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Pathways to a Sustainable Future: A Curriculum Guidefor Maine Schools Exploring Waste ManagementIssues.Chewonki Foundation, Wiscasset, ME.Maine Waste Management Association, Augusta.94243p.

Maine Waste Management Agency, State House Station154, Augusta, ME 04333.Guides Classroom Use Teaching Guides (ForTeacher) (052)

MF01/PC10 Plus Postage.Curriculum Guides; Educational Resources; ElementarySecondary Education; *Environmental Education;Instructional Materials; Interdisciplinary Approach;*Problem Solving; Recycling; Solid Wastes; *StudentProjects; Teaching Guides; *Waste Disposal

IDENTIFIERS Environmental Action; *Maine

ABSTRACTThis action g-ide is designed to help students and

teachers become aware of the concepts and issues of waste management,and to motivate them to action in the classroom, school, home, andcommunity. The guide emphasizes interdisciplinary activities thatconcentrate on the process of problem solving. Activities areidentified by appropriate grade level grouped for beginning (K-4),intermediate (3-8), and advanced (6-12) students. Key sections in theguide contain: (1) an introductory story "The Birds of Zazurds"; (2)

six awareness activities that help students identify the wastemanagement problem; (3) six awareness activities that help studentsexplore various actions; (4) seven self-evaluationfinventorie's thathelp students characterize the waste in school or home and thenprioritize the waste problems; (5) 25 simple and advanced "Pathwaysto Action" projects, and samples of projects completed in Maineschools; and (6) background information, and resources (38instructional resources, 11 trade books for younge.: children, 51organizations and agencies, 28 teaching guide summaries from theCalifornia "Compendium for Integrated Waste Management," and a100-word glossary). Development of tne guide was directed by Maine'sCommon Core of Learning, and the "Critical Skills Classroom" modelbased on experiential education. (LZ)

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Reproductions supplied by EDRS are the best that can be made *

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PATHWAYS TOA SUSTAINABLE

FUTUREA Curriculum Guide for Maine SchoolsExploring Waste Management Issues

DEVELOPED BY

the Chewonki Foundationfor the Maine Waste Management Agency

PRINCIPAL AUTHORS

Michael Heath and Andy Barker

ILLUSTRATIONS BY

Josephine W. Ewing

The Chewonki FoundationWiscasset, Maine 04578

Maine Waste Management AgencyOffice of Waste Reduction and Recycling

Augusta, ME 04333

ta, printed on recycled paper

3

PATHWAYS TO ASUSTAINABLE FUTURE

Curriculum Advisory Committee

Gayle BriggsMaine Waste Management Agency

Peter CorcoranDepartment of Education, Bates College

Tom KellerMaine Department of Education

George MacDonaldT&R Associates, Bath

Core Group of Teachers

David GalinCoffin School, Brunswick

Sue KistenmacherWiscasset Middle School

Donna MaximCenter for Teaching and Learning,Edgecomb

Bob OlneyWaynflete School, Portland

Mona SchleinWiscasset Primary School

Supporting Teachers

Linda BaumGilford Butler School, Thomaston

Mary DunnMt. Merici School, Winslow

Ernie KozunWindham Jr. High School

Don McDougalNokomis Regional High School, Newport

Kandy MeyersBristol Consolidated School

Margaret PennockSoule Program, Mast Landing School,Freeport

Cheryl PikeW.G. Ma llett School, Farmington

Elizabeth PostlewaiteSeDoMoCha Middle School, Dover-Foxcroft

Pat SnowGilford Butler School, Thomaston

Fran SpiottaGrammar School, Livermore Falls

Naomi VaughanMartel School, Lewiston

Sylvia YcatonW.G. Ma llett School, Farmington

Pathways to a Sustainable Future was devel-oped by the Chewonki Foundation undercontract to the State of Maine, Maine WasteManagement Agency for use in Maine schools.

The Chewonki Foundation is a non-profiteducational institution established in 1963 as anoutgrowth of Camp Chewonki, which wasfounded in 1915. Chewonki began year-roundprogramming in 1970 and currently offers CampChewonki (for boys 8-15) and WildernessExpeditions (for boys and girls 13-18), Environ-mental Education and Outreach Programs forschool groups, and the Maine Coast Semester(for 11th graders), and Workshops and Wilder-ness Expeditions (for family groups and indi-viduals). The Resource Center at Chewonkiworks closely with a number of state and federalagencies, school districts, and individual schoolsto develop new programs and educationalmaterials. All projects and associated teachertraining programs stress aspects of group processand interdisciplinary learning. All ChewonkiFoundation programs are drawn clearly andcleanly from its educational mission: To fosterpersonal growth through group interaction inthe context of the natural world.

The Maine Waste Management Agency wasestablished by the Maine legislature and isresponsible for administering the state's wastemanagement and recycling programs. TheAgency includes the Offices of Planning, Sitingand Disposal Operations, and Waste Reductionand Recycling. Among many other areas, theOffice of Waste Reduction and Recycling isresponsible for developing a public educationprogram for solid waste management andrecycling.

The Chewonki FoundationRR 2 Box 1200Wiscasset, ME 04578(207) 882-7323.

Maine Waste Management AgencyState House Station 154Augusta, ME 04333(207) 287-5300 or (8001662-4545.

Copyright © 1994 The Chewonki Foundation,all rights reserved. Permission is granted forteachers to duplicate activity pages for class-room use only.

4

PATIIWAYS l 0 AMJSTAINARLE rUTURE

I Table of Contents

AcknowledgementsIntroduction 8

The Birds of Zazurds: AStory About Waste andAction 14The Birds of Zazurds

written by Andy Barker, illustrated byJosephine Ewing 15

Discussion Questions 32Follow-Up Activities

Our School the Gulligutt Tree 33Birds of Zazurds Play IN 34Zazurds II 35

Waste AwarenessActivities Part 1: What isthe Problem 37Drop in the Bucket it 0 38

What difference does my trash makeHow Much Trash? 40

How much waste am I responsible for?Mounting Milk Cartons 42

How fast does milk carton trash accu-mulate in our school?

If Toys Could Talk 44How have toys changed from the days

when our grandparents were young? Howwas our grandparents' waste different?Bread and Kisses 46How does consumption and life style relateto waste generation?Getting to the Routeof the Hazardous Waste Problem 48What's wrong with throwing used oil downthe drain?

Waste AwarenessActivities Part 2: CanMake a Difference? 51Everyday Choicesfor a Sustainable Future * 52How do you know which are the best prod-ucts to buy when you go shopping?

For Better or Worse i 58How can I make good decisions aboutpackaging I buy in the store?Are Ten Better Than One? 60How does the size of a package affect howmuch packaging is used and how muchwaste is produced?Paper, Plastic, or Cloth? III 62When we go shopping, what kind of bag isbest?Where'd You Get That Can? 71Why is recycling aluminum more efficientthan making aluminum cans from rawmaterials?Test the Alternatives 74How can we reduce the use of hazardouscleaning products at school and at home?

Self Evaluation:Inventories of wasteproduction at school andat home 79School Waste Audit 80How much trash do we produce in ourschool?School Hazardous Waste Audit MI 4. 84What hazardous wastes do we produce in ourschool? What should be done with them?Source Reduction/Recycling QuizConsumer Surveysfor Students and Adults 87How can we be part of the solution?Home Waste Audit 0 92How much trash does my family generate?Home Household HazardousWaste Audit 94What household hazardous materials do Ihave in my home? What should I do withthem?Local Waste ManagementOptions II 97If there is no such place as "away," wheredoes our trash end up?Trash Sorting Relay Race 100How should trash be separated in our com-munity?

= Introductorylevels (approx. K-4)

= Intermediatelevels (approx. 3-8)

= Advanced levels(approx. 6-12)

l'Al I MY'. 1(1ASUC fAINABLE UU I U111, 5

= Introductorylevels (approx. K-4)

= Intermediatelevels (approx. 3-8)

= Advanced levels(approx. 6-12)

6 PATIIWAYS TO ASUS rAINABLI, FUTUKI:

Pathways to Action -Action projects to make adifference 102Simple Classroom Action Projects 105

Source Reduction ProjectsClassroom Source ReductionCampaignCafeteria Source ReductionCampaignSchool Source ReductionPublicity Campaign N"Junk" Mail Reduction Effort

Reuse ProjectsClassroom and Office PaperReuse Campaign MI

Used Clothing Drive and SwapMagazine Reuse CampaignTrash-to-Art Festival

Recycling ProjectsSchool Recycling Program"Buy Recycled" CampaignHome RecyclablesCollection CenterComposting ProjectsClassroom Worm Bin ProjectCafeteria Composting ProjectPlans for Constructing Compost Bins

107

108

109

111112

117

118119120121

123124126

130

133134137140

Incineration and Landfilling Projects 145Comparison of Waste Disposal MethodsLandfill and Waste-to-Energy 146Landfill Siting Investigation 148

Household Hazardous Waste ReductionProjects 153Promoting Alternativesto Hazardous Products III 154Waste Paint Exchange Project 155Battery Use Reduction and RechargeableBattery Promotion 157

Tools for Action:Resources and strategies that help in allaction projectsLetter Writing for ResultsPublicityPublic Service AnnouncementsPushing for a Change

159160162164168

Featured Teacher and Other Programs:Creative Programs in Maine Jr. High and HighSchool classrooms and additional valuableprograms available to Maine schools 171

Gail Adshead Garbology UnitCape Elizabeth High School 172

J. B. Kavaliauskas - The Raging RecyclingRiots, South Portland High School 176

Ernest Kozun, Jr. - Jr. High RecyclingProgram, Windham Middle School 179

Mary K. Wells Household HazardousWaste, Warsaw Middle School(Pittsfield)

Sue West & Dave Leibmann Solid WasteStudent Service ProjectsMaine Coast Semester Program(Wiscasset) 185

David Wilkins - Student-run Summer CampKatandin High School(Sherman Station) 188

Other Programs 192

182

Background Informationand Resources 197Background InformationOverviewSource ReductionReuseRecyclingCompostingWaste-to-Energy, IncinerationLandfillingHousehold Hazardous Waste

ResourcesInstructional Resources 229Trade Books for Younger Students 233Organizations and Agencies 234California Compendium for IntegratedWaste Management: Reviews of outstandingcurriculum materials summarized from theCompendium 239Glossary 245

198202205207213217221224

0

Preface

Afundamental principle ofecology states that "all thingsare connected." The paper youare looking at now has made an

epic journey from its former life as a tree,through a paper mill, and through theprinting process to your hands. Because itis recycled paper, some of the fibers havebeen through the mill two or three times.This same piece of paper may have a long/tad ahead, too. Its future depends on thechoices you make. Your choice to throw itaway or to recycle it will affect the futureof other trees, the use of energy in manu-facturing and transportation, and thequality of air and water. Your quality oflife will even be affected by the decisionsyou make regarding waste.

Waste management involves much morethan recycling. Managing waste meansadjusting lifestyles and choices we makeevery day, from deciding what to buy andhow to use products, to discarding thoseitems and their packaging. Additionally,taking action to improve the waste situa-tion can mean making demands on retail-ers to provide "greener" choices, therebyinfluencing manufacturers to produceenvironmentally sensitive products withless consumptive processes. Indeed, allthings are connected; it is also true that"what comes in the front door goes out theback door." We can protect the quality ofour backyard by watching what we bringin our front door!

Our modern American society hasgotten away from the conservative NewEngland tradition which advised "use it

up, wear it out, make do, or do without."Because of choices made over the course ofgenerations, our students today are facingthe prospects of depleted natural resourcesand a more polluted environment tomor-row. As citizens of Maine and the UnitedStates we all have created significantwaste management problems. Solvingthose problems requires each of us to getinvolved.

Lifestyle changes which result in reduc-tion, reuse, and recycling will certainlyhelp the environment. They will also savemoney. Waste disposal is becoming morecostly with time and the expense is cov-ered by taxpayers. The fiscal savings ofresponsible waste management may be asimportant as the environmental advan-tages.

Pathways to a Sustainable Future isdesigned to help students and teachersbecome aware of the concepts and issues ofwaste management. This is not simply anactivity guide. It is a guide to action.Students are encouraged to be the actualproblem solvers. They are asked to decideon the problems to tackle; they learn toask important questions; they develop theskills to answer the questions. Finally,they take action. Working through thisprocess empowers them to effect change.Changing behavior at school and takingaction at home will help students, theirfamilies, and their community look to abrighter future.

PATI INVAYS 1 0 ASW...MINABLE FU I URE 7

Introduction

The purpose of Pathways to aSustainable Future is to raisethe awareness of students andtheir teachers about waste

management issues, to motivate them toaction in their classrooms, schools, homesand communities, and to help them makea real difference in the future of the Earth.Today's students are generally more awareof the environment and the problems of"trash" than their teachers were in theirown school days. In fact, each succeedingclass seems to be more in-tune with theissues than the previous one. Yet, wemust all see ourselves as part of the solu-tion. As teachers and responsible globalcitizens, we can help students movebeyond awareness to action.

WhatPathways challenges students and teachersto become active problem solvers and totake action on the real problems of theirschool, their homes, and their community.The program helps students expand theirawareness of waste issues in their schooland community, decide on which problemsto tackle, and learn specific skills neededfor success. This empowers students toeffect real change. Throughout Pathwaysto a Sustainable Future , students areencouraged to look at their own habits andevaluate their own behavior, and to decideon changes that will help the school andtheir families to become more environ-mentally responsible. This process isfacilitated by an engaging story, AwarenessActivities, Self-evaluation Inventories, andthe Pathways to Action. Backgroundinformation and resources are also in-cluded.

8 PA 1-11WAYS To ASUSTAINABLE UTURE 8

The Pathways program is less an activ-ity guide and more a blueprint for actionprojects that students can use to solve realproblems. It is a guide to help teachers andstudents understand local waste manage-ment issues, decide on priorities, then takeeffective, responsible action.

WhoThis guide was developed for teachers andstudents in grades K-12. Levels within therange are indicated for various activitiesand projects. The symbols used through-out the guide are:

Beginning K-4 ( approx.)Intermediate 3-8 (approx.)Advanced 6-12 (approx.)

There is a wide range within each leveland a great deal of overlap between levels.The story "Birds of Zazurds" was devel-oped primarily for students in grades K-6.The action projects in general lend them-selves to elementary, middle, and Jr. Highstudents. The Featured Teachers projectsare aimed at Jr. High and High Schoollevels. The developers of the materials feelthat teachers are in the best position tochoose which activities are most appropri-ate for their particular classes, and makeadjustments according to the needs of thestudents. Many of the activities andresources, and much of the backgroundinformation refer specifically to Maine.The materials, however, are r. ot limited toMaine schools.

WhyPathways to a Sustainable Future wasconceived as the next critical step in wasteeducation in Maine. Many activity guidesare available to help teachers raise studentawareness. Waste Away, developed by theVermont Institute of Natural Science, is amore aware of waste problems, the needfor recycling, and their responsibility forprotecting the quality of the environment.The Waste Away program is evaluated inthe Compendium for Integrated WasteManagement. This evaluation is includedin the Resources section of Pathways.

The emphasis of most waste educationprograms has been raising awareness whileoffering only a few "how to" suggestionsfor action steps. In contrast, Pathways toa Sustainable Future offers a few activi-ties to help focus awareness and thendevelops a wide range of projects so stu-dents and teachers can take the mostappropriate action steps.

This program was initiated by a legisla-tive mandate adopted in 1989. The legisla-ture called upon the Maine Waste Manage-ment Agency's Office of Waste Reductionin cooperation with the Department ofEducation to develop a curriculum for usein Maine Schools, kindergarten throughgrade 12 (MSRA Title 38 Section 2139,paragraph 2.1

HowTeachers are encouraged to follow anysequence of activities that will lead to themost effective action projects and learningby the dents. Some teachers mayintegrate all events into the regular cur-riculum rather than adding to the time

needed to "cover" the regular subjectareas. Others will encourage specialinterest activity groups or after-school"clubs." The issues can be introduced inas little as one period and simple actionsteps can be started immediately. Moreinvolved attention to developing aware-ness and completing more complicatedprojects can engage students for the entireschool year. Students are also encouragedto share their information and concernswith other students and grades in theschool, and their famlies.

Each section of the Pathways programcan stand on its own. Teachers can "hopon" the program at any point that isappropriate for their students. The flowchart indicates how the various sectionsrelate to each other. The ultimate goal isto have students take action to help solvepart of the waste problem at school, athome, or in the community. All activitieslead to a Pathway to Action!

"The Birds of Zazurds" Most elementaryclasses begin the Pathways program byreading "The Birds of Zazurds" and relat-ing the story to their own waste problems.

Awareness Activities If the class needsmore information about the issues, theyshould do one or more of the AwarenessActivities before going on to the SelfEvaluation/Inventori es.

Self Evaluation/Inventories It is helpful tohave an objective measure of the wasteproduced before identifying action projectsto address waste issues. The Self Evalua-tion/Inventories help students characterizethe waste in school or home and thenprioritize the waste problems.

BAUMAN'S 10ASUSTAINABLE FUTURE 9

Introduction

Pathways to Action After setting prioritiesbased on the inventory, the Pathways toAction project(s) can begin. Some classesmay decide to engage in an action projectimmediately. Simple Classroom ActionProjects can be initiated as soon as stu-dents recognize the need for action. Ac-tivities and inventories can be used asnecessary to give students the backgroundthey need during the action project. TheFeatured Teachers section describes suc-cessful, innovative projects initiated byteachers at the Jr. High and High Schoollevels. These are samples of projects thatcan inspire other teachers to develop andadapt programs for their schools.

Background Information and Resources arereferences for both teacher and studentuse. Since statistics and contact informa-tion can become obsolete even before apublication goes to press, the Maine WasteManagement Agency can provide updatedinformation. Also included are summariesof existing curricula reviewed in theCalifornia Compendium for IntegratedWaste Management, and a glossary.

ProcessCommon Core of Learning The develop-ment of Pathways to a Sustainable Futurewas guided by Maine's Common Core ofLearning. The Common Core is an inte-grated presentation of the knowledge,skills, and attitudes recommended forMaine education which has receivednational recognition and praise. TheCommon Core concepts arc organized intothe areas of Personal and Global Steward-ship, Communication, Reasoning andProblem Solving, and The Human Record.These concept areas tie all disciplines

1 0 VOAVINYALVFUTURE

together and are well supported in all ofthe Pathways activities. Pathways to aSustainable Future helps schools meet theCommon Core challenge to provide experi-ences which actively involve students andare personally meaningful, engage them ingenuine communication and in solvingreal problems, encourage students to worktogether, and help members of the commu-nity to become actively involved in theeducational process.

For more information contactMaine Department of EducationDivision of CurriculumState House Station # 23Augusta, ME 04333(207) 287-5925

Critical Skills Program, Antioch NewEngland Graduate School 'The CriticalSkills ClassroomTm is a comprehensive anddynamic model that arose from the beliefthat education must be experiential thatit must nurture interdependence and mustenable all members of each generation todevelop the judgment necessary to takeresponsibility for the conduct of theirlives, for the shaping of their society andfor the survival of the planet. Since 1982,the Critical Skills Program has beenoffering training for experienced educatorsin the Critical Skills ClassroomTm modelthrough its summer institutes. Thecenterpiece of the Critical Skills model hasbeen the real-life problem in need of asolution. Through the "Learning by RealProblems" approach, students moveoutside the classroom, take action on

-vissues, and have a tangible impact in theircommunities. The Critical Skills programis entirely compatible with the goals ofPathways to a Sustainable Future.

Training programs in the Critical Skillsmodel are offered through summer insti-tutes. Each summer, 10-15 Critical SkillsInstitutes take place in Maine. See thedescription of the Critical Skills Programin the "Other Programs" section of Path-ways to Action in this guide.

Other Models Similar challenges for real-life problem solving and student action areposed by new, exciting models of generaleducation and science education: Ameri-can Association for the Advancement ofScience (Project 2061), National ScienceTeachers Association (Scope, Sequence andCoordination), and the Coalition of Essen-tial Schools. These programs recognize theimportance of a student's investment inhis or her own learning, and the role ofreal-life issues and projects.

AssessmentPathways to a Sustal-lable Future empha-sizes "process" in activity development.Students working in groups, deciding onproblems to be addressed and designingaction projects to solve those problems arekey elements to the program. Most of theactivities and projects are open-ended andinterdisciplinary, and standardized gradingor testing is difficult in many cases. It isalso difficult to evaluate an individual'slearning in the context of group work. Yetthere are many specific skills addressed ineach activity which can lead to importantacademic progress for each student. Manyskills can be evaluated on an individualbasis, for example, writing, research,organizing, public speaking, participationin discussions. The products of studentwork are concrete examples of learningand skill development and through themyou can assess a student's responsiveness.

Pathways provides a good opportunityfor teachers to look at alternative methodsof assessing student learning. Consultwith colleagues, administrators and theDepartment of Education to explorecurrent developments in assessment.

Student EmpowermentChildren today are aware of environmentalissues and they are concerned about theproblems facing the earth. They havedeveloped this sensitivity from massiveeposure to television and the media.Now, "eco-books" are emerging to reachthem at home and school. Students areeager for information that will help themunderstand today's problems, and they feelthe need to make a difference. At thesame time, today's children are scared.They worry about the ozone, endangeredspecies, rain forests, pollution, and gar-bage. These threats to the earth have put alot of pressure on young people to dealwith the problems. Yet they have notcreated the problems, they are only likelyto inherit them.

Stephen R.C. Hicks, a philosophy profes-sor at Trenton (NJ) State College, arguesthat adults (including teachers) place aheavy burden on children before they havethe tools to cope with the weight of theworld. Just as you can't teach calculusbefore arithmetic, children "can't dealwith problems of international garbagedisposal when they are still grappling withissues of personal hygiene." Many waste-related issues are complex, and even adultshave difficulty dealing with most of them.Hicks reminds us, "We need to take extrapains to teach our children about theprinciples involved on a scale they cangrasp."

PATHWAYS TO ASUSTAINARLI EU-It/RE

Introduction

Young people need a chance to expresstheir fears and contribute to the improve-ment of problems around them. They gainpower over their fears by taking steps tohelp the earth. As children take action,they feel less helpless about their ability tomake a difference and more hopeful aboutthe future. As children solve problems,they gain a confidence that solutions canbe discovered, and develop healthy selfesteem about their ability to find solu-tions. This is empowerment.

12 PATHWAY% r( 1 Atill` I AINABLL I unntE

The Pathways to Action section of thisguide describes action projects that helpstudents make a difference in the worldaround them. These are projects that theythemselves might well suggest when theyidentify the pressing waste problems of theschool, their homes, or community. Tak-ing action steps to solve the problems theythink are important gives students thepower and confidence that will lead themon the Pathway to a Sustainable Future.

I. 4

I Flow ChartPathways to a Sustainable Future

Each section of the Pathways program can stand on its own.Teachers can "hop on" at any point appropriate for their students.The ultimate goal is to take action to help solve part of the wasteproblem at your school, your home, or in your community. Allactivities lead to a Pathway to Action!

AwarenessWhat is the Ppage 37Can I Make apage 51

Activitiesroblem

Difference?

Birds of ZazurdsStory presentingfundamental wasteissues with follow-upactivities, page 14

Self Evaluation/InventoriesWhat's happening in ourschool and community,page 79

Pathways to ActionAction projects for school, hoine, community,page 102Featured Teachers successful projects at the upper levels,pr.ge 171

rResourcespage 229

BackgroundInformationpage 197

l'ATI I WAYS 1'0 A 13susTAINABLE ruTuRE

LevelIntroductoryIntermediate

Advanced

"The Birds of Zazurds"may seem tooadvanced for someKindergarten and FirstGrade classes. TheLorax by Dr. Seuss isan alternativeintroductory story tointroduce the issues ofcaring for theenvironment andlooking at ourbehavior.

Advanced levelstudents may bemotivated byanticipating apresentation toyounger students.

14 PATI (WAYS TO ASUSTAINABLE FUTURE

The Birds of ZazurdsA Story About Waste and Action

by Andy Barkerillustrated by Josephine Ewing© 1993 The Chewonki Foundation

The Birds of Zazurds introduces students tosome of the basic waste issues of our time.Written in the spirit of Dr. Seuss, the storytakes the Zazurds Backwards Flutter Birdsfrom their idyllic origins in the Gulligut tree,to their environmental crisis, the big crack.Students suggest solutions as the newgeneration of Birds comes to grips with theirproblem. Follow-up activities help thestudents relate the Birds' experience to theirown school and community. The Birds of

Zazurds Play gives intermediate students thechance to share the story with youngerclasses.

This story can raise many additionalenvironmental issues for students. Thediscussion questions do not address theobvious pcpulation problems created by theBirds. Teachers are encouraged to exploretopics of interest with students even if theyare peripheral to the topic of solid waste.

OverviewThe story is a good beginning for most classes to look at wasteissues in general and see what problems they have around them.Reading the story will motivate students to ask "What aboutus?" The discussions and activities will get them to startthinking "What can we do?"

Discussion Questions 32

Follow-up ActivitiesOur School the Gulligut Tree 33Overview: This is a project where studentsmake drawings to compare the Gulligut treeand their school. The drawings show howthe Birds of Zazurds and people dispose oftheir waste.

The Birds of Zazurds Play 34Overview: Students dramatize the Birds ofZazurds and put on a play for youngerclasses.

Zazurds H 35Overview: Students write and illustrate asequel to the story "Birds of Zazurds."

Time PlanningThe story takes about 30 minutes to read,including the two breaks for discussion.This may vary according to the age group.Some teachers of young students prefer tobreak in the middle of the story, then com-plete the reading and discussion later.

The final discussion takes about 10minutes.

Plan a separate period(s) for the follow-upactivities.

14

1

1

In the state of Zazurds, in the country of Zife,

There once was a forest so teeming with life

That all day long the woods seemed to beat

With the twitter of beaks and the patter of feet.

The forest had grown for thousands of years;

It was home to pitter mice, gobgots, and zeers.

They lived in the bushes and up in the trees

Where the branches and leaves felt the soft Zazurds breeze.

And deep in the forest in the south part of Zife

(Or so says my neighbor, old B. J. Mc Fife)

There grew a great tree, a great Gulligutt tree

With a trunk like a rock and, I think you'd agree

Its roots were so gnarled and sturdy and strong,

Its branches so knotted and curving and long,

Its leaves so big, its flowers so grand,

You'd agree, it was the best tree in the land.


And way up high in the tip-tippy-top

Of that Gulligutt tree, something was propped.

It was a nest! Like no other nest

One hundred miles east or one hundred miles west!

The nest was quite simple, made of twigs and dry mud;

It kept out the rain in the heaviest flood;

It was soft on the inside and tough on the out;

The top was quite skinny, the bottom quite stout.

And the nest was so big, so heavy and bold,

That only this tree, or so I've been told,

Only this tree could hold up the nest

All day and all night, without any rest.

1 6 SUSTAINABLE FUTURE

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It belonged to two birds so rare in that land

You could count on the fingers of only one hand

And still count them all, in the whole land of Zile,

In the whole living world (or so says McFife).

And though it sounds odd, though it's downright absurd,

They were called the Zazurds Backwards Flutter Birds!

They flew on four wings with their tails going first,

Their heads going last, and their feet in reverse.

And that might be a hint why just two of these birds

Lived in that Gulligutt tree in Zazurds.

One's name was Gertrude and one's name was Jack

She had red on her belly, he had red on his back.

And they ate snickleberries and took-a-took seeds

Which grew on the ground in the brambles and weeds.

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Now Jack's favorite thing in all of the world

Was to sit on a branch with his feet tightly curled

And to chew on a mound of red sr!^kleberries

One by one, bite by bite, and forget all his worries.

As he ate the ripe berries, his mind set at ease,

He spit out the seeds in the afternoon breeze

And, all sticky with juice, they floated down slow

And they stuck quite firmly to the branches below.

Gertie saw the seeds land, saw the snickle-seeds stick,

But Jack's answer to' her was clever and quick:

"Why should we worry? What is there to fear?

A few little seeds? I see no trouble here!"

So they scoffed at the seeds, and Jack kept on chewing.

I guess they were right, knew what they were doing!

16

Now one day as Gertrude perched in the tree

She suddenly felt a twitch in her knee.

