgments In memory of my mother (1963 - 2014), who not only put up with the notion that her son spent years of his adult life digging in the trash, but also unfailingly supported my efforts at the same.
    [Show full text]
  • Rhythm, Dance, and Resistance in the New Orleans Second Line
    UNIVERSITY OF CALIFORNIA Los Angeles “We Made It Through That Water”: Rhythm, Dance, and Resistance in the New Orleans Second Line A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Ethnomusicology by Benjamin Grant Doleac 2018 © Copyright by Benjamin Grant Doleac 2018 ABSTRACT OF THE DISSERTATION “We Made It Through That Water”: Rhythm, Dance, and Resistance in the New Orleans Second Line by Benjamin Grant Doleac Doctor of Philosophy in Ethnomusicology University of California, Los Angeles, 2018 Professor Cheryl L. Keyes, Chair The black brass band parade known as the second line has been a staple of New Orleans culture for nearly 150 years. Through more than a century of social, political and demographic upheaval, the second line has persisted as an institution in the city’s black community, with its swinging march beats and emphasis on collective improvisation eventually giving rise to jazz, funk, and a multitude of other popular genres both locally and around the world. More than any other local custom, the second line served as a crucible in which the participatory, syncretic character of black music in New Orleans took shape. While the beat of the second line reverberates far beyond the city limits today, the neighborhoods that provide the parade’s sustenance face grave challenges to their existence. Ten years after Hurricane Katrina tore up the economic and cultural fabric of New Orleans, these largely poor communities are plagued on one side by underfunded schools and internecine violence, and on the other by the rising tide of post-disaster gentrification and the redlining-in- disguise of neoliberal urban policy.
    [Show full text]
  • Buy, Use, Toss? a Closer Look at the Things We Buy - an Interdisciplinary Curriculum Recommended for Grades 9–12
    Western Washington University Western CEDAR Facing the Future Publications Facing the Future Curriculum 2010 Buy, Use, Toss? A Closer Look at the Things We Buy - An Interdisciplinary Curriculum Recommended for Grades 9–12 Facing the Future, Western Washington University Follow this and additional works at: https://cedar.wwu.edu/ftf_allpublications Part of the Curriculum and Instruction Commons Recommended Citation Facing the Future, Western Washington University, "Buy, Use, Toss? A Closer Look at the Things We Buy - An Interdisciplinary Curriculum Recommended for Grades 9–12" (2010). Facing the Future Publications. 12. https://cedar.wwu.edu/ftf_allpublications/12 This Curriculum is brought to you for free and open access by the Facing the Future Curriculum at Western CEDAR. It has been accepted for inclusion in Facing the Future Publications by an authorized administrator of Western CEDAR. For more information, please contact [email protected]. An Interdisciplinary Curriculum Recommended for Grades, 9---12 Buy, Use, Toss? A Closer Look at the Things We Buy An Interdisciplinary Curriculum Recommended for Grades 9–12 Buy, Use, Toss? A Closer Look at the Things We Buy Copyright © 2010 Facing the Future Commercial reproduction of Facing the Future materials is prohibited without prior written permission. Facing the Future is a nonprofit organization whose mission is to engage students in learning by making academics relevant to their lives. We empower students to think critically, develop a global perspective, and participate in positive solutions for a sustainable future. We develop and deliver standards-based hands-on lessons, student textbooks, curriculum units, and professional development opportunities for educators that promote critical think- ing on global issues, sustainability and positive solutions.
