Solid Waste - Greater Essex County District School Board · 2012-05-10 · Drippy ends of ice cream cones, Prune pits, peach pits, orange peel, ... Shel Silverstein, Where the Sidewalk

Solid WasteEarly Years

WASTE NOT, SAVE A LOT

Grade OneGARBOLOGY: THE STUDY OFOUR CLASSROOM GARBAGE

Grade TwoTO LANDFILL OR NOT TO LANDFILL:

LANDFILL IN A BOTTLE ANDTHE HOME CONNECTION

Grade ThreeCOMPOSTING:

BACK TO NATURE ANDCOMPOSTING IN A JAR

Written by:Linda Fuerth

Jacqueline HawkeswoodAndrew McKelvie

Chers professeurs de maternelle, de jardin d’enfants et de primaire,

Bienvenue au programme de l’ÉcoleÉco pour la maternelle, le jardin d’enfants et leprimaire!

Le contenu de l’année passée se basait sur la Conservation de l’Énergie et c’étaitbien reçu. Le contenu de cette année se base sur les Déchets Solides et c’est aussiépatant. Au-dessous est un article intéressant qui parle du recyclage du papier mais il peut s’appliquer aux déchets solides.

J’ai entendu que le Canada a beaucoup d’arbres. Pourquoi recycler?

Vous avez raison; il y a plusieurs arbres au Canada. Comme résultat, des pratiques des produits forestiers soutenables de l’industrie forestière aujourd’hui il y a plus d’arbres au Canada qu’il y en avait il y a 75 ans. Et parce qu’au Canada plus d’arbres poussent qui sont coupés, il y aura beaucoup d’arbres et beaucoup de produits forestiers pour que d’autres générations s’en réjouissent.

Mais nous devons continuer à ramasser nos produits de papier à recycler. Tant que nos ressources forestières soient en abondance, ajouter la fibre recyclée à la nouvelle fibre de bois est une bonne manière à faire vivre nos ressources forestières plus longtemps.

Le recyclage aide aussi à résoudre aux problèmes du traitement des déchets. Pour chaque kilogramme de papier ramassé et recyclé , environ 1 mètre cube d’espace du site d’enfouissement est sauvé. Et dans beaucoup de cas, ramasser le papier pour le recyclage peut sauver de l’argent aux communautés qu’elles auraient autrement dépensé pour le traitement.

En 1999, environ 45 pourcent du papier utilisé au Canada était enlevé de l’amas de déchets pour être recyclé dans de nouveaux produits de papier . Aujourd’hui, du papier ramassé fournit plus de 38 pourcent du fibre total nécessaire pour créer des produits de papier pour notre pays.

Dans cette section, vous trouverez des leçons appropriées pour la maternelle, le jardin d’enfants et les années 1, 2 et 3, que vous pouvez utiliser avec vos élèves pour les aider à être conscients du traitement des déchets. Veuillez profiter de cette ressource valable.

“A moins que quelqu’un comme vous ne s’en occupe beaucoup,Rien ne s’améliora. Pas du tout.”

- Dr. Seuss, The Lorax

A vous dans l’environnement,

Linda FuerthJacqueline HawkeswoodAndrew McKelvie

Sarah Cynthia Sylvia StoutWould not take the garbage out!She’d scour the pots and scrape the pans,Candy the yams and spice the hams,And though her daddy would scream and shout,She simply would not take the garbage out.And so it piled up to the ceilings:Coffee grounds, potato peelings,Brown bananas, rotten peas,Chunks of sour cottage cheese.It filled the can, it covered the floor,It cracked the window and blocked the doorWith bacon rinds and chicken bones,Drippy ends of ice cream cones,Prune pits, peach pits, orange peel,Gloopy glumps of cold oatmeal,Pizza crusts and withered greens,Soggy beans and tangerines,Crusts of black burned buttered toast,Gristly bits of beefy roasts...The garbage rolled on down the hall,It raised the roof, it broke the wall...Greasy napkins, cookie crumbs,Globs of gooey bubble gum,Cellophane from green baloney,Rubbery blubbery macaroni,Peanut butter, caked and dry,Curdled milk and crusts of pie,Moldy melons, dried-up mustard,Eggshells mixed with lemon custard,Cold French fries and rancid meat,yellow lumps of Cream of Wheat.At last the garbage reached so highThat finally it touched the sky.And all the neighbors moved away,And none of her friends would come to play.And finally Sarah Cynthia Stout said,“OK, I’ll take the garbage out!”But then, of course, it was too late...The garbage reached across the state,From New York to the Golden Gate.And there, in the garbage she did hate,Poor Sarah met an awful fate,That I cannot right now relateBecause the hour is much too late.But children, remember Sarah StoutAnd always take the garbage out!

WRITTEN BYShel Silverstein, Where the Sidewalk Ends,

Harper Collins Publishers, copyright 1974http://www.banned-width.com/shel/works/sarah.html

SARAH CYNTHIASYLVIA STOUT

WOULD NOT TAKETHE GARBAGE OUT

Table of Contents

Early Years: “WASTE NOT, SAVE A LOT”

Grade One GARBOLOGY “The Study of Our Classroom Garbage”

Grade Two TO LANDFILL OR NOT TO LANDFILL “LandfillinaBottle”and “The Home Connection”

Grade Three COMPOSTING “Back to Nature” and “Composting in a Jar”

AN EARLY YEARS ECOSCHOOLS SOLID WASTE PROJECT

“Waste Not,Save A Lot”

Early Years

An Early Years Ecoschools Solid Waste Project �

RATIONALE

Pollution is a major environmental concern, and a significant contributing factor tothe problem is the increase in the amount of garbage that is created by society. It isimportant for young children to begin to understand this issue so that they can beginto play a role in improving our current situation.

BIG ECOLOGICAL IDEA

Practicing the three R’s (reduce, reuse, recycle) keeps materials useful, reduces waste, and helps the environment.

(a) Reducing means paying attention to the things we get – careful shopping is one way to reduce waste. It also means trying to avoid the things we will want to throw away later (like packaging).

(b) Reusing reminds us that things can be used over and over again and doing this means we make less waste. If we reuse half-used paper we save trees and forests, and animals’ homes. When we bring a reusable shopping bag to the store, we don’t get a plastic bag to throw away. When we package lunch in reusable containers, we save a lot of wrapping materials. Toys and books can be reused by giving them away when we no longer need them. In this way they don’t need to be thrown into the garbage.

(c) Recycling is a way to sort paper, cardboard and newspaper, and packaging made of glass, plastic or aluminum can be re-manufactured into new things. Recycling

saves lots of materials from being wasted, but uses lots of energy. Whenever we save materials from going to waste, it is good for the environment.

KINDERGARTEN EXPECTATIONS

Participate in environmentally friendly programs in the classroom and the school yard.

Communicate results and findings from individual and group investigations. Use language to talk about their thinking, to reflect, and to solve problems. Pose questions and make predictions and observations before and during investigations.

These activities can be done any time food/snacks are presented over several days.

DAY 1

Have children take out their snack or give each child a popsicle. Tell the children they are to keep the trash from their snack or the popsicle

(wrapper, popsicle stick and bag/box) at their table.

DISCUSSION

Show the children how one snack/popsicle becomes many items of trash by placing the garbage all together.

What do we do with this garbage and where does it go from there (garbage can, outside bin, landfill)?

What can we do to stop this? Encourage the children to problem solve and generate solutions for handling their

trash. Have the children select a solution and use it. Discuss how they are helping care for the Earth. If popsicles are used, you could expand on the reuse theme by storing the popsicle

sticks in the empty popsicle bag/box or by reusing the bag/box for some other purpose.

DAY 2

Make popsicles in reusable moulds and discuss that no garbage is created with this snack because everything is reusable.

DAY 3

Have fruit for a snack. Discuss the fact that there is no garbage with this snack and the cores or peels

can be composted (use a worm composter, if available).



ASSESSMENT OPPORTUNITIES

Listen for the students who discuss the investigations and encourage others toparticipate. Note those who are grasping the concept.

SONGS

PickItUpRecycle(sungto“PickaBaleo’Cotton”)

Try this song with hand motions that work for you (appropriate for primary grades).

Chorus: Gotta jump down, turn around Pick it up, recycle Gotta jump down, turn around, Recycleeveryday.(Repeat)

Newspaper,I’magoodrecycler, Glass and Steel, recycle every day. SchoolPaper,I’magreatrecycler, Junk mail, make it go away.