The twitching and itching grew, and it grew

Her face turned yellow and purple and blue

And she started to think she was losing her legs

When in fact, she was... yes!... she was laying some eggs!

The first two were yellow, all shiny and new.

The. next two were purple, the last two were blue.

And Jack, with a smile, nestled down in the nest

And all winter and spring, warmed the eggs with his chest.

Finally, one morning, the 13th of May,

Gertrude said, "Honey, today is the day!"

And the eggs, how they rattled, the shells how they cracked!

And six baby birds appeared under Jack.

Two were blue, two were purple, and two were bright yellow,

Half had red on their back, half had red on their bellow.


1 9

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And from that day forward, young Gertrude and Jack

Spent most of their time flapping forward and back,

They flew out in the morning, gathered up food,

Stuffed seeds in their beaks, and returned to their brood.

What a job! How demanding! It took all day long

To help the chicks grow to be healthy and strong.

Why, the chicks ate those berries at such a fast rate

That one day they gobbled six hundred and eight!

Now, you might not believe that, but I'd bet on my life,

T<Z) L ) 'Cause those facts came straight from old B. J. McFife!

And B. J. says it's true that those Birds of Zazurds

Would not stop at seconds or even at thirds,

They would always eat fourths and usually fifths

And one bird, once, had seventy-sixths!

So Gertrude one day developed a plan

To speed up the process of feeding her clan.

She stopped stuffing berries inside of her cheeks

And instead plucked whole branches off trees with her beak.

Then she could fly with the branch in her feet,

The limbs trailing ahead, as she flew in retreat.

Sometimes the branches would hold fifty berries!

Enough to feed all of her chicks in one carry.


And though this was handy, though it saved lots of time,

I'll bet there's a question that weighs on your mind:

"What did they do with the branches and seeds

Left at the end of their whole-family feeds?"

Well, the little birds did what their Daddy would do:

They spit out the seeds with a loud, "Puh-puh-TOO!"

And they threw all the branches right out of the nest,

Without really knowing where they all came to rest.

But I'll bet you know! You know where they landed!

They got caught in the Gulligutt tree, and were stranded.

They stuck to the limbs of the tree down below,

And they made a small pile, and it started to grow.

It's a shame, to be honest, that you were not there

In that part of Zazurds, to make them aware

Of that tangle of branches, that big pile of junk

That covered the tree from its leaves to its trunk.

PATHWAYS TO ASUSTAINABLE FUTURE 21

21

Then you could have said, "What a terrible mess!"

And demanded they clean it, though I must confess

I'm not sure those messy old Birds of Zazurds

Would have paid much attention to anyone's words.

They would surely have smiled and thanked you profusely

And said to themselves as they brushed you off loosely,


A few little sticks? We see no trouble here!"

So Gertrude and Jack brought more branches back.

It saved lots of time, which let them relax.

BREAK FOR DISCUSSION (optional)

Well, those young Flutter Birds were not young for long.

Their bodies grew solid, their feathers grew strong.

And soon, one by one, they leaped from the nest,

Thrust forward their feet, and puffed up their chests,

,a-tey flapped all four wings and let out a cry

And fluttered away in the blue Zazurds sky.

So I asked Mc Fife if Gertie and Jack

Were afraid that their children might never come bat.

But B. J. said, "No! Not afraid in the least!

Did you forget? From Southwest to Northeast,

No other tree in the world could support

The weight of a nest of the Flutter Birds' sort.

So those young Flutter birds would as surely be back

As their mother was Gertrude, as their father was Jack."


And B. J. was right, all the young birds returned

And Gertrude and Jack were quite unconcerned.

And those two proud parents were happy to see

That several new nests soon appeared in the tree.

And the seasons, they came, and the seasons, they went.

The summer flew past and the autumn was spent.

The leaves on the tree went from lush green to yellow,

From yellow to brown;

Then they fell to the ground.

And as winter came on; the forest transformed.

The zeers headed south where it always was warm.

The gobgots dug dens eleven feet down.

The pitter mice stored away nuts underground.

And up in the Flutter Birds' tree, near the top,

Those four heavy nests even heavier got,

Despite the sharp wind and the terrible cold,

Each nest held six eggs like nuggets of gold.

PATHWAYS TO ASUSTAINABLE FUTURE 2 3

And when springtime returned and brought back the zeers,

When the gobgots woke up and the mice reappeared,

Those Flutter Birds' eggs all trembled, all cracked,

And made proud grandparents of Gertrude andJack.

Then the forest was filled with melodious peeps

With melifluous chirps and harmonious cheeps

You could hear that marvelous noise throughout Zife,

Or so says my neighbor, old B. J. McFife.

And now all the mommies and now all the daddies

Flew out to find took-a-took seeds for their laddies

They carried back branches, they carried back sticks

Which were bursting with berries and heavy, like bricks!

And when the birds finished with chewing their food,

They spit out the seeds which I think is quite rudeAnd they threw down the stems without thinking at all.

Now, the pile beneath them was no longer small.

24 SUSTAINABLE FUTUREPATHWAYS TO A

24

And sometime that summer, the new generation

All learned how to fly, all flew off in formation

And nobody worried, they all soon returned,

And they all built their nests, and the seasons, they turned.

Fall brought the colors and winter brought eggs,

Spring brought new chicks who hungered and begged,

And summer brought plenty of berries and play

And though I hate to admit, I really should say...

That terrible, horrible thicket of junk,

Well, it grew, and it grew, and it grew, and it stunk!

And that's how it went, just exactly like that,

The year after that, and the year after that!

The birds built their nests, the junk pile got fat,

The year after that, and the year after that.

And each year there were birds who would look at the pile,

They would look at the seeds, now rotten and vile,

But before they could shout, "This pile's a disaster!"

Other parts of their brain v, Juld work slightly faster

And remember the words from many years back

Spoken by great-great-great- grandfather Jack:


A twenty-foot pile? I see no trouble here."

Val


But....

I guess they were wrong! They didn't know squat!

What they did to that tree was not right. It was not!

And I wonder what ancestors Gertrude and Jack

Would have said if they'd heard the terrible CRACKS

Would have said if they'd seen the tree leaning back

Would have said if they'd seen all those branches go slack.

It just was too much! Too much weight weighing down!

It's a wonder that tree didn't fall to the ground!

But fall it did not! It stood right in its place

Now, without the same strength and without the same grace.

But that crack was a warning to those Birds of Zazurds

A warning that 20 foot piles are absurd!

And they'd better get working to clean up their mess

Before worse things occurred and the problem progressed.

So they did get to work, they heeded the warning,

They made up their plans that very same morning.

They all stopped their playing, stopped flying, stopped eating,

They flocked to the tree and they held a great meeting.

BREAK FOR DISCUSSION OF POSSIBLE SOLUTIONS


9b

l'ATHWAYS TO ASUSTAINABLE FUTURE

4'"--`4

Now the first plan was brilliant, it came from a bird

Named Jack Junior Jack Junior Jack Junior the Third

And Jack was descended completely directly

(You've probably already guessed it correctly)

From the very first Gertrude and very first Jack

Who settled that tree oh so many years back.

And Jack Junior the Third spoke to all of the birds

And he spoke very loud so his words could be heard.

He said, "Friends, the first thing I'll tell you today

Is that we must change how we throw things away!"

"Spitting out seeds is a thing of the past!

Throwing out branches must end now, at last!

For all of this time it has seemed to be free

To throw all our junk on our Gulligutt tree."

"But free it is not! It has a huge cost

Our very own Gulligutt tree may be lost!

And in some parts of Zife, the forest is bare

And took-a-took plants have become downright rare."

"So I say to you all, my family and friends,

This is the plan that I now recommend:

Don't pluck off a whole branch of took-a-took seeds,

Only take a small twig with the seeds that you'll need.

And the leftover branch? Clamp your beak right around it

And return it right back to the place that you found it!

Then the thicket of junk that lurks down below

Won't expand, won't increase, won't enlarge, and won't grow."


And then there were cheers and loud clapping of feathers

And hundreds of Flutter Birds nodded together.

And Jack Junior the Third said, "Do you agree?"

"Agree we must stop throwing junk on our tree?"

And right then and right there, the birds took a vote

With each bird singing his yes-or-no-note.

And though you could hear some low notes voting "No,"

The high, sweet-sounding "Yes" votes drowned out those below

And the beautiful chorus that Jack Junior heard

Meant his plan had been passed by the Birds of Zazurds.

So, after that meeting, well, things were quite different!

Those Birds of Zazurds lived life with commitment!

They didn't drop branches. They didn't spit seeds.

They didn't pick more of the seeds than they'd need.

And they found that old snickle and took-a-took seeds

Could be planted again in the brambles and weeds.

So instead of having those seeds to throw out,

Those old snickle seeds became new snickle sprouts.


And the Birds of Zazurds planted every last seed

That once had been stuck to their Gulligutt tree

So that snickle and took-a-took plants did abound

And they covered the forest for miles around.

And it took a long time; it took several years

But soon all the Gulligutt branches were clear!

And then, after that....Well, would you believe?

The Gulligutt tree heaved a sigh of relief

And the Birds of Zazurds, well, they started to sing,

For they knew they had done the exactly right thing!

Then the birds sang quite often, they sang sweet and loud

They sang mostly because they were happy and proud.

By working together, by having a plan,

They had rescued their tree, they had rescued their clan!

And one day when Flutter bird Gertrude FlipFlupper

Was planting some seeds leftover from supper,

She fluffed up her feathers and threw back her head

And with pride in her voice, she truthfully said:

"No reason to worry! No reason to fear!

The pile is gone! There is no trouble here!"

And you know, she was right! There was nothing to fear.

The Gulligutt tree was out in the clear.

30 PATHWAYS To ASUSTAINABLE FUTURE

0 LI

But...

What's that you're asking? "How do I know?"

Well, my neighbor, the scholar, Mc Fife, says it's so...

... If you still have your doubts, give old B. J. a call

And then you'll believe, I don't doubt it at all.

Or, better than that, you could go with McFife

On the next secret trip to the forests of Zife!

And then you could see with your very own eyes

That those Birds of Zazurds still fly in the skies.

Those Birds of Zazurds still eat took-a-took seeds

They still live high up in the Gulligutt tree.

And the roots of that tree are still sturdy and strong

Its branches still knotted and curving and long.

Its leaves are still big, its flowers still grand,

Still, the Gulligutt tree is the best in the land.


32 l'ATIIWAYS TO ASUSTAINABLE FUTURE

Discussion

First Discussion SessionAfter the line ...It saved lots of time whichlet them relax.1. What are the major problems facing the

Birds?2. Who (or what) is responsible for these

problems developing?3. What do you think might happen next?

Second Discussion SessionAfter the line ...They flocked to the tree andthey held a great meeting.1. Why are the Birds having a meeting?2. What are the problems now? (add ideas to

the list)3. What solutions do you think will help the

Birds?

Final DiscussionIf there was no discussion during the story,use the factual questions above to begin thefinal discussion

Introductory1. What things did the Birds do to create

their problem?2. Was there a problem when there was only

one nest? How did more nests and morebirds make the problem worse?

3. What were the other problems facing theBirds?

4. What solutions did the Birds devise? Werethey the same as yours? What othersuggestions would you have for the Birdsto solve their waste problem?

5. Why was it important for the Birds tochange the way they threw things away?What other things did they have to dodifferently? Why wouldn't it have workedto have someone just take the mess"away"?

6. How (-lid the solutions to the problems.ge the Birds' lives? Did it make their

lives easier or harder? Was their lifebetter? How?

7. What was special about the Gulligutt tree?Why did the young Birds return to thetree?

8. How are the Birds of Zazurds like people?How is the Gulligutt tree like yourschool? Your home? Your town?

9. Do people in your classroom (your school,your family) do things that might harmyour Gulligutt tree?

Intermediate and Advanced1. When did the Birds' trash become a

problem? Why wasn't it a problem beforethat?

2. So, was Jack right at the time when hesaid, "I see no problem here."

3. What were the effects of increasing popu-lation?

4. How did the Birds' behaviors make theirlives easier?

5. What solutions did the Birds devise? Werethey the same as yours? What othersuggestions would you have for the Birds?

6. How are the Birds of Zazurds like people?How is the Gulligutt tree like our homesand community?

7. How are the trash problems of the Birdslike the problems people face?

8. What can we learn from the Birds ofZazurds?

9. If you went with B.J. McFife on his nextsecret trip to Zazurds, what do you thinkyou would find? How might the Birdshave changed since the end of the story?

10. Where do you think Zazurds is? Where isZife? Who do you think B.J. McFife is?

11. Describe the narrator. How is the narra-tor like you?

12. Who is your favorite character? Why?

3

Our School, the Gulligutt Tree

OverviewThis is a project where students make drawings to compare theGulligutt tree and their school. The drawings show how theBirds of Zazurds and people dispose of their waste.

ObjectivesStudents will compare the Gulligutt tree totheir school and identify wasteful behaviors.

Management Suggestions1. Arrange a short "field trip" with the

custodian to the dumpster and recyclingarea so students can see where the class-room (cafeteria, teacher's room, office)trash goes. Have the custodian describewhere the trash goes from there.

2. Use the discussion following the story tofocus the ideas for the drawings.

3. Consider doing small group drawings or asingle class mural.

Procedure1. Read the Birds of Zazurds and discuss the

story using the discussion questions.2. On a flip chart or on the board, make two

columns: on one side brainstorm a list ofitems the Birds threw away, on the otherside make a list of things that are thrownaway in the school. Compare the lists anddiscuss similarities.

4. Take a quick trip with the custodian to seewhere trash from the classroom (and otherparts of the school) goes. Are things beingdone to reduce the amount of trashthrown out?

5. Have students fold drawing paper in half.Label one side "The Gulligutt Tree" andthe other side "Our School." Have themdraw/color the tree arid the school show-ing the trash produced and disposed of inboth plaCes.

Discussion1. Compare the Gulligutt tree to the school.2. How are the Birds' habits and your habits

similar? Different?3. How are the tree and the school important

"habitats"? Why do we need to care forthem?

4. What waste problems do we have in theschool?

5. The Birds changed how they did things.Are there things we could do differently?

rd

LevelIntroductory

Materialsdrawing paper

crayons

PATI !WAYS TO A 33SUSTAINABLE FUTURE

The Birds of Zazurds

Levelintermediate

Materialscostumes and props thestudents devise

34 ZS= FUTURE

The Birds of Zazurds Play

OverviewStudents dramatize the Birds of Zazurds and put on aplay for younger classes.

ObjectivesStudents will interpret the story of the Birdsof Zazurds, relate the story to their own livesand produce a play which demonstrates theirunderstanding.

Management Suggestions1. Arrange (or have students arrange) with

other teachers to perform the play foryounger classes in the school. The playmight be presented to parents or taken"on the road" to other schools.

2. Avoid writing out lengthy scripts bymaking copies of the story. Have narra-tors and characters underline their lines.

3. More advanced groups may want to writemore dialog into the story.

4. Try to have a part for each student. Sev-eral students can share the part of thenarrator.

Procedure1. Read the story and discuss it to process

student understanding of the allegory andhelp the students relate the Birds to theirown lives.

2. Plan the play with students:List the charactersDecide who will take each part, includ-ing narrator(s) and "extras"Divide the story into "scenes"Brainstorm ideas for props and costumesthat would go with each sceneDecide on what dialog will be includedin each partExperiment with actions that canconvey meaning to the story

3. Gather props and costume materials.4. Practice the play and logistics for putting

the play on for others.5. Plan for discussion with the audience

following the play - have students planappropriate questions.

6. Present the play and facilitate discussionwith the audience.

Discussion1. Discuss how the students' understanding

of the story has changed after presentingthe play to other groups.

2. Brainstorm action steps the studentsmight take to avoid developing problemswith waste in school.

Zazurds II

OverviewStudents write and illustrate a sequel to the storyBirds of Zazurds.

ObjectivesStudents will analyze the Birds of Zazurdsand create a story line which develops theconcepts of waste management into anothertime.

Management Suggestions1. Arrange (or have students arrange) with

other teachers to present their stories toyounger classes in the school.

2. To help students understand allegory, havethem read and discuss other environmen-tal allegories (for example, The Lorax andthe Butter Battle Book by Dr. Seuss.)

Procedure1. Read the Birds of Zazurds and discuss the

story to process student understanding ofthe allegory, and to analyze the wastemanagement issues presented. Discusshow the problems evolved, what attitudeswere responsible for the problems thatdeveloped, and how the problems wereaddressed. Analyze the characters, discusshow realistic they were, and how theycould represent people.

2. List additional waste management issuesstudents are familiar with that were notmentioned in the story. Imagine howthese issues might be described in aZazurdian (allegorical) setting.

3. Discuss imaginary scenarios that couldtake characters or situations into thefuture, or before the time of the story. Itmay be helpful to start by taking animaginary trip with B.J. Mc Fife back toZife. Students might imagine either a

land where problems continue to be dealtwith successfully, or where characterscreate new waste problems. Behaviors ofany of the other animals mentioned in thestory could be developed and those ani-mals could interact with the Birds. Con-sider the same story from the Gobgot'spoint-of-view, or as it might be told by B.J.Mc Fife.

4. Have students write their sequels in proseor verse. Work individually, in pairs, or insmall groups. develop illustrations toaccompany the story.

5. Edit and revise the works.6. Read and discuss the sequels in class to

further develop students' understanding ofthe issues and ideas for solving wasteproblems.

Follow-up1. After the writing has been edited and

discussed in class, students can read boththe Birds of Zazurds and the sequel toyounger classes, and lead discussionsfollowing the stories.

2. Discuss student understanding of thewaste management issues after havingpresented to other groups.

3. Brainstorm action steps the studentsmight take to avoid developing problemswith waste in school, at home, and in thecommunity.

3

LevelAdvanced

Materialsmaterials for writingand drawing


1

Waste Awareness ActivitiesPart 1: What Is the Problem?

These activities help students answer the question, "What is thewaste problem?" They look at the volume of trash production,lifestyles that contribute to the waste problem, American con-sumption and resource use.

LevelIntroductoryintermediate

Advanced

Drop in the Bucket 38

How Much Trash? 40

Mounting Milk Cartons 42

If Toys Could Talk 44

Bread & Kisses 46

Getting to the Routeof the Hazardous Waste Problem 48

3 6PATHWAYS TO A

SUSTAINABLE FUTURE


Advanced

Materialslarge metal wastebasketor other metal container(a washtub is ideal)

bulk pack of BBsor 12 single packs(250 BBs/pack)

stapler with staples

chart with data

cups labeled individual,classroom, school, town,state for holding BBs

Related ActivitiesSchool Waste Audit

School Hazardous WasteAudit

Source Reduction/Recycling QuizConsumer Survey

Home Waste Audit

Home HouseholdHazardous Waste Audit

Local Waste ManagementOptions

38 'tilliS-"IIIAVIP:ASISI11111.UTURL

Drop in the Bucket

Key QuestionWhat difference does my trash make?

OverviewIn this demonstration a single staple represents the waste createdby an individual daily, and a metal "BB" represents the wastecreated by about 200 people. As staples and BBs are dropped intoa large hollow container, students get a powerful auditory imageof the waste disposed of daily in their school, town, and state.

ObjectiveStudents will compare the amount of trashproduced by an individual, a school, a com-munity, and Maine through a concreteauditory model.

Background InformationIt is easy to feel like each of us is only a"drop in the bucket" when it comes to the

Daily Waste Generationby Group

waste problem. The waste each personthrows out every day may seem insignifi-cant. But when we look at the accumulationof waste from a larger group, with eachperson producing 4.3 pounds every day, trashpiles up quickly. This table shows how thetrash problem is magnified when we look atgroups around us.

Population Daily Waste Pieces of "trash"

Individual Person 1 4.3 pounds 1 stapleClass: Small 18 77 pounds 15 staples

Class: Large 28 120 pounds 24 staplesSchool: Small 200 860 pounds 1 BB

School: Large 500 1 ton 1 BB

Town 15,000 32 tons 32 BBs

City 100,000 215 tons 215 BBs

State (Maine) 1,250,000 2,700 tons 2700 BBs

Country (U.S.) 225,000,000 480,000 tons 480,000 BBs

In this activity each staple represents about five pounds of trash and each BR represents a ton of trash.

1

1

Management Suggestions1. Staples should be separated and have the

points closed, i.e. staple "nothing" to getthe staples needed.

2. Count the BBs over a lunch tray or pan tokeep them under control.

3. Introductory - Prepare the staples andBBs ahead of time for the children tocount. Mark each cup with the name ofthe group, the number of pieces, and whateach piece represents. You may want tocount the staples and BBs ahead of time.

4. Intermediate & Advanced - Studentscan prepare the staples and BBs them-selves. They should mark their cup withgroup name and scale.

5. Make a chart with the data that representsyour school from the chart above addingthe name of your class, school, and town.

Intermediate & Advanced - Youmight have the students calculate thenumbers of "pieces of trash" themselves,rounding to the closest staple or BB.

6. Post the chart so each group can check thenumber of items it needs to count.

7. Place the wastebasket so it reverberateswhen the BBs are dropped; make thesound as dramatic as possible by pouringthe BBs very slowly.

Procedure1. Discuss how much trash each person

makes in a day. Read the chart andcompare the numbers for each group.Discuss the phrase "drop in the bucket."

2. Divide the class into small groups, each tocount out the appropriate number of BBsor staples.

3. Have each group find the number of BBs orstaples to count, according to the chart.

4. Have the groups count the number of BBsor staples and collect them in the appro-priate cup. Be sure each cup is labeled.

5. Identify each cup and discuss how muchtrash each staple or each BB represents.

6. Seat students close to the wastebaskethave them close their eyes.

7. Announce what the cup represents, e.g."This sound represents the waste pro-duced every day by each one of us";slowly pour the pieces from the cup intothe wastebasket.

8. Repeat for the other cups.

Discussion Questions1. After all the cups have been poured, elicit

student reactions to the different sounds,compare amounts of waste generated byvarious groups in Maine.

2. Does it matter what one person throwsaway? How?

3. How can an individual, a class, a school, ora town make a difference in how muchwaste is produced and has to be disposed?

38

Related Pathways toAction Projects

Simple Classroom ActionProjects

Classroom SourceReduction Campaign

Cafeteria Source ReductionCampaign

School Source ReductionPublicity Campaign

"funk" Mail ReductionEffort 2

Classroom and OfficePaper Reuse Campaign

Used Clothing Driveand Swap

Magazine Reuse Campaign

Trash-to-Art Festival

School Recycling Program

"Buy Recycled" Campaign

Home RecyclablesCollection Center

Classroom Worm BinProject

Cafeteria CompostingProject

Promoting Alternatives toHazardous Products

Waste Paint ExchangeProject

Battery Use Reduction andRechargeable BatteryPromotion

PATH WAYS To A 39SUSTAINABLE FUTURE

What is the Problem?

LevelIntroductory

IntermediateAdvanced

Materialsscale

box for weighing trash

large bag of assorted,clean trash

calculator

(optional) one 4.3 poundbag of trash for eachstudent


Source Reduction/Recycling Quiz

, Consumer Survey

Home Waste Audit


4 0 l'SUSTAINABLEATI MAYS 10 ASUSTAINABLE FIITURF

How Much Trash?

Key QuestionHow much waste am I responsible for?

OverviewIn this activity, students weigh 4.3 pounds of trash to see howmuch they generate each day. They pile bags to show how muchtrash the class as a whole generates in a day and they estimate theaccumulated volume of the trash they would produce in a year.

ObjectivesStudents will show how much trash they areeach responsible for producing every day;they will calculate the amount of trashgenerated in the U.S., Maine, and theircommunity daily and annually; they willanalyze the effect of source reduction.

Background InformationMunicipal Solid Waste (MSW) includes trashthat is thrown away by households andbusinesses. It does not include industrial,agricultural or mining wastes. In Maine,MSW includes paper, food wastes, metals,yard/wood wastes, plastics, glass, litter/

Municipal Solid Waste Generated & Recycled(annual figures; ppd = pounds per person per day)

MSW 1960

MSW 1988

MSW 1990/91

Recycled 1988

Recycled 1991

Goal for Recycling 1994/95

U.S. (EPA 1991) Maine (MWMA 1992)

88 million tons n/a(2.7 ppd)

150 million tons(4.0 ppd).

195.7 million tons(4.3 ppdl

11 0/0 16 %

17.1% 30%20-30 `)/0 50 %

1.36 million tons

. _

1.25 million tons

Detailed statistics of waste generation and recycling are available from the U.S. Environmental Protection Agency andthe Maine Waste Management Agency. Because different agencies include different types of waste in the same type ofcalculation, it is often difficult to make complete, direct comparisons between Maine and the United States as a whole.)

39

diapers, textiles, demolition debris and"other". The U.S. Environmental ProtectionAgency estimates that each person in thecountry contributes an average of 4.3 poundsof MSW daily. This translates to over 3/4ton in a year per person. How much is a ton?How much space does our trash take up?How much of the trash can be recycled?

Management Suggestions1. Prepare a chart with data that students can

use to get information for calculations.2. Clear an area of the classroom, or use the

hallway so students can visualize theamounts of trash calculated. Be as con-crete as possible. A typical compact carlike a Ford Escort weighs about one ton.Make chalk marks on the wall to indicatethe size of a pile.

3. (optional) Collect trash from around theschool or from home (one plastic bag foreach student and adult in the class). Uscgloves when handling uncertain trash. Itwould be best if each bag could weigh 4.3pounds, but volume is the most impres-sive measurement. After the pilingactivity, plan to separate recyclables fromthe trash, weigh it to get more data aboutthe school trash, and recycle it!

Intermediate, Advanced1. Weigh the empty box; if possible adjust

the scale to zero with the box in place.2. Have the students estimate how full the

box would be with 4.3 pounds of trash.3. Students take turns adding to the box

until the scale reads 4.3 pounds. This ishow much trash each American is respon-sible for discarding each day.

4. Put the trash into a plastic bag (if possibleput a similar amount of trash into bags,one for each student). Estimate how largea pile of bags the whole class wouldproduce each day. How many Escortswould this be?

5. Estimate how large the pile would be in aweek; a year.

6. Calculate how much waste your familygenerates in a day, week, year.

7. Take a "field trip" to the school dumpster.How often does it get emptied?

8. Calculate the weight of the students in theclass in tons. How many students does ittake to make a ton?

9. Estimate figures of trash production (intons) for the whole school, town, state,country for a day. Compare to the size ofthe class.

10. Repeat for a week, for a year.11. If 50% of Maine's MSW is recycled, how

much trash will be eliminated from thewaste stream this school year?

Discussion Questions1. Where does the waste from the school get

taken?2. How much of the school waste is re-

cycled? Is this enough?3. How much of the waste produced at home

is recycled? Is this enough?4. How can we reduce the amount of waste

we generate?

Adapted and rewritten from the Waste Away curriculum with permission from the Vermont Institute of Natural Science,PO Box 86, Woodstock, VT 05091; (802) 457 -2779.

40






"funk" Mail ReductionEffort











PATIIWAYS TO ASUSTAINABLE FUTURE 41


LevelIntroductory

Materialsmilk cartons (rinsed anddrained) collected school-wide fora day (week)

large roll paper for tracingstudent body shapes

markers

glue for attaching cartonsto paper


Source Reduction/Recycling Quiz -Consumer Survey


42 l'A n IWAYS 11) ASUSTAINABLE FUTURE

Mounting Milk Cartons

Key QuestionHow fast does milk carton trash accumulate in ourschool?

OverviewStudents collect large numbers of empty milk cartons from theschool lunch program and use the cartons for constructionprojects. They glue the cartons to their body shape outlines andcan calculate the number of "carton people" the school createsevery day. This gives them concrete images for the amount oftrash they help generate, and they see how fast that trash accu-mulates. They follow-up by considering ways to reduce thewaste, not compromise their health by drinking less milk.

ObjectivesStudents will show how common disposableitems become trash that mounts up andmust be discarded.

Background InformationMilk is considered an important and healthystaple of the American diet. Elementaryschool students often drink two half-pintcartons of milk each school day. Althoughthe cartons provide sanitary, easily handledpackage for milk, they have many draw-backs. The full cartons take up a lot ofdelivery truck and refrigerator space. Thehigh level of consumption generates a largeamount of non-recyclable trash daily, whichneeds to be landfilled or incinerated.