    [Show full text]
  • Bouncy Rhymes Giddyap, Giddyap Giddyap, Giddyap, Ride to Town Giddyap, Giddyap, up and Down
    Bouncy Rhymes Giddyap, Giddyap Giddyap, giddyap, ride to town Giddyap, giddyap, up and down. 1,2,3 Baby’s On My Knee Giddyap fast 1,2,3 baby’s on my Knee Giddyap slow 1,2,3,4 WHOOPS! Giddyap, giddyap, giddyap, WHOA! Baby’s on the floor! Grandfather Clock Acka Backa The grandfather clock goes tick tock, tick tock, Acka backa soda cracker tick tock, tick tock ( rock side to side) Acaka backa boo The kitchen clock goes tick tock, tick tock, tick Acka backa soda cracker tock, tick tock (a little faster) Up goes you! But mommy’s little watch goes Tick-a, Tick-a, Acka backa soda cracker tick-a, tick-a, tick-a (bounce faster or give a Acka backa boo tickle) Acka backa soda cracker I love you! Granny and Momma Granny and Momma and a horse named May A Froggy Sat on a Log Crossed the River one fine day A froggy sat on a log Granny jumped off – SPLASH A-weeping for his daughter Momma jumped off – SPLASH His eyes were red And the horse named May just galloped away, His tears he shed away, away, away! And he fell right into the water. Grand Old Duke of York Boing, Boing Squeak The Grand Old Duke of York Boing, boing squeak He had ten thousand men Boing, boing squeak He marched them to the top of the hill A bouncy mouse was in the house And he marched them down again. She’s been here for a week When they were up they were up She bounces in the kitchen When they were down they were down She bounces in the den And when they were only half way up She bounces in the living room They were neither up nor down.
    [Show full text]
  • Northwest College, Wyoming J
    Garbology at Northwest College, Wyoming J. Gregory Smith 1. Introduction Associate Professor of Anthropology 3. Methods Northwest College (NWC) is a rural community college located in the Every fall, Smith assembles a garbology crew (mostly consisting of Bighorn Basin of Northwestern Wyoming. There are around 2,000 2. Literature Review NWC students eager for extra credit) to analyze one day’s worth of full and part-time students at NWC, the majority of which live in one campus garbage. Donning lab coats and rubber gloves, the The scientific study of modern garbage is known as garbology and was pioneered by of 6 residence halls or two college-owned apartment complexes. garbology crew then proceed to open up each bag of garbage and archaeologist William Rathje in the 1970s (Humes 2012; Rathje and Murphy 2001). A central Northwest College is embedded in the city of Powell which has a pull out all of the recyclable materials (Figure 1). axiom of garbology is that if you really want to know what people are actually doing (as opposed population of about 6,000 people. 25 miles to the southwest is the to what they say they are doing), one of the most objective ways to do so is to analyze their city of Cody, which boasts nearly 10,000 residents and is the major The quantities of recyclable items like plastic containers and garbage. Not surprisingly, garbology has revealed that people of all social backgrounds gateway to the east entrance to Yellowstone National Park. aluminum cans are recorded on a standardized form. All the consistently underestimate the amount of junk food and alcohol they consume and different categories of recyclables are weighed along with the non- overestimate the fruit and vegetables they eat.
    [Show full text]
  • Clapping Games General Descriptions Apple on a Stick
    Clapping games The material in this document derives from two sources. Some of it is cited directly from the material supplied by school students in response to Section 7 of the original questionnaire. Some of it is material provided by students during school visits. This material varies considerably in the degree to which it is a direct citation of what was said, or a digest of the information provided. General Descriptions W12 A variety of rhymes accompanied by a combination of claps with yourself and a partner or round a circle. K25 – visit material Clapping games demonstrated, but words minimal. Apple on a Stick R4 In this clapping game you just have to repeat the actions over and over again. The rhyme goes like this: Apple on a stick Makes me sick My heart beat 2-4-6 Not because you’re dirty Not because you’re clean Not because you kiss the boys Behind the magazine. The boys boys having fun Here comes a lady with some blueberry buns She can wriggle She can rock She can even do the splitz But I bet ya 10 bucks She can’t do this Close your eyes and count to 10 If you make a mistake You’re a big fat hen. 1-2-3-4-5-6-7-8-9-10 You did/didn’t make a mistake So that’s the end And we are friends. V8-AK1 – visit material Apple on a stick Makes me sick ©Laurie and Winifred Bauer 2002 1 NZ Playground Language Clapping Games Makes my heart beat two four six, Not because it's dirty Not because it's clean, Just because I kissed a boy Behind a magazine.
    [Show full text]