Sing one line with hand motions. Have students echo back. Sing entire songtogether, then repeat the chorus at a faster pace.

Lyrics by Lynda Mooney’s first grade class.Las Palmas Elementary School (National School

District), CA Source: California Integrated Waste Management Board, Closing the Loop,

Exploring Integrated Waste Management and Resource Conservation, K-6 (2000).

InRoom10(sungtothetuneof“ThisOleMan”)

In Room 10, we reduce, Wewon’tfilllandfillstoosoon.

If you want to be happy, save your trash today, InRoom10,we’vefoundtheway.

In Room 10, we reuse, Wedon’ttosswhatothersmightuse.

Ifyouthinkit’strash,thenreallythinkagain Before you put it in the bin.

In Room 10, we recycle, We recycle all we can.

Paper, plastic, aluminum, and glass, We will make our resources last.

BIG BOOK

Garbage (90813)

VIDEOS

Let’s All Recycle (23296) Recycle Me (23054)

PICTUREBOOKS(availableinschoollibraries)

E/LEE The great trash bash, Leedy, Loreen.

E/ROS Grover’s 10 terrific ways to help our wonderful world, Ross, Anna.

E VAN Round and round again, Van Laan, Nancy.

E/RAE Dennis and the big clean-up, Raeside, Adrian, 1957-

E HAR Wonderful junk, Harrison, Troon, 1958-

RESOURCES

Elementary Social Studies Recycling Curriculum http://www.mcps.k12.md.us/curriculum/socialstd/Recycle.html Garbology: The Study of Classroom Garbage http://www.mala.bc.ca/www/discover/educate/smithn/lessons/k1/mf2.htm

An Early Years Ecoschools Solid Waste Project 4

A GRADE ONE ECOSCHOOLS SOLID WASTE PROJECT

A Grade 1 Ecoschools Solid Waste Project 1

RATIONALE

This lesson will more specifically allow students to study their own garbage at lunchtime, and recognize what materials are biodegradable and which cannot be broken down inthe environment. Many young students do not understand that garbage does not simply disappear. It is important for students to understand that many forms of waste remain in our environment before they can realize the importance of reducing the amount of garbage we create. The study of garbage will also introduce the topic of decomposition, which could be integrated with a Science lesson to follow. This lesson is appropriate for a grade one class as it addresses the difficult topic of biodegradable materials by using effective teaching strategies that will promote students’ understanding.

BIG ECOLOGICAL IDEA

Practicing the three R’s (reduce, reuse, recycle) keeps materials useful, reduces waste, and helps the environment.

(a) Reducing means paying attention to the things we get – careful shopping is one way to reduce waste. It also means trying to avoid the things we will want to throw away later (like packaging).

(b) Reusing reminds us that things can be used over and over again and doing this means we make less waste. If we reuse half-used paper, we save trees and forests, and animals’ homes. When we bring a reusable shopping bag to the store, we don’t get a plastic bag to throw away. When we package lunch in reusable containers, we save a lot of wrapping materials. Toys and books can be reused by giving them away when we no longer need them. In this way they don’t need to be thrown into the garbage.

GARBOLOGY:“The Study

of OurClassroom Garbage”

Grade 1

(c) Recycling is a way to sort paper, cardboard and newspaper, and packaging made of glass, plastic or aluminum can be re-manufactured into new things. Recycling

saves lots of materials from being wasted, but uses lots of energy. (d) Whenever we save materials from going to waste, it is good for the environment.

SCIENCE EXPECTATIONS

Record relevant observations, findings and measurements using written language, drawings, charts and concrete materials (e.g., make a drawing of an insect,

observing with the unaided eye, and a drawing of the same insect while using a magnifying glass). Communicate the procedures and results of investigations for specific purposes

using demonstrations, drawings and oral and written descriptions (e.g., demonstrate how a bird builds a nest).

Identify ways in which individuals can maintain a healthy environment for themselves and for other living things (e.g., practise cleanliness to reduce the

spread of germs; ensure that materials such as toy balloons are not left outdoors since they are harmful to birds if they are ingested).

Demonstrate ways of reusing materials and objects in daily activities (e.g., reuse of plastic containers for storing food).

Recognize that objects made of certain materials can be recycled (e.g., pop cans, plastic jugs, newspapers).

MEDIA LITERACY EXPECTATIONS

Identify the topic, purpose and audience for media texts they plan to create. Identify an appropriate form to suit the purpose and audience for a media text

they plan to create. Produce some short media texts for specific purposes and audiences using a few

simple media forms and appropriate conventions and techniques (pamphlet).

A Grade 1 Ecoschools Solid Waste Project �


OBJECTIVES

Students will be able to:

differentiate between materials that are good for the environment from materials that are bad for the environment through the process of sorting.

understand the meaning of “biodegradable” and be able to apply this new knowledge in a hands-on activity.

MATERIALS

“Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out.” Where the Sidewalk Ends, by Shel Silverstein.

(APPENDIX A) Small bags for each student. The students’ garbage from lunch time. Worksheets for each student that contain T-charts with the headings “Good Garbage” and “Bad Garbage.” (APPENDIX B)

PROCEDURE

1. Read “Sarah Cynthia Stout Would Not Take the Garbage Out” from Where the Sidewalk Ends by Shel Silverstein.

2. Have a class discussion about this poem and what items referred to in the poem could be reused, recycled or composted.

3. The children are to save every piece of their garbage from lunch. They can be given a Ziplock bag or the garbage can be left on their desk if they eat in their classroom.

4. Discuss the headings, Good Garbage (garbage which can be reused or recycled or the “best” garbage - garbage which will decompose and become soil) and Bad

Garbage (garbage which has to go to a landfill).5. Have the children sort their garbage into good garbage and bad garbage.


6. Fill out the T-chart under the headings Good Garbage and Bad Garbage with labels and/or pictures of their garbage.

7. Place everyone’s good garbage in one pile and bad in another. Check the volume using buckets or bags.8. Which one has more?9. What can you bring for lunch that will increase the amount of good garbage and

reduce the bad garbage?

FOLLOW-UP ACTIVITIES

1. Media Literacy

Have the children make a three fold pamphlet (APPENDIX C) for their parents. Have a cover page, a page about good and bad garbage, and include lunch ideas to

increase good garbage with a biodegradable section (fruits and vegetables since they are healthy for you and the environment).

2. Check the garbage volume again in a couple weeks to see if there is a change.

ASSESSMENT

1. Did the students demonstrate an understanding of the differences between garbage that is good for the environment and garbage that is not by placing their

garbage in the appropriate column on the T-chart?2. Could the students provide reasons for putting the items where they did?3. Did the students actively participate and work cooperatively with their partners?4. Did the students respect other classmates when they were presenting their ideas

by listening effectively?

SONGS

Join Us Recycle (to the tune of “Waddle-le-ah-cha Camp Song”)

Add hand motions depending on appropriateness for the age of the students.

Reduce and recycle. We’veuseditbefore Let’stryitoncemore.

Join us recycle. You can recycle. Saveresourcesnow. I’llshowyoujusthow.

Easiestthing,thereisn’tmuchtoit. Allyou’vegottodoiscommityourselftoit. Let’skeepEarthalive, helpspeciessurvive,whenwerecycle, reuse it too.

Words by Eileen Stapp, 1997, Clackamas County Recycling [email protected] Us Recycle.

In Room 10 (sung to the tune of “This Ole Man”)

InRoom10,wereduce, Wewon’tfilllandfillstoosoon.

Ifyouwanttobehappy,saveyourtrashtoday, InRoom10,we’vefoundtheway.

InRoom10,wereuse, Wedon’ttosswhatothersmightuse.

Ifyouthinkit’strash,thenreallythinkagain Before you put it in the bin.

InRoom10,werecycle, Werecycleallwecan.

Paper, plastic, aluminum, and glass, Wewillmakeourresourceslast.

Lyrics by Lynda Mooney’s first grade class, Las Palmas Elementary School (National School District), CA Source: California Integrated Waste Management Board, Closing the Loop, Exploring Integrated Waste Management and Resource Conservation, K-6 (2000).


EXTENSION ACTIVITIES

Students could:

draw a picture of three things common in our classroom garbage. create a trash monster with the leftover garbage. write about today’s activities in their journals and something that they learned

about garbage. draw a picture about the poem, “Sarah Cynthia Sylvia Stout Would Not Take the

Garbage Out.” write about and/or draw a picture about what they think happens to garbage after

they throw it away.