Some Maine schools compost milk cartonswith other organic cafeteria waste. This is adifficult process, and the plastic coating onthe cartons can he a problem in composting.

Maine dairies are exploring alternatives tothe disposable plastic coated paper half-pintcartons. Dairies in several states sell alterna-tive half-pint milk packages to schools. Oneis a returnable, refillable Lexan (plastic) half-pint milk container. The other is a light-weight, recyclable plastic pouch. Whilethere are disadvantages for each of thesealternatives, both create less waste andconserve resources. Dairies compete forschool milk contracts which makes theindustry responsive to consumer demands.Dairies will respcnd to requests for alterna-tive packaging to reduce waste in school.

41

Management Suggestions1. Estimate how many cartons you will need

to fill in a student's outline (as many as60.) Compare this to the amount of milk(and the number of cartons) purchased bythe school daily/weekly. Anticipate howlong you will need to collect cartons to fillin the outlines of several students.

2. It is more dramatic if enough cartons canbe accumulated in a few days or a week(this shows how fast trash is generated.)

3. Collect, rinse, drain, and store milkcartons until enough have been collected.

4. If every student won't get his or heroutline drawn, consider how those whoget drawn are chosen.

5. Alternative Projects: use a wire frameand string cartons together to make athree-dimensional "carton person", orstaple cartons together to make a life-likemodel. Consider making models of otherobjects - a house, a truck, a table.

6. The object of this activity is not to getstudents to drink less milk, but to under-stand how much waste they help create.Follow up by discussing alternatives tousing disposable milk cartons.

Procedure1. Working in small groups, have students

draw their body outlines on large pieces ofpaper.

2. Estimate the number of milk cartonsneeded to fill in the body shape.

3. Glue cartons to the paper.4. Count the number of cartons on a figure.

Compare to the estimates.5. Display the "carton people" in a promi-

nent place in the school. Include somefacts about how much of the school trashis made of milk cartons. Keep a runningtally of the "number of cartons used" on athermometer-type graph.

6. Plan how you will discard the projectswhen you take the display down.

Discussion Questions1. How many milk cartons are used in the

school in a day; week?2. How much does it cost the school to

dispose of the cartons produced in a week?3. Are there other costs to the school in

handling or storing milk and the cartons?4. Are there alternatives to using milk

cartons in the school? What are they?5. What other disposable packages or items

are used regularly in the school? How canthis waste be reduced?

6. What is the effect of buying the sameproducts over and over and throwing awaythe packaging again and again?

42







Cafeteria CompostingProier.

MAYS 10 ASUS MINABLE FUTURE 43

1 If Toys Could Talk

LevelOlntroductory

Materialsexamples (or pictures) ofantique toys

examples of modern toys


Source Reduction!Recycling Quiz -Consumer Survey

Home Waste Audit


44 PATI IWAYS TO ASUSTAINABLE FUTURE

Key QuestionsHow have toys changed from the days when ourgrandparents were young? How was our grandparents'waste different?

OverviewStudents bring in toys from home and collect "antique" toys fromtheir parents' and grandparents' childhood. They examine thetoys and compare how materials have changed over the years.They draw conclusions about how their lives are different fromtheir grandparents'.

ObjectivesStudents will compare the products they usetoday to those used by their parents andgrandparents; they will describe howlifestyles in our country have changed overtime and how the waste we generate haschanged over time.

Background InformationMost products, including toys, have changedsignificantly over the years. Through theearly part of the 1900s most toys were madefrom natural materials such as wood. Hand-made toys like whirligigs, bean shooters, yo-yos, and tops were very popular. Over time,commercially manufactured toys likewooden Lincoln Logs'" and Tinker Toys'"became available. In the 1960s, plastic toys

began to dominate the market, and thedemand for hula hoops, Frisbees'", Lego'", toyguns, and plastic models increased steadily.Today, battery operated and electronic toysare very popular, along with video andcomputer games.

Children have become a major market forAmerican manufacturers and a whole seg-ment of television entertainment hasevolved to promote children's toys and otherproducts. Marketing has created the percep-tion in most Americans that more and morethings are needed to for us to live a satisfyinglife. Changes in the way toys are made, inwhat they can do, in the materials used toproduce them, and in the numbers of toysmarketed, reflect changes in our society.Toys are a metaphor for the American wastedilemma.

4 3

Management Suggestions1. If possible, have a grandparent visit school

to be interviewed by the children. Havethe students plan questions to ask or usethe questions below to help with theinterview.

2. The toys can be used for classifying andgrouping activities for young children.

Procedure1. Have each student bring to school a

broken toy or a toy that will be thrownaway and (if possible) a toy used by theirparents or grandparents.

2. Discuss which toys are their favorites andwhy.

3. Divide the toys into groups of "modern"and "old fashioned".

4. Compare the two groups - look at anddiscuss:

Hcw many toys do you have, how manytoys did your parents (grandparents)have?

What materials are the toys made of?How long did the toys usually last?If they break, can they be fixed?Would it be cheaper to fix the toy or buya new one?

e When it could no longer be used, whatwould happen to it?

Discussion Questions1. How have toys changed since your grand-

parents were young?2. Are there more toys around today than

there were when your grandparents wereyoung? Why?

3. Do the number of toys affect the amountof waste that is created?

4. Which kind of toys are the most fun toplay with? Do you think your grandpar-ents would have said the same thing?Why?

5. How is the toy problem like the problemwith too much waste in town?

6. What can you do to REDUCE the amountof waste that has to be thrown away?

Adapted from AVR Teacher's Resource Guide (1990) with permission from the Association of Vermont Recyclers,PO Box 1244, Montpelier, VT 05601; (802) 229-1833

44










Battery Use Reduction andRccnargeable BatteryPromo! ion

PATI 'WAYS TO ASUSTAINABLE FUTURE

II c e

LevelIntermediate

Advanced

Materialsone small loaf of bread,unsliced

chocolate kisses (enoughfor each student)




Home Waste Audit



Trash Sorting Relay Race

46 PATHWAYS TO ASUSTAINABLE FU TURL

Bread and Kisses

Key QuestionHow does consumption and life style relate to wastegeneration?

OverviewThis is a simulation where one student (representing the popula-tion of United States) receives one fifth of a loaf of bread (theworld's food supply) and one fourth of a bag of candy kisses (theworld's resources); the rest of the class (the rest of the world)must divide the rest of the bread and candy among themselves.The activity shows the unequal distribution of resources aroundthe world. Students draw conclusions about unequal waste pro-duction as well.

ObjectivesStudents will understand that resources areunequally distributed around the world andthat levels of consumption are related towaste generation.

Background informationPeople in the United States account for 5% ofthe world's population, consume 25% of the

world's resources, and control 20% of theworld's food supply. The U.S. leads the devel-oped world in consumption and productionand far exceeds that of the emerging world.

The affluent lifestyles of most Americanslead Lo the production of far more waste percapita than most other countries in theworld. The following chart compares wastegeneration in cities around the world.

Waste Generation Worldwidepounds per person per day (ppd)

Daily WasteCity Country Generation

Chicago USA 5.00

New York USA 3.97

Tokyo Japan 3.04

Hong Kong 1.87

Hamburg Germany 1.87

Medellin Colombia 1.19

Calcutta India 1.12

Kano Nigeria 1.01

45

from Waste Age, Oct.1989

Although Americans consume a dispropor-tionate amount of the world's resources,there are many factors to consider beforecondemning U.S. affluence: Technology,manufacturing capabilities, food and aidsupplied to other countries, humanitarianservices, and democracy.

Management Suggestions1. Plan this activity for a time that won't

interfere with lunch appetites.2. Allow for chaos when the world's re-

sources are distributed.3. If possible, have students wait until the

results of the distribution are shared withthe whole class before eating the re-sources.

4. Have additional candy on hand to helpease the feelings of inequity after thediscussion is completed.

Procedure1. Divide the class into two groups, one

representing the U.S. and the other repre-senting the rest of the world. The U.S.group should be made up of about fivepercent of the class (if there are 20 stu-dents in the class, one would represent theU.S.)

2. Divide the bread into fifths and the candykisses into fourths.

3. Explain that the bread represents theworld's food supply and the candy kissesrepresent the world's resources.

4. Give 1/5 of the loaf of bread and 1/4 of thecandy to the U.S. group.

5. Toss the remaining bread and candy intothe center of the "rest of the world" groupand allow them to divide as they see fit.

6. After the group settles down, discuss theresults.

Discussion Questions1. What were some of the feelings in the

"rest of the world" group and in the U.S.group as they divided their portions amongthemselves?

2. Was the distribution fair?3. Why do Americans consume as much as

they do? Is this necessary?4. How do consumption levels in this coun-

try relate to the amount of waste wegenerate?

5. How does the rest of the world benefitfrom the use of resources in the U.S.?What role does the U.S. play to improvethe lives of others around the world?

6. What would happen if we brought inanother 25 people to share the bread andcandy? How does overpopulation in the"rest of the world" affect the distributionof resources?

7. How does this activity relate to the realworld?

8. What can be done to reduce the inequity?

Adapted from the Waste Away curriculum with permission from the Vermont Institute of Natural Science, PO Box 86,Woodstock, VT 05091; (802) 457 -2779.

46





School Source ReductionPublicit Campaign











Comparison of WasteDisposal MethodsLandfill and Waste-to-Energy

Landfill SitingInvestigation




PATI !WAYS TO ASINTAIN AISLE ruTuRr 47


LevelI Intermediate

Advanced

Materialsdiagram of aneighborhood (large chartor student handout)

map of region showingwater resources

Related ActivitiesTest the Alternatives




48 PATHWAYS 10 ASUSTAINAIILL FUTURE

Getting to the Route of theHazardous Waste ProblemKey QuestionWhat's wrong with throwing used oil down the drain?

OverviewUsing a diagram of a hypothetical neighborhood, and a map oftheir own town/region students trace the route hazardous materi-als would take if they were thrown out in the trash or dumpeddown the drain. They discuss the dangers of hazardous products,proper disposal, and methods of avoiding their use.

ObjectivesStudents will describe how their homes areconnected to the environment and howdisposing of hazardous wastes improperlycan harm the environment.

Background InformationMany household products contain ingredi-ents which can be hazardous to people or theenvironment. These ingredients can bepoisonous, flammable, corrosive and/orcause violent chemical reactions. Hazardousproducts generally fall into five categories:automotive products, cleaning and polishingmaterials, paint and related solvents, pesti-cides, and miscellaneous items (batteries,some cosmetics, shoe polish.) Unwantedportions of these products become householdhazardous waste.

When hazardous wastes are disposed ofimproperly, they can contaminate septicsystems, groundwater, landfills and incinera-tors. Waste oil, paint, and batteries areamong the worst offenders (see the back-ground information section on HouseholdHazardous Wastes.) Products that arehazardous to discard are also usually hazard-ous to use. Reducing our reliance on thesematerials can improve our health as well asthe health of the environment.

As with the management of all waste, theprimary goal is to reduce the amount ofwaste that enters the waste stream, and thento provide for secure disposal. To do this, weall must be aware of which products we useat home and reduce our reliance on those

that contain hazardous substances. We alsoneed to dispose of the wastes responsibly.

The products most likely to containhazardous materials include (but are notlimited to):

Cleansers(the most hazardoms examples)

furniture polishoven cleanerdrain openerspot removerstoilet bowl cleaner

Car Productsmotor oilantifreezecar batteries

Pesticidesflea powder/collarinsect repellentweed killergarden insect spray

Paint and Paint-Related Productspaintwood preservativewood stainpaint brush cleaner

Other Household Productsni-cad (nickel-cadmium) batteriessmall, sealed lead-acid batteries (as used in

emergency lighting)shoe polishfingernail polish and removerrubber cement

47

Management Suggestions1. Draw a schematic diagram of a neighbor-

hood including houses, a septic field,storm drain on the street, trash cans bythe house, car in the driveway, garden, anda transfer station off to the side. Eithermake a large diagram that can later be puton the bulletin board, or make hand-outsfor students.

2. Use topographical maps of your area, townplanning maps, or copy the map of yourregion from the Maine Atlas for studentsto use to trace water courses and pollutionsources.

Procedure1. Write the categories of hazardous products

on.the board and help students lint (brain-storm) what types of products ir. theirhomes contain hazardous materials.

2. In small groups, have students predictwhat could happen if household hazardouswastes were:

thrown out with the trashpoured down the draindumped on the ground

3. On the diagram of a neighborhood hay..:students trace the routes wastes wouldtake if they were thrown out, poureddown the drain or dumped on the ground.Draw the routes in different colors.

4. Using a map of the community or area,have students highlight all the watersources close to their homes and schooland trace connected sources of water.Highlight any landfills or other possiblesources of pollution and water sourcesthat could be affected.

5. Discuss proper methods for the disposal ofthese products. Emphasize regionalcollection sites, household hazardouswaste collection days, completely usingproducts, and choosing alternative prod-ucts.

6. Have students write a group paragraph toanswer the question, "Knowing what youdo about hazardous products, do you thinkit is important to treat them differentlythan :ion- hazardous waste when youthrow them out?"

Discussion Questions1. How can you keep hazardous wastes from

polluting your neighborhood?2. How could it be easier for your family to

properly dispose of household hazardouswastes?

3. What hazardous materials are used in theschool?

4. What can be done to reduce the amount ofhousehold hazardous wastes produced?What can you do?

Additional Related ActivityAdopt a Lake (or a River...) A project inenvironmental protection based on an on-going project by Carolyn Murray, Garland St.Middle School, Bangor, Maine. Call for ateacher's guide to this project: provided bythe Chemicals in the Environment Informa-tion Center, University of Maine, Orono,Maine 04469 (207) 581-2301.

48

BEST COPY AVAILABLE


Comparison of WasteDisposal Methods -Landfill and Waste-to-Energy





l'ATI !WAYS TO ASUS TAINABLE FUTURE 49

I Waste Awareness ActivitiesIPart 2: Can I Make a Difference?

These activities help students identify their roles in waste prob-lems around them, and helps them see some of the possible solu-tions. Students look at decision-making and relate their decisionsto actions they can take.

Everyday Choices for a Sustainable Future


Advanced

(Moving Toward Waste Reduction and Pollution Prevention) 111 52

For Better or Worse 58

Are Ten Better Than One? 60

Paper, Plastic, or Cloth 62

Where'd You Get That Can? Ill 71

Test the Alternatives III 74

49 l'ATI MAYS TO ASUSTAINABLE FUTURE

Can I Make a Difference?

Level11 Introductory

Intermediate

Advanced

MaterialsA kit containing materialsfor this activity may beavailable at the MaineWaste ManagementAgency. Contact the officeof Waste Reduction andRecycling, (800) 662 -4545.

Gather the materials, andshare them with otherteachers in your area.

white paper:

a stack of paper blank onone side

notepads made from thatpaper

crumpled paper fromwastebasket

lunch wrappings:paper lunch bag

plastic beiggies

throw-away milk carton

aluminum foil

fabric bag

plastic-covered sandwichholder

plastk-covered dish

washable drink-bottle

shopping brigs:paper bag

plastic bag

fabric bag

container ofconcentrated detergent,regular strength

(continued next page)

52 PATHWAYS TO ASUSTAINABLE EUTURE

Everyday Choices for aSustainable Future(Moving Toward Waste Reduction and Pollution Prevention)

Key QuestionHow do you know which are the best products to buywhen you go shopping?

OverviewThis is a comprehensive look at things we do and common prod-ucts we buy which can either help protect the environment ormake waste and pollution problems even worse. In either a gameformat for two teams and a panel of judges, or in a discussionformat, students compare small groups of familiar products anddecide which choices would be better for the environment. Aseach group of items is presented students offer information andopinions and an "expert" adds information about waste produc-tion, energy consumption, recycling, and pollution prevention.

ObjectivesStudents will compare products, decide onthe ones that best help to reduce waste andprevent pollution, and relate each item tothe waste management hierarchy. Studentswill evaluate their own behaviors andpurchasing decisions.

Background InformationConsumers face a bewildering array ofproducts in the marketplace. How do youdecide what to buy? The average consumerconsiders cost and convenience. Environ-mentally responsible consumers also con-sider waste, pollution, and impact on theenvironment. To look toward a sustainablefuture, we all must become environmentallyresponsible citizens and think of how ouractions and decisions affect the environment.

The ultimate Pathway to a SustainableFuture is one where we reduce waste, whichprevents pollution and protects the earth'snatural resources. This pathway follows theWaste Management Hierarchy (WMH)endorsed by the U.S. EPA and revised and

adopted by the Maine Waste ManagementAgency. The WMH sets the priorities formanaging waste. It calls for:

I. Source Reduction2. Reuse3. Recycling4. Composting5. Incineration and Waste-to-Energy6. Land Disposal

Source reduction is the highest priority ofthe WMH. By emphasizing reduction andreuse we can move closer to a sustainablefuture by preventing pollution and protectingnatural resources. By taking recyclables to acollection center, and buying products madefrom recycled materials we are "closing theloop" to further reduce waste. In makingchoices about products we buy and things wedo, we should aim to he as high on thehierarchy as we can!

More information about the activitymaterials is included in the section Addi-tional Information for the "Expert."

50

Planning Considerations1. Gather the items ahead of time, using as

many as possible from around the schoolor from students. Substitute items ifnecessary.

2. Decide which of the two activity formatsto use with the class.

Discussion Format: Small groups ofstudents analyze the products in each stepand help with discussion. For each step ofthe activity choose an appropriate numberstudents to analyze the items. Have themdo the task and answer the questions. Thewhole class should be encouraged toparticipate with the volunteers in thediscussion. Have the class answer thequestion about the Waste ManagementHierarchy.

Game Format: Select a panel of judgesand divide the class into two teams. Twoplayers (one from each team) accomplishthe task cooperatively, then each answersa question. The judges may ask the teamsto clarify their answers. They award up toten points to :,ach team for their answer.The teacher (or another "expert" using thenotes at the end of this acti "ity) may offeradditional information. After the pointsare awarded, the class should answer thequestion about the Waste ManagementHierarchy.

3. Keep the information at the students' levelof understanding. The groups of itemsbegin with easier, more obvious choicesand comparisons, then get more difficult.Steps can he eliminated or modified ifthey are beyond the level of the students.Advanced Level Activity: Steps describ-ing additional hazardous materials areincluded in the section on "Informationfor the Expert". If you want to focus onhazardous materials, begin the activitywith batteries and continue with glue,furniture polishes, oven cleaners, drainopeners, paint, and mothballs.

ProcedureI. List the waste management hierarchy on

the hoard (refer to the WMH during eachstep.)

2. If you are using the game format, choosejudges and divide the teams. Explain theprocess of performing the task, answeringthe questions, and awarding points. Beginwith the first step.

3. If you are using the discussion format, askfor the first volunteers and have themperform the task for the first step. Havethe volunteers answer the questions.Have the class discuss their answers.

4. Continue moving through the steps,encouraging discussion and having stu-dents relate choices to the WMH.

5. Conclude the lesson by discussing whichof the choices seem to be the most impor-tant for protecting the environment.What will you do (or ask your parents todo) differently when you go shopping?

Presentation Steps1. "Waste" Paper: Describe possible uses for

two reusable forms of paper.Task: Line up three items in order ofreusability a piece of crumpled paperfrom the wastebasket, used paper blank onone side, notepads made from that paper.Question 1: What arc three good ways touse paper that is blank on one side, ratherthan throwing it away?Question 2: Why is reusing the paperbetter than recycling it? When should itbe recycled?(How does each way of dealing with usedpaper fit on the WMH and help provide fora sustainable future?)

2. Lunch Wrappings: Compare throw-awayitems versus reusable lunch containers.Task: Separate the wrappings into twogroups: Reusable and disposable.Question 1: How could each of thedisposable items be reused?Question 2: Which is the better way topack a lunch? Why?(How does each type of lunch fit on theWMH and which helps provide for asustainable future?)

51

Materials (cont.)beverage containers:

fast-food cold cup

small milk carton

aluminum can

glass bottle (refillable)

iced tea concentrate jar

empty glass

batteries:disposable (AA, C, or D size

with no added cadmiumor mercury)

button battery

rechargeable batteries

solar rechargeablebatteries

toy not requiring a battery(e.g. SlinkyTM)

glue:white glue (Elmer's

Glue - Alin"')

rubber cement

optional: Hazardousmaterials (hazmats) twobrands of each:furniture polish:

petroleum based, lemon oilpolish

oven cleaners: corrosivetype, fume-free ovencleaner

drain opener: any twobrands

paint: oil-based paint andlatex paint

moth balls

alternative productsspray bottle

vinegar

baking soda

Murphy's OH Soap TM

PKIHWAYSTOASUSTAINABL E


54 PAT I IWAYS I (1 A%I.JS FAINAIILL rim


3. Shopping Bags: Compare paper, plastic,and fabric bagsTask: Line up the three bags from the"best" to the "worst."Question 1: What does the bagger ask youat the check-out line at your grocerystore? How do you usually answer?Why?Question 2: Which type of bag is the bestfor the environment? Why?(How does each bag fit on the WMH andwhich helps most to provide for a sustain-able future?)

4. Beverages containers: Compare fast-foodcold cup, small milk carton, aluminumcan, refillable glass bottle, jar from icedtea concentrate, empty glass.Task: Arrange items in order from thelargest amount of waste produced to theone generating the least waste.Question 1: Why did you arrange theitems this way?Question 2: Is it better to recycle or refillthe glass bottle? Why?(How does each container fit on the WMHand which help the most to provide for asustainable future?)

5. Detergent: Compare regular and concen-trated detergents.Task: Decide which detergent is lessharmful to the environment.Question 1: How does the concentrateddetergent reduce waste?Question 2: How might the concentrateddetergent be more harmful or dangerous?(Where does each detergent fit on theWMH and which helps more to providefor a sustainable future?)

6. Batteries: Compare disposable, button,rechargeable, and solar rechargeablebatteries. Look at a non-electric toy anddiscuss the alternatives to dependence onbattery powered toys.Task: Arrange the items according to theamount of waste they produce and theamount of energy used.Question 1: How are disposable batteriesharmful to the environment?

Question 2: How would your life bedifferent if you used no disposable batter-ies? No batteries at all?(Where does each product fit on the WMHand which help the most to provide for asustainable future?)

7. Glue: Compare rubber cement andElmer's Glue-AllTm.Task: Decide which type of glue is leastharmful to people and to the environment.Question 1: Which glue is better to use?Why?Question 2: What are the dangers inrubber cement? What are the signal wordson the label?(Where does each type of glue fit on theWMH and which helps. more to providefor a sustainable future?)

8. Optional demonstrations can look atFurniture Polish, Oven Cleaners, DrainOpeners, Paint, Mothballs, and Looking atLabels.See discussion in Additional Informationfor the "Expert" below

Additional Information for the"Expert"Waste PaperPaper used on one side can be discarded,recycled, or reused.

By using the other side of the paper lesswaste is produced in the first place evenbefore thinking about recycling.

Notepads are made by cutting up thepaper, applying glue at one end and thenallowing it to dry.

Lunch WrappingsThe paper bag does not have to be discarded,it could be reused even if it usually is not.

It takes soap and water to wash the plasticitems and some day the plastic items will bethrown away.

The fabric bag may need to he washedfrom time to time. (The choice is not allone-sided.)

52

Shopping BagsBrown paper bags can be recycled (usuallyprocessed and recycled with cardboard.)They can also be reused. If treated carefully,they can be reused many times.

Some people use the paper bags to packageother recyclables.

Plastic bags can also be reused or recycledas well as thrown out, but the functional"life" of a plastic bag is shorter.

Fabric bags cost money to buy or make, arenot waterproof, and need to be washed.They are much more durable.

Beverage ContainersFast-food cold-drink cup is paper coated withplastic. It is a single-use item.

Milk carton is paper coated with plastic.Although the carton usually is discarded, itcould be recycled.

Recycling aluminum creates less wastethan manufacturing aluminum from rawmaterials. It takes 90% less energy torecycle aluminum than to mine bauxite andmanufacture new cans.

A little-known point: the colorful print-ing on the can must be removed before thecan is recycled; to do this, the cans must beprocessed at high temperatures this, ofcourse, uses energy.

Recycling glass containers takes lessenergy than manufacturing new ones.Saving raw materials is not as important as itis with aluminum (the silicon and oxygenoxides used to make glass are very abundantin the earth's crust.)

It takes less energy to refill a bottle than tomake new glass bottles. Refilling glass bottlesis feasible for local markets if you have totransport the heavy glass bottles very far, moreenergy is used in transporting them than issaved by refilling them. Today, most bottlingconcerns are located far from markets.

Beverage concentrates require less packag-ing so they create less packaging wasteand so they use fewer resources; they alsouse less energy per ser' ing for transportation.

It takes energy to dry the beverage powder,so we cannot say without more informa-tion that using a concentrate is necessar-ily better for the environment as a whole.

Frozen concentrate is probably not better forthe environment. Because of the energy usedin refrigeration, it is doubtful that frozenconcentrated beverages represent a movetoward pollution prevention.

The average American drinks more bever-ages in containers than water from the tap.

DetergentsAmericans represent only 6% of the world'spopulation, but they use 50% of the world'sindustrial raw materials. Detergents (laun-dry detergents, dish washing detergents,shampoo) are one example of how we over-consume: Americans use half of the world'ssupply of detergent.

More of the material in a box of concen-trated detergent is "detergent" and less is"filler." .

The down-side to concentrating a deter-gent: Detergents are the most commonsource of poisoning in young children.Toxicity is related to dose the higher thedose, the greater the adverse effect. If thedetergent is more toxic than the filler used, achild ingesting the concentrated detergentmay receive a higher dose of the more toxicsubstance.

BatteriesAmericans throw away 2.7 billion batteries ayear.

It takes about fifty times as much energyto produce the battery as the battery itselfproduces when you use it a 2% efficiencyin energy use. Compare this to the energyefficiency of an internal combustion engine(about 20%), or the efficiency of an electricpower plant (about 40%).

Throwaway batteries are also sometimes asource of heavy metals in landfills (andgroundwater) or incinerators (in the ash or insmoke.) Mercury, cadmium and lead areexamples of heavy metals. Heavy metals aretoxic (sometimes in very low doses) toplants, animals and humans exposed tothem. Battery manufacturers are working toreduce the amount of mercury in batteries.

It is not profitable to recycle these batter-ies today, so they are thrown away. Inaddition to wasting energy, we waste the

53IIWAYS 10 A

SUSTAINABLE FUTURE

Can f Make a Differen

Related ActivitiesGetting to the Route of theHazardous Waste Problem

Test the Alternatives

School Waste Audit


Source Reduction/Recycling Quiz-Consumer Survey

Home Waste Audit


56 'ail!,;virTAI,L)1-iuRE


resources used to produce these batteries.(However, there is an international effort tolook for ways to make battery recyclingprofitable.)

The label on some disposable batteriessays Safer for the environment because nomercury or cadmium have been added whenmanufacturing them. This is helpful, butthe batteries still waste energy and resources.

Button batteries contain up to 40% byweight mercury or silver -- so they arevaluable and can be recycled. When buttonbatteries are thrown in the trash, they areoften burned in an incinerator. Sincemercury is volatile (easily evaporated), it canget into the air. From the air, it settles ontowater and land. Mercury is a heavy metaland certain forms can he toxic even at lowdoses.

Rechargeable batteries use fewer resourcesbecause they can be used many times. Usingthem is better for the environment. It takeselectrical energy to recharge them, but muchless energy than it takes to manufacture newones.

Solar rechargeable batteries are reallymuch better for the environment because thesun's energy is used to recharge the batteriesand they can be reused many times. Unfor-tunately, they may take many hours ofsunlight to recharge we expect that therewill he future improvements in solar batter-ies.

Slinky "': Non-electric toys reduce wasteand protect the environment by avoidingbatteries in the first place (source reduction.)

Reducing Use of ToxicsOne way of practicing pollution preventionis to lower our exposure to toxic substances.

White glue and rubber cementThe label on rubber cement says "danger,extremely flammable."

The glue-all label says "safe, no harmfulfumes."

For some uses, the white glue works aswell as rubber cement when this is true,which product would you use?

Flammable usually indicates a materialthat catches fire more easily than a combus-tible one, but both need to be treated withcare.

Using the Glue-All" is a type of pollutionprevention called toxics use reduction youare lowering your exposure to a toxic sub-stance.

