Solid Waste
by A. Barnes
Lesson One: Raising Our Consciousness
Introduction: We live in a throw away society and many of the materialswe use from day to day are simply thrown away use. Items such as newspapers,empty cans and bottles, food waste, and packaging materials to worn outclothing, broken dishes and unwanted appliances in the home. This practicecontinues into the workplace. Think about all the paper that is generatedin the workplace for reports, letters, memos, files, magazines, newspapers,paper towels, napkins and much more. We cannot continue to function as wehave without paying a price. Therefore, we must implement the solutionsavailable to us to sustain life.
The technical term for trash, refuse or garbage is municipal waste. Thatis garbage produced commercially and residentially. The tremendous amountof growth has occurred due to the population growth, pollution, changinglifestyles and the increased use of disposable materials and containers.
Objectives: the student will: be aware of alternatives to throwing thingsaway, determine the percentage increase in output of solid waste in theU.S., determine the composition of refuse generated by a city, recognizethe need for and the problems associated with recycling, and determine thelength of time it takes for throw away items to decompose.
Time: One 45 minute class period.
Materials: handouts, activity sheets, paper, pen, and chalkboard.
Teaching Outline:
Advance Preparation:
-Gather all materials and copy all handouts.
Procedure:
Tap Prior Knowledge
1. What are some of the things that we can recycle?
Answers: paper, aluminum, plastics, glass, motor oil, etc.
Why do you think there is a need for recycling? Explain why we need to recycle.Are our resources unlimited? Do you have any idea how much trash is producedper day? How long do you think it takes for our trash to decompose? Allowstudent to read handout regarding decomposition.
2. Tell students to complete handouts pp. 14-16 and be prepared to discusstheir responses.
3. Discuss students reasons for responses and responses in general.
Lesson Two-Three: The Reynolds Recycling Story
Introduction: Our resources are limited and some of the products that wemake can be recycled. Whenever it is possible we have a responsibility todo so. We can help do our part by patronizing the efforts of recycle plantsand programs whenever they are available to us. In addition, to having amultifaceted benefit to society we can also earn extra money.
Objective: The student will read the Reynolds Recycling story and interpretand calculate data. Also, analyze trends, make judgments and identify thebenefits of recycling to a society.
Time: Activities will require two 45 minute class periods.
Materials: "The Reynolds Recycling Story" and "Recyclinga Business View", handouts, blackboard, chalk, paper and pen.
Procedure:
1. Explain to students that it is cheaper to recycle a product because youdon't have to start from scratch. Therefore, recycled aluminum is more energyefficient. Students should read the story and answer the questions on thehandout.
2. The following day, students should be given 20 minutes to complete thehandout.
3. Once the handout is completed, the class should be lead in a discussionregarding their responses. What are sources of aluminum? What was the trendin recycling industry by Reynolds? What would you guess is the number ofrecycled cans today? Did it reach a point of equilibrium? What is equilibrium?Identify five products that you could purchase today made from any recyclablematerial.
4. Poll the number of students who practice recycling. Are these practicesembraced by your family members? What are your personal feelings about recycling?
Homework Assignment:
Consider possible recyclable materials not currently recycled at your schooland the reasons they are not recycled.
Lesson Four: Recycling Letter Writing Campaign
Objective: Identify an item(s) that is/are not currently recycled in theschool and write a letter to your principal and/or PTA.
Procedure:
1. Separate students into groups and allow them to brainstorm. When theyhave identified recyclable items not currently being recycled, each studentshould write their own letter to the group or person they feel will be mosteffective or appropriate.
2. State your reason for writing the letter, identify the product, explainthe benefit and possible usage of any revenue earned. Also, include yourreason for concern, plan for organizing, i.e., putting your plan into action.Your letter should be in proper format for a personal business letter.
3. Allow students the remainder of the class period to create a letter.
Alternative:
Allow students to write a letter regarding an environmental issue near anddear to their hearts. References available, i.e., addresses.
Lesson Five: Making Paper
Introduction: The students have now become aware of the consequences ofour own paper consumption and the alternatives available to consumers. Thestudents now need to recognize that there are also some problems associatedwith recycling.
Objectives: The students will gain first hand knowledge of the paper makingprocess, the problems associated with it and create recycled paper.
Time: One 45 minute class period.
Materials: Blender, extension cord, waste paper (newspaper, classroom paper,used paper from home but no slick paper), 4-liter (1-gal.) containers, 1-liter(1-qt.) containers, 8-liter (2-gal.) of or larger buckets, hand lenses,8-liter (2-gal.) of liquid starch, heavy tape, ruler, measuring cup, largespoon, dipper, sponge, clip boards, waxed paper, food coloring (optional),plastic drop cloths and newspapers to surfaces and a sample of recycledpaper. Also, 8 x 11 inch screen cut from inch hardware cloth and windowscreen with the edges taped, large baking pan or shallow plastic tub arerequired for each group of 2-4 students.
Advance Preparation:
Cut and tape edges of wire mesh, set up four classroom stations (you mayuse three), copy and prepare all instructions and handouts for students.
Procedure:
1. Discuss the need to recycle. Ask students what types of paper can berecycled and how may times can paper be recycled. Explain how this is determined.Ask students what makes wood a good material for making paper? How do youthink paper is made? Is paper making complicated? Why or why not? Can youuse old paper to make new paper? How do you think recycled paper is made?
2. Divide students into groups of 2-4. Tell students they will be makingrecycled paper and permit them to read and follow the instructions carefully.All students should begin at station 1 or 2, tearing paper. Next, rotatethe groups through stations 3 or 4.
3. Show students a sample of recycled paper. Ask, how is it different? Whatwere the steps we followed in making paper? Besides paper what other resourcesdid we use? Do you think recycling paper saves trees? Does it save othernatural resources? Can other types of paper be recycled? As a class, determinewhich of the paper making supplies can be reused or recycled.