BIG BOOK

Garbage (90813)

VIDEOS

Let’s All Recycle (23296) Recycle Me (23054)

PICTUREBOOKS(availableinschoollibraries)

E/LEE The great trash bash, Leedy, Loreen.

E/ROS Grover’s 10 terrific ways to help our wonderful world, Ross, Anna.

E VAN Round and round again, Van Laan, Nancy.

E/RAE Dennis and the big clean-up, Raeside, Adrian, 1957-

E HAR Wonderful junk, Harrison, Troon, 1958-

RESOURCES

Elementary Social Studies Recycling Curriculum http://www.mcps.k12.md.us/curriculum/socialstd/Recycle.html Garbology: The Study of Classroom Garbage http://www.mala.bc.ca/www/discover/educate/smithn/lessons/k1/mf2.htm



“The Study of Our Classroom Garbage” Appendix A

Sarah Cynthia Sylvia StoutWould not take the garbage out!She’d scour the pots and scrape the pans,Candy the yams and spice the hams,And though her daddy would scream and shout,She simply would not take the garbage out.And so it piled up to the ceilings:Coffee grounds, potato peelings,Brown bananas, rotten peas,Chunks of sour cottage cheese.It filled the can, it covered the floor,It cracked the window and blocked the doorWith bacon rinds and chicken bones,Drippy ends of ice cream cones,Prune pits, peach pits, orange peel,Gloopy glumps of cold oatmeal,Pizza crusts and withered greens,Soggy beans and tangerines,Crusts of black burned buttered toast,Gristly bits of beefy roasts...The garbage rolled on down the hall,It raised the roof, it broke the wall...Greasy napkins, cookie crumbs,Globs of gooey bubble gum,Cellophane from green baloney,Rubbery blubbery macaroni,Peanut butter, caked and dry,Curdled milk and crusts of pie,Moldy melons, dried-up mustard,Eggshells mixed with lemon custard,Cold French fries and rancid meat,yellow lumps of Cream of Wheat.At last the garbage reached so highThat finally it touched the sky.And all the neighbors moved away,And none of her friends would come to play.And finally Sarah Cynthia Stout said,“OK, I’ll take the garbage out!”But then, of course, it was too late...The garbage reached across the state,From New York to the Golden Gate.And there, in the garbage she did hate,Poor Sarah met an awful fate,That I cannot right now relateBecause the hour is much too late.But children, remember Sarah StoutAnd always take the garbage out!

WRITTEN BYShel Silverstein, Where the Sidewalk Ends,

Harper Collins Publishers, copyright 1974.http://www.banned-width.com/shel/works/sarah.html

SARAH CYNTHIASYLVIA STOUT

WOULD NOT TAKETHE GARBAGE OUT

BON DÉCHETS MAUVAIS DÉCHETSLesdéchetsquenouspouvonsréutilisésou récyclés, ou les “meilleurs” déchets (les déchets qui se décomposeront et

deviendrontlaterre).

Lesdéchetsquidoiventallerausited’enfouissement.

“L’étudedesdéchetsdansnotresalledeclasse” AppendixB


PLASTIQUE

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“L’étudedesdéchetsdansnotresalledeclasse” AppendixC


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A GRADE TWO ECOSCHOOLS SOLID WASTE PROJECT


OBJECTIVE

1. Demonstratethefunctionofthesanitarylandfillasawastemanagementmethodand introduce some of the related environmental impacts.

2. Identifylandfillsasthemostcommonmethodofdisposingsolidwaste.

3. Constructamodelofalandfillandanalyzethemosteffectivedesignbyobserving a model.

4. Understandthatwastedoesnot“goaway”ordecomposewhenitisplacedina sanitarylandfillincomparisontoanaturalcycle.

BACKGROUND INFORMATION

Almostallgarbageiseventuallydisposedofinalandfill.Modernlandfillsarecalledsanitarylandfillsbecausetheyarelinedwithathickplasticandclaylayersandhaveleakmonitoringsystemsinordertoprotectourgroundwater.Olderunlinedlandfillscontinuetobeasourceofenvironmentalpollutionthatwemustpaytocleanupuntiltheynolongerexist.

Controllingleachateisalsoadifficultproblem.Leachateisanyliquidthatcomesintocontactwithgarbageandcommonlycontainsundesirablecomponents.Leachateisusuallycorrosive,soasitmigratesthroughthesoilitcanremovenaturallyoccurringironandmanganesewhichcanpollutesurfacegroundwater.

TO LANDFILL ORNOT TO LANDFILL

Landfill in a Bottle andThe Home Connection

BIG ECOLOGICAL IDEA

Clean air and clean water are very important for the health of all living things – but we can spoil the air and water by polluting it.


Thewaterweuseeverydaycomesfromourlocalwatershed(lakes,rivers,groundwater,etc.).Thiswaterflowsallthroughourdistrict,aroundourhomes,businesses,farmsandrecreationareas.Sometimesweswimandfishinthesamewaterthatiscleanedtobecomeourdrinkingwaterandusedtodisposeofourhumanwaste.

The plants and animals that live in and around ourwatershedshelptokeepthemclean.Watertreatmentplantspurifyourwatersothatitissafetodrink.Whateverweputintoourairandwateraffectspeople,plantsandanimals.

SCIENCE & TECHNOLOGY CURRICULUM EXPECTATIONS

Describewaysinwhichhumanscanhelporharmotherlivingthings(e.g.,protectingendangeredspecies).

Describewaysinwhichcleanairandwaterarevitalformeetingtheneedsof humansandotherlivingthings. Describethedifferentusesofwaterandidentifysomethatareessentialfor

maintainingourhealth(e.g.,waterisusedfordrinkingandwashing;cleandrinkingwaterisessentialforthehealthofhumans).

Communicatetheproceduresandresultsofexplorationsandinvestigationsfor specificsourcesofdrinkingwater(e.g.,wells,springs,GreatLakes,rivers). Recognizethatcleanwaterisanincreasinglyscarceresourceinmanypartsofthe

worldandthatthewaterweuseispartofourenvironmentandshouldbeusedwisely(e.g.,tapsshouldbeturnedoffwhilebrushingteeth;toxicsubstancessuchaspaintshouldnotbepoureddownthedrain).

Demonstrateawarenessofthewaysinwhichthedisposalofwastewatercan affectourhealthandthehealthofotherlivingthings(e.g.,pouringwastewater

containingchemicalsintoalakeorrivercanseriouslyharmpeopleandthe organismsthatliveinthewater).


LANGUAGE MEDIA LITERACY

Createavarietyofmediatextfordifferentpurposesandaudiencesusing appropriateforms,conventionsandtechniques.(create media text) Identify the topic, purpose and audience for media texts they plan to create. (purpose and audience) Identify an appropriate form to suit the purpose and audience for a media text

they plan to create. (form) Identifyconventionsandtechniquesappropriatetotheformchosenforamedia

text they plan to create. (conventions and techniques) Producemediatextsforspecificpurposesandaudiencesusingafewsimplemedia

formsandappropriateconventionsandtechniques.(producing media texts)

CRITICAL LITERACY

Identify,initiallywithsupportanddirection,whoisspeakinginanoraltext,anddemonstrateanunderstandingthatthespeakerhashisorherownpointofview.(oral communication)

Identify,initiallywithsupportanddirection,thespeakerandthepointofview presentedinatextandsuggestoneortwopossiblealternativeperspectives.

(reading) Identify,initiallywithsupportanddirection,theirpointofviewandoneormore

possibledifferentpointsofviewaboutthetopic.(writing)

MEDIA LITERACY

Describehowdifferentaudiencesmightrespondtospecificmediatexts. Identify,initiallywithsupportanddirection,whosepointofview(e.g.,thatofthe

hero,thevillain,thenarrator)ispresentedinasimplemediatextandsuggesthowthetextmightchangeifadifferentpointofviewwereused.