Furniture polishThe label on a petroleum-based brand says"danger, extremely flammable."

The lemon oil polish is "non-toxic, non-combustible."

A third, and inexpensive, choice is home-made polish. Mix vegetable oil with a littlelemon juice this is cheap and non-toxic.

Oven cleanersThe label on the corrosive oven cleanerreads, "Danger: may cause burns to skin andeyes, contents.under pressure. Harmful ifswallowed. Read cautionary labeling onback panel."

The other oven cleaner reads, "Fume free,non-caustic formula cleans without lye."

How else might you take care of your oventhat could avoid the use of either product?

What can you do to keep your oven fromhaving to be cleaned as often?

Drain openersThe label on one can of drain opener mayread, "DANGER: keep out of reach of chil-dren. Can cause burns on contact. Harmfulif swallowed. Read back label carefully."

Another can may say, "Poison, Harmful orfatal if swallowed or misused. Causes severeburns to eyes and skin on contact. Keep outof reach of children. Read precautions onback panels carefully."

Do either of these caustic corrosiveproducts sound safe to use? Are there otherways to keep drains clean?

Use preventive maintenance. For example,your parent can carefully pour boiling waterdown the drain once a week, sometimes withbaking soda. If the drain becomes stoppedup anyway, try using a plunger to open it up.Or, if you have a mechanical snake, use it.)

In the U.S., drain openers are responsiblefor more than 2,000 visits per year to hospi-tal emergency rooms.

PaintDiscuss the differences between oil-basedpaint and water-based (latex) paint. The oil-based paint leads to more indoor air pollu-tion than with the water-based paint; it ismore flammable, and usually it is moretoxic.

Moth ballsWhy are moth balls used?

What problems could there be with the useof moth balls? (e.g. indoor air pollution, asmall child swallowing the moth balls).

Moths are attracted to stains on a fabricfabrics put away clean do not attract moths.

Ask students to mention other productsaround the home that may be of concern anddiscuss these.

Looking at LabelsSignal words: Look for the word poison ordanger on the label. Danger and poison arcsignal words indicating an especially toxic orotherwise dangerous substance.

For pesticides, the signal word warningrefers to intermediate toxicity and caution tothe lowest toxicity.

For chemical products other than pesti-cides, warning or caution do not have asprecise a meaning as for pesticides, althoughcaution usually refers to a lower degree ofhazard.

The word caution really does indicate aneed for caution. Many accidents occur withproducts with a simple caution on the label.For example, detergents are a very commoncause of poisoning in small children.

" Non-toxic" has no legal meaning anysubstance can be toxic in high enough doses.However, if a product ingredient meets thelegal definition of hazard, it must have a

signal word on the label, so 'non-toxic' maybe assumed at least to be less toxic.

Signal words refer to the acute toxicity ofthe substance an adverse health effect thatoccurs soon after exposure. Signal wordsmay not be useful when thinking about long-term exposure to a substance chronictoxicity. This is another reason to use allproducts with care.

Discussion Questions1. Who is responsible for producing waste?

DiscussionWe are all responsible industry andother businesses, our towns, and you andI. Our consumption habits lead industryto produce ever larger quantities of con-sumer products which leads to:

Depletion of resources;Pollution as these products are

produced;Pollution as they are used, recycled, or

thrown away to landfill or incinerator.2. Why is it important to stay near the top of

the WaSte Management Hierarchy?DiscussionThe higher we stay, we will produce lesswaste, less pollution. Source reduction isalso called Pollution Prevention (P2).Examples are

Increased efficiency in using rawmaterials, energy, water and otherresources conservation;

Using fewer hazardous substances;Purchasing fewer consumer goods or

consumer goods with less packaging.3. Why is it better to reduce and reuse than it

is to recycle?4. What habits do you think you (or your

family) will be able to change when youshop?

5. How can you help other people understandwhy it is important to make differentdecisions?

Adapted and rewritten from the activity "Moving Toward Pollution Prevention"developed by Dr. Marquita Hill, andfunded by a grant from the U.S. EPA to the Chemicals In the Environment information Center at the University of Maine,70S Jenness Hall, Orono, Maine 04469 (207)587-2301.

55










Battery, Use Reduction andRechargeable BatteryPromotion



Levelintroductoryintermediate

Advanced

Materialsboxes or packages fromhome that demonstrateboth wasteful and low-impact packaging

multi-layered, difficult-to-recycle packaging

single serving items

"natural"packages(apple, peanuts)

concentrated productsand ffghtweightedpackaging (laundrydetergent)

packaging fromrenewable resources(paper)

packaging fromrecyclable resources (glassbottle, aluminum can,steel can)

similar products in"better" and "worse"packaging.

recycled contentPackaging

Related ActivitiesSource Reduction/Recycling Quiz -Consumer Survey

58 vATHwAys TO ASUSTAINARLE FUTURE

For Better or Worse

Key QuestionHow can I make good decisions about packagingI buy in the store?

OverviewGiven a variety of empty packages, students arrange them inorder from "better" to "worse" considering the environmentalimpact of the packaging material. A small group discusses theitems to reach consensus about the sequence. In the process theylearn about the qualities of efficient, low-impact packaging aswell as how to recognize excessive, wasteful packaging. Theyalso evaluate their family's and their own purchasing decisions.Students can provide materials by bringing a variety of clean,empty packaging from home.

ObjectivesStudents will compare the packages ofconsumer items; they will evaluate theenvironmental impact of packaging andpropose actions they can take to reduceexcess packaging.

Background InformationPackaging serves many functions: to provideprotection of a product from damage, topreserve freshness, to provide security fromtampering, to prevent theft, to help advertiseand for consumer convenience. Packagingand advertising certainly influence whatpeople buy. Altho, we have many optionsin the marketplace, many of us pay extra forconvenience that we don't really need.Efforts are being made by many manufactur-ers to provide packaging that is less wasteful,both in terms of the energy and naturalresources used in manufacturing and in thecontribution to the waste stream. One wayto reduce the amount of waste we generate isby making thoughtful choices when we buypackaged products. Look for themanufacturer's environmental statement onthe label. Be objective, however, about the

information provided and evaluate theinformation. Gray-colored paperboard (thetype used in many cereal boxes) is usuallymade from recycled paper.

Packaging is one of the many things wethink about when deciding to buy a particu-lar product. There are many different per-spectives when you consider packaging: Howsafe is it? How strong is it? How expensiveis it? How well does it serve its purpose?Another important perspective asks, Howenvironmentally sound is it?. The goal ofthis activity is to have students look atpackaging from the perspective of its envi-ronmental impact.

Packaging can be evaluated for environmen-tal impact by considering:

How renewable arc the resources thepackaging is made from?

How easy is it to recycle the packaging?Is the packaging made with recycled

materials?Is the packaging made from multiple

layers (paper, plastic, metal, etc.) whicharc particularly difficult to recycle?

56

Has the packaging been designed to useless material ("lightweighted")?

Does it contain a concentrated productso less packaging is needed per unit ofproduct?

Does it contain a hazardous productwhich might contaminate the package andmake it difficult to dispose of the packagesafely?

Does it contain small individuallywrapped units?

Could it be sold in bulk, eliminating theneed for manufactured packaging?

Management Suggestions1. The first part of the activity helps prepare

students with information about theenvironmental impact of different types ofpackaging.

2. The second part gives students the oppor-tunity to use this information to evaluatea large group of packages and makedecisions.

3. Encourage students to be objective abouttheir items. They should discuss how theitems compare, and they should discussthe aspects of their items and agree wherethey fit in the line. If there are argumentsthe teacher can use the opportunity tohelp look objectively and resolve thedifferences with help of the group.

4. Students should consider the packagingonly, not the contents. This is difficult,but if they think of the contents of all thepackages as the same product, for ex-ample, raisins, it is easier to make consis-tent judgments.

ProcedurePart 11. Place four items on a table in front of the

class. Make the selection as diverse aspossible. Have two students arrange theitems from environmentally "best" to"worst" on the basis of packaging. Havethe students line the items up, discussingamong themselves as they go along.

2. Discuss their decisions using the catego-ries listed in the Background Information.

Part 23. Have each student choose an item as

"their own."4. Students then must decide if their item is

"better" or "worse" than the others andget into their place in line. Studentsshould discuss and agree that each personis in the best place in the line.

5. When the line is settled, have eachstudent give one observation about thepackage that helped her or him decide thiswas the best spot in line.

Discussion Questions1. What was environmentally "better" about

some items and "worse" about others?2. In choosing products and packaging, do all

people have the same likes and dislikes;the same needs?

3. How could some of the "worse" items heredesigned to be made "better"?

4. When would you choose not to buy aproduct because of the packaging?

5. What other things could we consider whenchoosing "good" and "bad" packaging?

6. What steps can you take to encouragemanufacturers to limit excess packagingor inform consumers not to buy productswith excessive packaging?

Adapted from an activity (adapted from CONEG) by Gayle Briggs, planner for the Maine Waste Management Agency Officeof Waste Reduction and Recycling.

57








PATI MAYS TO A 59SUSTAINABLE FUTURE


LevelIntroductory

Intermediate

Materialsunopened boxes of cereal:1 variety pack ofindividual boxes1 large box

containers to store thecereal

measuring cups tomeasure the volume ofcereal

tape

measuring stick

chart paper to recordmeasuremens

Related ActivitiesSource Reduction/Recycling QuizConsumer Suzvey


Are Ten Better Than One?

Key QuestionHow does the size of a package affect how muchpackaging is used and how much waste is produced?

OverviewStudents disassemble the packaging from both a 10-pack of indi-vidual cereal boxes and a single large size cereal box. They tapethe inner and outer layers together so they can measure the areaof material each package contains. They can easily compare theinefficiency of single serving packages to the efficient larger size.

ObjectivesStudents will compare the amount of packag-ing required for single serving boxes withpackaging from a single larger box. Theywill relate this to the amount of wastegenerated and their own role in reducingwaste.

Background InformationPackaging is used to keep food products freshand to help sell the product by appealing tothe consumer. "Convenience foods" aredesigned to make shopping and preparationeasier for consumers. The cost of packagingis a large part of the cost of many food items.Research shows that one dollar out of $11spent on food pays for packaging. In addi-tion, most packaging must be discarded orrecycled when the product is used up. Insmaller sizes the percentage of packaging islarger.

Consumers decide to buy any particularproduct for many individual reasons. Asstudents become aware of the inefficiency,expense, and disposal problems associatedwith individual packaging, they (and theirfamilies) can make more informed choices inthe marketplace.

Management Suggestions1. Keep the cereal product clean so it can be

eaten after the lesson is completed.2. Students may work in teams to prepare

the packaging and make measurements.3. At the end of this activity, display the

completed package strips, chart paper, andcalculations on a bulletin board.

58

Procedure1. Look at the two unopened cereal packages

and haVe students estimate the number ofservings in each. Define net weight andcompare weights on the packages. Have astudent read the number of servings perpackage on the label and compare to theestimates made.

2. Ask students which package they thinkhas more packaging.

3. Carefully remove the outer wrap from thevariety pack, open up and flatten thecellophane to demonstrate how the rest ofthe packaging will be opened up.

4. Pass out the boxes of cereal to students.Have them open the boxes and put cerealinto the proper container.

5. Have the students separate the innerlining from the box and flatten the materi-als.

6. Help the students tape the various compo-nents of each package together into onestrip for the variety pack, and anotherstrip for the large box. Try to arrange thepieces so they have similar width.

7. Hold the two strips up to compare thelength of each with the volume of cerealthat each package held.

8. Data and AnalysisIntroductory: Measure the length and

width of each strip.Intermediate: Calculate the surface

area of packaging in each package. Calcu-late the amount of packaging per unit ofproduct; cost of the packaging per unit.

Discussion Questions1. Which of the packages had more cereal?

Which had more packaging?2. Why do smaller packages have more

packaging material per serving?3. How is the packaging disposed of when

the cereal is gone? What is the effect ofindividual packaging on the waste stream?

4. What other products come in individualpackages?

5. Why do people buy things in individualpackages? When might it be necessary?When might it be unnecessary?

6. How can the amount of waste frompackaging be reduced?

7. What can you do to help reduce the wastestream?

59







Home RecvclablcsCollection Center

PATIIWAYS TO ASUCTAINARLE FUTURE 61


LevelIntermediate

Materialssamples of each type ofshopping bag: paper,plastic, cloth

three "bag type"cardseach group of players

one set of cards for eachgroup of players (cut apartthe cards provided andreuse paperboard for abacking

score paper


Source Reduction/Recycling Quiz-Consumer Survey

Home Waste Audit


62 PAT I !WAYS ) ASUSTAINABLE IUTURE

Paper, Plastic, or Cloth?

Key QuestionWhen we go shopping what kind of bag is best?

OverviewThis activity is a card game in which each player represents a typeof shopping bag: paper, plastic, or cloth. Each card has a statementabout a characteristic of the different bags and point value, eitherpositive or negative. If the statement applies to the bag the playerrepresents, the points are added (or subtracted) to the total score.Although the cloth bag is favored to win, this is not guaranteed.Students discover the trade-offs between the different bag choicesand that environmental choices are rarely bla-,1 and white.

ObjectivesStudents will compare the benefits andliabilities of paper, plastic, and reusable clothgrocery bags; they will judge environmentaldecisions and recognize that they are rarelyclearly right or wrong.

Background InformationAt the supermarket checkout counter, theclerk usually asks if we want a paper orplastic bag. Most environmentally con-cerned shoppers ask for a paper bag becausethey know paper is made from trees, arenewable resource. Plastic is not biodegrad-able and is made from nonrenewable oil.

But this is not such a simple issue! Brownpaper bags are made mostly from new pulp(on average, paper bags contain only 6%recycled fiber.) Trees are often grown inheavily fertilized plantations or clear cutfrom wild forests. The paper-making processadds to water pollution and acid rain. Paperand plastic bags both are usually landfilled orincinerated. Plastic shopping bags areusually made from non-renewable lowdensity polyethylene (LDPE - #4) whichactually may be less damaging than paper isto the environment because they use muchless raw material in manufacture, are lighter,and take less space in landfills. Clothshopping bags have obvious advantages

because they are reusable, washable, and aremade from renewable resources, but theyalso have disadvantages in that they aremore expensive to buy, are not waterproofand are less convenient.

The GamePaper, Plastic, or Cloth? is a card game forthree players, or three teams of two or more.Each player or team represents a paper bag,plastic bag, or reusable cloth bag. The gamebegins by choosing a "bag type" card todetermine which bag each player or teamrepresents. Playing cards are dealt facedown.

For each round, players flip the cards upsimultaneously as in the game of Slap Jack.If the point values of any two cards are thesame, the player who slaps the opponent'scard that matches his or her own point valueclaims both cards.

Players then read the statements on thecards. If the statement applies to the player's"hag type," the points are added to or sub-tracted from the team score. Discussion canhelp resolve differences of opinion and thechart below might help mediate.

The game continues until one teamreaches 50 points or all the cards are played.Following the law of averages, the cloth hag

Card Topicc

Characteristic # cards- Points Paper Plastic ClothMade from trees mostly new pulp 1 -5

Made from unbleached paper pulp. .

+5

Paper-making produces water pollution -10Paper-making adds to acid rain -10Made from a renewable resource 3 +10 xBiodegradable +15Burns relatively clean when incinerated (when burned,

both unbleached paper and polyethylene producefewer emissions than bleached paper)

._ . _2 +5 x x

Easily recycled with cardboard +5 x

Not waterproof -5 x xDouble bags often needed for strength 1 -5 xCan he reused more than once_ 3 +5 x x

Can be used for more than a grocery bag_....___._. . .3 +5 x x x

Paper bags rip if filled too full -5 xNot biodegradable 2 -10 xMade from non-renewable resources -10 xPlastic bags dyed red and yellow can contain

heavy metals which can pollute -10 xCan he hazardous to ocean animals -10The bag most difficult to recycle -5Can contain vapors which can get into food

and be harmful1 -5 x

Convenient don't need to take it with you to the store 2 +5 x x

Waterproof_ 1 +5

Often has handles and is easy to carry 2 +5 x x

Can get holes easily which makes it unusable for many trips 2 -5 x xCan he reused hundreds of times +20 xLightweight. _ 3 +5 x x x

Less convenient - you have to take it with you to the store -5 x

Most expensive - you have to buy it or make it -5 xCan he washed and reused

1 +5 x xStrongest type of hag +10 x

should win this game, yet any of the bagscould win, depending on skill and luck.Students will conclude that there are trade-offs for each type of bag.

PreparationI. Prepare a set of playing cards for each

group. Cut out the statements and gluethem on card-sized tag board for durabil-ity. Mark the "bag type" cards so they arekept separate from the playing cards.

2. Review the concepts on the cards sostudents arc familiar with the words andfacts.

3. If this game is played in teams, have oneindividual from each team play a round.Rotate team members after each round.

Rules for playing the game1. Each team (or player) chooses one of the

"bag type" cards to determine which type ofbag the team represents.

2. Deal all the cards out to the three teams,face down. Each team (or player) shouldhave an equal number of cards.

3. On a signal (the players can count out 1-2-3 -

go) the three players flip their cards,simulta-neously.

61PATHWAYS TO A

SUSTAINABLE FUTURE 63

Can I Make a Difference?Paper, Plastic, or Cloth?

Related Pathways to 4.

Action ProjectsSimple Classroom ActionProjects





5.

6.

If two players turn up cards with matchingpoint values, the player who slaps theopponent's matching card before havinghis or her card slapped, claims both cardsas his or her own. (Players should becareful of slapping cards with negativepoint values!)The player with the highest point valuebegins the game.The player reads the card aloud and sayswhether the statement on the card appliesto the team's "bag type." If the statementapplies, the points are awarded to theteam (either positive or negative.) If thestatement does not apply, no points areawarded. (e.g. If the "paper bag" team hasa card that says "Biodegradable," they areawarded the 15 points assigned to thecard; if the "plastic bag" team gets "Biode-gradable," they receive no points for thatcard.)

7. The other two players read their cards andrecord their score to complete the round.

8. Repeat the procedure for the next round,keeping track of the score. If teams areused, rotate players for each round.

9. The winner is the first team (or player )toreach 50 points or the team with the mostpoints when all the cards have been read.

Discussion Questions1. Which bag won? Is it the best to use?2. Are there times when one bag is better

than another?3. Why isn't it a clear choice?4. Which cards were the most important in

the game? Why?5. What advice should you give your family

about bags when you go shopping?

Score Sheet: Paper, Plastic, or Cloth?Use one space to tally the scores in each round. Add or subtract the score.

Round Paper Bag Team

1

2

4

5

6

7

8

9

10

11

12

13

14

15

Total

Plastic Bag Team Cloth Bag Team


62

1

Bag Type

Paper BagBag Type

ReusableCloth Bag

Bag Type

Plastic Bag-5

Made from trees -mostly new pulp

+5Made from

unbleached paper pulp

+10Made from a

renewable resource

+10Made from a

renewable resource

-10Paper-making produces

water pollution

63

PATI MAYS TO ASUSTAINABLE FUTURE

+10Made from a

renewable resource

+15Biodegradable

-10Paper-making adds

to acid rain

+ 5Can be reused

more than once

+15Biodegradable

+5Can be reused

more than once

+5Burns relatively clean when incineated

when burned, both unbleached paper andpolyethylene produce fewer emissions

than bleached paper

+5Burns relatively clean when incinanted

when burned, both unbleached paper andpolyethylene produce fewer emissions

than bleached paper

66 CUSFAINABLE Ell TURFMAYS TO A

64

+5Can be reused

more than once

+5Can be used for

more than a grocery bag

+5Easily recycled with

cardboard

+5Can be used for


-5Not waterproof

+5Can be used for


-5Not waterproof

-5Double bags often

needed for strength

65PATHWAYS TO A 67sHslAINABLE 10ITHRI

-5Paper bags rip if

filled too full

-70Not biodegradable

+5Convenient - don't need

to take it with youto the store

+5Convenient - don't need

to take it with youto the store

-10Not biodegradable

10Made from

non-renewable resources

+5Waterproof

+5Often has handles and is

easy to carry

68 PATI WAYS TO AtUSTAINABLLPUTURF

66

1

1

-10Plastic bags dyed red andyellow can contain heavymetals which can pollute

-10Can be hazardousto ocean animals

+.5Often has handles and is

easy to carry

_ 5Can get holes easily

which makes it unusablefor many trips

.Difficult to recycle

- CsrCan contain vapors whichcan get into food and be

harmful

. 5Can get holes easily

which makes it unusablefor many trips

-5Less convenient -

you have to take it withyou to the store

6rl'A I IWAY. 1 A

%lp. I \INAIILE FUTURC

. +20Can be reused

hundreds of times

.._

+20Can be reused

hundreds of times

_5Most expensive -you have to buy it

or make it

+5Lightweight

+5Can be washed

and reused

+70Strongest type of bag

+5Lightweight

+5Lightweight

l'AfIlWAY% 1 AMICTAINAM E 141-111111'.

Where'd You Get That Can?

Key QuestionWhy is recycling aluminum more efficient than makingaluminum cans from raw materials?

OverviewThis is a relay race for two teams using a large space (like thearea of a basketball court) either indoors or outdoors. One teamfollows the course of aluminum cans manufactured from bauxiteore and the other follows the course of recycled cans. The materi-als and distances in each course correspond to the real manufac-turing processes. Students learn that it takes much more energyto make aluminum from raw materials than it does to recycle.Depending on how the course is set up, however, the times can beclose; there is no guaranteed winner.

ObjectivesStudents will compare the energy (effort) ittakes to produce goods from raw materialsand from recycl.'d materials; they willevaluate the importance of reducing andreusing before recycling.

Background InformationAluminum is the third most commonelement on the earth's surface, yet process-ing aluminum from the earth into usefulproducts is very difficult. Mining aluminumore (bauxite) and refining the aluminumdemands vast amounts of energy and is verypolluting. High grade bauxite, which con-tains about 45% aluminum oxide, is blastedand dug from the earth, then transported to aprocessing plant. There it is crushed,washed, dried and transported to a refiningplant. The powdered ore is dissolved chemi-cally then dried again to produce alumina (acompound of aluminum and oxygen) andtransported to a smelting plant. In thesmelting process, alumina is melted, com-bined with carbon rods and charged with a

powerful electric current (750 volts), whichproduces equal amounts of pure aluminumand carbon dioxide. The molten aluminumis then formed into ingots which can bemolded into various products. It takes about4 pounds of high grade bauxite ore to pro-duce one pound of aluminum. One pound ofaluminum makes 25-30 soft drink cans:

To recycle aluminum, used aluminumcans or aluminum scrap materials are col-lected, shredded, re-melted and formed intoingots which can be molded into variousproducts. About 95% less energy (mostlyelectricity) is used to recycle aluminum thanto produce aluminum from bauxite ore. Inaddition, recycling aluminum creates 95%less air pollution and 97% less water pollu-tion. It takes 1.25 pounds of scrap aluminumto make one pound of reprocessed alumi-num. It can take as little as six weeks fromthe time a can is purchased in the store untilit is remanufactured and back on the storeshelves. In 1991 62.4 % of aluminumbeverage cans were recycled in the U.S.

69

LevelIntermediate

Materials2 large buckets

5 heavy bags (about 10pounds of sand or a halfcement block in each grainbag is ideal)

10 bricks

S balls of crumplednewspaper covered withaluminum foil (about thesize of a soccer ball)

10 wooden blocks coveredwith aluminum foil (8 inchsections of 2x4 are ideal)

SO aluminum cans (in 2boxes of 25 cans each)

25 crushed cans in a box

signs identifying eachstation

8 boxes



Home Waste Audit



SUSTAIN/111LE 1 UTURErwri 'WAYS TO A

Can! Make a Difference?






I !WAY,: 10 A72 SUSTAINABLE, art ORE

Where'd You Get That Can?

Management Suggestions1. This is a relay race which demonstrates

the relative amounts of energy used inproducing aluminum cans from rawmaterials and from recycling. Do thisactivity in the gym, hallway or outside; itis a noisy activity and requires a mini-mum course length of 60 feet.

2. The materials for this activity are bulkyand some are heavy. Students can helpgather the materials needed for the activ-ity in the days before the race.

3. Time each team and keep a record of eachround.

4. Plan to award prizes to the winners.5. When finished be sure all materials are

reused or recycled!

Relay Race Description1. Two teams run separate courses which

symbolizeMined Aluminum Manufacturing

ProcessRecycled Aluminum Manufacturing

Process2. Each course has six stations, shown in the

charts.3. Players carry a bucket from station to

station trading the materials from theprevious station to the more "processed"materials at the next.

4. A player finishes the manufacturingprocess by delivering five "finished" cansto the Soft Drink Bottling Plant, then runsback to Start and hands the bucket to thenext player in line.

Procedure1. Set up the six stations in each Process

with materials outlined in the carts.2. Choose two teams of five or more students

each for each round of the relay race.3. Identify each station and what each of the

materials represents.4. Review the rules of the race.5. Line up the players for each process and

give the signal to start.6. Continue until all players have delivered

their cans to their Bottling Plant.7. Compare the time (and energy) difference

between producing cans from raw materi-als and from recycled cans.

8. Repeat rounds for other students in theclass to participate.

Discussion Questions1. Did the race turn out like you expected it

to? How did your race compare to thetime and energy of the real manufacturingprocess?

2. Why does it take more time and effort tomanufacture cans from bauxite than fromrecycled aluminum?

3. What natural resources are saved whenaluminum is recycled? Consider rawmaterials, transportation, manufacturing.

4. What natural resources are saved byrecycling paper; glass; steel cans; plastic?

5. Considering how effective it seems torecycle, why is it better to reduce andreuse before recycling?

r0

Mined Aluminum Manufacturing ProcessThe "optional detours" make the Mined Aluminum Manufacturing Process longer and morerepresentative of the greater amount of energy needed than in the Recycled AluminumManufacturing Process.

Station

1. Start

2. Bauxite Mine

_ .

3. Refining Plant

- -

4. Smelter

5: Can Plant

6. Bottling Plant

Distance from Last Station

0

10 feet (may includeoptional detour)

10 feet (may includeoptional detour)

10 feet

10 feet

10-20 feet

Materials at Station

5 bags of sand orcement block (one foreach player); each bagalso has 2 bricks

5 ingots (1 for each player);box for bricks

25 cans (5 for each player);box for the ingots

box for cans

Recycled Aluminum Manufacturing Process

Station

1. Start

2. Recycling Center

Distance from Last Station

10 feet

3. Recycling Plant A 10 feet

4. Recycling Plant B I() feet

5. Can Plant I0 fe,A

6. Bottling Plant 10-20 feet

Materials at Station

25 crushed cans in a box(5 for each player)

5 aluminum covered balls;box for the crushed cans

5 ingots (1 for each player),box for aluminum covered

25 cans (5 for each player);box for the ingots

box for cans

71

balls

Process

At the Start signal, run to Bauxite Mine.

Place bag of sand in bucket and run to RefiningPlant. OPTIONAL DETOUR: Carry the bagaround a marker 10 feet from the Ilauxite Mineand 10 feet back to the Refining Plant.

Remove the 2 bricks from the hag and put theminto the bucket, run to Smelter. OPTIONALDETOUR: Carry the bucket with bricks around amarker 10 feet from the Refining Plant and 10 feetback to the Smelter.

Remove the bricks, put them in the box and placeone ingot in the bucket, run to Can Plant.

Remove the ingot and put it into the box, countout 5 cans into the bucket, run to Bottling Plant.

--- - --

Remove the cans and put them into the box, runto Start, tag next player.

Process

At the Start signal, run to Recycling Center.

Place 5 cans in the bucket, run to RecyclingPlant A.

Remove crushed cans and put them in thebox, put one ball in the bucket, run toRecycling Plant B.

Put the ball in the box and put an ingot inthe bucket, run to Can Plant.

Remove the ingot and put it into the box,count out 5 cans into the bucket, run toBottling Plant.

Remove the cans and put them into the box,run to Start, tag next player.

l'ATI [WAYS Tel ASUSTANARLE FUTURE


LevelIntroductory

Intermediate

Materialsvinegar

salt

lemon juice

backing soda

vegetable oil

bucket

measuring cups

spray bottle

newspaper

sponges

rags

water

6"x 8" index cards

samples of commercialcleaning products

Related ActivitiesGetting to the Route of theHazardous Waste Problem

Everyday Choices for aSustainable Future





74 PATHWAYS To ASUSTAINABLE FUTURE


Key QuestionHow can we reduce the use of hazardous cleaningproducts at school and at home?

