5th Alachua County Office of Waste Alternatives grade Educational Programs
Teacher Curriculum Guide Corresponding to the Next Generation Sunshine State Standards
Alachua County Public Works Department Office Of Waste Alternatives (352) 374-5245 Page 1
Acknowledgements We thank the following educators for their advice and assistance during the development and pilot-test of this educational material: Debbie Bishop
Teacher, Hidden Oak Elem. Sch.
Anni Marie Egan
Principal, Healthy Learning Academy
Jen Homard
Elementary Math & Science Curriculum Specialist, Alachua County Schools
Catherine Myers Teacher, Micanopy Area Cooperative School Sue Vick
Teacher, Kimball Wiles Elementary School
Copyright Information This document is copyrighted by the Alachua County Office of Waste Alternatives (ACOWA). ACOWA retains all rights under all conventions. Permission is granted to others to use these materials in part or in full for educational purposes, provided that full credit is given to the ACOWA, citing the publication, its source, and date of publication. © Alachua County Office of Waste Alternatives
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Table of Contents How to Use This Guide . . . . . . . . . . . . . . . . .4 Resources for Teachers . . . . . . . . . . . . . . . . .5 Unit 1: Guest Speaker Activities Recycle! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 What’s in Our Trash? . . . . . . . . . . . . . . . . . . . . . . . . 8 Compost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Don’t be a Litterbug . . . . . . . . . . . . . . . . . . . . . . . . . 12 Paper Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Buy S.M.A.R.T. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Leveda Brown Environmental Park . . . . . . . . . . . . . . . . . 18 Unit 2: Teacher-Led Programs Local Park or School Cleanup . . . . . . . . . . . . . . . . . . . 20 Trashformations and Phonebook Recycling Contest . . . . . . . 22 Resources Compost Recipe . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Web Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Quick Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Literature Connections . . . . . . . . . . . . . . . . . . . . . . 25 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
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How to Use this Guide At the Office of Waste Alternatives we recognize that teachers in Florida align their curricula with the Next Generation Sunshine State Standards. In order to ease the integration of environmental education into the regular program of study we have aligned our lessons and activities to these shared educational goals. The following lessons are designed to easily fit into any curriculum. They are divided into two units:
1 Activities with Guest Speakers: Activities can be done alone or scheduled as a series of presentations. To schedule a program or a Leveda Brown Environmental Park tour, contact the Office of Waste Alternatives at (352) 374-5245. Our staff comes to your school or center at a time convenient to your schedule.
2. Teacher-led Activities: These activities are intended to be completed in the classroom without the aid of the Office of Waste Alternatives. They are easily integrated into the regular school curriculum, and can be an excellent way to integrate environmental education when a guest speaker or field trip is not practical. All of our lessons and activities are aligned to multiple subject areas and multiple Next Generation Sunshine State Standards. We hope you find this guide beneficial and user friendly, but we are always looking to improve! If you have any questions, suggestions or new activity ideas please let us know!
Thank you for including environmental education in your curriculum!
Educational Programs are available to any community group or organization in Alachua County.
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Resources for teachers Tools for Schools: Tools for Schools is a reusable resource center open to teachers employed by the School Board of Alachua County. It is a partnership between the Alachua County Office of Waste Alternatives and the School Board of Alachua County. New and gently used items are donated to the store where teachers can “shop” for FREE school supplies and creative learning materials! The store is open Wednesdays and Thursdays from 1:30–5:30pm during the school year and is located at 1147 SE 7th Ave. next to Williams Elementary. Tools for Schools has gone Mobile! Our mobile unit travels on Tuesdays from 2:30- 4:30 pm when school is in session. The unit visits Alachua, Archer, Hawthorne, High Springs, Newberry, Micanopy and Waldo. A flyer is sent each year to schools with the dates and locations of visits. Please visit the Tools for Schools website at www.toolsforschools.alachua.fl.us/ for more information, or call us at (352) 374-5245.