Studentsparticipateindiscussionsaboutlandfillsasamethodofwaste managementandalternativestolandfilling. DiscoveryLogs(useofscientificterminologyappropriateforthisgradelevel) Studentsbrainstormalternativestolandfills. LetterWriting(todefendtheirownideasandsolutions)


1. Instructions for making a model landfill2. Diagram of a landfill (Appendix A)3. 4 rinsed 2-litre pop bottles and caps4. 3 cups of gravel (rocks or aquarium gravel)5. 6 cups of regular soil (do not use potting soil)6. One plastic grocery bag or plastic film7. 3 cups of water8. Scissors, tape, 2 rubber bands, utility knife9. 2 yellow sponges (garbage) cut to fit the shape of

the bottle10. 3 blue sponges (ground water) cut to fit the shape of

the bottle11. Red or green food colouring12. A package containing a garbage can with one piece of garbage per student13. Letters from the garbage collector (written by the teacher)14. Assorted small pieces of garbage (apple cores, banana peels, leaves, aluminum foil, bottle caps,

rubber bands, paper clips, pennies, cloth, newspaper, plastic scraps, etc.)

MATERIALS NEEDED

TIME NEEDED

three to four �0-minute lessons severalweeksforobservationandrecording

Chers élèves,Jem’appelle_________(leprofesseurchoisitlenom)etjeramassevosorduresdansmongrandcamiond’ordures.Vousnemeconnaissezpas,maisjepasseparvotreécoleetvotremaisonchaquesemaine.J’apportelesorduresausited’enfouissement.Unsited’enfouissementestungrandtroudanslaterreoùonenterrelesdéchets.Voiciunephoto.Qu’enpensez-vous?

COMMENCEMENT JOUR 1

Faites asseoir les élèves dans un cercle. Placez un paquet scellé d’ordures au milieu du cercle. Expliquez qu’il vient d’être livré et qu’il y a une lettre attachée, adressée à eux.


Un diagramme simple d’un site d’enfouissement (Appendix A)1. On ramasse les déchets de votre maison.2. On apporte les déchets au site

d’enfouissement.3. Les déchets sont comprimés et enterrés au

site d’enfouissement.4. L’équipement vérifie que l’eau est propre et

sauve.

Jevousaienvoyéquelquesexemplairesd’unedecesplaces.Ouvrez-les.Qu’est-cequec’est?Qu’est-cequisepassedanslapoubelle?

Sincèrement,_________,Votreéboueur

SOURCE:CaliforniaIntegratedWasteManagementBoard,ClosingtheLoop:ExploringIntegratedWasteManagementandResourceConservationK-6(2000).

AGrade2EcoschoolsSolidWasteProject 6

Leçon 1

Faites un tableau titré “Qu’est-ce qui va dans une poubelle?”

Question Prompte: Qu’est-ce qui va dans la poubelle? Faites une liste des réponses à la question.

Avec trois marqueurs de différentes couleurs, encerclez les articles au tableau qui peuvent être recyclés, réutilisés, ou ne peuvent jamais être utilisés quand même . Le tableau peut être sauvé et utilisé comme une référence et peut rapporter des changements à mesure que les élèves apprennent plus.

Tableau de référence du professeur:

CE QUE VOUS POUVEZ RECYCLER DANS LA BOîTE BLEUEOui! Non!

Bocaux de verre et Bouteilles

Tous les bocaux et toutes les bouteillesde nourriture et de breuvage en verre(incluent toutes les couleurs de verre)(exemples: liqueur douce, jus, bière, et bouteilles de vin; sauce au spaghetti,cornichons, et mayonnaise)

Videz et rincez les bocaux et les bouteilles

Débarrassez-vous des couvercles Laissez les étiquettes

NE CASSEZ PAS DE VERRE

Pas de couvercles. Pas de miroirs ou de vitre Pas de verres à boire, tasses, assiettes,

pots, argile, céramique, etc. Pas d’ampoules.

PAS DE BOCAUX OUDE BOUTEILLES CASSÉS

Cannettes Toutes les cannettes de nourriture et de breuvage en aluminium et en étain(exemples: liqueur douce, bière et jus; thon, fèves, légumes, nourriture de chats et de chiens, etc.)

Les produits jetables en aluminium(exemples: aluminium roulé en boule, les assiettes en aluminium, les assi-ettes de télé en aluminium)


Laissez les couvercles et les étiquettes

Pas de parties d’automobile Pas d’autres articles ménagers en étain

(exemples: pots, tuyaux, planchettes d’aluminium, meubles, réservoirs de gaz)

N’enlevez pas complètement les couver-cles.

S’il vous plaît, n’écrasez pas les can-nettes.

CE QUE VOUS POUVEZ RECYCLER DANS LA BOîTE BLEUE cont’dOui! Non!

Bouteilles en plastique

Bouteilles coloriées et en plastique avec le symbole de recyclage 1 ou 2(exemples: lait, liqueur douce, jus,lessive, eau de Javel)

Videz et rincez toutes les bouteilles Débarrassez-vous des couvercles Seulement le numéro 1 ou 2 sous

la bouteille. Pas les autres nu-méros, s’il vous plaît.

Pas de contenants de nourriture en plastique (exemples: margarine, yaourt, fromage blanc, charcuterie)

Pas de contenants d’automobile (exemples: huile, antigène, huile de frein)

Pas d’emballage plastique ou de sacs de plastique

Pas de styromousse ou de cartons d’oeufs

Pas de jouets en plastique Pas de contenants de pesticides Pas d’assiettes pour le micro-ondes Pas de plasticine ou de seaux de

peinture

CE QUE VOUS POUVEZ RECYCLER DANS LA BOîTE ROUGEJournaux Journaux (incluent les pliants)

Mettez les journaux dans un sac d’épicerie en papier ou attachez avec une corde. Ne mettez de journaux ni dans les sacs en plastique ni dans de piles déliées à la courbe.

Gardez les piles sous 12” de hauteur.

Référez-vous à l’autorité de déchets solides d’Essex-Windsor.

Le commencement et la réflexion de la leçon: (Un journalier de découverte de l’élève)

Les élèves finissent cette phrase- “Je mets mes déchets dans la poubelle puis ils vont...”

Aidez les réponses des élèves avec les questions suivantes: 1. Qu’est-ce qui se passe aux déchets après qu’ils vont dans la

poubelle?2. Qui les emporte?3. Comment entrent-ils dans le camion d’ordures?4. Où le camion d’ordures les emporte-t-il?5. Où le camion va-t-il ensuite?



CONSTRUIRE UN MODèLE D’UN SITE D’ENFOUISSEMENT JOUR 2

Livrez la lettre 2 de __________, l’éboueur

Chère Classe,

Commentçava?Pendantunepaused’emporterlesdéchets,j’aidécidédevousenvoyeruneautrelettre.Jepensais…voussavezquetoutlemondeutiliselessitesd’enfouissementchaquejour,maisbeaucoupdegensn’ensaventrien.Personneneveutdesited’enfouissementprèsdesamai-son!Alors,j’aipenséquevousaimeriezconstruireunmodèled’unsited’enfouissementpourenapprendreplus.Ceseraitunebonnemanièrededevenir expert de déchets.

Ilyadesfaitsimportantsquevousdevezsavoiràproposdessitesd’enfouissement.Saviez-vousquequandilpleut,l’eaucouledirectementàtraversdusiteetellesemélangeaveclesdéchets?Sivousvoyiezlesite,l’eauparaîtraitnoireetpuante.Cetteeaupourraitensuiteentrerdanslaterreetdansl’eausouterraine.Quelquefoislesgenspompentl’eausouter-raineàlasurfacepourboire,pourselaveretc.Ehbien,desgenssesontréunisetilsontdécidéquecen’étaitpasbienparcequel’eausouterrainedevenaitpolluée.Alors,ilsontdécidédemettredegrandsparois(sem-blablesàdessacsàpoubelle)avantqu’ilsmettentlesorduresdanslesite.Cesgrandsparoisattrapentl’eausaleavantqu’elleentredanslaterre.

Voicilesdirectionspourconstruirevotrepropremodèledesite(lespro-fesseursvontpeut-êtreêtreobligésdecouperlesbouteillesoudefaireunecoupureavecuncouteauetdelaisserlesélèvesfinirdecouperaveclesciseaux).

Votreami,

____________,l’éboueur


Where does all waste end up?

Inalandfill,eachday’strashiscoveredwithalayerofdirttocontrolrodents,odorandscavengingbirds.Landfillsarelinedwithathickplasticlinerandclaytokeepliquidfromthegarbagefromleakingintotheground.Thisliquidiscalledleachate.Addthiswordtoyourwordwall.

Today we are going to build different models of landfills and study theireffectiveness.

