Compost Columns
by Paula Weber
Lesson I
Introduction: Review solid waste as a problem in Chicago. Ask them, "Dowe have a problem with garbage in Chicago?" or "Why is it importantto recycle?" or " So what if landfills are running out of room.Don't we have other ways of getting rid of garbage?" What are they?(use a KWL on board) O.K. Waste is everywhere and will continually be generatedand you can't make nothing out of something. To give you an idea of ourwaste problem, let's predict some of the numbers and percentages of solidwaste:
Introduce Facts and Figures/Discussion:
Chicago garbage:
-5 lb. per person per day
-enough to fill Soldier Field in one day
-landfills are closing up and are costly to maintain (min. of 20 years afterclosing)
Make-up of our garbage:
-paper - 26%
-yard waste - 18%
-food - 13%
-plastic - 9%
-metal - 7%
-bulky waste - 7%
-glass - 6%
-wood/lumber - 4%
-other - 10%
Garbage does not go away. How do we dispose of our garbage, or what do wedo with it? Label on chalk board three ways of processing waste:
-chemically incineration
-physically landfilling
What other alternatives can you think of?
Introduce New Terms:
What is compost? Decomposition?
-partially decomposed organic plant and animal matter that can be used asa soil conditioner or fertilizer.
-biodegradable
Composting is one alternative which we will explore today.
What part of our waste stream can we keep from going to the landfill isas we use composting as a form of waste management?
Hands On Activity:
Materials:
-2.2 liter soda bottle per group
-soil
-scissors
-nylon mesh
-masking tape
-garbage (pieces of paper, leaves & twigs, plastic, metal, rubber andchopped apple)
-worksheets
-reference sheets
Procedure:
-Divide students into groups of 3-4
-Demonstrate how to cut the bottles
-Assign/suggest responsibilities for member of the group
-Designate specific instructions for each group:
#1: no water
#2: do not turn soil
#3: bury wastes in soil
#4: leave waste on top of soil
#5: control: bury waste, turn soil, water over time
Introduce Scientific Principle/Discussion:
-How do the columns work?
-What is responsible for breaking down the organic material (decomposers)?
-What are decomposers? Bacteria, fungi (mold, mushrooms), earthworms, insects,vultures
-Which ones will work in your columns?
-How do decomposers work? They break down organic matter into its constituentelements, carbon, hydrogen, oxygen, nitrogen and others leaving them forthe soil and air. The transformation of organic material into these elementscauses the release of water, gases and heat.
Pass out worksheet and ask them to list the items in their columns thatare biodegradable on non-Bo. Make predictions and have groups share withclass, giving explanations for their answers.
After a month, have the students observe the conditions of their columns.Compare the results of the different kinds of conditions and discuss whathappened.
Lesson II - Life Cycle Analysis
Introduction:
Review last lesson/discussion: facts about solid waste in Chicago
-5 lb./person
-Why is it a problem?
-What is our garbage made of?
-But where does it all come from?
Tap Prior Knowledge:
Choose volunteers:
-Think of products you've purchases in last few days.
-Where will these items and their packaging end up?
-How else do these products impact the environment besides adding to solidwaste?
Group Activity:
Materials:
-butcher paper
-colored markers
-photocopies of encyclopedia pages related to one of the manufacturing processes
Procedure:
-Divide students into 4 groups
-One student should take off shoe and place on table
-Task: Examine shoe and compile list of materials used in construction (2min.)
-Compile list on board
-Where did the shoe come from? Where did parts of the shoe come from? Whatare the raw materials used?
-Choose one material and brainstorm to trace back the manufacturing process.Write process of board: cattle ->>slaughterhouse->>tanning factory->>cutting& dyeing plant->>manufacturer->>wholesaler->>retailer->>consumer
-Use an example such as an orange to discuss what inputs and outputs mean:
-What materials/things were required to produce this orange?
-What was put-in to growing this? These are called inputs and require energy,water and raw materials
-What was left over from growing the orange?
-What was left over from the things needed to grow the orange? These arecalled outputs which result in by-products and waste.
Task: On the sheet of paper provided you will brainstorm and write downthe inputs and outputs of the particular process. Brainstorm first, andonce you run out of ideas, refer to the handouts for more ideas. (15 min.)
Discussion/Introduce concept:
Have each group paste up their sheet and read off to the class their answers.
Introduce the term: Life-Cycle Analysis:
-Can anybody translate this or explain it for us?
-Another name for it is cradle-to-grave analysis. It examines all the processesthat contribute to an items production and disposal.
-How does the leather-making process impact the environment other than producingsolid waste?
-How can doing a life-cycle analysis be useful for society or businesses?It helps us better understand how our consumer habits affect the environment.It is useful for comparing different products and alternatives. It is usefulto manufacturers who want to market their products as environmentally friendly.