Take Ten Curricula: Our goal is to support you and to encourage new approaches to creative teaching and learning. We believe that children learn best through active “hands-on” curriculum experiences and that the kinds of materials we can provide will help your students build self-esteem, social competence and academic excellence. As a way of introducing you to Tools for Schools and the resources it offers, Take Ten is designed to help you get started. It is a play based, processoriented introductory curriculum guide featuring ten hands-on student activities using a variety of reusable resources. Each activity is based on the Next Generation Sunshine State Standards and highlights the importance of playful exploration and self expression.
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Recycle!
Guest speaker activity
Overview Waste Alternatives Specialist will speak about what can be recycled in Alachua County, talk about ways to reduce waste, and what to do with items that cannot be recycled.
Targeted Benchmarks
MA.5.G.5.2: Compare, contrast, and convert units of measure within the same dimension (length, mass or time) to solve problems. MA.5.G.5.3: Solve problems requiring attention to approximation, selection of appropriate measuring tools and precision of measurement. LA.5.4.2.1: Write in a variety of informational/expository forms. LA.5.4.2.2: Record information related to a topic. LA.5.3.5.1: Prepare writing using technology in a form appropriate to audience and purpose.
Length 30 minutes Vocabulary Natural Resource Landfill Environment Recycle Reuse
Learning Goals Upon completion of this program, each student will be able to: • Name 8 items that can be recycled in the blue and orange recycling bins; • Name 2 items that can be made from recycled materials • Identify items that cannot be recycled.
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Pre-Activity Create list of items used daily at home that could be recycled or reused for 1 week.
Opening Activities 1. Introduce the topic of recycling and waste reduction. 2. Ask students what they know about trash and recycling. 3. Generate a list of questions students have about what can be recycled in Alachua County.
Main Activities 1. Students will be divided into groups and assigned a station location to start their investigations. 2. Students will rotate through the stations with the Specialist providing assistance and answering questions as needed. 3. The specialist will review the information gathered at all the stations.
Closing Activity We will return to our list of questions generated in the introduction. Students will be encouraged to answer their own questions, and any additional questions will be answered by the teachers and presenters.
Assessment •
Return to the list generated in the pre-activity and students add or delete items from the list providing explanations for the change.
•
Students create a concept map of “Recycling” including everything they learned.
Enrichment • Have students write a story about their day and tell about decisions they encounter each day involving waste and waste reduction. • Create list of common items found in trash today. How is this list different from a trash list of a settler in colonial times? • Challenge the students to a game of waste relay. Teams race against each other to place the correct items in the blue bin, orange bin, compost bin or trash can.
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What’s in our trash? Guest speaker activity
Overview Students take a look at their trash to see the impact on how much garbage we can make. Students explore clean trash by sorting, weighing, and placing into categories.
Targeted Benchmarks SC.5.N.2.1: Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence (based on observations and evidence). MA.5.A.4.2: Construct and describe a graph showing continuous data, such as a graph of quantity that changes over time. MA.5.G.5.2: Compare, contrast, and convert units of measure within the same dimension (length, mass or time) to solve problems. LA.5.4.2.2: Record information related to a topic. LA.5.1.6.1: Use new vocabulary that is introduced and taught directly.
Length 45 minutes Vocabulary Recycle Environment Source Reduction Organic Waste Reduce Reuse Compost
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Learning Goal Upon completion of this program, each student will be able to identify 3 ways to make less trash (e.g., recycling, composting, reusing).
Pre-Activities •
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Collect student’s clean lunch containers, bags and trash and the classroom trash for the activity. Include perishable items if you have a place to store them safely (e.g., refrigerator). Each student to create a chart with two columns. In column A create a list of items typically in their lunch. In column B list the type of packaging of that item (container, bag, natural, carton, etc.). Leave space for a third column to be created during the assessment.
Opening Activities
1. A Waste Alternatives Specialist will introduce the topic of garbage. 2. The Specialist will tell the students they will be looking at the trash accumulated in their classroom (if the classroom also recycles this will be brought into the program). 3. The students will predict the weight of their garbage.
