A Teacher’s Guide to Reducing, Reusing, and Recycling Activities and Resources for Teaching K-8 1EPA United States Environmental Protection Agency 1200 Pennsylvania Avenue, NW (5305W) Washington, DC 20460 EPA530-R-05-005 June 2005 www.epa.gov/osw 2 Recycled/Recyclable-Printed with Vegetable Oil Based Inks on 100% (Minimum 50% postconsumer) Recycled Paper. A Teacher’s Guide to Waste Reduction and Resource Conservation Activities and Resources for Teaching K-8 Special Thanks The U.S. Environmental Protection Agency’s Office of Solid Waste would like to thank all of the teachers and students who contributed their thoughts and ideas to the development of the first edition of this resource in 1998 and 1999. Focus groups with teachers and students were held in Kansas City, Kansas; Alexandria, Virginia; Atlanta, Georgia; and Chattanooga, Tennessee. We would also like to extend thanks to a very special group of educators who served as a review panel for this resource during its development from May 1999 through July 2000: Linda M. Bates Kristin L. Gonia-Larkin Jeri Pollock Ernest T. Boyd Dr. Joe E. Heimlich Peter Schmidt Amy Cabaniss William Hoffman Lisa Siegman August O. Curley John Lagnese Harold Siskind James L. Elder Patricia McGranahan Cheryl Stanco Monica Ellis Sherry Middlemis-Brown Sherry Weinberg Eric Ferguson Wanda Owens In addition, EPA would also like to thank the following reviewers who helped in the development of the 2005 version of this document: Mary S. Allen Andrea Eaton Recycling and Education Director Resource Efficiency Manager Solid Waste Agency of Northern Cook County Tetra Tech EM Inc. Glenview, IL San Diego, CA Ana Carvalho Len Ference Recycling Specialist Principal City of San Diego Environmental Services Mechanicsburg Middle School Department Mechanicsburg, PA San Diego, CA And finally, EPA would like to acknowledge the very special contribution of William E. Gooding, Jr., an AmeriCorps*VISTA (Volunteer in Service to America) intern with the Office of Solid Waste from August 2004 to August 2005, to the Quest for Less revision. We appreciated his hard work and dedication to the task! Disclaimer: Publication of this document by the U.S. Environmental Protection Agency does not constitute an endorsement of any specific consumer product. ii About This Resource Goals of This Resource The Quest for Less is designed for teachers in grades K-8 to use as one of the many tools in the development of lesson plans. Activities and con- • To stimulate young people to think critically cepts in this resource can be incorporated into about their own actions and the results of existing curricula, or teachers can create special their actions and to assess their own week-long units on the environment and solid resource conservation and waste preven- waste or use the activities to commemorate Earth tion values. Day. • To help young people understand the con- This guide provides hands-on lessons and activ- nections among the use of natural resources, ities, enrichment ideas, journal writing use of products, waste disposal, and causes assignments, and other educational tools relat- and effects of environmental impacts. ed to preventing and reducing waste. Its • To help students understand the hierarchy of multidisciplinary focus includes math, science, preferred waste management options and art, social studies, language arts, and health. students' role in the different options (e.g., Lessons encourage students to utilize skills reducing, reusing, and recycling are better ranging from reading and writing to problem- than throwing things away). solving and analytical thinking. • To introduce and explain behaviors that con- This resource introduces the idea of natural serve resources, reduce environmental resources as a source for many products that impacts, and enhance sustainability such as become solid waste; explains the quantity and source reduction, recycling, buying recycled, type of waste products create; and reviews the buying with less packaging, and composting. common methods of managing solid waste, • To help protect children's health through including recycling, composting, landfilling, increased awareness and behavioral incinerating, and preventing waste in the first changes related to the safe use, storage, place. It also includes some information about and disposal of household products con- hazardous waste. taining hazardous constituents, such as Each chapter in The Quest for Less includes one cleaners, pesticides, and batteries. or more fact sheets that provide background • To help students understand the concept of information on a topic and an index showing personal responsibility toward the environ- the grade ranges, subject areas, and skills used ment and to inspire them to make a for each