Theteachermaychoosetohavesmallgroupsofstudentseachbuildamodelofonetypeoflandfill,ordoasademonstrationlessonusingstudent-helperstobuildthemodelsbeforethewholegroup.

MAKING A MODEL LANDFILL

Thereare3typesoflandfillsthatyoucanmake.

1. OpenDump2. UnlinedLandfill3. LinedLandfill

Follow the procedures outlined on the following page to make your landfill. (See Appendices D and E)

You will need the following materials:

Bottle A and Bottle Bgravelblue sponge (ground water)plastic liner (plastic grocery bag or plastic film)soilyellow sponge (garbage)garbage (paper and small food scraps, paperclips, etc.)

Open Dump

Placethebottletopintothebase.Placethegravelintothebottom.Placeabluespongeontopofthegraveltorepresentthegroundwater.Fillthebottlewithpottingsoilandplacesomegarbageintoandontopofthesoil.Studentscanusepaperscraps,smallfoodscraps,paperclips,etc.torepresentthegarbage.Besuretoplacemostofthegarbagenearoronthesurfaceofthemodel.Puttingthetopsonthe2-litrebottlesisoptional.

Unlined Landfill

Placethebottletopintothebase.Placethegravelintothebottom.Placeabluespongeontopofthegraveltorepresentthegroundwater.Add2inchesofsoilandtopwithayellowspongetorepresentthegarbage.Covertothetopofthemodelwithsoil.

Lined Landfill

Placethebottletopintothebase.Placethegravelintothebottom.Placeabluespongeontopofthegraveltorepresentthegroundwater.Addaplasticbagthatiscarefullycuttotheshapeofthebottlesothatitcompletelycoversthesurface.Addabouthalfaninchofgravelontopoftheplastic.Addabouthalfaninchofsoil,thentopwiththeyellowspongetorepresentthegarbage.Thenfillthemodeltothetopwithsoil.

DEMONSTRATE THE MODELS

A Grade 2 Ecoschools Solid Waste Project �0

Havestudentspredictwhichmodelwillbestprotectthegroundwaterin their Student Discovery Log (Appendix C).

You will need:

waterfood colouring

Mixthewaterwithsomefoodcoloringtorepresenttheleachatethatrainwillpickupasitrunsthroughthegarbage.Carefullypourtheleachateovereachmodel.Besurenottooversaturatethelinedlandfillmodelorthelinerwillnotbeabletoprotectthegroundwater!(Butyoumaywanttocontinueaddingwatertothelinedmodeltodemonstratehowsometimeslandfilllinersfailandsomepollutioncanstillleakintothegroundwater.)

Ifthebottlesbecometoofullofwater,simplyunscrewthecapatthebottomofthelandfilltodrainthewaterintothebaseorintoasink.

Have the class note similarities and differences in their models and the real thing.

REFLECTION/RESPONSE

HavestudentsrecordwhathappenstoeachofthelandfillsoveraperiodofseveralweeksintheirStudent Discovery Log (Appendix C).Encouragestudentstocheckforthepresenceofleachateinthebaseofeachlandfillandchangesinthegroundwater.Inaddition,studentswillrecordthechangesinthevariousitemsofgarbagefromweektoweek.Studentsshouldnoteproblemstheycanseewithopendumpscomparedtoasanitarylandfill.(Theyshouldrecordthingslikesmell,whetheritwillattractanimalsandflies,isitveryunsightly,willwindblowntrashbecomelitter,etc.)

NOTE: If landfills are kept long enough, the sealed ones will probably leak, which is likely to be the fate of the real sanitary landfills.

Havetheclassbrainstormtheprosandconsofplacingwasteinlandfills.Prosmightinclude:

garbageneedstogosomewhere landfillscanhandlelargeamountsofwaste landfillskeepwasteawayfromwherepeoplelive landfillskeepotherplaceswaste-free landfillscanbedesignedtoprotecttheenvironment landfillsaresometimesconvertedinto“greenspace”aftertheyareclosed

Consmightinclude:

landfillstakeupspacemakingitimpossibleforpeopleandwildlifetousetheland landfillsareugly landfillscancreateunpleasantodorsandattractpests thingsthatendupinlandfillsareusuallynolongeravailableforpeopletouse landfillssometimesleakintoourgroundwatersupply

Havestudentsexplainhowalandfillviolatestheprincipalofanaturalcycle.(Lightandairarenotavailableinsidealandfillandverylittlemoistureisallowedinside,sonaturaldecompositioncannotoccur).

A Grade 2 Ecoschools Solid Waste Project ��

EXTENSION

Askstudentstodrawandlabelamodelofasanitarylandfill.Goonafieldtriptoalocallandfillorfindavirtualtourononeofthefollowingwebsites:

http://www.cstx.gov/home/index/asp?page=1784 http://www.metrokc.gov/dnr/kidsweb/landfill.htm http://www.browncountylandfill.com/kid.html How Stuff Works http://www.howstuffworks.com/landfill5.htm

Askalandfillcoordinatororlocaltrashhaulertospeaktoyourclassabouthowlocalgarbageishandled.

Ifyoucannotgoonatourorhaveaguestspeakercomein,checktheCD“TheStoryofGarbage”forresources.

CONCLUSION JOUR 3

Conclusion: Une dernière lettre de___________l’éboueur

Bonjouràtouslesexpertsdedéchets,

Vousêtes-vousamusésàconstruirevosmodèles?J’imaginequevoussavezmaintenantbeaucoupplusdessitesquen’importequid’autre!Quelsarticless’ilyena,ontdécomposé?Combiendefuited’infiltrationacréélesite?Oùs’envontlesfuitesdansdevraissites?Pensez-vousquelessitessontunebonneidée?Oùd’autrequedanslessitespeut-onenvoyernosdéchets?

Voudriez-vousavoirunsitevoisinàvous?Pourquoipas?Peut-onarrêterlesfuites?Quoid’autrepeut-onfaire?Onabesoind’avoirunsitequelquepart,n’est-cepas?J’aivraimentbesoindevotreaide.Veuillezm’écrireunelettreavecvosidéesaussitôtquepossible.

Votreami,

____________l’éboueur

Les élèves font un remue-méninges pour faire un meilleur site et pour discuter des idées pour réduire, réutiliser, composter et recycler.

Ensuite chaque élève envoie ses idées et des solutions à __________ l’éboueur en forme de lettre.

A Grade 2 Ecoschools Solid Waste Project �2


“Un site d’enfouissement dans une bouteille” Appendix A

Un diagramme simple d’un site d’enfouissement


1. On ramasse les déchets de votre maison.2. On apporte les déchets au site d’enfouissement.3. Les déchets sont comprimés et enterrés au site d’enfouissement.4. L’équipement vérifie que l’eau est propre et sauve.

“Un site d’enfouissement dans une bouteille” Appendix BCe que vous pouvez recycler


CE QUE VOUS POUVEZ RECYCLER DANS LA BOîTE BLEUEOui! Non!

Bocaux de verre et Bouteilles

Tous les bocaux et toutes les bouteillesde nourriture et de breuvage en verre(incluent toutes les couleurs de verre)(exemples: liqueur douce, jus, bière, et bouteilles de vin; sauce au spaghetti,cornichons, et mayonnaise)


Débarrassez-vous des couvercles Laissez les étiquettes

NE CASSEZ PAS DE VERRE

Pas de couvercles. Pas de miroirs ou de vitre Pas de verres à boire, tasses, assi-

ettes, pots, argile, céramique, etc. Pas d’ampoules.

PAS DE BOCAUX OUDE BOUTEILLES CASSÉS

Cannettes Toutes les cannettes de nourriture et de breuvage en aluminium et en étain(exemples: liqueur douce, bière et jus; thon, fèves, légumes, nourriture de chats et de chiens, etc.)Les produits jetables en aluminium(exemples: aluminium roulé en boule, les assiettes en aluminium, les assiettes de télé en aluminium)


Laissez les couvercles et les étiquettes

Pas de parties d’automobile Pas d’autres articles ménagers en étain

(exemples: pots, tuyaux, planchettes d’aluminium, meubles, réservoirs de gaz)

N’enlevez pas complètement les cou-vercles.

S’il vous plaît, n’écrasez pas les can-nettes.

Bouteilles en plastique

Bouteilles coloriées et en plastique avec le symbole de recyclage 1 ou 2(exemples: lait, liqueur douce, jus,lessive, eau de Javel)

Videz et rincez toutes les bouteilles Débarrassez-vous des couvercles Seulement le numéro 1 ou 2 sous la

bouteille. Pas les autres numéros, s’il vous plaît.