Main Activities
1. After making predictions, the Specialist will weigh the classroom trash. 2. The Specialist, with students help, will take sort the garbage to create recyclable and compostable piles. The new piles will be weighed and compared to the original weight. Amounts will be graphed. 3. Students will use math skills to answer a variety of questions.
Closing Activity
The Specialist will review why it’s important to reduce the trash that we create and to recycle or reuse items.
Assessment
Return to the pre-activity assignment and add a column C. Students should add an alternative way to reduce waste for each item listed. • Students to list ways each of us can do to create less waste and reuse more. •
Enrichment • Select a package of choice. Think of ways to reduce the volume and/ or weight of the package without changing its function. Sketch a rough drawing or description of proposed package and list reasons why you think the new package would be better. • Continue this activity for one week, graph daily and compare results to see if there is a change in the volume of waste. • Start a classroom recycling program and see how much waste you can prevent from going to the landfill!
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compost Guest speaker activity Overview
Waste Alternatives Specialist educates on the process of composting, both in nature and in the compost bin.
Targeted Benchmarks
SC.5.N.2.1: Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence (based on observations and evidence). MA.5.A.4.2: Construct and describe a graph showing continuous data, such as a graph of quantity that changes over time. LA.5.4.2.1: Write in a variety of informational/expository forms. LA.5.4.2.2: Record information related to a topic. LA.5.1.6.1: Use new vocabulary that is introduced and taught directly.
Length 30 minutes Vocabulary Compost Organic Waste Cycle Decompose Microorganism Soil Habitat
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Learning Goals Upon completion of this program, each student will be able to: • Understand composting as a natural process; • Identify at least 12 items that can be composted o Apple cores, paper towels, leaves, grass clippings, etc. • Identify the five things that help the composting process o Air, water, microorganisms, insects and worms
Pre-Activities
Observe the natural decay of an old tree branch or pile of leaves. See if there are any worms or bugs underneath. • Let a piece of fruit rot in an out-of-the-way spot outside your classroom. Observe changes in size, shape, texture, smell and notice insects that appear. •
Opening Activities
The Waste Alternative Specialist will ask students what they know about compost. 2. Students will generate a list of questions they have about what can be composted and how the process works. 1.
Main Activities
1. The Specialist will describe the process of composting and the natural cycle of decay.
Closing Activity
The Specialist will return to and answer the list of questions generated in the introduction.
Assessment • •
Have students draw and label the cycle of decomposition in the compost bin. Have students write their own recipe for compost using things they use or eat on a daily basis (sandwich crusts, paper towels, cereal boxes, etc.)
Enrichment • Graph the change of your classroom compost overtime based on items placed inside. • Write a poem with a partner about compost. • Set up a compost bin outside your classroom, collect compostable items from lunches and from the playground, follow the recipe for composting, and create a rich soil additive for your class garden! Page 11
Don’t be a litterbug
Guest speaker activity
Overview Waste Alternatives Specialist will visit your classroom and discuss effects of litter at the beach, lake, river and roadside. They will encourage youth to reduce, reuse and recycle to prevent litter and pollution.
Targeted Benchmarks SC.5.N.2.1: Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence (based on observations and evidence). LA.5.4.2.1: Write in a variety of informational/expository forms. LA.5.1.6.1: Use new vocabulary that is introduced and taught directly.
Length 30 minutes Vocabulary Environment Responsibility Pollution Long-Term Impact Short-Term Impact Limited Resources Litter Reduce Reuse Recycle Page 12
Learning Goals Upon completion of this program, each student will be able to: • Name several ways that people create litter • Identify ways that people can prevent litter
Pre-Activities
Create a K-W-L Chart about litter including where it comes from.
Opening Activities
1. Waste Alternatives Specialist will introduce the topic of litter and pollution. 2. They will ask students what they know about littering and if they have ever seen litter. 3. Students will generate a list of questions they have about littering and its relationship to pollution.
Main Activities
1. Staff will lead a discussion on where litter is commonly found, and what can be done to prevent it. 2. Students will discuss how littering degrades the environment, how this makes them feel about the place that is littered, and how this affects other plant and animal life. 3. As a class, students will identify ways to reduce litter and reduce their impact on the environment.