OverviewStudents use recipes to mix nontoxic cleaning products that canbe used around the home and school. Then they perform clean-ing experiments to test the effectiveness of the cleaners on win-dows, desks, wooden furniture, and other surfaces.

ObjectivesStudents will identify the relative dangers ofusing common cleaning products, then testand compare the effectiveness of nontoxiccleaners.

Background InformationMany household products contain ingredi-ents which can be hazardous to people or theenvironment. These ingredients can bepoisonous, flammable, corrosive and/orcause violent chemical reactions. Hazardousproducts generally fall into five categories:Automotive products, cleaning and polishingmaterials, paint and related solvents, pesti-cides, and miscellaneous items (batteries,some cosmetics, shoe polish.) Unwantedportions of these products become householdhazardous waste.

As with the management of all waste, theprimary goal is to reduce the amount ofwaste that enters the waste stream, and thento provide for secure disposal. To do this, weall must be aware of which products we useat home and cut down on our reliance onthose that contain toxic substances. We alsoneed to dispose of the wastes responsibly.

Advertisers of household cleaners promisethat our lives will be easier by using theirproducts. Cleaning products are often timesaving, yet they also contain hazardousingredients. Because they are so common,

we often use, store, and dispose of themwithout considering their dangers.

Cleaning products of greatest concerninclude: Drain openers/cleaners, furniturepolish, rug cleaners, and products containingorganic compounds and solvents. Disposalof cleaners is not usually as harmful to theenvironment as the disposal of paints,batteries, or motor oil since cleaners areusually diluted to safer levels when flusheddown the drain. Excessive amounts can bedangerous, however, especially for householdseptic systems. Consumers often disregardlabel instructions, do not use adequateventilation, and don't keep them out of thereach of small children. Aerosol sprays areeasily inhaled from the air. The healtheffects of long term exposure to smallamounts of these products are not known,however many do contain carcinogeniccompounds.

Homemade cleaners can be made fromcommon, inexpensive, nontoxic materials.They may not be as effective as commercialcleaners, however, since they often requiremore "elbow grease" and more frequent(preventative) cleaning to work effectively.Yet, in addition to being nontoxic and betterfor the environment, they cost about half asmuch as commercial cleaners.

72

Management Suggestions1. Remind students of safety concerns:

NEVER put cleaning products or theingredients in the mouth.

2. Keep groups to 3-4 students each. Haveseveral groups make and test the samerecipe if necessary.

3. Introductory: Limit the recipes tested toscouring powder, window cleaner, andfurniture polish.

4. Intermediate and Advanced: Havethem clean half of the surface with com-mercial cleaner and the other half withthe home made alternative. Keep a chartcomparing the cost, effectiveness, andrelative harm to the environment for eachof the cleaners tested.

Procedure1. Discuss household cleaning chores and the

products used to do the chores. Reviewthe meaning of hazardous products.Discuss the dangers of toxic cleaners:Read the labels for contents, cautions andrecommendations for disposal.

2. Display examples of the ingredients ofnontoxic cleaning products. Ask studentswhere they have seen baking powder,lemon juice, vegetable oil, and salt.Discuss how these items are commonlyused. Compare the dangers of the com-mercial products and the nontoxic ingredi-ents to people and the environment.

3. Read over the recipes for the alternativecleaning products. Discuss how to followa recipe. Discuss measuring ingredientsaccurately.

4. In small groups have students use a recipeto mix a nontoxic cleaner. You may wantto assign each group member to a specifictask (measurer, tester, result reporter, etc.)

5.

6.

7.

8.

Assign a specific cleaning task to eachgroup (washing windows, cleaning desks,polishing wooden furniture.)When the cleaning jobs are finished, haveeach group report to the class or prepare awritten report on how the cleaner worked.

Introductory: Hand out index cards andhave students create recipe cards to takehome. Younger students could decoratecards made by the teacher.Have students try the alternative cleaningproducts at home. Interview their fami-lies about how the alternative productsworked. Did they work as well as prod-ucts from the store? Does the familyagree that the nontoxic products are morehealthy for them and for the environmentthan the toxic ones?

Discussion Questions1. How can commercial cleaning products be

harmful to the environment and people?2. Why is it better for the earth to use

nontoxic cleaning products?3. Were the alternative cleaning products as

effective as commercial products?4. Do you or your family feel you should use

commercial products instead of thenontoxic alternatives? Why? Whatpressure do you think advertising has onyour feelings?

5. What can you do to help other peopleunderstand the dangers of toxic productsand the advantages of nontoxic alterna-tives?

Adapted from AVR Teaching Toxlcs (1992)with permission from the Association of Vermont Recyclers, PO Box 7244,

Montpelier, VT 05601; (802) 229 -1833.

7 3








}', \lHWAYS10A 75SUSTAINABLE FUTURE


76 PATHWAYS T()


Recipes forAlternative Cleaners

Scouring Powder(for desks, tables, and shelves)For each desk mix together:2 Tablespoons baking soda1 teaspoon saltSprinkle on surface, use sponge to clean.Rinse desk with water on a sponge. Bakingsoda may leave a film so use plenty of waterto rinse.

Furniture Polish(for wooden surfaces)2 cups vegetable oil1 cup lemon juiceIn a container, mix oil and lemon juicetogether. Apply with a rag.

Window Cleaner1/4 cup vinegar4 cups warm waterMix in a spray bottle. Spray on surface. Usenewspaper to dry the glass, this preventsstreaking.

a stronger, more smelly window cleaner:3 Tablespoons ammonia1 Tablespoon white vinegar3/4 cup waterMix in a spray bottle. Spray on surface, wipewith newspaper.

Air Fresheners/DeodorizersSimmer cinnamon sticks and whole clovesin a small pan of water on top of the stove.

Sprinkle baking soda in odor-producingareas.

Sprinkle baking soda on carpet and vacuumafter 30 minutes.

Sprinkle borax in corners of room.

Drain CleanerPour 1/2 cup of baking soda, followed by 1/2cup of vinegar down the drain. Let stand for15 minutes, then pour a teakettle of hotwater down the drain. For this to be trulyeffective, you need to clean the drain everycouple of weeks.

General Household Cleaners1. Mix together 1 teaspoon liquid soap(castile peppermint), 1 teaspoon borax,squeeze of lemon juice and 1 quart warmwater.2. Mix together 1/4 cup of baking soda, 1/2cup of borax, 1/2 cup of vinegar and onegallon of water.3. For scouring, see Scouring Powder.

Laundry DetergentWhenever possible, use soap instead ofdetergents.

To disinfect laundry use washing soda(sodium carbonate) in washer.

Floor CleanerMix together 1/2 cup of white vinegar in agallon of warm water. Polishing with skimmilk after the floor is dry will make the floorglow!

Mildew RemoverMix together equal parts of vinegar andwater in a spray bottle, and use lots of elbowgrease! Apply Borax directly to the mil-dewed area. This task requires maintenancecleaning. Cleaning once a week should keepmildew under control. Always spread yourshower curtain out after showering.

74

Oven CleanerMix together 2 Tablespoons of castile soap, 2teaspoons Borax and 2 cups water. Apply themixture and let sit for 20 minutes and scrub.This task requires maintenance cleaning.Add salt to heavy spills and clean immedi-ately to prevent build-up.

Leave 1/4 cup ammonia in the oven over-night and wipe away grease the next morn-ing. Ventilate the kitchen and avoid breath-ing fumes.

Floor WaxMix 1 part thick boiled starch an 1 part goapsuds. Rub mixture on floor and polish withdry cloth.

Wax StripperPour a little club soda on the area, scrubwell, let soak for 5 minutes and wipe.

Rug/Carpet CleanerMix 2 parts cornmeal with 1 part Borax.Sprinkle liberally on carpet, leave on for onehour and vacuum. For stains blot withvinegar in soapy water.

Silver PolishPut.a piece of aluminum foil on the bottomof a pot; add water, 1 teaspoon baking soda, 1teaspoon salt. Boil silver for 3 minutes, orsoak for 10 minutes.

Brass PolishPolish with Worcestershire sauce.

CopperSoak in a solution of vinegar and salt

Toilet Bowl CleanerFor stains make a paste of lemon juice andbaking soda, let sit for 20 minutes, scrubwith 'a brush. General: Mix 1/2 cup Borax inone gallon water, scrub.

Other suggestions for cleaners andalternatives to toxic products areavailable from

Chemicals in the Environment InformationOffice, University of Maine, 105 JennessHall, Orono, ME 04469 (207) 581-3201.

Environmental Hazards Management Insti-tute, PO Box 932, Durham, NH 03824 (603)868-1496.

Center for Hazardous Materials Research,University of Pittsburgh, 320 William PittWay, Pittsburgh, PA 15238 (412) 826-5320.

7 5 PATHWAY': 1 0 A 77SMTAINARLE FUTURE

Self EvaluationInventories of waste production at school and at home

These waste inventories and audits help quantify the wastestream in school and in the home. There are many options forsimple or detailed inventories, but every audit will help studentslearn about the types of waste they produce, and present opportu-nities for reducing that waste. The Waste In Our Communitysection helps students understand their options for handlingtrash.

School Waste Audit 80

School Hazardous Waste Audit IIII 84

Source Reduction/Recycling Quiz - Consumer Surveysfor Students and Adults 87


Advanced

Home Waste Audit III 92

Home Household Hazardous Waste Audit 94

Local Waste Management Options III 97

Trash Sorting Aelay Race 100

7 6l'A I I !WAYS r0 A

sucTAINAnt E FUTURE

Self Evaluation


Advanced

Materialsbags for collecting andseparating trash

scale for weighing bags oftrash

rubber gloves and apron foreach collector

data record sheets

80 PATIIWAYS TO ASUSTAINABLE FUTURE

School Waste Audit

Key QuestionHow much trash do we produce in our school?

OverviewThis is an inventory of the waste produced in your school. Itinvo'ves collecting, separating, weighing, and analyzing trash.Forms are included for waste paper, junk mail, food waste and"other" materials. Depending on the group's needs, there areoptions for limiting the survey to a single classroom or includingthe entire school. The inventory can help identify priorities forPathways to Action Projects and it can be used as a baseline formeasuring the success of future projects.

ObjectivesStudents will measure the amount of wasteproduced in the school. They will determinethe contribution each part of the schoolmakes to the waste stream, and then findways to reduce waste.

Background InformationA waste audit is an inventory of the trashproduced in your school, home or business.When students realize how much trash theyproduce and then they see how much wasteother people produce, they become commit-ted to resolving the waste problem. Knowingwhat you throw away is the first step toreducing waste.

The waste audit is an important opportu-nity for your students to really get theirhands on the waste problem. Even youngstudents can get involved! A simple measureof the trash that is produced in your class-room or what goes into the dumpster in aday will raise the level of concern for bothyou and your students.

A careful waste audit allows you to gather"baseline data" without influencing theamount of trash that is thrown away. Theaudit results will accurately measure currentpatterns, and can he used to analyze im-provements after waste reduction programsare in place.

Students can easily measure the amount oftrash that they throw away each day in theclassroom. As a check to the "big picture"you can weigh all the trash that goes into theschool dumpster each day. The students mayfind that although your room only producesone half pound of trash per person, the schoolproduces three pounds per person as a whole.Where is all the rest of that trash comingfrom? Are your students also responsible forthat?

Planning the School Waste Audit1. Coordinate the audit with the principal and

custodian.2. Your waste audit can be simple or complex.

It is simplest to weigh bags of unseparatedtrash. Separating and weighing compo-nents of the trash provides detailed infor-mation, but takes more time. Decidewhich parts of the school you want toaudit, and decide if you want to gather datafor a day, two days, a week, or longer.

ClassroomClassrooms in your gradeCafeteria and kitchenOffice, teacher's room, kitchen, bath-

rooms, other rooms in the schoolAll trash taken to the dumpster

3. If you can't inventory waste from the entireschool, plan to audit the areas that produce

7?

the most trash as well as your own class-room first. This will generate enthusiasmfor reducing the worst sources of waste.

4. It is helpful to gather the baseline dataquickly so you can begin changing behav-iors and reducing waste right away.However, the longer the collection period,the more accurate the data.

5. Plan which types of waste you will mea-sure and what you will be able to do withthe trash after collecting, separating andweighing. Determine what materials canhe recycled in your town (see Local Waste 3.Management Options activity) and sepa-rate the trash into the appropriate catego-ries. The Audit Charts are a guide, butyou might have other categories thatwould also be interesting to measure.

Procedure1. Collecting: Collect waste from various

locations for one or two days, or for aweek. Set up separate collection bins orboxes for different kinds of waste .(paper,food, "other supplies"). This will makeseparating the trash easier and will helpkeep the trash cleaner. Using the attachedforms, record where the trash came fromand how long since the last trash collec-tion. Collect trash from:

classrooms"specials" rooms - art, science, music,

industrial artsofficeteacher's roomcafeteriakitchenvending machine areasbathroomscustodian's facility

2. Separating and Weigli : Coordinate thisactivity with the custodial staff. Thetrash should be weighed as a whole andseparated into categories: reusable, recy-clable and non-recyclable. Studentsshould work in pairs or in small groups asthey separate trash. Reduce possible messand accidents when separating the wastesby having students wear aprons, rubbergloves, and eye protection. Be particularly

4.

careful of dangerous materials like brokenglass or household hazardous wastes.Notes should be kept about the trashwhich reflect the kind of wastes beingthrown out, and the wastes that could beeliminated from the waste stream.Alternative: A less scientific, but mucheasier collection strategy is to follow thecustodian on the trash pick-up rounds, lookat and if possible weigh the trash. Visuallyestimate the percentage and different typesof paper and other items in the trash.Analyzing the Data: Your waste audit willhelp you determine how big a wasteproblem you have and the types of wastethat are the biggest problem. You candetermine which parts of the school are thebiggest waste producers.a. Analyze the data using the math skills

appropriate for your grade level. Graphsare helpful for understanding data likewaste production comparing locationsor types of trash. A diagram of theschool with waste production figures atvarious locations would be interesting.

h. The data from the waste audit can beused to calculate the amount of trashgenerated annually, or the averageamount generated by each individual.Calculate figures for daily/ weekly/annual waste production and averages foreach person/ class/ school. Students canalso find percentages of various types ofwastes.

Using the Waste Audit: The audit numberswill he very meaningful to students. Theywill probably become angry about theamount of trash they have pawed throughand they will have a lot to say about what"people" should do. Channel these emo-tions by helping students with ideas ofwhat they can do themselves, about thewaste they create in their own room, andhow they can help others understand theproblem. Help them think about the wastethey create at home and what their fami-lies can do to reduce it. Use the momen-tum generated from the waste audit tohave students decide on action projectswhich will address the worst waste prob-lems they identified.

78

















l'A I I IWAY I (1 AMNIAINABLI. 1ln um 81

Waste Paper AuditThe waste paper audit measures the amount of paper that is thrown out. By separating reusable, recyclable and notrecyclable paper you can determine the waste paper that can immediately be eliminated from the waste stream.First determine what kind of paper is accepted for recycling in your town.

Collection

Date

Location # People using

this site

# Days since

last collection

Total

Weight

Weight

Reusable

Weight

Recyclable

Weight

Not Recyclable

* Notes about the non-recyclable materials (over packaged, individually wrapped, disposable items):

"Junk Mail" AuditDirect Mail comes into school and our homes daily. In many ways this mail provides access to products and ser-vices we need. Often it gets tossed in the trash, unopened. This audit should include only mail which is unwantedand unread. Parents and teachers should all be aware of the collection so desirable mail is not included.

Collection

Date


this site# Days since

last collectionTotal

Weight

Weight ofMagazines

& Catalogs

Weight ofRecyclable

Paper

WeightNot Recyclable

Notes about "look Mail" (which could be discontinued by notifying sender or direct marketing label service?)

82 SUSTAINAIILL FUTUREPATHWAYS TO A

7

Food Waste AuditCollect food wastes from classroom snacks and the cafeteria (both cold and hot lunches). Keep these wastes separatefrom all other collections, and weigh while garbage is still fresh. Estimate the amount that is compostable.

CollectionDate


this site

# Days since

last colleiction

TotalWeight

Weight

Compostable

Notes about Food Waste (ideas of ways to reduce waste)

Waste Audit of "Other Materials"All "other materials" separated from the waste stream can be weighed and tabulated. Add other categories thatapply in your town.

CollectionDate

Locatiuo # People using

this site

# Days since

last collection

Total

Weight

Weight

Compostable

*Notes abo it "Other Materials" Waste (household hazardous waste, including batteries; single-use disposable items; items thatcould be reused; idea of wayti to reduce waste):

80l'A Fl MAY' 10 A

SU FAINABLE FUTU 8 3

LevelIntermediateAdvanced

Materialsvariety of hazardousmaterials found in theschool

MSDS sheets for thosehazardous products

alternative productschart

audit record sheets

84 PATI I WAYS TO ASUSTAINABLE FUTURE

School Hazardous Waste Audit I

Key QuestionsWhat hazardous wastes do we produce in our school?What should be done with them?

OverviewThis is an inventory of the hazardous waste produced in yourschool. The inventory involves locating, identifying, and record-ing hazardous products. Information from the audit can be usedin decision-making to reduce hazardous materials and will helpthe district hazardous materials manager. Students should befamiliar with the issues of hazardous wastes before beginningthis audit (see the awareness activities: Moving toward SourceReduction, and Pollution Prevention, Getting to the Route of theHousehold Hazardous Waste Problem, or Test the Alternatives.)Special precautions must be followed to ensure student safetyduring the audit.

ObjectivesStudents will list the types and measure theamounts of hazardous materials in theschool. They will analyze the role eachdepartment in the school plays in the use ofhousehold materials, and.become motivatedto find ways to reduce their use.

Background InformationProduction and disposal of hazardous wastesare as much a problem in schools as they arefor households. Schools use household andindustrial strength cleaners, solvents, pol-ishes, paints, and pesticides which can behazardous to custodial staff, teachers, andstudents. These materials must be disposedof properly to avoid contaminating theenvironment. In addition, schools oftenstock hazardous chemicals for science, art, orvocational classes.

Schools are required to inventory allhazardous materials and maintain a file ofMaterial Data Safety Sheets (MSDS) for the

materials. The inventory and file is usuallymaintained by the maintenance supervisorfor the school or district; the transportationmanager sometimes has the responsibility,since the bus garage produces the greatestvolume of hazardous wastes. Staff whohandle hazardous materials are required bythe Occupational Safety and Health Admin-istration (OSHA) and the Maine Dept. ofLabor to be trained in the proper use, stor-age, and disposal of hazardous substances.Unfortunately, this training does not alwaysinvolve the teachers and principals whoorder and use many of these materials.

Your school or district may have done athorough inventory and clean-up of hazard-ous materials in 1989. The district may alsobe considered a "small quantity generator"of hazardous wastes and have a contract witha licensed handler to remove hazardouswastes (for products from the transportationgarage, for example).

81

Management Suggestions1. Introduce the topic of hazardous wastes by

doing one of the awareness activities:Moving toward Source Reduction, andPollution Prevention, Getting to theRoute of the Household Hazardous WasteProblem, or Test the Alternatives.

2. Plan the audit with the person responsiblefor maintaining the schoOl or districthazardous materials inventory and MSDSfile. Have that person help introduce theproject to students. Do not duplicate theofficial inventory procedure.

3. Emphasize safety. Careful instruction andsupervision for all participating students iscritical. Containers should not be openedor shaken.

4. Decide which areas in the school will beincluded in the audit.

classrooms"specials" rooms - art, science, music,

industrial artsofficeteacher's roomcafeteriakitchenbathroomscustodian's facilitytransportation garage

5. Use the audit form from this activity or aform suggested by hazardous materialssupervisor (e.g. Chemical Inventory Formused in the state inventory.) A separatelist should be made for each room orlocation. The lists can help make theofficial inventory more complete.

6. Identify disposal options for hazardousmaterials in your town, and for yourschool.

7. Have students work in teams, each super-vised by an adult.

Procedure1. Review the issues surrounding hazardous

wastesMany products we use contain hazard-

ous ingredients.Improper disposal can harm the environ-

ment.There are limited approved disposal

options.Less harmful alternatives to many

hazardous products are usually available.We need to reduce production and

disposal of hazardous wastes.2. Brainstorm a list of hazardous products

students think are used in the school.Discuss what makes these items hazard-ous.

3. Show some of the hazardous productsfrom the school and discuss what makesthem hazardous, how they should behandled, how they should to be discarded.Refer to the Material Safety Data Sheets.

4. Examine the audit form and discuss theprocedures for taking the school hazardouswaste audit.

5. Review safety cautions and procedures.6. Assign areas to be audited. Have teams

conduct the audit.7. When the audit is complete, all informa-

tion should be provided to the manager ofhazardous materials.

Analysis and DiscussionI. Identify the items listed on the audit

sheets. Group the items according towhat makes them hazardous (e.g. poison-ous, flammable, corrosive, reactive.)

2. Discuss students' reactions to the materi-als they discovered. How hazardous arethey?

3. How should different items he treated?Should they be disposed of? How?

4. Do all of these items need to he in theschool? What alternative products areavailable?

5. What can students do to inform othersabout the dangers of hazardous wastes andthe alternatives to using hazardous prod-ucts?

82







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Source Reduction/Recycling QuizConsumer Surveys for Students and Adults

Key QuestiinHow can wol be part of the solution?

OverviewThis survey identifies buying habits and personal behaviors thatcreate waste. Students can do the survey in class, and also take aversion home for the family to complete. In each case the surveyhelps everyone to understand ways they can reduce the flow ofthe waste stream.

ObjectivesStudents will analyze their own purchasingand household habits and develop strategies to 3.

reduce waste.

Background InformationAccording to the US Environmental ProtectionAgency, packaging contributes 33% of theweight and 50% of the volume of municipalsolid waste. Disposable ("nondurable") itemsmake up another 28% of MSW. Nearly onedollar out of every ten that Americans spendon food and beverages pays for packaging.

Decisions consumers make every day affectmore than the amount of waste they bringhome from the store. These decisions influ-ence the type of items grocers stock on theshelves, the recycled content of products, andeven the items or the packaging that manufac-turers produce for consumers. Looking at ourbuying habits and the ways we treat our trashis one of the first steps to taking action thatwill reduce waste and help us create a sustain-able future!

Management Suggestions:1. For younger students, use the Consumer

Survey for Students in class and have themtake the Survey for Older Students andAdults home for the family to complete.Older students who make more consumerdecisions can gain insight form the Surveyfor Older Students and Adults.

2. For the youngest students, read the quiz outloud and have the them raise their hands fornever, sometimes, or often. Discuss theterms and choices as you proceed. Have

4.

5.

6.

students count and keep track of the tallyfor each category.Students could administer the quiz to otherclasses. Statistics can be generated foraverage scores for grade, classes, teachers,administrators. Compute averages, recordon graphs.Use the quiz as a pre/post test for studentbehaviors.Use the responses to the survey to help setpriorities for action projects.Students can develop their own survey bybrainstorming behaviors that promotewaste reduction and conservation. The ywill enjoy giving their survey to others!

Procedure1. Introduce the Source Reduction/Recycling

Quiz by asking students how they thinkthey contribute to the waste stream. En-courage them to be honest in answering thequestions, that there should be no "compe-tition" for a low or a high score. This quizis a teaching tool to help them understandthe choices they make every day which canhelp or harm the environment.

2. Pass out the quiz and have students com-plete it, then score it themselves.

3. Discuss each item on the quiz to determinehow the action influences the waste stream.

4. Tally the total score for the class and find aclass average.

5. Have students take the quiz home and giveit to parents, relatives, and friends. Com-pare the scores with the class average, anddiscuss what they were able to teach othersabout waste reduction and recycling strate-gies.

85


Advanced

MaterialsCopies of the surveyform

directions for scoring



Classroom SourceRediletiOn Cffinpaign





Trash-toArt Festival


"Buy Recycled- Campaign





PATHWAYS TO ASUSTAINABLE EUTURE 87

Self EvaluationDiscussion Questions1. Which of the actions described on the

survey don't require any more work ortime? Which arc the most difficult to do"often."

2. How can you convince yourself theactions are worth the effort? How can youconvince others?

3. How do consumer choices (demands)influence store owners and manufactur-ers? Can talking to owners make adifference?

4. How else can you influence the choices ofgoods available in the stores?

Source Reduction/Recycling QuizConsumer Survey for Students

Think about the things you do that can help reduce waste. Circle the number in the column that says how oftenthe question is true for you. Add up the circled numbers in each column to find your total score. Use the informa-tion in "Scoring the Survey" to rate your score.

never some ofthe time

often

1. Do you wear hand-me-downs or buy second-hand clothes? 3 2 1

2. Do you make sure to put the tops hack on markers so they don't dry outand you don't have to buy new ones more quickly? 3 2 1

3. Do you take good care of toys and personal belongings so they won't breakand you have to throw them out?

3 2 1

4. Do you use envelopes from junk mail or reuse old envelopes to carry lunch money,hook orders, or notes to school?

3 2 1

5. Do you write or draw on the hack of paper that has already been used? 3 2 1

6. Do you borrow hooks from the library or swap with your friends to avoidbuying new hooks and magazines?

3 2

7. Do you use toys or games that don't need batteries or use electricity? 3 2

8. Do you ride your hike or walk to visit friends rather than driving in a carand using gasoline?

3 2 1

9. Do you turn off lights, television, and radios when you arc not using them? 3 2 1

10. Do you avoid buying individually wrapped snacks for school? 3 2 1

11. Do you reuse plastic bags (such as bread bags and plastic liners in cereal boxes)or use Tupperware containers when you bring lunch or snacks to school? 3 2

12. Do you recycle the things that can he recycled in your community? 3

13. Do you have a compost pile or a worm bin for your garbage at home? 3 2 1

14. Do you bring your own shopping bags to the store? 3 2 1

15. Do you talk to your friends or family about reducing, reusing, or recycling? 3 2 1

Column Totals88 ['AMWAY', 1(1A

slIS AINABLI U !UPI Cfietcl Total

Source Reduction/Recycling QuizConsumer Survey for Older Students and Adults

Every day we make choices that affect the amount of waste we produce. Consider your behavior, the choices youmake and your contribution to the waste stream. Add up the circled numbers in each column to find the columntotals then add them together to find your total score. Use the information in "Scoring the Survey" to rate yourscore.

Do younever some of

the timeoften

1. choose to buy an item because it has less packaging? 3 2 1

2. consider the recyclability of an item before you buy it? 3 2 1

3. choose not to buy some things you want because you don't really need themand it would be wasteful? 3 2 1

4. think about what will happen to a product or a package when you no longerhave any use for it? 3 2 1

5. try to reuse things you already have rather than buy new products? 3 2 1

6. wash out and reuse plastic bags in your home? 3 2 1

7. consider what pollution and wastes were created in the manufactureof the things you buy? 3 2 1

8. use the recycling facilities in your community? 3 2 1

9. use dishcloths, sponges and cloth napkins instead of disposable paper products? , 3 2 1

10. avoid items such as disposable diapers, razors, lighters and penswhen longer lasting alternatives are available? 3 2 1

11. ask that less wrapping be used when you order take-out food? 3 2 1

12. compost kitchen waste and other decomposable organic matter? 3 2 1

13. bring your own shopping bags to the store? 3 2 1

14. buy items from bulk supplies in the store? 3 2 1

15. talk to store managers about stocking bulk items and avoiding packaging? 3 2 1

16. spend the money to repair an item even though you could get a new onefor nearly the same price? 3 2 1

17. look for and buy products made from recycled materials? 3 2 1

18. return beverage containers rather than put them in the trash? 3 2 1

Column Totals

Grand Total

8r iwri 'WAYS TO A'1USTAINABLE FUTURE

Self Evaluation

90 PATHWAYS "I( ASUSTAINABLI I taunt

Scoring the SurveyConsumer Survey for Students

If your score was:

36 OR MORELike most people you are throwing moretrash away than you need to. It's easier totell other people what they should do than itis to change your own habits. Learn how tomake less waste in the first place, and youwill be part of the solution!