Pas de contenants de nourriture en plastique (exemples: margarine, yaourt, fromage blanc, charcuterie)

Pas de contenants d’automobile (exemples: huile, antigène, huile de frein)

Pas d’emballage plastique ou de sacs de plastique

Pas de styromousse ou de cartons d’oeufs

Pas de jouets en plastique Pas de contenants de pesticides Pas d’assiettes pour le micro-ondes Pas de plasticine ou de seaux de

peintureCE QUE VOUS POUVEZ RECYCLER DANS LA BOîTE ROUGE

Journaux Journaux (incluent les pliants) Mettez les journaux dans un sac

d’épicerie en papier ou attachez avec une corde. Ne mettez de journaux ni dans les sacs en plastique ni dans de piles déliées à la courbe.

Gardez les piles sous 12” de hauteur.

Référez-vous à l’autorité de déchets solides d’Essex-Windsor.


“Un site d’enfouissement dans une bouteille” Appendix C

Journal de découverte d’élève

Nom ______________________________________ Date ___________________

JOUR 1: Je mets mes déchets dans la poubelle, après ça va.

_________________________________________________________

JOUR 2: Quel modèle d’un site d’enfouissement pensez-vous va arrêter les déchets de rentrer l’eau sousterraine?

_________________________________________________________

JOUR 3: Regardez chaque modèle et dessinez ce que vous voyez.

Quel site d’enfouissement pensez-vous protège votre eau potable le mieux?

_________________________________________________________

Site Ouvert Site sans paroi site avec paroi

AGrade2EcoschoolsSolidWasteProject 16

“Un site d’enfouissement dans une bouteille” Appendix D

Un diagramme de la construction d’un modèled’un site d’enfouissement


2� cm

Labase

2� cmLefond

BouteilleA

BouteilleB

Recyclez

Assemblé


Appendix E

Un site d’enfouissement dans une bouteille


1à2poucesdegravier

épongebleue“eausousterraine”

.5”graviet

.5”terre

épongejaune“déchets”

parois

1”terre

Labasedusited’enfouissement(BouteilleA)

Discussion: Inourfamiliesweallhavejobstodo.Inmyfamily,my(son,daughter,orwhomever)isthepersonresponsiblefortakingoutthetrash.Ifitwasyourjobtotakeoutyourfamily’strash,whatdoyouthinkyouwouldfindinthebagsorcans?

Provideeachstudentwithasheetofpaper.Havestudentsdrawandlabelsomeofthethingstheywouldexpecttoseeintheirownfamily’sgarbage.

Have students share their trash items and record their examples on a chart (Les choses que nous jetons chez nous).Youmaywanttotallythenumberoftimescertainitemsappear on the chart.

Question: Combien de déchets pensez-vous que votre famille produit dans une année?

Tohelpstudentsunderstandnotonlythatpeoplegeneratealotoftrash,butthatthemorepeoplethereare,themoretrashwehave,dothefollowing:

1. Studentsidentifythenumberofpeoplelivingintheirhomes.2. Groupstudentsaccordingtothenumberofpeoplelivingintheirhomes,sotherewill

begroupsof2ormore.3. Expliquez que chaque personne dans notre communauté produit beaucoup de

déchets chaque jour. Chaque personne produit environ deux kilos de déchets chaque jour.

Groupswilldothemath(representing4poundsoftrashforeachpersonlivingintheirfamilies,eitherwithmathcubesorpaper/pencil).

4. Bringgroupstogetherandcomparetotals.Finally,discusshowtofindouthowmuchtrashallofthefamiliesinthisclasswouldgenerate.Determinethisamountand

record for future reference.5. Ask a) Est-ce que nous avons un problème de déchets? b) Pourquoi est-ce que nous avons tant de choses à jeter? c) Comment est-ce que nous pouvons nous occuper avec ces déchets?

Quelles sont quelques façons que nous pouvons réduire le montant de déchets que nous jetons?

Nowthatyouhavecalculatedhowmuchtrashourfamiliesproduce,it’stimetofindouthowmuchandwhatkindsoftrasharethrownawayinourcommunity.Brainstormideasforcollectingthisdata.Arrangeforvolunteerstosupervisea“walkabout”fieldtripintoyourlocalcommunityongarbagedayandrecycleday,tosurveyamountsandtypesoftrashthrownawayandrecycleitemsrecycled.


“The Home Connection” How Much Is Too Much?



Prédites: Qu’est-cequevouspensezquevousallezapprendredesdéchetsdansnotrecommunautéd’école.Citezlesprédictionssuruntableau (Les déchets jetés dans une communauté d’école).

Survey: Hereisonesuggestionforastepbystepprocesstodothesurvey:

1. Plan2walks:

a) oneonthedaythatthetrashiscollected. b) thesecondonthedaythattherecyclematerialsarecollected.

2. Selectanareatobesurveyed.Createamapofthearea.Usecoloursforsymbolsofdifferenttypesoftrash(redfortrashbags,blackfortrashcans,orangefornewspapers,brownforlawnclippings,etc.).Usedifferentshapesforhomes,businesses,apartments,etc.Determinehowthesesymbolswillberecordedonthemap(colouredpens,stickersindifferentcoloursandshapes,pencilstodrawshapes,etc.).

Decidewhethertheclasswilltakeonelargeclassmap,orindividualmapsonwhichtorecord.Besuretohaveonemapfortrashdayandonefor recycle day.

3. Schedulethewalkssostudentscanseetherecycleandtrashtrucksalongtheroute,ifpossible.Studentsmayobservethevehiclesandhowtheywork.Theymayalsobeabletoasktheworkersabouttheirjobs.

4. Pendantlajournéedesdéchets,marchezdansl’endroitet:

a) comptezlenombredecontenantsdedéchets(rangezlavariétédecontenantssivousvoulez).

b) sivisible,notezlessortesdedéchetsquevousvoyez. c) comptezlenombredebâtimentsquiontdesdéchetsdevanteux. d) indiquezlessortesdebâtiments(appartement,maisonurbaine,

maisonunifamiliale,centrederécréation,affaires,etc.).



5. Pendantlajournéederecyclage,marchezdansl’endroitindiquéet:

a) comptezlenombredecontenantsquicontiennentl’aluminium,l’étain,lavitreetleplastique.

b) comptezlenombredecontenantsaveclescoupuresdelacour(herbe,feuilles,buisson).

c) comptezlenombredecontenants/pilesdejournaux. d) comptezlenombredecontenants/pilesdecarton. e) notezlesdifférentessortesdecontenantsquelesgensutilisent. f) indiquezlessortesdebâtiments. 6. Pendantl’excursion,discutez:

a) Est-ceunbonserviceauxgensdecevoisinage? b) Quifournitceservice? c) Commentpaie-t-onceservice? d) Lesgensdanslevoisinagedoivent-ilsrecycler?Oui,c’estla

responsabilitéducitoyen.

Duringthewalk,studentscansingtherecyclingsongs(seeEarlyYears).

7. Backatschool,postmapsfromtrashdayandrecycleday.

8. Analysezlesfaitsdelajournéedesdéchetsetinscrivezlesréponses.

a) Combiendecontenantsdedéchetsa-t-ontrouvés? b) Quellessortesdedéchetsa-t-ontrouvées? c) A-t-ontrouvédedifférentessortesdedéchetsdansdes bâtiments/endroitsdifférents? d) Quelsbâtimentsontfaitleplusdedéchets?Pourquellesraisons? e) Quelsbâtimentsontfaitlemoinsdedéchets?Pourquoi?

9. Analysezpourlajournéederecyclageetinscrivezlesréponses.

a) Combiendecontenantsa-t-ontrouvésavecl’aluminium,l’étain,lavitre,etleplastique?(continuezaveclesjournaux,lescoupuresdelacour,etlecarton)

A Grade 2 Ecoschools Solid Waste Project 2�


b) Peut-onarrangerlemontantd’articlesrecyclésduplusgrand montantaupluspetitmontant?Queremarquez-vous? c) Lesbâtiments/endroitsdifférentsont-ilsdedifférentessortes

d’articlesrecyclés?Pourquoi? d) Quelsbâtimentsontlesplus(lesmoins)decesarticles?Pourquoi?