Closing Activity
The Specialist will return to the list of questions generated before the presentation and ask students to answer them with the new knowledge.
Assessment
Each student will create a flow chart of the impact of litter on the environment.
Enrichment • Complete the K-W-L Chart started as a pre-activity. • Have students notice litter they see on the side of the road on their way to and from school. Make a graph comparing the different things the students see to figure out the most frequent type of litter (soda bottles, cigarette butts, fast food trash, etc.) • Write a story about a time when they made choices that had an impact (positive or negative) on the environment. Page 13
paper Making Guest speaker activity
Overview A Waste Alternatives Specialist provides an overview of how paper is made and paper in the waste stream. Students will learn the importance of recycling paper and will be able to make their own individual pieces of recycled paper from used paper.
Targeted Benchmark VA.5.S.3.1: Use materials, tools, techniques, and processes to achieve expected results in two- and/or three-dimensional artworks.
Learning Goals Upon completion of this program, each student will be able to: • Make a piece of recycled paper; • Explain the importance of recycling paper.
Length 1 hour Vocabulary Fiber Natural Resource Environment Pulp Slurry
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Pre-Activities •
In the days before the activity collect used and scrap paper from the classroom. Have students tear scraps of paper, old magazines and newspapers into 1” x 1” pieces and place inside a special box.
•
Ask students to write down their ideas of where paper comes from and how it is created.
Opening Activity The Waste Alternatives Specialist will explain the how paper is made as well as the importance of recycling paper, one of our most important natural resources.
Main Activities 1. The Specialist will provide all of the tools necessary for making the paper, a wet process. Select a space with an electrical outlet and a space not harmed by moisture. Recycled pieces of paper will need a place to dry overnight. 2. The students will make pulp using the collected paper and water. They will then pour the pulp onto a screen and let it dry.
Assessment Have students create a concept map or write a script for a video that explains the papermaking process.
Enrichment • After the paper dries, the students can use the paper to draw a picture or write a letter. • Encourage students to look for paper products made from recycled materials the next time they are in the grocery store (such as toilet paper or paper towels). See how many different things you can find! • Start a classroom paper recycling bin and observe the items thrown into the bin and the trash can.
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Buy S.M.A.r.t.
Guest speaker activity Overview
Buy S.M.A.R.T. (Save Money And Reduce Trash) is a way of thinking about what we buy in order to reduce our environmental impact. By buying in bulk, selecting items in recyclable, reusable or recycled content containers and choosing little to no packaging, we can use fewer non-renewable resources and reduce our waste production.
Targeted Benchmarks LA.5.4.2.1: Write in a variety of informational/expository forms. LA.5.4.2.2: Record information related to a topic. LA.5.3.5.1: Prepare writing using technology in a form appropriate to audience and purpose. LA.5.1.6.1: Use new vocabulary that is introduced and taught directly.
Length 30 minutes Vocabulary Limited Resources Source Reduction Close the Loop Conservation Landfill
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Learning Goals Upon completion of this program, each student will be able to: • Identify two ways to save and reduce trash while shopping; • Create a comparison list of items to buy versus items to avoid.
Pre-Activity
Have each student create a shopping list of items purchased at home on average weekly. Designate if in a can, glass, plastic, pasteboard or natural (e.g., banana peel) container.
Opening Activity
Waste Alternatives Specialist will introduce the concept of buying S.M.A.R.T. and describe the benefits (both environmental and financial) of making use of these practices.
Main Activities
1. The staff will provide a variety of grocery items made from various materials and packaged in various ways. 2. They will demonstrate source reduction through reusing, recycling, and buying recycled. 3. Students will be asked to select items they think can save their families’ money and help reduce the impact on the environment. 4. Students will also be asked to determine if each items packaging is recyclable, recycled, or disposable.
Closing Activity
After the demonstration, students will discuss things they buy regularly (e.g., juice boxes and paper plates) and generate ideas for environmentally friendly alternatives.