What can you do? Be aware of the amount oftrash you generate each week. Not howheavy it is, but how much of it could bereused, recycled or avoided entirely. Nexttime you go to the store, check to see if anyof the products you normally buy in non-recyclable containers are also available inreusable, refillable or recyclable containers:Avoid products with excessive packaging.Reuse your paper and plastic bags when youshop or take your own cloth or string bagswith you.

BETWEEN 23 AND 35You are making some effort to reduce waste.You need to do these things more often andthink about other things you can do to helpreduce waste even more.

What else can you do? Look carefully at thethings you throw away, is there any way youcould reuse containers or wrappings? Betteryet, is there a way you could have not gottenthose items in the first place? Talk to otherpeople how they reduce, reuse, and recycle

22 OR LESSYou're obviously working hard to reducewaste. It shows!

Think about the things you do to keep trashout of the waste stream. Which are youmost proud of? Encourage your friends andfamily to consider doing the same. Help getprojects started in school and at home tomake your work even more effective. Keepup the good work!

88

Consumer Survey for Older Students and Adults

If your score was:

44 OR MORELike most Maine residents, you are probablycontributing your full share of trash to ourrapidly diminishing landfill space includingtons of usable, recoverable materials. Byyour consumer habits you are also encourag-ing manufacturers and storekeepers tomarket wasteful products and packaging anddiscouraging markets for recyclable goods.

What can you do? Be aware of the amount oftrash you generate each week. Not howheavy it is, but how much of it could bereused, recycled or avoided entirely. Nexttime you go to the store, check to see if anyof the products you normally buy in non-recyclable containers are also available inreusable, refillable or recyclable containers.Avoid products with excessive packaging.Reuse your paper and plastic bags when youshop or take your own cloth or string bagswith you.

BETWEEN 29 AND 43You are doing some reducing, reusing and/orrecycling. These patterns need to be prac-ticed consistently by the majority of thepopulation if we are going to reduce theincreasing amounts of waste.

What can you do? Do some comparisonshopping. Consider various types of packag-ing and the alternatives that are available.Consider buying products in larger quantitiesor in bulk quantities. Reuse your paper andplastic bags when you shop or take your owncloth or string bags with you.

29 OR LESSYou've obviously done some serious thinkingabout the need for resource conservation. Itshows!

Think about the things you do to conserve.Which are you most proud of? Encourage.other people to consider doing the same. Getinvolved in solid waste planning in yourcommunity. Keep up the good work!

Adapted by the Chewonki Foundation, the Natural Resources Council of Maine and the Maine Waste Management AgencyOffice of Waste Recycling and Reduction, from the Rhode Island Dept. of Environmental Management, Waste EducationCurriculum and the Oregon Dept. of Environmental Quality, Solid Waste Division. The Student Survey was developed byHelen Sahadi, Thorndike, Maine.

PATIIWAYS TO A 91SUSTAINABLE FUTURE

89

Self Evaluation

LevelIntroductory

IntermediateAdvanced

Materialsbags for collecting andseparating trash

gloves

data record sheets



Used Clothing D:iveand Swap




Home RecyclahlesCollection Center



92 l'A I I %WAYS TO ASUSTAINABLE FUTURE.

Home Waste AuditKey QuestionHow much trash does my family generate?

OverviewThis is an inventory to help students and their families determinehow much waste they generate at home. It involves having eachhousehold collect, separate, weigh, and analyze their trash. A formis included for recording data from the audit. Separate forms forrecording food waste and junk mail are also included. The auditcan be designed for any reasonable time period. The inventory canhelp identify priorities for Pathways to Action Projects and it canhelp motivate students to reduce waste outside of school.

ObjectivesStudents will identify the types of waste andthe amount of waste produced at home.They will identify strategies to help theirfamilies reduce waste.

Background InformationThe U.S. Environmental Protection Agencyestimates that in 1992 each person in thecountry contributed 4.3 pounds to thestream of Municipal Solid Waste (MSW.)This figure is an average of the waste pro-duced by households, businesses, govern.ment offices, and schools. Most individualsproduce less than the average 4.3 pounds perperson, yet each one of us should still ask"How much waste do I create?" and "Howcan I create less waste?"

In general, people in the United States aregenerating more waste each year. Mainepeople, in contrast, generated less trash in1992 than they did in 1988. This shows thecommitment of Maine people to reducingMSW, but more work needs to be done. TheMaine Waste Management Agency set a 1994goal for the state as a whole to reduce themunicipal solid waste stream by 10% below1988 levels.

The home waste audit is a starting pointfor students and their families to evaluatetheir own contribution to the MunicipalSolid Waste stream and take action toreduce!

Planning the Home Waste Audit1. Communicate with parents to get their

support for the home audit. Decide on theamount of time for the home waste audit(the form is designed for a two-weekcollection period.) An adult should beencouraged to help students at home toensure safety and cleanliness.

2. Students can use the Household WasteData Audit Form to collect data at homeand they can tabulate the information inschool. Compare the figures to wasteproduction at school.

Procedure1. Define MSW and discuss the items each

household contributes to the wastestream. For a more complete descriptionof MSW, see Background InformationOverview.

2. Identify the sorting categories listed on theform. Separate the items according to thecategories of recyclable material acceptedby your local recycling center. For ex-ample, be sure your definition of "office"paper is consistent with the paper ac-cepted by the center.

3. Review the process of collecting andweighing trash at home (use suggestionsin the School Waste Audit activity.)Emphasize working with an adult, andensuring cleanliness and safety. Look overthe data form to familiarize students withthe categories.

4. Have small groups practice the process byseparating and weighing classroom orother school trash.

5. Analyze the data as described in theSchool Waste Audit activity.

80

Household Waste Audit Data Form

Household Information

Name (Circle one) house or apartment

Address

Phone Number of people in the household and their ages

What pets do you have? Do you have a yard? How large?

What do you usually do with your yard waste (compost, transfer station,stump dump, garbage pickup)?

Do you currently recycle? If yes, what materials?

Waste Data

1. Estimate the annual amount of the following waste that your household generates.

tires white goods (large appliances)

stump dump material (stumps, wood, trees, etc.)

.yard waste (grass clippings, brush leaves, etc.)

2. Household waste data (up to 2 weeks) Date Start Date Finish

Weight Days Weight Days Weight Days Weight Daysre:.wspaper

"office" paper

mixed paper

magazines &catalogs

recyclable HDPE#2 plastic

other plastics

glass

aluminum

tin cans

food waste

corrugatedcardboard

# bags yard waste

other (diapers, etc.)

This form was adapted from the form used by the Yarmouth Waste Reduction and Recycling Committee.I I IWAYVI t) A 93

tilNTAINABLE FlITURt

91

Self Evaluation

LevelIntermediate

Advanced

Materialshazardous productscollected from the school(for demonstration)

household HazardousWaste Audit Form

alternative productsinformation sheet

94 PATHWAY', It ASUET 1INABLE FUTURT

Home Household HazardousWaste Audit

Key QuestionsWhat household hazardous materials do I have in myhome? What should i do with them?

OverviewThis is an inventory to help students and their families determinethe household hazardous substances they use, store, and discardat home. The inventory involves locating, identifying, and re-cording household hazardous products. The audit can help fami-lies develop strategies to reduce their dependence on hazardousmaterials. Students should be familiar with the issues of house-hold hazardous wastes before beginning this audit (see the aware-ness activities: Moving toward Source Reduction, and PollutionPrevention, Getting to the Route of the Household HazardousWaste Problem, or Test the Alternatives.) Special precautionsmust be followed to ensure student safety during the audit.

ObjectivesStudents will identify hazardous materialsfound in the home; they will understand thedangers of improper disposal of householdhazardous wastes; they will identify ways toreduce household hazardous wastes.

Background InformationMany household products contain ingredi-ents which can be hazardous to people or theenvironment. These ingredients can bepoisonous, flammable, corrosive and/orcause violent chemical reactions. Hazardousproducts generally fall into five categories:automotive products, cleaning and polishingmaterials, paint and related solvents, pesti-cides, and miscellaneous items (e.g. batteries,some cosmetics, shoe polish.) Unwantedportions of these products and their contain-ers become hazardous waste.

The products most likely to containhazardous materials include (but are notlimited tol:

Cleansers(the most hazardous examples)




92

Paint and Paint-Related Productspaintwood preservativewood stainpaint brush cleaner

Other Household Productsni-cad (nickel-cadmium) batteriessmall, sealed lead-acid batteries (as used

in emergency lighting)shoe polishfingernail polish and removerrubber cement

Improper use, storage, and disposal ofhazardous products can cause serious envi-ronmental problems. If they are not com-pletely used or disposed of in an approvedhazardous waste facility, most hazardouswastes eventually seep into waterways orinto the ground water. There are local andstate collection programs for the disposal ofwaste oil, batteries, and waste paint. Thehousehold hazardous waste picture shouldlook brighter in the next few years as theMaine Waste Management Agency developsprograms for managing household hazardouswastes.

Management Suggestions1. Communicate with parents to get their

support for the home audit. An adultshould be required to supervise or assiststudents as they do the audit.

2. Introduce the topic of household hazard-ous wastes by doing one of the hazardouswaste Awareness Activities.

3. Students should not be made to feel anycompetition, or that they will be embar-rassed by identifying hazardous materialsthey may have in their homes. The goalof the exercise should be to get accurateinformation and generate solutions fordealing with a difficult communityproblem. Students should not be requiredto do a home audit if adult supervision isnot possible.

Procedure1. Review the issues surrounding household

hazardous wastes.Many products we use contain haz-

ardous ingredients.Improper disposal can harm the

environment.There are limited approved disposal

options for households.Less harmful alternatives are usually

available.We need to reduce production of

household hazardous wastes.2. Brainstorm a list of hazardous products

students think they have in their homes.Discuss what makes these items hazard-ous.

3. Examine the audit form and discuss theprocedures for taking the household audit.

4. Review the cautions listed on the form.Emphasize parent approval and participa-tion.

Analysis and Discussion1. Combine lists to identify the most com-

mon products in students' homes.2. What makes the materials listed hazard-

ous?3. How should different items be disposed of?4. What alternative products are available?5. What can students do to inform others

about the dangers of household hazardouswastes and the alternatives to usinghazardous products?

9'3







SUVIAINABLL trll'AnIWAY% TO A

Home Household Hazardous Waste Audit

Student Name Audit Date

Adult Signature

Complete this audit with an adult member of your family. Do not open any hazardous product containers, use theinformation on the labels. Check the locations in your house where hazardous products might be stored.Look in the kitchen, bathroom, laundry room, cellar, garage.

The products most likely to contain hazardous materials include (but are not limited to):

Cleansers (themost hazardousexamples)


Location



Product Name and Use

Paint and Paint-Related Products

paintwood preservativewood stainpaint brush cleaner

How often is it used?

Why is it hazardous?(toxic, flammable,corrosive, reactive)

Other HouseholdProducts

household batteriesshoe polishfingernail polish

and removerrubber cement

What saferalternative couldbe used instead?

Check to see which household hazardous wastes are collected (for reuse, recycling, or disposal) in your town or nearby.Consider using alternative products in the future.

96 PA LIIWAYS 10 ASUSTAINABLE FUTURL

94

Local Waste ManagementOptionsKey QuestionIf there is no such place as "away,," where does our trashend up?

OverviewEach town or region has different facilities for processing trash.The "rules" for recycling vary greatly from place to place inMaine. This activity helps students identify exactly what hap-pens to their trash. The people who handle trash and recyclablesvisit the classroom, or the students go on field trips to visit facili-ties that handle their trash. Students mark on a flow chart theroute each type of trash or recyclable takes.

ObjectivesStudents will identify the final destinationsof different kinds of wastes in their commu-nity and the routes all of their trash takesafter it is thrown "away."

Background InformationEvery community disposes of solid waste,but no two communities do it in exactly thesame way. Most citizens don't know whathappens to their waste after they throw it"away." Before they can really appreciatethe need to produce less waste, and make theeffort it takes to change consumer patterns,every person should know what happens toeach type of waste they create. How muchof their waste is recoverable, how it isrecovered, and how much is "unrecover-able?"

Unrecoverable waste is sent to a landfill orincinerator. Where is your landfill? Whatincinerator does your town use? Options arebeing developed for recyclable, compostable,and returnable (redeemable) materials. Mostcommunities have programs to recycle sometypes of waste. What is recyclable in yourtown? Where do these things get recycled?Can you get yard waste or food wastecomposted? Because of Maine's returnable

bottle law many types of containers areredeemed for deposit. Where do the bottlesgo after you take them to the redemptioncenter? Answers to these questions will helpclarify how waste is managed in your com-munity.

Management SuggestionsI. Talk with the town (or regional) solid

waste manager to understand the wasteoptions in your area.

2. Work with your custodian to learn abouthow the school trash is hanu led: Who isthe hauler? Where is the trash taken?

3. Plan a field trip to your recycling center,transfer station, and a redemption center,or invite operators of each to discusswhere the trash goes in your town. Con-sider inviting the custodian and trashhauler.

4. Plan a field trip to the landfill or incinera-tor where the trash from your town is sentor invite an operator to show slides of thefacility. Learn how the facility is managedand determine what happens to most ofyour trash when it is thrown "away." Thebackground information sections onLandfilling and Incineration describe whathappens in each type of facility.

95

LevelIntroductory

Intermediate

Advanced

MaterialsLocal Waste ManagementOptions flow chart

l'A UMW, -1 0 A 97SIM AINARLE. FUTURE

Self Evaluation












"Buy Recycled.- Campaign

Home RecyclablesCollection Centcr








98 I'ATIIWAYS IASUVIAINAIILE MIMIC

Local Waste Management Options

Procedure1. Brainstorm ideas with students about

where their trash goes. Try to get theirideas of the steps it takes to get to the"final resting places" of different types oftrash.

2. List questions that students have anddecide how they can get their questionsanswered.

3. Take a field trip or invite speakers toprovide information for students.

4. Using the flow chart, have students colorin the arrows to show the pathways of thedifferent types of trash. Color in only thepathways that are available in yourcommunity. Write in the details (name ofthe recycling center, trash hauler, etc.) foryour town. List examples of reusableitems.

Discussion Questions1. Can you really throw your trash away?2. Where is the landfill or incinerator used by

your town?3. How do recyclables get recycled?4. What compostables can be recovered?

How?5. What happens to returnables after you

take them to the redemption center?

9G

a Local Waste Management Options Flow ChartStudent name: Directions: Color the arrows to show where each typeSchool: of trash in your town goes.. Write in details of theTown: names of the facilities in your town.

School

Unrecoverablewaste

Incinerator landfill 1

location: location:

Recyclables

1

Recyclingcollection center

name:

Reusable items

Cornpostables(or pig food)

farm

name:

magazines corrugatedNicardboard

schoolcompost pile

use:

Returnablecans & bottles

RedemptionCenter

name:

Distributor

newspaper glass cans/ other refillablemetal

officepaper

phonebooks

Regionalprocessing center/

brokers/cooperative

marketing assn.

manufacturers

97

haulers

non-refillable

Regionalrecyclingfacility

manufacturers

PATHWAYS TO ASUSTAINABLE FUTURE.

LevelIntermediate

Advanced


Key QuestionHow should trash be separated in our community?

OverviewThis is an active relay race for two teams, or a "race against theclock" for one team. The challenge is for students to separate apile of trash into categories for recycling, reuse, composting, ordisposal. The categories are set according to the services avail-able in your own.town. The activity reinforces the students'knowledge of proper separation and prompts discussion abouttechniques for reducing waste.

Materialsgloves (cotton work, large)

1 pr. for each team

boxes (5 for each team) labeled:To the landfill or To the incinerator(your local) Recycling Center - separate this box in to sections for specificrecyclables if you likeRedemption CenterMiscellaneous Reusables: art, science, craft projects; storage containersCompost

1 large trash bag filled with a variety of cleaned/dry trash for each team

paper - school paper with one blank side, envelopes with plastic windows, junkmailings, magazines, newspapers, paper bags, glossy paper, paper plates,

. cups, napkins

cardboard and paperboard - cereal boxes, egg cartons, etc.

filastks - yogurt containers, milk jugs, shampoo bottles, plates, utensils,packaging, plastic bags, balloons, etc.

glasc - sturdy bottles (like salad dressing)

returnable cans and bottles - plastic, glass, aluminum

tin cans -- soup cans, spice containers, aluminum foil

disposables - diapers, broken toys, scraps of cloth, etc.

polystyrenes - foam meat trays, foam cups, etc.

NOTE: Any multi-layered packaging is a great stumper

1 ^O PATFIWAYS 10 ASUSTAINABLE FUTURE

ObjectivesStudents will distinguish recyclable andnonrecyclable materials and identify recy-cling categories of material which is recy-clable in their town. Students will identifystrategies to reduce the amount of wastedestined for the landfill or incinerator.

Background InformationEach town has a specific trash collection andseparation procedure. This activity shouldmodel the separation process used in yourtown. Label the collection boxes to corre-spond to the categories collected curbside, atthe transfer station, at the local recyclingcenter, redemption center, or other facility.Determine the destination of non-recyclablewastes - landfill or incinerator.

9E

1

1

1

1

Management Suggestions1. This is a relay race. Two teams can

compete against each other or one teamcan race against the clock.

2. Allow enough cleared space for the teamsto run and place the items in the boxes.

3. Line up the boxes so that each team canread the choices for waste disposal.

4. Explain that whenever one handles trash,gloves should be worn. Discuss why(hygiene, safety, etc.)

5. Plan to follow-up this activity with actionsteps in the classroom to reduce theamount of trash sent to the dumpster.

6. Present awards to each team or teammember to recognize their commitmentto waste reduction.

Procedure1. Team members stay behind the designated

starting line.2. Place a full bag of trash for each team

between the starting line and the boxes.3. Announce the process to each team:

a. The first person in the line puts on thegloves then reaches into the bag andpulls out two items.

b. The player then runs to the boxes anddecides how to dispose of both items.He or she may consult with teammembers if necessary.

c. When the items are in the proper boxes,the player removes the gloves andhands them to the next team member.

d. The race is over when all the itemsfrom one team's bag have been placedin the boxes. You may want to end therace when even the large trash bag hasbeen placed in a box.

4. Examine the contents of each box anddiscuss the results.

5. Follow up this activity with an actionsession where plans for waste reductioncan be put into motion.

Discussion Questions1. Which boxes got the mot c /as te ? Which

got the least? What does ;_nat tell us aboutour waste?

2. What items were students unsure about?Could some items have been put in adifferent box?

3. How can we reduce the amount of trash inthe landfill (or incinerator) box? (Whatalternatives to those products or packag-ing do we have?

4. What items do we generate in the class-room (school) that could be removed fromthe landfill (or incinerator) box? Whatshould we do with them?

5. What else can we do to reduce the amountof trash we generate?

Adapted from an activity designed by Bob Olney, teacher at Waynflete School in Portland, Maine.

99












PATilWAYS TO ASUS I AINABLE FUTURE 101

LevelintroductoryintermediateAdvanced

102 VATIIWAYS ) A,..LNTAINABLE FUTURE

Pathways to ActionAction projects to make a difference

This section contains a number of action steps that students canundertake. They all help effect change in the way we think aboutand manage waste. Some activities focus on the classroom, someare directed towards the school at large, and some deal withwaste management issues at home and in the community. Theircollective goal is to involve students and teachers with real issuesand creative solutions to our current waste management prob-lems. They utilize the students' current knowledge, encouragestudents to investigate further, and challenge students to act.

Simple Classroom Action Projects

Source Reduction ProjectsO in the Waste Management Hierarchy

Classroom Source Reduction Campaign 111

Cafeteria Source Reduction Campaign

School Source Reduction Publicity Campaign

"Junk" Mail Reduction Effort

105

107

108

109

111

112

Reuse Projects 117e in the Waste Management Hierarchy

Classroom and Office Paper Reuse Campaign 118

Used Clothing Drive and Swap 119

Magazine Reuse Campaign120

Trash-to-Art Festival121

Recycling Prujects 123O in the Waste Management Hierarchy

School Recycling Program124

100

1

1

1

"Buy Recycled" Campaign 126

Home Recyclables Collection Center 130

Composting Projects 1330 in the Waste Management Hierarchy

Classroom Worm Bin Project O 134

Cafeteria Composting Project 137

Plans for Constructing Composting Bins 140Wire Mesh Holding Unit 140Wooden Pallet Holding Unit 141Wood-and-Wire Three-Bin Turning Unit 142Garbage Can Composter 144

Incineration and Landfilling Projects 145& 0 in the Waste Management Hierarchy

Comparison of Waste Disposal Methods - Landfilland Waste-to-Energy III 146

Landfill Siting Investigation 148

Household Hazardous Waste Action Projects 153

Promoting Alternatives to Hazardous Products 154

Waste Paint Exchange Project 155

Battery Use Reduction and Rechargeable Battery Promotion 157

Tools for Action 159Letter Writing For Results 160

Publicity 162

Public Service Announcement 164

Pushing for a Change 168

101 PATHWYS TO ASUSTAINABLE.

AIUTURE 103

1 04 SUSTAINABLEMAYS TO A

SUSTAINABLE FUTURE

Pathways to Action

Featured Teachers and Other Programs 771Creative programs in Maine Jr. High and High School classrooms and additional valuableprograms available to Maine schoolsGail Adshead - Garbology Unit, Cape Elizabeth High School 172

J.B. Kavaliauskas - The Raging Recycling Riots,South Portland High School 176

Ernest Kozun, Jr. - Jr. High Recycling Program,Windham Middle School 179

Mary K. Wells - Household Hazardous Waste, Warsaw Middle School 182

Sue West & Dave Leibmann - Solid Waste Service Projects,Maine Coast Semester Program 185

David Wilkins - Student-run Summer Camp, Katandin High School 188

Other Programs 192Waste Away 192Maine Model Business/Community Program 792Governor's Waste Reduction Award Program 193Coast Week 194Kids' EcoTeam Program 194KIDS (Kids Involved Doing Service) 195The Critical Skills Program 195

102

I

I Simple Classroom ActionProjectsOverviewIn these short action projects or classroom waste challenges, stu-dents can take immediate steps to reduce the amount of wastethey generate. Each project helps students understand behaviorswhich create unnecessary waste in school and provides opportu-nities for them to reduce waste at home. Each of these projectscan be initiated with little or no preparation and can even bestarted before any other activities in Pathwayc to a SustainableFuture. These Simple Classroom Action Projects can be gatewaysinto other Awareness Activities, Inventories, or other Pathways toAction projects contained in this guide.

Planning Considerations1. Have students choose which immediate

classroom action project(s) they want totry. Their choice should reflect theapparent waste needs of the classroom,and they should be motivated to make theproject successful.

2. Another approach is to challenge studentsby presenting them with an unusualsituation in the classroom (e.g. havingthem come into the room one morningand have no wastebaskets available fortheir trash - see Personal Trash.) Us( theshock value to discuss the problem thesituation presents and generate sugges-tions for dealing with the problem.

3. The project suggestions listed below aremerely starting points. Students or theteacher might have other ideas that wouldbe just as easy to initiate and would moreclosely meet the specific needs of theclassroom.

4. Use the awareness and motivation gener-ated by these simple action projects tofollow through with Pathways to Actionprojects.

Action Project Suggestions

1. Collect Personal TrashChallenge the class by removing allwastebaskets in the classroom. The goalis to minimize the waste each personproduces. Because there will inevitably besome waste production, tape a small (ormedium size) hag to each student's desk tocollect discards for a day (or a week.)Consider cleanliness and sanitation bycollecting all compostables in a separateleak proof container.

Weigh and record the amount of trashcollected. This data can be used in aSchool Waste Audit. Discuss the reasonsthe waste was generated and possible waysto reduce the amount of waste the classgenerates. Compare the classroom wasteto trash produced at home, and discussways for students to reduce householdwaste.

2. Collect Compostable WasteUse a large plastic bucket with a cover tocollect compostable food waste fromsnacks or other sources in the classroom.Weigh and record the amount collecteddaily. Brainstorm ways to reduce theamount of waste produced. Furtherchallenge students to form a "No WasteClub" for snacks or lunch. Have a student

103

Related ActivitiesDrop in the Bucket

How Much Trash?


If Toys Could Talk


For Better or Worse


Paper, Plastic, Cloth?

School Waste Audit




PATHWAYS TO ASUSTAINABLE FUTURE I

0

Pathways to Action

106 }MAYS TO ASLISTAINAIILE RI RIM.

Simple Classroom Action ProjectsAction Project Suggestions cont.

volunteer take the waste home to acompost pile.

Make plans to start a classroom wormbin or compost system for the schoolwhich might accommodate all classroomsand the cafeteria/kitchen waste (seePathways to Action Composting projects.)

3. Replace WastebasketsParkinson's Law humorously states that"work expands to fill the time allotted toit." The modern corollary, Parkinson'sLaw of Garbage, states that "garbageexpands to fill the space allotted to it!" Ifyou have smaller wastebaskets in theclassroom, a natural consequence may bethat you will generate less waste.

Try replacing the wastebaskets in theclassroom with smaller ones to force theissue of creating less waste. When stu-dents realize that there is not enoughroom to throw things away they will bemore motivated to reduce the amount ofwaste they generate. Discuss ways toreduce classroom waste. Consider strate-gies that may help make others (students,school administration, families) aware ofthe amount of waste they produce andwill encourage waste reduction.

4. Remove Paper TowelsPaper towels are a consumable item thatadds to the classroom waste stream.Challenge students to find alternatives tousing disposable paper at the classroomsink. A common solution is to provide asupply of washable hand towels that arelaundered weekly by parent volunteers.

This is a clear example of the smallsacrifice of convenience it takes to reducewaste from disposable products. Accept-able alternatives should not compromisehealth standards.

S. Use Paper on Both SidesA common solution to reduce paper wastein classrooms is to reuse paper until allsurfaces are covered. Challenge studentsto reduce the amount of paper that is usedand discarded. Brainstorm ways to save

paper and design a system to use papermore efficiently. The system mightinclude a usable paper collection box,reusing the blank side for practice work orprojects, trimming smaller usable piecesand stapling into notepads. Collectcompletely used paper for recycling (seeSchool Recycling Pathway to Action.)

6. Collect and Recycle FoamPacking "Peanuts"

Anyone who receives mail-order packagesseems to get overrun with foam peanuts.Have students collect all the peanuts thatcome into the school, and add any thatthey can bring in from home. The classcan reuse them at holiday time to packand mail gifts, or take them to a local MailBoxes, Etc. or another retail mailer to berecycled (or to be reused). The PlasticLoose-Fill Producers' Council (800 -828-2214) can tell you the location and phonenumber of the closest peanut "recycler."Save the foam peanuts in a large trash hagand take it in to be reused whenever it'sfull. Large collection centers may sendthe peanuts to a manufacturer to berecycled into new foam. Although recy-cling the peanuts will help reduce waste,it may help even more if your studentswrite to the mail-order shippers andencourage them to use biodegradablepeanuts made from starch instead of theplastic ones which don't degrade.

Follow-UpDiscuss how the challenge posed to theclass changes the way they think aboutthe problems of waste. Is it possible togenerate less waste without changing ourbehavior?

List the most wasteful behavio.:s and theareas at school that generate the mostwaste. How can that waste be reduced?

Plan a waste audit for the classroom,school, or home (if this has not alreadybeen done.)

Decide on the most appropriate Pathway toAction which addresses the waste issuesmost important to the class.

104

Source Reduction Projects0 in the Waste Management Hierarchy

Source reduction, the process of decreasing the amount of wastethat humans generate, is one of the key actions that we can alltake to manage our waste successfully. It includes intelligentdesign and manufacture of durable products, elimination of un-necessary packaging, and efficient product use. Much progressremains to be made in the area of source reduction in our coun-try, especially regarding packaging. Consider that each year, onehalf of all the municipal solid waste generated in America byvolume and one third of the waste by weight comes from packag-ing.

Source reduction is common sense. The best way that we candeal with our waste is to stop producing so much! The followingPathways to Action use. this common sense approach to reducewaste in classrooms, schools, and towns.