10. Quellescomparaisonspouvez-vousfaireentrelesarticlesrecyclésduvoisinageetceuxdevotremaison?

11. Comparezlesrésultatsauxprédictionsdesélèves.

Des questions supplémentaires/discussion:

1. Commentlesgenssavaient-ilsquoirecycler?(Utilisezletableaudeladernièreleçon.)

2. A-t-onvudesdéchetsquiauraientpuêtreréutilisés?Quoietcomment?3. A-t-onvudesdéchetsquiauraientpuêtrerecyclés?Quoi?4. A-t-onvudesdéchetslajournéederecyclagequiauraientpuêtreréutilisés? Quoietcomment?5. Oùlesdéchetssont-ilsallés?(référezà“Oùvontnosdéchets?L’activitéun.)

Notrecommunautéa-t-elleunproblèmededéchets?6. Qu’est-cequiarriveraitsilesdéchetsoulesarticlesrecyclésn’étaientpas ramasséspourunesemaine?Deuxsemaines?Pluslongtemps?7. Quellessuggestionspourrait-onfairepourl’école?Pourlacommunauté? Enseservantd’unprocessusdécisionnel,déterminezcommeuneclassecommentpartagercetteinformationetcequ’onaappris,avecd’autresclasses;avecnotrecommunauté.Lesélèvesvoudrontcréerdesposterspoursuspendredansl’école,et/oudanslacommunautéausujetdel’importancederéduire,réutiliser,etderecycler.Ilsdéciderontd’écriredeshistoiresàpartager,oucréeruneannoncepublicitaireàprésenteràl’école.Lesidéesserontsansfin.

Observation 1. L’élèvepeut-ilidentifierdesexemplesdedéchetsàlamaison?Danslacommunauté?

2. L’élèvepeut-ilidentifierlaméthodedecollectiondesdéchetsetletraitementd’orduresutilisésdanslacommunauté?

3. L’élèveparticipe-t-ilconvenablementpendantl’excursion? 4. L’élèvepeut-ildiscuter,organiseretanalyserlesfaitsapprisde

l’excursion?

A GRADE THREE ECOSCHOOLS SOLID WASTE PROJECT


BACKGROUND KNOWLEDGE

Composting organic wastes is a natural process of decomposition, which allows nutrientsin organic material to return to the soil and enrich it for plant growth in the future.Bacteria, fungus and worms all help in the composting process. In the presence of airand moisture, these organisms can decompose organic matter. Composting is an excellent way of recycling organic waste at home and at school in order to keep this valuablecarbon-rich material from entering the landfill where it can no longer be utilized bynature.

BIG ECOLOGICAL IDEA

Composting is a way to recycle human food waste and garden waste so it can be used tonourish soil and save the energy otherwise needed to take it to a landfill.

(a) Humans depend on healthy soil to grow their food.(b) Healthy soil depends on the presence and cycling of organic materials.(c) Organic (plant and animal) materials are those that can be recycled by nature’s living systems (e.g., materials that soil and water, working with organisms, can

break down or decompose).(d) Composting organic waste is better for the environment than sending it to a landfill

where, starved of oxygen, the waste decays and produces methane (a greenhouse gas that contributes to climate change).

(e) Composting involves separating our organic food waste (sometimes called “wet waste”) from inorganic garbage (sometimes called “dry waste”) and combining this food waste with garden waste. These two organic materials react with the air to form compost (a valuable, nourishing and free soil additive).

(f) Some people compost their food and garden wastes in their back yards. Some have worm composters (vermin composters). The worms work to help make compost faster! Some schools collect their food waste and make compost for their school grounds and gardens. Some communities collect food wastes for community

gardens. And some cities (e.g., Guelph and some parts of Toronto) have separate curbside organic waste collection programs.

COMPOSTING“Back To Nature” and“Composting in a Jar”

ONTARIO CURRICULUM EXPECTATIONS

Science and Technology: Earth and Space Systems/Soils in the Environment

Demonstrate awareness of the importance of recycling organic materials in soils (e.g., explain the purpose of a compost heap, explain the reason why it is useful

to leave grass clippings on the lawn). Lesson 1 and Lesson 2 Recognize the importance of understanding different types of soil and their characteristics (e.g., enables people to determine which crops can be grown in a particular area, enables gardeners and farmers to improve plant growth). Lesson 1 and Lesson 2 Identify living things found in the soil (e.g., roots, earthworms, larvae). Lesson 2

PRIOR LEARNING/CONTEXT

This learning event is best suited to occur after some prior learning about plants andsoils has occurred. Students should be able to describe the basic components of soil(e.g., pebbles, decaying material). This learning activity can be touched on several times during a Soils in the Environment unit.


The teacher observes and notes students’ ability to:

follow directions participate in group discussions demonstrate perseverance in completing investigations observe and record relevant ideas in a clear, concise manner report and communicate ideas/interpretations clearly in an accurate manner

The teacher may also use the Observation Rating Scale (Appendix A) to guideobservations.


SUGGESTED RESOURCE WEBSITES

Recycling and Composting http://www.eagle.ca/~matink/themes/Environ/recycle.html United States Environmental Protection Agency http://www.epa.gov/epaoswer/education/index.htm N. Trubble and the Environauts: Mission to Earth http://www.epa.gov/epaoswer/osw/kids/space/index.htm Center for Environmental Education Online http://www.ceeonline.org/curriculum/ Ecokids http://www.ecokids.ca/pub/index.cfm

REFERENCES Source of Lesson Plan 1 Based on an activity from Waste Not, Want Not (which is a part of LAEP Learning Exchange) www.lalc.k12.ca.us/target/units/recycle/activities/les/html submitted by Jennie Malonek @ Alhambra High School, LAUSD & and Sylvia Kliever

@ Kentwood Elementary, LAUSD. Source of Lesson Plan 2 Based on an activity from the Department of Environmental Quality (which is a part of the Centre for Environmental Education Online) http://www.ceeonline.org/curriculum/detail.cfm?Program_id=55 Source of Song – Banana Peel Blues From the Lesson Fun with Songs created byThe Department of Environmental Quality (which is a part of the Centre for Environmental Education Online) http://www.ceeonline.org/curriculum/ Source of Appendix A Based on Observation Rating Scale from Science Everywhere 3, �999, Harcourt

Canada Ltd.

LITERATURE LINKS

Worms: Eat Our Garbage, Classroom Activities for a Better Environment by M. Appelhof, M. F. Fenton and B. L. Harris ©1993 Flower Press

VIDEO LINKS (ALL VIDEOS ARE AVAILABLE VIA MEDIANET)

Bill Nye; Biodiversity/Garbage (Medinet Video # 24804) Soil: An Introduction (Medinet Video #22920) Worms (Medinet Video #29638) Pollution (Medinet Video #23522)



1. Clay/plasticflowerpot2. Garden soil (NOT potting soil)3. Scissors4. Plastic gloves (non-latex)5. Popsicle sticks6. Small stones or pieces of styrofoam7. Assorted litter including foil, vegetable food scraps,

paper, plastic from a baggie and polystyrene foam8. Water9. Plastic wrap10. Rubber band11. Large, thick paper bag12. Newspaper

“Back to Nature” Lesson 1

OVERVIEW

Students will learn which items will naturally decompose and which will not.

TIME FRAME

The initial experiment setup can be done in about 45 minutes. Subsequent observations will be much shorter, since the students will only be recording observations and adding water as needed. The final observations will take about 45 minutes. The entireexperiment will take approximately 4 weeks, depending on ambient conditions(temperature, sunlight).

MATERIALS NEEDED

PROCEDURE FOR AN EXPERIMENT (Appendix B)

1. Cover the hole in the bottom of the flower pot using small stones or the styrofoam pieces to keep the water from draining out too rapidly.

�. Fill pot (or other appropriate container) about �/3 full of garden soil.3. Cut, break or tear the litter into coin-size pieces. This litter should include foil, vegetable food scraps, paper, plastic from a baggie and polystyrene foam.4. Scatter a piece of each type of litter over the soil.5. Cover the litter with garden soil until the pot is almost full.6. Sprinkle with water until dampened. DO NOT SOAK.7. Cover the container with plastic wrap and hold it in place securely with the rubber

band.8. Place the container in the large paper bag to block out any light. The bag should then

be kept in a warm place (window sill).9. Check periodically, adding additional water as needed to keep the soil moist but not

wet.10. After approximately 4 weeks, pour the contents out onto an open newspaper.��. Wearing the non-latex gloves, use a popsicle stick to spread the soil out and investigate what has happened to the litter.��. Observe which materials decomposed and which did not.