Assessment
Student creates a “smart” shopping list and a “not smart” shopping list. Be sure to have them explain why each item is smart or not.
Enrichment june ‘09 S.carter
• Take shopping list made during pre-activity and revise based on Buy S.M.A.R.T. practices. • Have the students evaluate the waste produced from their lunch, encourage them to use reusable containers instead of buying individually wrapped items. • Write a public service announcement or create an advertisement for school TV. • Complete a cafeteria waste composition survey. Identify the recyclable items, compostable items, and excess packaging.
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Transfer Station Tour Guest speaker activity
Overview Bring your class to the Transfer Station for a tour on the Waste Watcher Trolley! We’ll discuss the trash cycle and the importance of reducing waste, then we’ll answer questions about how this process works in Alachua County.
Targeted Benchmarks MA.5.G.5.2: Compare, contrast, and convert units of measure within the same dimension (length, mass or time) to solve problems. LA.5.4.2.1: Write in a variety of informational/expository forms. LA.5.3.5.1: Prepare writing using technology in a form appropriate to audience and purpose. LA.5.1.6.1: Use new vocabulary that is introduced and taught directly.
Length 60 minutes Vocabulary Hazardous Waste Transfer Station Conservation Landfill Consumption Waste stream Not in My Backyard Responsibility Environment Compost
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Learning Goals Upon completion of this field trip, each student will be able to: • Identify at least 2 ways the student can be a better steward of the environment. • Explain what happens to garbage after it is picked up at the curb; • Identify 2 ways to make less trash (e.g., recycling, composting, reusing).
Pre-Activities •
The students will predict where they think our trash goes using their prior knowledge.
Main Activities
Leveda Brown Environmental Park Tour 1. A Waste Alternatives Specialist will introduce the topic of garbage and pollution. 2. The Specialist will ask students if they know what happens when they throw things away. 3. Students will go on a tour of the park on our covered trolley. These are the sections we will visit. • Weigh Station – Vehicles are weighed on a giant scale when they arrive and leave the station • White Goods & Tires - Refrigerators and other appliances waiting to be recycled, and tires that can either be reused or recycled. • Mulch & Compost - Mulch from yard debris is available FREE to Alachua County citizens • Tipping Floor - Where the dump trucks unload their payload to be weighed and transferred to long haul truckers that will take it to the landfill. • Solar Energy Panels – Energy is harnessed and put back into the energy grid. • Recycling Center - Where our commingled recyclables are sorted and baled. • Household Hazardous Waste - Residents can drop off everything from used motor oil to old televisions. • Reuse Area - Residents can take left over paint, cleaners, etc. free from this area.
Closing Activity
After the presentations, the Specialist will answer student’s questions and review the importance of waste reduction and recycling. Students will add new information to their “mental file” and delete any incorrect information.
Assessment • •
Write an essay to persuade a neighbor to recycle, reduce or reuse based on information learned on the tour. Write thank you notes identifying three things learned.
Enrichment • Research raw materials of glass, cans, paper, etc. and prepare a presentation or poster. • Start an ad campaign with videos, posters to encourage peers to reduce, reuse, recycle and rethink. • Organize a swap event to reuse items (toys, clothes, games, books, etc.). • Provide students with a variety of items that can be reused rather than thrown away. Encourage them to think of clever reuse ideas. Page 19
School or Local park Clean up Teacher-led activity
Overview Students take an active role in beautifying their school grounds or a nearby park by participating in a litter clean-up. Students can enjoy the outcome of their hard work and will think twice about littering.
Targeted Benchmarks MA.5.A.4.2: Construct and describe a graph showing continuous data, such as a graph of quantity that changes over time. MA.5.S.7.1: Construct and analyze line and double bar graphs. SS.5.G.1.4: Construct maps, charts, and graphs to display geographic information. LA.5.4.2.1: Write in a variety of informational/expository forms. LA.5.4.2.2: Record information related to a topic. LA.5.3.5.1: Prepare writing using technology in a form appropriate to audience and purpose. LA.5.1.6.1: Use new vocabulary that is introduced and taught directly.