Success StoryFor a decade, Livermore Falls GrammarSchool students ate their hot lunch ondisposable polystyrene trays with disposableplastic utensils, and drank their milk frompaper cartons. All the lunchroom trash wentinto the dumpster, and sat outside Mrs.Spiotta's fifth grade classroom window. Thefifth graders watched the junk pile up everyday before it was hauled off the landfill. In1990, Mrs. Spiotta decided to do somethingabout the mess. With the help of studentsand parents she began separating the milkcartons, rinsing them out, and taking themin her own car to a local paper mill to berecycled. That was a little better, but notgood enough. There was still all thatStyrofoam; and it piled up again every schoolday!

In the fall of 1991, Mrs. Spiotta and herclass got down to work to reduce the sourceof the lunch om trash. They figured thatthe only way was to change the way luncheswere transported from the high school and

served at the Grammar School. They re-searched the cost of buying reusable trays,utensils, insulated trays, ovens, and of hiringstaff to serve the food. They subtracted thecost of disposable dishes and tipping fees forthe trash and set their fundraising goal tomake up the difference. When they tooktheir argument before the School Boardeveryone knew the "right" thing to do!Because the Board was worried about thecost, they challenged the school to providemost of the start-up money. The studentcouncil made a contribution and a commu-nity supper brought in a lot more.

Now, students at Livermore Falls Gram-mar (recently renamed the IntermediateLearning Center) eat from sturdy reusabledishes and utensils. The fifth graders lookout the window and see a neat storage area.In fact, their next project was to build a newstorage shed for all the recyclables separatedfrom school trash. The recyclables are nowpicked-up by an independent hauler andtaken to the Jay Recycling Center.

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Source ReductionPathways to ActionClassroom SourceReduction Campaign 108

Cafeteria Source ReductionCampaign 109

School Source ReductionPublicity Campaign 111

'Junk "Mail ReductionEffort 112


07

Pathways to ActionSource Reduction


Advanced

Project Length2 class periods


How Much Trash?


Bread and Kisses



School Waste Audit





1 08 ICITAYLITItTuRE

Classroom Source ReductionCampaignOverviewIn this action project, students develop strategies to reduceclassroom waste and to incorporate their ideas into the dailyoperation of the classroom.

BackgroundSource reduction, the attempt to decrease theamount and the toxicity of solid wasteproduced, is the highest waste managementpriority identified by the U.S. EPA and theMaine Waste Management Agency. The mostefficient, inexpensive, and environmentallysound n iethod of managing municipal solidwaste is simply to avoid producing it in thefirst place. Waste that is never created doesnot need to be collected, requires no transpor-tation, takes up no landfill space, creates nopollution, and costs nothing to handle.

See the background information section onSource Reduction.

Planning Considerations1. The School Waste Audit (classroom waste)

will provide important information at thebeginning of this project.

2. Students are likely to suggest some wastereduction strategies that may be unwork-able in the classroom. If possible, allowenough time to develop these ideas furtherinto workable solutions.

Suggestions for a SuccessfulClassroom Campaign1. Examine all the waste in the classroom

trash can with the students. Allow timefor discussion and keep lists as the discus.sion warrants.

Which disposable items in the trashcould be replaced by durable, reusableitems?

Which items could be eliminatedaltogether?

Which items must he thrown away?2. Brainstorm other ways to reduce waste in

the classroom. Potential areas for sourcereduction efforts include:

If the classroom has a sink, are therepaper towels at the sink? Can they be

replaced with cloth towels? How canthe cloth towels get washed?

Are there some tasks for which paperis not necessary?

Can paper he written on more thor-oughly (e.g. writing on the back)?

Are students taking care of theirbooks so they can be reused?

Can snack foods from home bepackaged more efficiently (e.g. fewerbags, fruits unwrapped)?

3. Help the students reach a consensus aboutwhat efforts should be made. Choose justa few areas in order to focus the class'efforts. If necessary, get volunteers orassign students to carry out specific tasksrelated to the source reduction efforts.

4. Make certain that the decisions the classmakes are well publicized. Students canmake posters to remind the class aboutthe new ideas (e.g. a poster might hangabove the paper supply reminding stu-dents to conserve). This may be the mostimportant aspect of the entire sourcereduction effort.

5. Involve the students in overseeing theefforts. This will get each student person-ally Invested in the project and help tokeep the project operating smoothly.

Follow-UpUsing any appropriate scale, have studentsmeasure the weight of classroom wastethat is generated each day. Record theamount of waste at the end of each day.This information can be posted in theclassroom to encourage and remindstudents to reduce waste. Initiate adiscussion about what the graph showsand whether or not the source reductionefforts are proving effective.

School Source Reduction Publicity Cam-paign. Also try composting classroomorganic wastes in a worm bin.

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Cafeteria Source ReductionCampaignOverviewStudents take steps to reduce cafeteria waste and limit theamount of trash sent to the landfill or incinerator. They generateideas and work with food service staff and other students to in-corporate new ideas into the daily operation of the cafeteria.

kgroundSource reduction, the attempt to decreasethe amount and the toxicity of solid wasteproduced, is the highest waste managementpriority identified by the U.S. EPA and theMaine Waste Management Agency. Themost efficient, inexpensive, and environmen-tally sound method of managing municipalsolid waste is simply to avoid producing it inthe first place. Waste that is never createddoes not need to be collected, requires notransportation, takes up no landfill space,creates no pollution, and costs nothing tohandle.

The cafeteria and kitchen are often thelargest generators of solid waste in the schoolcommunity. As such they are a prime targetfor source reduction efforts.


Planning Considerations1. Get the support of the administration,

food service staff, custodians, and otherteachers I efore embarking on a majorcafeteria source reduction campaign.

2. Any planned changes in the cafeteria willhave to meet state health regulations. Becertain to check with school or stateofficials about these regulations.

3. This is a creative project! Allow studentsthe opportunity to come up with originalideas and challenge them to followthrough on their ideas. Any idea that willreduce waste merits consideration.

4. Students will need discussion time todevelop ideas on how to reduce waste.Depending on their level, they may alsoneed help in organizing themelves topush for changes in the cafeteria. Theymay also need assistance in spreading the

news of their initiatives to the entirestudent body. The publicity campaignthat accompanies any changes in thedaily operation of the school may be themost critical part of any source reductioneffort.

Suggestions for a SuccessfulCampaign

1. Take a tour of the cafeteria. Urge studentsto notice the entire process of food prepa-ration and cafeteria waste disposal. As aclass, interview the cafeteria workersabout disposal of food wastes.

2. Follow-up the tour by discussing studentobservations. What steps can be taken toreduce cafeteria waste? Create a chartthat lists possible areas for source reduc-tion.

3. Potential areas for source reductionefforts:

Introductory and Intermediate LevelsUse durable, reusable containers forbringing lunch to school instead ofpaper bags. Use thermoses in place ofdrink cans or cartons. Use reusableplastic boxes to keep sandwiches freshinstead. of plastic bags.Drink milk without straws. Straws arenot necessary and are not biodegrad-able. Though they seem small, theyadd up very quickly.Faculty members can drink coffee out ofmugs rather than foam or paper cups ifarrangements can be made to wash themugs. What do teachers use for theircoffee in the faculty room?

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Advanced

Project Length3-10 class periods(depending on the scopeof the project); on-goingstudent supervision ofprogress


How Much Trash?


Bread and Kisses


For Better or Worse

Arc Ten Better Than One?

Paper, Plastic, or Cloth?

School Waste Audit




l'AIIIWAYS I l) As

oii rAINABLL EU FURL I

. s

11n IAIIl nrti io AsuclAINAHLL ruTun

Cafeteria Source Reduction Campaign

Intermediate and Advanced LevelStudents can investigate alternatives todisposable plastic utensils in thecafeteria. How much would it cost topurchase stainless steel utensils, toinstall a new dishwasher, and to hiresomeone to operate the dishwasher? Isthis more expensive than buying plasticutensils? Which would be more expen-sive in the long run? What are theenvironmental costs of each? If it ispotentially cost-effective or environ-mentally sound, students can proposean alternative system of providingcutlery to the school administration.This proposal will be strongest if itincludes all the findings about the costsand benefits of several alternatives andproposes a specific plan to the adminis-tration.Students can explore the possibility offinding alternatives to milk cartons.How else could milk be provided tostudents? This is a crucial question, asup to two-thirds of lunchroom waste byvolume is empty milk cartons! Becreative! Present options to the dairywhich supplies milk to the school.

4. Help the students reach a consensus aboutwhat efforts should be made. Choose justa few areas to focus the class' efforts. Ifnecessary, get volunteers or assign stu-dents to carry out specific tasks related tothe source reduction efforts.

5. Publicize the cafeteria waste reductioncampaign. Choose a theme, and then havestudents work in small groups to developthe details of the campaign. Post signs incritical areas to remind students not towaste. The signs should be specific.Make announcements in the morning.tothe whole school.

6. Involve students in the supervision of the

project. This will help keep the projectrunning smoothly and it will keep stu-dents invested in the program.

Follow-UpIt is important to assess the outcome of thesource reduction efforts. Discuss how thesuccess of the program can be monitored.Has waste been reduced in the cafeteria?How much?

Potential methods of assessing sourcereduction efforts:

Develop a survey to be given to school-mates. The survey can ask students ifthey have changed their behavior as aresult of the source reduction cam-paign.Weigh the cafeteria wastes before andafter the campaign. Did the sourcereduction campaign correlate with adecrease in waste?Count the number of straws that aretaken from the dispensers before andafter the campaign.Interview the cafeteria staff. Did theynotice a decrease in waste? Have theypurchased less? Have they savedmoney? How much?A class discussion about the project canbe invaluable. Did students in the classbecome more aware of what they throWaway in the lunchroom? More impor-tant, did they reduce their personalwaste?

Source reduction efforts can be continuedoutside the school. Have students discussways they can continue reducing waste, andhow they can convince others to do thesame.

l 0 8

School Source ReductionI Publicity Campaign

OverviewStudents plan ways to reduce waste throughout the school and topublicize their ideas to the entire student body.

BackgroundSource reduction can help shrink the wastestream dramatically with very little work orinvestment. People simply need to examinetheir habits, then find ways to changewasteful behavior. Most people want to c.,1the "right thing" but often need a push. Ti. isproject will help provide that little push!


Planning Considerations1. The School Waste Audit and Home Waste

Audit will indicate high priorities forwaste reduction activities.

2. After students generate ideas on how toreduce waste, they will need to organizeand prioritize them.

3. Students may also need help in organizingthemselves to effect a successful publicitycampaign.

Suggestions for a SuccessfulCampaignDeveloping Ideas and Priorities1. Begin a class discussion by examining all

the waste in the classroom trash can.Which disposable items in the trashcould have been replaced by reusableitems?Which items could be eliminated alto-gether?Which items must be thrown away?

2. Construct a list of wasteful behaviors inthe classroom.

3. Discuss three or four specific ways thatwaste could be decreased in your own andin most other classrooms. (See ClassroomSource Reduction Campaign.)

4. Consider the cafeteria. Where could wastebe reduced in the cafeteria? (See CafeteriaSource Reduction Campaign.)

5. Be sure the discussion touches on otherparts of the school, including the library,the office, the faculty lounge, and the art

room. How could waste be reduced in eachof these places? A walking tour of thespecific areas may be very helpful ingenerating good ideas for waste reduction.

6. Urge students to discuss the ways in whichindividual awareness can help to reducewaste. For example, getting students in theschool to be conscious of the amount ofpaper they use may be enough to makesome significant progress in diminishingwaste.

7. Discuss the ideas that have been generatedand try to come to a consensus aboutwhich ideas are the most interesting for apublicity campaign. When the issues toaddress have been determined, turn theclass attention to the publicity campaign.

Publicity Campaign1. Decide on a theme to the publicity cam-

paign so that students in the school iden-tify the project as a whole.

2. Call a publicity planning meeting. Howwill the message about source reduction getout to the school? Some obvious methodscome to mind, including posters and schoolannouncements. Others might include aschool assembly, a play, poems on thewalls, artwork. Several media will helpprovide variety and reach more students.

3. Divide the class into small groups to workon the various facets of the publicitycampaign.

Follow-UpHow successful was the source reductioncampaign? Enlist the help of the maintenancestaff to try to measure the source reduction, ifany, that takes place in the school. Howmany bags of trash did they collect at the startof the campaign? How many arc they collect-ing after the campaign?

To reach a wider group, plan a PublicService Announcement or Publicity Cam-paign (see Tools for Action.)

109


Advanced

Project Length3-5 class periods


How Much Trash?

Mounting M:lk Cartons

Bread and Kisses



School Waste Audit





pivri 'WAYS TO ASUSTAINABLE I-UTURE I

Pathways to ActionSource Reduction

LevelC IntroductoryIII Intermediate

Advanced

Project Length4 class periods withfollow-up sessions


How Much Trash?

Bread and Kisses

Home Waste Audit

Local Waste MmagementOptions


11 2 l'ATI !WAYS ToSUSTAINABLE FUTURE


OverviewStudents should complete the junk mail section of either theSchool Waste Audit or the Home Waste Audit (or both.) Thenthey analyze the types and sources of the mail, decide which mailis unnecessary or undesirable, and take steps to eliminate thereal "junk" mail.

BackgroundEvery year in the United States 55 billionmail order catalogs are sent! That is anaverage of 250 catalogs for every singleperson in this country. As much as 44% ofthese catalogs and other third class mail isnever read and goes right into the trash.Direct mail services sell their computerizedmailing lists to thousands of advertiserswhich saturate the mail system with junkmail. Companies also keep their own privatemailing lists and sell those lists to otheradvertisers.

Citizens have privacy rights to preventtheir names from being sold for direct mailuse. By asking to have your name removedfrom a mailing list, you should stop receivingunwanted mail from that list or list service.It may take several months, in some cases, tohave computer systems updated with yourrequest.

Removing your name from mail preferencelists, and direct mail advertisers, can dra-matically reduce the amount of unwantedmail you receive. Writing or calling advertis-ers directly will stop their catalogs and thirdclass mail!

It is possible, however, that your name andaddress (or some variation of it) will be putback on a list at some point. Those lists aremaintained by getting names from manydifferent sources, including the U.S. PostOffice. Keeping your name off junk maillists takes an on-going effort, but the effortwill help reduce a huge waste of paper andthe energy it takes to transport the unwantedmail.

Write to the following addresses andrequest permanent removal from all mailmarketing lists. Enclose a list of the manyvariations of your name and address thatyour have received on junk mail.

ADVO Systems, Inc.List Services Manager239 West Service RoadHartford, CT 06120-1280

Mail Preference ServiceDirect Marketing AssociationP.O. Box 9008Farmingdale, NY 11735

A large source of junk mail coming intoschools has labels provided by the MaineDept. of Education. The department pro-vides its mailing list of all schools andteachers in the state to anyone who will paythe cost of printing labels. Although thereare important educational uses of the list,over-use of the service produces muchunwanted mail in the schools. There iscurrently no department policy on limitingcirculation of the list. According to theDirector of Data Processing the departmentwould respond to school concerns about thesale of mailing lists. Teachers, administra-tors, and students can encourage the Dept. ofEducation to create a more restrictive policy.They can also try to convince companies tobe more selective in mailings to schoolsthereby conserving natural resources andreducing waste.

11 0

Planning Considerations1. If you do not have a collection of junk

mail from either of the waste audits, havestudents collect all the junk mail thatcomes to their family and would normallybe thrown away for a week or two beforethe project begins.

2. Communicate with parents about theproject and get their support. Be surestudents know the difference betweenjunk mail and the third class mail orcatalogs that are actually wanted by thefamily (it's not all junk mail!) Parents canhelp students sort the mail.

3. Get a signed permission slip from theparents of each student in the classacknowledging that students will bebringing family junk mail into school.

4. Ask office staff an I teachers to sort theirjunk mail that comes to the school, andsave it out for your project. Put a (large)box in the mail room.

5. Plan your approach to the Maine Dept. ofEducation, State House Station 23, Au-gusta, ME 04333. Coordinate your con-cerns with the administration and otherteachers.

Suggestions for a Successful Effort

Investigating the Problem1. Have students bring the junk mail they

have collected in to school. In smallgroups, separate the junk mail into severalcategories. For younger students, thecategories might he "Catalogs," "Letters,"and "Flyers." More advanced students canattempt to separate junk mail into "Cata-logs," "Advertisements," "Solicitations,"and "Other."

2. Make a chart that shows what kinds ofjunk mail each group received. Total upthese numbers for the whole class. Figureout the average number of letters receivedby each family each day.

3. Discuss the following questions, as appro-priate:

Why do we all get so much junk mail?Is all junk mail bad?What kind of junk mail is most com-mon?

Why do companies send catalogues?Advertisements? Solicitations?

How do companies get your address?Does junk mail help companies? How?Does it cost money to send junk mail?How much? Is that more or less than itcosts you to send a letter? Why?

How is junk mail v-asteful?4. Recycle the paper from all pieces of mail.

Addressing the Problem1. There are ways to stop junk mail! Get

students to discuss junk mail with theirparents and collect only unwanted junkmail for two more weeks. (Or, decide as aclass to collect one kind of unwantedmail, such as catalogues.) At the end ofthe two week period, have students bringall undesirable mail in from home with anote from the parents indicating that all ofthis collected mail is, indeed, unwanted.

2. Photocopy the "please remove my ne fromyour mailing list" letter on the next page.

3. In a working session, have studentssort the mail into categories of catalogsthat have toll free (800) telephonenumbers, postage paid return envelopes,and "others"

cut off the label of each piece of mailthat has no 1-800 number

paste the mailing label on the letter inthe appropriate place, sign, and date theletter

4. If the junk mail had a return envelopeenclosed, students can use this to mail theletter to the company. Business Replyenvelopes will not need postage.

5. If the junk mail did not have a returnenvelope, any envelope will suffice,although postage will be necessary. Donut use a return address on these enve-lopes.

11 1

PATHWAYS TO ASUSTAINABLE FUTURE I

1 3

Pajhways to ActionSgErce Reduction

1 1 4 PATHWAYS TO ASUSTAINABLE Ft/ TURF


6. Have students call the toll free numbersand request that the name on the label beremoved from the mailing list. Be pre-pared with the identifying numbers on thelabel, and tell the operator why you aremaking the request.

7. Keep a list of each letter sent or call madefor each name.

Follow-UpAfter students have repeated this processfor several pieces of junk mail, encouragethem to continue the practice at home,with their parents' approval.It is possible to continue to receive mailfrom organizations that they have con-tacted. If this happens, a forceful secondletter is appropriate.

112

Two or three months after letters havebeen sent out to companies, get studentsto collect junk mail for two more weeks.Bring it in to class again, and compare tothe first collection. Does the class receivemore junk mail now? Less? Bear in mindthat more junk mail comes during holidayseasons.Have students list the publications they ortheir families subscribe to. Then havethem contact (mail or call) those subscrip-tion services and request that they do notsell, rent, or distribute the name andaddress to other wailers.Discuss ways to teach others how toreduce their junk mail.

Sample letter to have your name removed from mailing lists

Date

Dear Sir or Madam:

Please remove our name(S) from your mailing list effective imme-diately. We do not wish to receive any more unsolicited mailingsof any kind from your organization.

Furthermore, please do not sell, rent, or distribute our name toany other organization for any reason.

For your convenience, we have enclosed the label from the lastmailing we received from your organization. Thank you for yourimmediate attention to this matter.

Sincerely,

113pATIIWAYS TO A

SUSTAINABLE FUTURE 1 1 5

Reuse Projectsin the Waste Management Hierarchy

Disposables have become a way-of-life for most Americans.Yet single-use convenience products are a large part of thewaste stream, and they are a drain on natural resources. TheWaste Management Hierarchy calls us to reduce waste at thesource first, and second to reuse products so they do not needto be discarded.

Reuse takes many forms. We can reuse a plastic cup fordrinking again, or we could reuse the cup for a planting a seed.We can repair broken toys or appliances rather than buyingnew ones. We can use both sides of paper completely before werecycle it.

It takes imagination to discover ways to reuse products andkeep them from the waste stream. The Reuse Pathways toAction could help stimulate student imaginations, and theywill devise many more ways to find the pathways to a sustain-able future.

Success StoryThe students at the Martel School inLewiston stretched their imaginations in thespring of 1991 as they turned their trash intoart! These kids, in kindergarten throughsixth grades, had free reign to design anykind of project, as long as it was made fromclean "used materials." Some studentsworked with a partner or in teams, othersworked alone. Kindergarten classes andsome first graders worked on projects inschool', but most made their creations athome and brought them to school for the bigArt Show. There were collages, pictures,paintings, models, sculptures, even a robotmade from milk cartons! The judges, invitedfrom other schools an city hall, were amazedat the variety.

Students had fun searching for just the

Reuse Pathwaysto ActionClassroom andOffice PaperReuse Campaign


Magazine ReuseCampaign

Trash-to-Art Projectand Festival

right kind of trash, and it was challenging forthem to turn their ideas into reality. But theproject did more, it reached into the homesof the city. Trash-to-Art prompted clean-upprojects at home. Parents, grandparents,brothers, and sisters all got the message thattheir trash could be useful. They beganlooking for other ways to use their throw-aways. Many began to think that they werethrowing away too much in the first place.These are the messages that Mrs. Vaughan,Miss Fairweather, and the Save the PlanetCommittee wanted to spread when they firstproposed the idea to the staff. In addition tothy- Art Show, the committee received anEi6,:nhower grant to buy environmentalbooks and videos for the library. This is aproject that will be with the Martel Schoolfor many years!

114

118

119

120

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l'ATI MAY S "I l) ASUSTAINABLE Ft ULM!' 11 7

Pathways to ActionReuse


Advanced



How Much Trash!

Bread and Kisses


School Waste Audit

Source ReducionlRecycling QuizConsumer Survey



118 SA S rAWNAS 1. 1 unqtr

Classroom and Office PaperReuse CampaignOverviewStudents identify sources of paper waste in the classroom, office,and teacher's room; then they develop strategies to reuse usablepaper.

BackgroundPaper is usually one of the largest budgetitems for "consumable" materials. Whilethere are many school activities that requirepaper, a great deal of paper often gets wasted.By reusing paper with useful surfaces, and byusing it for other purposes, the school willsave money as well as reduce solid waste.

See the background information section onReuse.

Planning Considerations1. Get budget figures from the principal to

document how much paper is purchasedeach year. Have students calculate theaverage paper use for each classroom; eachstudent.

2. The focus of this action project is on reuse,but you will find that there is a lot of paperthat can't be reused, but could be recycled.You may want to combine this project withplanning a paper recycling program.

Suggestions for a SuccessfulCampaign1. Inventory the amount of paper thrown

away in the classroom, office, teacher'sroom, and other locations where paper isused or copied. Include all types of paperbesides books (worksheets, handouts,notebook paper, drawing paper, newspapers, magazines, tests. Separate out the paperthat could be more completely used insome way before being thrown out. Howmuch money could be saved by reusingthat paper? Set a goal for how much papercan he saved (by your class; by the office;etc.) for the rest of the school year.

2. Brainstorm with students to generate ideasabout how paper can he reused. Their ideaswill most likely include: making doublesided copies, using the backs of paper for

drawings or practice work, making n )tepads from partially used paper.

3. Discuss ways to inform others in theschool about saving reusable paper andhow they can use paper more completely.

4. Prepare "publicity" for reminding otherstudents and teachers about the reusecampaign and how they can help (separat-ing, not crumpling, etc.)

5. Set up collection boxes in the variouslocations so you can collect the paperseparately from other trash. You mightleave notices about which types of paperyou want to collect for reuse. Other binsmight be set up at the same time for paperrecycling. Work out a collection scheduleand assign responsibility for collectingpaper from the boxes.

6. Use one or more class activi;:y periods for"processing" the reusable paper.

7. Discuss ways to keep the reuse campaignas an on-going project

Follow-UpCalculate the amount of paper saved, andthe value of that paper.Propose that the money saved by notbuying paper be transferred in the budgetto other student-related projects or to astudent/faculty controlled fund. (TheWindham Jr. High School Student Envi-ronment Committee takes revenues fromtheir recycling program and administers amini-grant program for teacher projects.)Discuss ways to convince the schooladministration to purchase recycled paperor paper with higher post-consumercontent (see the "Buy-recycled campaign"action project.) The money saved byreusing paper could be allocated to theslightly higher cost of recycled paper.

115

Used Clothing Drive and Swap

OverviewStudents and their families collect clothing that is no longer use-ful to them and 1) make it available to other families at a yardsale-type "swap" and 2) give the leftover Lems to a local charityfor use or sale. This is an effective one-time event or can developinto an annual tradition.

BackgroundTextiles comprised 1.7% (by weight) of Mu-nizipal Solid Waste in Maine in 1991. Al-though this seems like a very small amount,1.7% represents 21,250 tons of cloth! Thisfigure does not include industrial textile wasteor non-baggable cloth in MSW. In Maine, usedcloth is collected and processed by the Salva-tion Army and Goodwill Industries as well asmany thrift stores and second hand stores.Clothing that is too worn out is cut into ragsby the big processors and sold as rags.

See the Background Information section onReuse and Recycling Market and ResourceDirectory, section on Clothing and Textiles(Maine Waste Management Agency publica-tion listed in Resources).

Planning Considerations1. This project will have the biggest impact if

families from the entire school participate(although a single class can collect a signifi-cant volume.) It is energy intensive andparent volunteers will be very helpful,although intermediate and advanced stu-dents can do a lot of the work. If a smallerevent is planned, the swap can be heldduring or after school in a less formal way.

2. Publicity and organization will be thebiggest factors for success. Give enoughnotice so families can go through closets tocollect items to donate to the clothes drive.

3. Make provisions for collection and storageof the items before the "swap." Ask to have"3wappable" clothing marked for size andseparated from rag material.

4. Often, churches or social service organiza-tions have collection drives. You might beable to coordinate two drives. Shan: respon-sibilities and improve the results!

5. Contact local charities to get a commit-ment to accept all clothing left over fromthe swap.

6. Consider other items to he collected andswapped. For example, toys can be cleanedand traded. Games and books can bedonated to local hospitals and libraries.

Suggestions for a Successful Drive1. Have the class decide how large a project

they want to take on (the class, the grade,the school.)

2. Generate ideas for:informing families and other studentsabout collection and the swap

creating publicitydate and location of swapmanaging materials collected

3. Divide responsibilities for publicity,collection, storage, sorting, transport ofmaterials.

4. Enlist parent volunteers to help organizeitems for the swap and/or to help supervisestudents.

5. Keep a tally of the number of items do-nated, and the number of items traded'away as a measure of the impact of theswap. Alternatively, you could weigh thedonations before and after the swap.

Follow-UpMake and display a chart from the data toinform the school about the success of theproject.

Write a short report describing the projectand send it to the Maine Waste Manage-ment Agency.

Write an article for the local newspaperdescribing the project and the results.

Write letters of thanks to all volunteerswho helped with the project.

116

LevelintroductoryIntermediate

Advanced

Project Length2 class periods and aswap day (after school orSaturday)


How Much Trash?

If Toys Could Talk

Bread and Kisses

Home Waste Audit


SWJAN A[BMAU T URA 119



Advanced


on-going collection anddelivery


How Much Trash?

Bread and Kisses

Home Waste Audit



1 20 l'Alf MAY', 10 ASUSIAINARLEIUIUIIL


OverviewStudents develop a system to collect and redistribute magazinesto friends, Laundromats, waiting rooms, and other public placeswhere they can be read by other children and adults.

BackgroundAnyone who subscribes to a magazinequickly learns how fast old magazinesaccumulate. Many of these magazines canbe donated and used by others. If they knowa regular supply of not-too-outdated maga-z nes is available, professionals who havev aiting room subscriptions may be able tocancel a subscription and save naturalresources.

Planning Considerations1. Inform parents about the project and ask

for their help in delivering magazines on aregular basis to one or two locations each.

2. Consider donating magazines to aLaundromat, any health care or otheroffice waiting room, hospital, school homeeconomics or child care classroom, or anyother public place. Students may findthey can share magazines among them-selves.

3. If a commitment is made to providemagazines regularly, set up a schedule forcollection and distribution that will not hetoo much of a burden on any singleperson.

4. If possible arrange to collect worn andunneeded magazines back from thelocations and get them to a magazinerecycling facility.

Suggestions for a Successful

Campaign1. Survey the class (and the school) to create

a list of magazines that might be availablefor donation.

2. Compose a letter of request with a re-sponse form, and distribute it to all thepossible sources of magazines. Keep trackof the responses in a list or in a simplecomputer database.