activity. positive environmental impact in their Each activity, in turn, provides a suggested home, school, and community. duration, materials needed, and other helpful • To make solid waste education interesting, information for teachers. A glossary of terms fun, and an integral part of environmental and a glossary of skills can be found at the end education. of the resource. The Quest for Less Welcome iii Why Should Kids Learn About And they can learn how the consumption of Solid Waste? material goods contributes to air and water pollution. Despite the fact that individuals and communities are recycling more than ever, each person in the Sources United States continues to generate about 4.4 In developing this resource, EPA used the North pounds (EPA, 2003; 2001 data) of municipal American Association for Environmental solid waste per day! This statistic emphasizes the Education’s (NAAEE’s) Guidelines for Excellence continuing need to teach the next generation in Environmental Education Materials as a guid- about reducing waste and to energize schools ing principle. NAAEE’s guidelines address and communities to promote environmental educational standards for fairness and accuracy, awareness. depth, skills building, action orientation, instruc- Because municipal solid waste issues are inti- tional soundness, and usability. Information mately connected with resource and energy use, about the organization can be obtained by visit- global climate change, air pollution, water pollu- ing <www.naaee.org> or contacting NAAEE at tion, and other concerns, lessons and activities in 2000 P Street, NW, Suite 540, Washington, DC The Quest for Less can be incorporated into 20036 or (202) 419-0412 or other environmental or ecological concepts. For <[email protected]>. example, kids can learn the connection between Facts presented throughout this resource derive recycling an aluminum can and saving energy. from a variety of governmental, educational, and They can also learn how their families’ purchas- trade association sources. While all have been ing decisions impact what manufacturers evaluated by EPA, they have not been independ- produce and sell. ently verified and might become out of date over time or with changes in the solid waste industry or individual/community behaviors. Some facts What Is EPA’s Office of Solid are specifically attributed to Municipal Solid Waste? Waste in the United States: 2001 Facts and Figures, Executive Summary (document number The mission of EPA’s Office of Solid Waste EPA530-S-03-011), published October 2003. is to protect human health and the envi- This resource updates and replaces OSW’s pre- ronment by ensuring responsible national vious solid waste teacher’s guide, Let’s Reduce management of hazardous and nonhaz- and Recycle: Curriculum for Solid Waste ardous waste. Close interaction with states, Awareness, August 1990 (EPA530-SW-90-005). industry, environmental groups, tribes, and Some activity ideas were based on existing solid the public enables EPA to promote safe waste educational materials. These documents and effective waste management. Because can also serve as excellent sources of additional everyone contributes to the problems of activities for use in the classroom. EPA credits solid waste, everyone shares responsibility the following publications as sources of infor- for finding and implementing solutions. mation and provides ordering information when In that spirit of cooperation, EPA reaches available: out to educators with this resource, enabling them to instill fundamental envi- ronmental awareness and values in today’s youth and tomorrow’s leaders. iv Welcome The Quest for Less A-Way With Waste, Fourth Edition, Washington 4th R Recycling Curriculum, San Francisco State Department of Ecology, Air Quality Recycling Program, 11 Grove Street, San Program. Available online: Francisco, CA 94102. (No longer available.) <http://www.ecy.wa.gov/programs/air/ 4Rs Project: A Solid Waste Management aawwaste/awwwhome.html>. Curriculum for Florida Schools, The Florida Phone 360 407-6826. No cost. Department of Education. Available online: Closing the Loop: Integrated Waste <http://www.naplesgarbage.com/ Management Activities For School and curriculum.htm>. Phone: (239) 649-2212. Home, K-12, The Institute for Environmental No cost. Education and the California Integrated Waste Here Today, Here Tomorrow (Revisited): Management Board, 1993. To order: Office of A Teacher’s Guide to Solid Waste Education and the Environment, 1001 I Street Management, State of New Jersey Department MS-14A, Sacramento, California 95814. of Environmental Protection and Energy, Phone: (916) 341-6769. No cost. Information Resource Center, 432 E. State “Luscious Layered Landfill” activity, Street, CN 409, Trenton, New Jersey