Length
Learning Goals
1 hour
Upon completion of the activity, each student will be able to:
Vocabulary Natural Resources Environment Litter Pollution
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• Name several ways that people create litter; • Identify ways that people can prevent litter.
Pre-Activity
Schedule a “Don’t be a Litterbug” presentation.
Materials
Garbage bags, gloves for each student
Activities 1. 2. 3. 4. 5. 6.
Explain to students they will be participating in a litter pickup tour of your school or nearby park. Review examples of litter. Explain the boundaries and safety (e.g., sharp edges to call an adult over for assistance). Divide the students into groups and give each team a large garbage bag and see which team comes the closest to filling it! Once all the groups are back have each group sort their litter into categories. Depending on what all the groups find consider creating a class chart or graph. Review ways to prevent litter. Place the litter into the proper trash or recycle receptacle.
Assessment • •
Observe students correctly identifying pieces of litter. Students create a picture of how not to litter.
Enrichment • When you’re done, use some of the items to create “Trashformations” (see next page)! • Have students start a service learning project based on litter. They can graph the data collected during the project period.
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trashformations Teacher-led activity
Collect interesting pieces of “trash” throughout your classroom (including clean food containers, scrap paper, old clothes, broken toys, etc.) and have students bring some in from home. Have your students create art from these items instead of throwing these items away. Make it a contest to see who can create the prettiest, the scariest, or the most useful (like a pencil cup) piece of art. Use paint, construction paper, stickers, or anything to decorate the creations. Set up a gallery in your room and have other classes visit! Afterwards, take your class on a field trip to the “Trashformations” exhibit at the Florida Museum of Natural History on display in November. Or visit the gallery beforehand to get ideas for your own sculptures!
Phonebook Recycling Teacher-led activity
Every year, Alachua County schools collect old phonebooks and compete for prizes and a pizza party for the recycling team. Teach your students that old phonebooks that are “thrown away” take up a large amount of space in the landfill and do not decompose quickly. Old phone books can be recycled into useful items such as newspapers, wallboard and insulation, and recycling them saves trees. A two-tiered award system makes all schools—large or small, public or private—competitive in collecting phonebooks. Awards in the two different competitive categories are up for grabs—and your school is encouraged to compete. Have your students collect phonebooks from hotels, hospitals, businesses, friends, and others in the community. At the end of the contest, deliver your phonebooks to the drop-off location. Good Luck! Contact the Alachua County Office of Waste Alternatives at (352) 374-5245 for this year’s application and rules! Page 22
compost Recipe Compost Recipe Start your own classroom or school compost bin to further your students understanding of the natural process of decay, AND prevent more waste from going to the landfill. Collect leftover peanut butter and jelly sandwiches, apple cores, crackers, and even napkins from students’ lunches and put them in a wire compost bin (available free from Waste Alternatives). Assign students to stir the compost and add water weekly. Watch for new insects and worms that come to visit your bin. When your compost starts to look like soil, use it to fertilize a butterfly or vegetable garden! Ingredients: 1 Part Green Material Fresh grass clippings, fruit and veggie scraps, green plant parts 1 Part Brown Material Leaves, twigs, chipped branches, dried grass clippings Add Kitchen Scraps for Flavor Egg shells, tea bags, coffee grounds with filters, paperboard, paper towels, napkins Directions: Layer these in a pile about three feet high. Don’t use fatty foods (like meat or dairy), they attract animals and can make the pile smell. Add water to keep the pile moist but not soggy. Turn the pile weekly to provide air for microorganisms. Cook in your backyard until done!