REFLECTIONS FOR STUDENTS AND TEACHER

This activity allows students to reflect on which materials will decompose and which will not. Discussion can be generated about what special problems are posed by plastics and polystyrene foam. This can then lead to a discussion on ways to reduce the amount of waste that we dispose of through recycling and composting.

ADAPTATION AND EXTENSION OPPORTUNITIES

As an extension, students could complete the same activity using large �-litre plastic beverage bottles to observe changes more easily during the experiment. They could also repeat the above experiment using no water, soil collected from the school playground, or by placing all of the litter in a sealed plastic baggie first to replicate the use of refuse bags in landfills.


“Back to Nature” Lesson 1


1. Large clear plastic or glass jar (optional: one jar for each student or small group of students)

2. Plastic gloves (non-latex)3. Food scraps (fruit peels, bread)4. Leaves5. Grass clippings 6. Garden soil (NOT potting soil)7. Magnifying lenses8. Microscope including slides and lens covers for optional viewing of microorganisms9. Water (optional: spray bottle)10. Plastic wrap11. Rubber band12. Newspaper13. Class Learning Log (or something to record observations throughout the experiment)

“Composting In A Jar” Lesson 2

TIME FRAME

The initial experiment setup can be done in about 30 minutes. Subsequent observations will be much shorter, since the students will only be recording observations and adding water as needed. The entire experiment will take approximately 4 weeks, depending on ambient conditions (temperature, sunlight).

MATERIALS NEEDED


PROCEDURE FOR AN EXPERIMENT (Appendix C)

Introduce the concept of decomposition: Do you know what happens to the leaves that are on the ground in the fall? Where do they go next summer? Make the connection that a tree’s leaves fall on the ground, decay into the soil, and nourish the tree by makingthe soil richer, thus helping the tree to grow and make more leaves. This is calleddecomposition.

This can lead into a discussion about composting: When people help food and naturalmaterials decompose, this is called composting. Composting is a natural way to recycle! Today were going to build a model of a compost pile that will help plants and food decay or compost into the soil.

(Optional: Assign students or teams to do this activity along with you as a model.)

1. Place about 5 cm of soil in the bottom of a clear or plastic jar. Moisten the soil (do not soak) for best results. Place food, leaves, and grass scraps on the top of the soil in several, repeating layers. Cover with a light layer of soil.

4. Sprinkle with water until dampened. DO NOT SOAK.5. Cover the container with plastic wrap and hold it in place securely with a rubber

band. Poke holes in the top of the plastic wrap to allow some air circulation.6. Place the jar on a window sill or other location where it will not be disturbed. Observe the jar once a week, noting any changes. Observations could be recorded in a Class Learning Log.7. Add additional water as needed to keep the soil moist but not wet. Stir contents to

keep it evenly moist.8. After approximately 4 weeks, pour the contents out onto an open newspaper.9. Wearing the non-latex gloves, spread out the soil and investigate what has happened

to the organic matter.10. Using a magnifying lens or microscope, have students take turns looking at the compost to try and find the small bugs that live in the soil (microorganisms). Have students draw a picture of the microorganisms they see.



REFLECTIONS FOR STUDENTS AND TEACHER

This activity allows students to reflect on how organic matter decomposes over time.Discussion could also be generated about the benefits of using a backyard compost bin. This can then lead to a discussion on ways to reduce the amount of waste that we dispose of through recycling and composting.

ADAPTATION AND EXTENSION OPPORTUNITIES

As an extension, several jars can be used to compare how different materials decompose. Food scraps, yard wastes, paper, plastic pieces could be put in separate

jars. Students could then observe how these materials vary in the way they decompose. Students could also create a chart or graph illustrating the decomposition times of

the items composted or they could draw a picture or tell a story about the new life of an apple core after it decomposes.

As a large group project, students could build a worm bin for their class or school and/or build a composting system for their school yard waste.

An alternate introduction or extension: Teach the students the song “Banana Peel Blues” sung to the tune of “Take Me Out To The Ballgame.” (Appendix D)



COMPOSTING Appendix A

OBSERVATION RATING SCALE

NAME OF STUDENT __________________________________________________

DATE OF OBSERVATION(S) ___________________________________________

DATA GATHERING(observes, locates information, records relevant ideas in a clear, concise manner)

____________________________________________________________ 1 2 3 4

SHARING/REPORTING(communicates ideas/interpretations clearly in an accurate and interesting manner)

____________________________________________________________ 1 2 3 4

PARTICIPATION IN THE GROUP(becomes involved in decisions and tasks, offers and listens to ideas and suggestions)

____________________________________________________________ 1 2 3 4

COMMENTS ________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Level 1: with limited effectivenessLevel 2: with some effectivenessLevel 3: with considerable effectivenessLevel 4: with a high degree of effectiveness

“Retournez à la nature” Appendix B

NOM _______________________________________ DATE ________________

Question: Quels articles décomposeront-ils naturellement et lesquels ne décomposeront-ils pas?

Prédiction (Ma supposition) _____________________________________________

___________________________________________________________________


Procédure(Cequ’onafait)

1. Couvrez le trou au fond du pot de fleur en vous servant de la petite pierre et remplissez le pot d’ un tiers de terre.

2. Coupez, cassez ou déchirez les déchets en morceaux la grandeur des vingt-cinq cents et dispersez un morceau de chaque type de déchets sur la terre.

3. Couvrez les déchets de la terre jusqu’à ce que le pot devienne presque plein.

4. Arrosez avec de l’eau jusqu’à ce que ce soit humide. NE TREMPEZ PAS TROP.

5. Couvrez le contenu en plastique et tenez-le bien en place avec l’élastique.

6. Placez le contenu dans le grand sac de papier, afin de ne laisser entrer aucune lumière. Le sac doit être mis dans une place chaude (le seuil de fenêtre) Vérifiez de temps en temps; ajoutez de l’eau si nécessaire pour garder la terre humide, mais pas trempée.

7. Après environ quatre semaines, videz le contenu sur un journal plein ouvert. En portant des gants non-latex, utilisez la bâtonnette de bois pour étendre la terre et investiguez ce qui s’est passé aux déchets.

8. Observez quels matériaux ont décomposé et lesquels qui n’ont pas décomposé.

Observations(Cequ’onavu)

Sorte de déchets A décomposé N’apasdécomposé

Conclusions(Cequ’onappris) ____________________________________________

___________________________________________________________________

“Composter dans un bocal” Appendix CNOM _______________________________________ DATE ________________

Question:Qu’est-cequiarriveradanslevocalducompost?

Prédiction (Ma supposition) _____________________________________________

___________________________________________________________________

Procédure(Cequ’onafait)


1. Placez environ 5 cm de terre au fond d’un bocal transparent ou plastique. Mouillez la terre mais NE LA TREMPEZ PAS. Placez de la nourriture, des feuilles, et de l’herbe par dessus la terre dans plusieurs couches.

2. Couvrez d’ une autre couche de terre. Arrosez avec de l’eau.

NE TREMPEZ PAS TROP.

3. Couvrez le contenu du plastique et tenez-le en place avec une bande d’élastique. Faites quelques trous

dans le plastique pour permettre la circulation de l’air.

4. Placez le bocal sur un seuil de fenêtre ou dans une place ou le bocal ne sera pas dérangé. Observez le bocal une fois par semaine, remarquant aucun changement.

5. Ajoutez plus d’eau comme nécessaire pour garder la terre humide pas trempée, Mélangez les contenus.

6. Après environ quatre semaines, versez les contenus sur des pages de journal.

7. Portant des gants non-latex, étendez la terre et investiguez ce qui est arrivé au matériel organique.

8. Utilisant une loupe ou un microscope, examinez le compost pour trouver les petits insectes qui vivent dans la terre

(des micro-organismes).

Observations(Cequ’onavu)

Conclusions(Cequ’onaappris) __________________________________________

___________________________________________________________________

“Composting In A Jar” Appendix D

BANANA PEEL BLUES(sung to the tune of “Take Me Out To The Ballgame”)

Take me out to the compostTake me out to the heapChop me up into tiny bits

Idon’tcareifI’mbrownatthetipsCauseit’sroot,root,rootforrecycling

Ifweallcompostwe’llgainForit’s2,4,6weeksI’mout

to the old garden


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