Web Links greenguideforkids.blogspot.com/
www.kidsrecyclingzone.com/
www.kidsbegreen.org/
holidays.kaboose.com/earth-day/
www.epa.gov/students/
www.recycleguys.org
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Quick Facts • Recycling a 3-foot-high stack of newspapers can save one whole tree. • Recycling one aluminum can saves enough energy to run a TV for three hours -or the equivalent of a half a gallon of gasoline. • Every day American businesses generate enough paper to circle the earth 20 times! • Recycled tin is so pure that it is used to make stannous fluoride, the "cavity fighter" in toothpaste! • Every year, Americans throw away enough office and writing paper to build a wall 12 feet high, stretching from Los Angeles to New York City! • Americans throw away enough disposable plates and cups to give the world a picnic 6 times a year. • Incinerating 10,000 tons of waste creates one job; landfilling 10,000 tons of waste creates six jobs; recycling 10,000 tons of waste creates 36 jobs. • Recycling 35% of our trash reduces global warming emissions equivalent to taking 36 million cars off the road. • Each year we throw away: • Enough aluminum to rebuild the entire American Airlines air fleet 71 times. • Enough steel to reconstruct Manhattan. • Enough wood and paper to heat 5 million homes for 200 years. • One third of all the food we buy. Page 24
Literature Connection Books with this symbol can be found in the Alachua County Library Catalog.
Composting Applehof, Mary. “Worms Eat My Garbage”. Flower Press. 1982. Grades 5 and up. ISBN: 9780977804511. Applehof, Fenton, Harris. “Worms Eat Our Garbage: Classroom Activities For a Better Environment”. Flower Press. 1993. Grades 4–8. ISBN: 0716678000043. Bourgeois, Paulette. “The Dirt on Dirt”. Kids Can Press 2008. Grades 3–7. ISBN: 9781554531011. Campbell, Stu. “Let It Rot: The Gardener’s Guide to Composting”. Storey Books. 1998. Grades 3–5. ISBN: 9781580170239 . Kalman, Bobbie. “Squirmy Wormy Composters”. Crabtree. 1992. Grades 5–8. ISBN: 865055815. Lavies, Bianca. “Compost Critters”. Dutton Children’s Books 1993. Grades 3–6. ISBN: 9780525447634. Martin, Deborah and Grace Gershuny. “The Rodale Book of Composting”. Rodale Press. 1992. Adults. ISBN: 9780878579914. Parker, Steve. “Amazing World of Microlife: Microlife That Rots Things”. Raintree. 2005. Grades 3–5. ISBN: 1410918483. Litter Berenstain, Stan & Jan, “The Berenstain Bears Don’t Pollute (Anymore)”. Random House. 1991. Grades 3–5. ISBN: 9780679823513. Van Allsburg, Chris. “Just A Dream”. Houghton Mifflin Co. 1990. Grades 4–8. ISBN: 0395533082. Page 25
Recycling Carter, Mary. “American Junk”. Penguin Books. 1997. Adults. ISBN: 9780140244052. Dellabough, Robin. “Students Shopping 4 A Better World”. The Council on Economic Priorities. 1992. Adults. ISBN: 27957789. Grumner, Arnold. “Paper By Kids”. Dillon Press. 1980. Grades 4–8. ISBN: 0875181910. Hacker, Randi. “Green, Cheap, and Happy”. Save Money! Save the Planet! Stackpole Books. 1994. Adults. ISBN: 0811724492. Martin, Ann. “The Baby-Sitters Club: Dawn Saves the Planet”. Scholastic, Inc. 1992. Grades 4–8. ISBN: 0590925830. Mills, Claudia. “Dinah for President”, Aladdin Paperbacks, NY, 1992. Grades 4–6. ISBN: 0689718543. Pfiffner, George. “Earth-Friendly Holidays”. John Wiley & Sons, Inc. 1995. Grades 4–8. ISBN: 0471120057. Solid Waste Barnhill, Kelly. “Garbage, Waste, Dumps, and You”. Capstone Press. 2008. Grades 4–8. ISBN: 1429619961. Miscellaneous Bailey, Linda. “How Come the Best Clues Are Always in the Garbage?”. Albert Whitman & Co. 1992. Grades 4–6. ISBN: 0807534102. Dr. Suess. “The Lorax”. Publisher. Random House. 1971. Grades 1–5. ISBN: 9780394823379. Hewitt, Sally. “Reduce and Reuse”. Crabtree Publishing Company. 2008. Grades 3–6. ISBN: 778741028. Martin, Laura. “Recycled Crafts Box”. Storey Publishing, LLC. 2004. Grades 3–6. ISBN: 580175228. Hiaasen, Carl. “Flush” Knopf Books. 2005. Grades 5–8. ISBN: 0375821821. Page 26
glossary Bacteria: Bacteria are the smallest, most numerous, living organisms in the decomposition process. These organisms are vital in recycling nutrients and many steps in natural processes depend on these organisms. Close the Loop: A term used to describe the last, and most important, step in the recycling process. It refers to the point when a consumer buys a product containing recycled material. Compost: A mixture of rotting plant and food scraps (organic waste), used to improve soil structure and provide nutrients. Conservation: generations. Consumption:
The use of natural resources in a way that assures their continuing availability to future Use of final goods by a consumer until disposal
Curbside Recycling: A process of collection in which recyclables are set out in containers at residential curbsides for pickup and transfer to a designated collection site or recycling facility. Cycle: A chain of events that are repeated; for example, composting is part of a natural cycle where plant and food scraps become fertilizer to help new plants grow. Decompose: To break down into smaller parts; for example, an apple will rot and turn back into the nutrients it was made from. Environment: Fiber:
Everything that surrounds a living thing and affect its growth and health.
A small, thin part of a plant that is shaped like a thread and hard to break down.
Habitat: An area that provides an animal or plant with adequate food, water, shelter, and living space in a suitable arrangement. Hazardous Waste: Humus:
Garbage that is dangerous to the environment or humans.
Decomposed material in the soil that is a mixture of organic and inorganic substances.
Inorganic Waste: Waste composed of material other than plant or animal matter, such as sand, dust, glass and many synthetics. Landfill:
A specially engineered site for disposing of solid waste on land.
Leachate: The liquid that drains or ‘leaches’ from a landfill; it varies widely in composition regarding the age of the landfill and the type of waste that it contains. It can usually contain both dissolved and suspended material. Limited Natural Resource: Materials that are found in nature and can be used by people in many ways, but are not renewable. Oil, coal and natural gas are all examples of limited natural resources. Liner:
The barrier that is laid down under engineered landfill sites to protect groundwater.
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glossary Continued Litter:
Waste materials or other objects scattered about an area; a form of pollution.
Long-term Impact:
The effects of an event last for more than one year.
Microorganism: An organism that is microscopic and critical to nutrient recycling in ecosystems as they act as decomposers. Natural Resource: Raw materials supplied by the Earth and its processes. Natural resources include minerals, water, plants, nutrients, etc. Organic Waste: Waste that comes from living things; apple cores, paper towels, and grass clippings are examples of organic waste, plastic bottles and soda cans are not. Pollution: Harmful substances deposited in the air, water, or land, leading to a state of dirtiness, impurity or unhealthiness. Pulp:
Any soft, wet mass of material; paper is made from wood pulp.
Recycle:
To put through a process that allows things to be removed from the waste stream and reused.
Reduce:
To make less in amount or size; we try to reduce the amount of waste we produce.
Responsibility:
Moral, legal, or mental accountability.
Reuse: To use and item again, for the same or a different purpose; we can reuse plastic grocery bags as small garbage bags. Short-term Impact:
The effects of an event last no more than one year.
Slurry: A thin mixture of water, wood pulp, and paper fibers; slurry is made when recycling paper to make new paper. Soil:
The fertile top layer of the earth’s surface in which plants grow.
Solid Waste Management: Systematic control of generation, collection, storage, transport, source separation, processing, treatment, recovery, and disposal of solid waste. Source Reduction: Source reduction is decreasing the amount of materials or energy used during the manufacturing or distribution of products and packages. Throw Away Lifestyle: Transfer Station: landfill. Waste Stream:
The tendency to throw away items or products after one or a few uses.
A facility where solid waste is transferred to large trucks for transport to the Discarded materials excluding recovered materials.
Yard Waste: Waste that is composed of garden or park waste, such as grass or flower cuttings and hedge trimmings that is biodegradable.
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