3. Begin collecting the magazines right away.Store them in boxes by magazine-type.

4. Brainstorm a list of public places wheremagazines could be enjoyed by people whoneed to wait, or who could benefit fromany particular type of magazine.

5. Divide responsibilities for contactingthose places to see 1) if they are interestedin receiving magazines and 2) whichmagazines (of the ones you will haveavailable) they would like to have.

6. Match the magazines available to thetypes requested and begin delivering assoon as possible.

7. Establish a schedule for regular collectionand delivery of the magazines. Givestudents as much responsibility for thisprocess as possible.

Follow-UpMaintain the magazine collection scheduleand check with the students, their par-ents, and delivery locations regularly toprovide support.Write an article for the local newspaperdescribing the project. Have a recipient ofthe magazines write a letter to the editor.

Organize a magazine recycling collectionprogram at the school and transportunneeded magazines to the recyclingcenter.

117


OverviewThis is a class- or school-wide activity where students gathermaterials that are being thrown away to create unique "art"projects. With few rules or limitations, students are asked togather materials and do the construction at home then bring theircreations to school for a festival to be displayed. Prizes areawarded.

BackgroundMany household throw-aways are reusable:

glass jars to store food and small itemspaper and plastic bags for storage andshopping

washable plastic dinnerwareplastic containers for storing leftoversand for freezing foods

washable aluminum pie tinspolystyrene packing peanuts for mailingyour own packages

However, there are items that eventuallymust be discarded. This activity is a finalattempt to make "valuable" use of some ofthose items. Possibilities for trash-to-artprojects include collage, masks from plasticjugs, flower post, bird feeders, sculptures,robots, or 3-D models. The list is limitedonly by students' imagination!

See: Background information on Reuse,Ranger Rick magazine Sept. 1990 (egg cartoncritters) and other issues.

Planning Considerations1. Items of "trash" must he clean.2. Arrange to have judges from the adminis-

tration or from outside the school.3. Give students enough time to complete

the projects at home, but not too long.One or two weeks is a reasonable timeframe'and avoids having projects createclutter.

4. Younger students or special groups maybenefit from constructing projects in-school.

5. Arrange for the dismantling and recyclingof as many of the components as possible.

Students should plan to take their projectshome if they can't he recycled. It wouldbe counter-productive if the projects wereleft at school for the custodian to throw inthe dumpster!

6. Communicate with parents about theprojects so they can get involved. Sendhome information about recyclables,reusables, and waste reduction to get thefamilies involved with waste reduction.

Suggestions for a SuccessfulFestival1. The basic rule: Each project must use

only items that would be thrown out. Youmight bend this rule by saying that glue orother "non-trash" fasteners are acceptable.Projects can he two-dimensional (like apainting or collage) or three-dimensional"sculptures" or models. They should bestable enough to be transported to school.

2. Provide a few examples to get the studentsmotivated. A lead class could make a fewitems in school from school trash (likemilk cartons!) to spark the imagination ofother students.

3. Have students work in pairs or smallteams. Some students may choose towork independently.

4. Have students describe their progress(progress reports or drawings) part waythrough. They may be able to share ideasor encourage those who are having a hardtime.

5. Establish categories upon which theprojects will be judged: Creativity, mostrecyclable, best working model, neatest,

118


Project Length1-2 weeks

one class period(introduction andbrainstorming)

1-2 weeks working time(may involve class timefor younger students)

items on display for aday or two


How Much Trash?


If Toys Could Talk

Bread and Kisses

For Better or Worse


Where'd You Get ThatCan?

School Waste Audit


Home Waste Audit



l'A FIIWAYS 10 ASUSTAINABLE FUTURE 121


1 22 PATHWAYS 1 0 ASUSTAINABLE FURL


etc. There can be any number of fun ormade-up categories to include as manywinners as you like!

6. On the day of the festival, include otherdisplays to teach about waste reduction,reuse, or recycling. Have students bring inredeemable cans and bottles as a fund-raiser.

7. Have the operator or your transfer stationor a waste hauler present the awards.

Follow-UpBrainstorm ways to dismantle or recyclethe projects.Use the enthusiasm from the festival tokick off other action projects orfundraising activities.

119

I Recycling Projects1 e in the Waste Management Hierarchy

Over the past several years, most enthusiasm for dealing withwaste problems has gone into recycling. A teacher, or a smallgroup of students gets concerned about trash, starts a programto collect recyclables and has some success reducing theamount of trash they throw out. The challenge is to get every-one involved and to share the work so it doesn't fall to just oneor two committed people.

Starting a recycling program is important. But just as impor-tant, is developing the awareness and commitment to reducewaste and make recycling work in the long run. The school is agreat place to start, and with the whole school community'sparticipation recycling can really change the way the everyonethinks about waste.

Success StoryThird graders at the W.G. Mallett School inFarmington are learning their "3 R's for the90's." In the fall of 1992, teachers SylviaYeaton and Cheryl Pike began their innova-tive program to use recycling as the theme topromote cooperative learning and an inte-grated curriculum. With a $1000 grant fromInternational Paper Co. and parent andcollege student volunteers, Ms. Yeaton andMs. Pike started the 3 R's program which gotall Mallett students and teachers to reduce,reuse, and recycle.

Students formed six committees: News-letter publishers, data collectors and display,educators, photographers, collection supervi-sors, and recycling club organizers. Theyworked during Friday afternoon activity

periods, and each student made an importantcontribution to the effort. The students tookreal responsibility to teach others about therecycling process, to keep classes informedabout how well they were doing, to superviseand encourage student collectors, and towork on special projects like Christmas treechipping and publicizing special eventsThese third graders were the engine that keptthe program running through the schoolyear.

The recycling program ran smoothlythroughout the year until the committeeswere taken over by new third graders in thefall. The younger students saw how muchfun the last year's third grade had and wereeager to try it themselves!

120

Recycling Pathwaysto ActionSchool RecyclingProgram 124

"Buy Recycled"Campaign 126

Home RecyclablesCollection Center 130

pia! MAY'. 0) ASUSTAINABLE FUTURE 123

athways to ActionRecycling

LevelIntroductory

III Intermediate

Advanced

Project Length5-10 class periodsfor set-up

on-going efforts will berequired through theschool year


How Much Trash?


If Toys Could Talk

Bread and Kisses


School Waste Audit




1 2 4 l'A TIIWAY'l TO',US I AI NABLE I U ruttE


OverviewSetting up a recycling program is one of the most common, andmost energy-intensive waste management action projects initi-ated in schools. Much of the preparation for developing a recy-cling program, however, may already be complete from otheractivities in Pathways to a Sustainable Future. Developing stu-dent awareness, conducting a waste audit, and identifying thepath waste takes in your community provide a solid footing forsetting up a recycling program.

There are many different options for starting a program at yourschool. Any materials that are accepted for recycling by yourhauler or local recycling center can be included in the program.Depending on the scope of your program, you could separate andrecycle only one or several different materials (office paper, news-paper, aluminum, glass, steel or tin cans, magazines, plastic, and/or redeemable cans and bottles.) You might even earn somemoney to help support the program by selling recycled materialsto brokers.

BackgroundRemember that recycling is the third priorityon the waste management hierarchy. Sourcereduction and reuse strategies should bedeveloped in addition to collecting materialsfor recycling. However, by establishing arecycling program in school, students andteachers become more sensitive to creatingless waste and conserving resources.

ReferencesBackground information section on recyclingOffice Paper Recycling Guide (Maine Waste

Management Agency, 1990)Waste Management Services Directory

(Maine Waste Management Agency, 1993)Set Up a School Recycling Program (Maine

Waste Management Agency Fact Sheet)Model graphics for Developing Recycling

Promotional Materials (clip art for flyersand posters, Maine Waste ManagementAgency)

Planning Considerations1. The school-wide recycling program is a

major undertaking and will need thesupport of students, teachers, the adminis-tration, food service personnel, custodians,waste haulers, the recycling center staff,and/or brokers. A faculty advisor should beidentified to provide continuity between allsegments of the program.

2. Establish the lead class, a recycling com-mittee, or an environmental club with afaculty advisor to help coordinate therecycling program and to promote itthroughout the year.

3. It is often better to start out small bycollecting only one or two materials.Expand the program later, when proceduresare running smoothly and participants arefamiliar with the program.

4. Create a budget for the pt ogram. Considerexpenses like collection oins and haulingfees. Research possible revenue fromselling recyclables or cost savings fromreduced disposal fees.

121

5. Use information from your school wasteaudit to anticipate the volume and typesof materials you will be collecting.

6. Use information from your investigationof local waste disposal practices (LocalWaste Management Options Flow Chart),the Waste Management Services Direc-tory, and other resources to identifyhaulers, brokers, markets, and regionalrecycling facilities.

Suggestions for a SuccessfulProgram1. Have the recycling committee decide on

the scope of the program. Considerstarting with paper, especially if it is therecyclable item with the largest volume inyour waste stream.

2. Divide responsibilities for any necessaryresearch. Think through the mechanics ofcollecting and recycling the materials.

Find a market3. Who will take your recyclables? Find out

if your current waste hauler offers recy-cling services. Is there a separate brokerthat will accept your materials? Whatdoes the local recycling program accept?Decide which is the most convenient andlowest cost option.

4. Determine how the materials must begathered and prepared for the recycler orbroker. Exactly what is acceptable (whattypes of material, crushed or not crushed,bundled or not, etc.) and what is theminimum amount required for a load?

5. How will the material he delivered to theprocessor? What are the delivery costs?

Determine space, container,and equipment needs6. How will you store the material? How

much will need to he stored between pick-ups? Do new facilities need to be built?Where? How? Is there a no-cost solution?

7. Will the recycler provide containers? Willyou need to make containers yourself?The collection bins should be

the same throughout the school,colorful and different from regular trash

containers,clearly marked for the type of material

being collected.

8. Storage areas should be convenient andclearly marked for pick-up. They mustcomply with safety codes.

Educate participants and promotethe program.9. Provide clear, accurate information. Plan

the educational campaign so people willknow

what you want them to do,how you want them to do it,what they will accomplish by doing it.

10. Prepare promotional and informationalmaterials. Develop ideas with the studentswhich may include notices, a poster con-test, in-class demonstrations. Have stu-dents teach students and make the presen-tations when possible.

11. Present a skit or other formal kick-offevent for the whole school

Plan for on-going maintenanceof the program.12. With the recycling committee and other

interested students, create a work schedulethat divides responsibilities over time soenthusiasm can be maintained.

13. Monitor proper use of the containers,oversee on-going promotion, providefeedback to encourage participants.

Follow-UpEvaluate the program. Keep records to chartthe program's effectiveness. How , auch areyou recycling? Does this match yourexpectations? Make suggestions to thecommittee.Do a follow-up audit at least once annuallyto measure the effectiveness of the pro-gram.Have local media cover the success of theproject. Get as much publicity as possible.Continue to promote the program using thedata gathered.At the end of the year plan a ceremony totransfer responsibility for managing therecycling program to an upcoming grade.Recruit ni v members for the recyclingcomrnittci_ and plan on recharging theprogram each fall by restarting the commit-tee, retcaching participants, and promotingthe program with new energy.

122

PAI !MAYS 10 A, MINABLE FUFURF

Pathways to ActionRecycling


Project Length1 class introduction

about one project-weekfor research

2-3 class periods toprepare the campaign


How Much Trash?

Bread and Kisses


For Better or Worse


Paper, Plastic. or Cloth?



School Waste Audit


Home Waste Audit


126 SUSTAINABLVFUTURE


OverviewStudents initiate an awareness campaign to encourage schoolofficials to buy products with recycled content for use in theschool. They also identify products with recycled content andretail sources of these products, then encourage their families andthe community to buy recycled content products rather thanproducts without recycled content.

BackgroundThe 1993 Maine state recycling plan includesa call for developing consumer educationprograms in cooperation with retailers andmanufacturers, promoting the national "buyrecycled" program for Maine businesses, andincreasing state and local procurement ofproducts with recycled content. Theseprograms are designed to promote marketsfor recycled products and ultimately to helpchange consumer habits which will allowrecycling to become a self-sustaining enter-prise. Yet, there is much work that needs tobe done to educate consumers, retailers, andmanufacturers about the essential elementsof recycling.

The recycling logo contains three chasingarrows. Each arrow represents an element ofthe recycling ;Irocess:

1. Collecting materials that otherwise wouldbe thrown away,

2. Manufacturing new products using thosematerials, and

3. Purchasing the new products.

Recycling is not complete until the materi-als collected are turned into new productsand those products are then purchased againby consumers. All three steps are necessaryto "close the loop." For recycling to succeed,consumers must buy recycled contentproducts and let the retailers and manufac-turers know that they want products withrecycled content. In addition, schools havesignificant buying power and can influencemarkets by "buying recycled."

Consumers should understand the mean-

ing of the terms used in recycling so they canmake informed purchasing decisions. Al-though manufacturers and governmentagencies are not necessarily consistent withdefinitions, the Federal Trade Commissionand the EPA are making efforts to standard-ize the terms. The Maine Waste Manage-ment Agency uses the following definitionsin when referring to products with recycledcontent:

Recycled reiers to a product which con-tains some recovered materials.

Recovered materials include bothpreconsumer and postconsumer materials.

Postconsumer materials come only fromproducts which have served their intendedend uses; they are materials that havebeen collected in office, commercial, andresidential recycling programs; otherwisethey would have been discarded in the .

waste stream.Preconsumer material refers to any mate-rial generated in the manufacturingprocess. This does not include any wastematerial that can be reused or that hasbeen normally reused in the originalmanufacturing process, and would notnormally have entered the waste stream.

The only way for consumers to encour-age markets for recycled materials is bypurchasing products with postconsumermaterials. The Buy Recycled BusinessAlliance, a campaign of the NationalRecycling Coalition, which promotes thepurchase of recycled content products bybusinesses, has identified several impor-tant issues to guide consumers of recycled

products. School officials and consumersconsidering "buying recycled" (andstudents encouraging them to "buyrecycled") should examine these issues tohelp them develop an effective campaign.

The scope of products available. Recycledpaper is the most common, but is not theon!y recycled product. Products withrecycled content are available for almostany type of material. Refer to the OfficialRecycled Products Guide or the RecycledProducts Information Clearinghouse (seeReferences and Contacts.)

Product quality and performance. Askmanufacturers and vendors about quality.High quality products with recycledcontent are available, and consumers donot need to accept inferior quality orperformance.

Product availability. Since they are oftenmanufactured by small companies whichdon't keep large inventories, recycledproducts may not be as readily available asother products. Check the lead time andavailability of various products.

Types and percentages of recovered materi-als. Have the vendor specify how muchpreconsumer and how muchpostconsumer material is used in eachproduct and base your purchasing deci-sions on the amount and source of re-cycled content.

Product cost. Many people think thatrecycled products cost more than productswithout recycled content. This is oftennot the case, recycled products can costless than, or the same as products with norecycled content. In some cases productsdo cost more because of economy of scale.As the demand for recycled productsincreases, manufacturers will be able toproduce those products more efficiently,and the cost will decrease accordingly. Forthis very reason, it is important to support"buy recycled" efforts!

Examples of Productswith Recycled ContentPaper ProductsAdding machine tapeConstruction paperCopier paperCorrugated and paperboard boxesFood service bowls and trays

(molded pulp)NewsprintOffice supplies

CalendarsEnvelopes and mailersFax paperFile foldersLabelsPost -/t notesWriting tablets

Poster boardStorage boxesTissue and towel products

Transportation ProductsAnti-freezeRe-refined engine oilsRetread tires

Currently AvailablePlastic ProductsBagsBoxes, bins, containersFood service traysLumberMatsOffice supplies

Desk setsHighlighters and markersPens and pencilsRecharged toner cartridges

Picnic tables and benches

Rubber ProductsBulletin boardsFloor tiles and matsPlayground equipment and

surfacingPortable bases and walkwaysSpeed bumpsAlso many Construction

Materials; Aluminum, Steeland Glass Products

Sources of Recycled Products: The Buy Recycled Business Alliance "Buy Recycled Guide"and The Official Recycled Products Guide, Recycled Products Information Clearinghouse.

School districts (SAD or School Unions)are eligible to buy recycled andremanufactured products through statecontracts or the state storeroom. Because ofthe large volume purchases, the contractstate prices are often lower than pricesavailable for smaller quantities. Productssuch as the following are available to mu-nicipalities and school districts.

Copier paperEnvelopesToilet tissueRe-refined oilPlastic lumber

124

Computer paperPaper towelsPlastic trash bag linersRetread tires

l'AMWAYS TO AI U rum,

Pathways to ActionRecycling

1 28 SCJItilflAVINYACISITI-A6-1U RE

Public organizations interested in purchasingthese or other available products shouldcontact the State Bureau of Purchases (289-3521) or refer to the pamphlet "BuyingRecycled Through Maine State Govern-ment" (reference below.)

Much of the recent increase in the use ofrecovered materials for consumer products isa result of the demand for recycled contentproducts by consumer, government, andcorporate purchasers. Manufacturers need toknow that you demand high quality productsmade with recycled content. It may beunrealistic to expect 100% recycled contentin all products because of quality or manu-facturing requirements. Still, the goal is to"close the loop" by encouraging markets forrecovered materials. This will help reducethe waste stream and it will help conservenatural resources.

References and ContactsBackground information section on recy-

cling.

Buy Recycled Campaign, U.S. Conference ofMayors, 1620 I Street, NW, Washington, DC,20006, (202) 293 7330. Portfolio on estab-lishing a "buy recycled" program, including amodel ordinance.

Buy Recycled Guide, National RecyclingCoalition, Buy Recycled Business Alliance,1101 30th Street, NW, Suite 305, Washing-ton, DC, 20007, (202) 625-6406.

Buying Recycled Through Maine StateGovernment (Maine Waste ManagementAgency and Maine Dept. of AdministrationBureau of Purchases.) Pamphlet describingproducts and assistance available to schooldistricts, state agencies, and local govern-ments through the state purchasing agent.

Model graphics for Developing RecyclingPromotional Materials (clip art for flyers andbin labels, Maine Waste ManagementAgency.)

Recycled Products Information Clearing-house, CERMA, 5525 Hempstead Way,Springfield, VA, 22151, (703) 941-4452.Information about recycled products, guide-lines, "buy recycled" programs, productspecifications.

Seventh Generation Inc., Colchester, VT,05446, (800) 456-1177. Retail catalog of

"products for a healthy planet" includingproducts made from recycled materials.

State of Maine Waste Management andRecycling Plan, April 1993 (Maine WasteManagement Agency.)

The Natural Connection, P.O. Box 8233,North Brattleboro, VT, 05304, (802) 365-7188.Directory of manufacturers of eco-friendlyproducts.

The Official Recycled Products Guide,American Recycling Market, Inc. P.O. Box577, Ogdensburg, NY, 13669 (800) 267-0707.Monthly newsletter, on-line database sub-scription to directory of manufacturers andvendors.

Planning Considerations1. An effective "buy recycled" campaign in

any organization requires a commitmentfrom the administrators who actuallyapprove purchases. After having studentsdo some basic research to identify theissues and understand some of the recycledproducts available, have the studentsinvolve the administrators in the process ofunderstanding the importance of "buyingrecycled." Get a commitment from theadministrators to buy recycled productsand to take the students' recommendationsseriously.

2. "Buy recycled" efforts can be important inschools which do not yet consider recycledcontent in purchases and in schools thatalready purchase some products withrecycled content. For schools already"buying recycled", additional progress canbe made by increasing the percentage ofrecycled content, especially postconsumermaterial.

Suggestions for a SuccessfulCampaign

School "Buy Recycled" Campaign1. Present background about the benefits and

the need for "buying recycled" and helpstudents develop a presentation to theadministration.

2. Evaluate current school purchases foropportunities to "buy recycled." Useinformation from your school waste auditto identify high priority items in the wastestream where the recycled content (thepurchasing side of the loop) can be in-creased in future purchases.

125

3. Work with the principal, office staff,academic department heads, food servicedirector, and maintenance supervisor toidentify regular purchases and upcomingspecial purchases. Then identify possibleproducts with recycled content that willmeet the school needs. (The school

. department may have written specifica-tions for various items which precluderecycled content; discuss the real needsthose specifications are meant to serveand explore adjusting them based on newdevelopments in recycling technology.)

4. Investigate the possibility of purchasingcertain supplies through the state Bureatiof Purchases (see "Buying RecycledThrough Maine State Government" notedin the references above.)

5. Research available products with recycledcontent. Have students gather informa-tion from current vendors (most have toll-free 800 numbers), sources listed in thereferences above, and retailers. Inquireabout the recycled content, quality,availability, and price of products. MatchthiS information to the lists of productspurchased by the school.

6. Present the information to the schooladministrators and others who makepurchasing decisions. Work to get theircommitment to purchase recycled prod-ucts. This may take additional presenta-tions and appeals to the school board. Themore you can educate the decision mak-ers, the more effective the campaign willhe!

7. Offer to work with the purchasers todiscuss options with vendors, and encour-age them to challenge the vendors toprovide the needed items with a higherpercentage of recycled content in anacceptable price range. Be prepared toapproach other suppliers if the price orquality does not compare well withpreviously purchased products. Thisprocess emphasizes your sincerity and willinfluence suppliers to provide the productsconsumers demand.

8. When purchases are made, inform theschool community about the items, therecycled content, and the impact of thepurchase on the waste stream. .

9. Be sure products that are purchased meetthe users' expectations for quality. Testitems against the non-recycled material itthere is any doubt. Provide feedback tothe suppliers and manufacturers.

Home and Community "Buy Recycled"Campaign1. Research available consumer products

with recycled content. Brainstorm itemswith which students are familiar; refer tocatalogs and sources listed above; toursupermarkets or other retail stores anddiscuss recycled content with the storemanagers and purchasers. Look at packag-ing as well as the products.

2. Plan effective ways to get information tofamilies and others in the community toconvince them to buy recycled products.

Get the approval of store mangers to putup information displays in the stores,identify specific products in the storewhich have recycled content.

Develop informational flyers or a postercampaign which identifies the reasonswe should "buy recycled," identifypopular products with recycled content,and locations in your communitywhere consumers can find them.

Present information at public meetings(civic groups, Chamber of Commerce)to inform a wider public audience.

3. Develop a strategy to get students,families, and the public to inform retailersand manufacturers that they prefer productsthat have recycled content or higher percent-ages of recycled content. Provide enoughbackground information and encouragepeople to talk directly with the store manag-ers and to write letters directed at manufac-turers of popular products.

Follow-UpSet up a record keeping system to trackthe purchase of products and to chart theschool's impact on encouraging vendors tosupply products with recycled content.Discuss the replies from letters to manu-facturers. Evaluate the objectivity of theinformation they provide about theproduct. Write follow-up letters to reem-phasize the need to "close the loop" bymanufacturing items with recycledcontent.Design a method to encourage the .ontin-tied purchase of recycled products.Records that prove cost effectiveness andcontinued publicity will help keep theissue in the spotlight.

126 I IWAYS TO ASUSTAINABLE FUTURE 129

.

LevelIntermediate

Advanced

Project Length1 class introduction

about one project-weekat home

1 follow-up class


How Much Trash?

If Toys Could Talk

Bread and Kisses

For Better or Worse


Paper. Plastic, or Cloth?


Source Reduction!Recycling QuizConsumer Survey

Home Waste Audit



1 30 TZIA2)1t1

Home Recydables CollectionCenterOverviewStudents design collection centers for recyclables in class and"construct" a center at home. Students are encouraged to usefree or inexpensive materials, and to make plans that use avail-able space in the home.

BackgromndAfter students learn about the amount oftrash they and their families generate, theyare usually compelled to take action steps toreduce waste. After strategies are developedto reduce and reuse waste (preferred torecycling on the waste management hierar-chy) families need support in their recyclingefforts. Getting information about recyclingopportunities in the community is the firststep, and setting up the process for collectingthe recyclables is the next step. If curbsidepick-up is not available, families may alsoneed help support (and encouragement)getting the materials to the recycling center.

References

Background information section on recycling

Municipal Recycling Programs in Maine(Maine Waste Management Agency)

Model graphics for Developing RecyclingPromotional Materials (clip art for flyers andbin labels, Maine Waste ManagementAgency)

Planning Considerations

1. Complete the home waste audit and localwaste management options chart to getthe information needed to design thecollection center.

2. Communicate with parents about theupcoming project and how they can beinvolved. Encourage them to have thestudents do most of the planning andwork, if possible.

3. Be sure families know how recyclablesshould be prepared before taking them into the recycling center (bundling, removelabels and caps, etc.)

4. If some families already have collectioncenters, those students can offer experi-ence in the planning and team up withothers who might need help.

Suggestions for SuccessfulProjects1. Use students' home waste audits to make

a list of recyclable materials they produceat home. Compare the list to materialsthat are accepted for recycling at the localor regional recycling facility.

2. Discuss how much space would be neededfor each type of recyclable, and the typesof containers that would be appropriate.Keep in mind that the more often materi-als are taken to the recycling facility, theless storage space will be needed.

127

3. Have students draw a rough floor plan oftheir kitchen and other areas of the homewhich might be used for storingrecyclables. Then locate the collectionbins on the floor plan. One of the biggestdifficulties is to locate the recycling centerconveniently to the kitchen (where mostof the recyclables are) without creatingclutter or an eyesore. Some possibilitiesare in a closet, corner of the kitchen,under tht sink, in the garage or basement.Many families will need to have thecenter covered or enclosed.

4. Brainstorm ideas for collection bins anddesigns for constructing them. Considersimple boxes, additional waste baskets,plastic bags supported by wood or plasticpipe frame, or even paper bags. Differentmaterials could call for different storagemethod. For example, thread a piece oflight rope through the handles of plasticmilk jugs and hang them up out of theway. In the designs students shouldconsider cost, appearance, and ease ofconstruction.

5. Make drawings of the different ideas.Students then take the drawings and theirfloor plan home to discuss with thefamily. The family should work out theirplan for locating and constructing thecenter, and for transporting the materialsto the recycling facility.

6. Make labels for the storage bins.7. Give the students about a week to build

the collection center. Have them bring ina photo or drawing of the completedproject.

8. When most projects are complete, sharepictures in class and discuss the process.Discuss problems that came up and howthey were solved.

Follow-UpStudents can keep a chart of the amount ofrecyclables (weight, number of trips) theytake to the recycling facility. Set a classgoal and record the progress on a ther-mometer-type graph.Make a bulletin board showing the com-pleted projects and encourage otherstudents to build their own.

128 PATHWAYS I () A 1 31SUSTAINABLE REEURE

Composting Projectsin the Waste Management Hierarchy

Composting is a decomposition process which can convert anyorganic waste into a useful product. It can completely divertorganic wastes from the waste stream. These wastes can becomposted wherever there is space for a composting bin. When itis done on by individuals or schools, it is much less expensivethan municipal disposal by incineration or landfilling. Thecounty Cooperative Extension offices are a valuable resource andhave materials and expertise to help with all local compostingprojects.

Success StoryCafeteria waste from the Wiscasset Primaryand Middle Schools never gets to the transferstation or the landfill. Since 1991, thegarbage, leftover milk, paper milk cartons,and napkins have gone to a local farm andbeen composted.

Woody Freeman, the school transportationsupervisor, began planning the system-wideprogram in 1990. With the support of theLincoln County Compost Committee, hereceived approval from the school commit-tee, a budget of $2200, and environmentalapproval from the Maine DEP. Then herented the equipment, educated the students,teachers, and maintenance staff, and madearrangements at the Morris farm. Wiscassetbegan composting in the spring. Since thebeginning of the program, it is estimated that700 cubic yards of garbage have been con-verted into 35 cubic yards of compost, someof which has been used in planting projectsat the schools and the Morris Farm. Not

only is it good for the environment, it hassaved the town of Wiscasset hundreds ofdollars on tipping fees and much more thanthat on labor and transportation costs.

Mona Schlein, a teacher at the WiscassetPrimal) School, started composting with herkindergarten students right at the school.Now, in the school courtyard a three bincomposter, a barrel composter, and anaerated cone composter all break down'foodwastes from classroom snacks. There is alsoa worm farm that students in many differentclassrooms care for. These projects givestudents hands-on experience withcomposting and they use the finished com-post for spring planting projects.

The Lincoln County Compost Committeeincludes representatives from the Universityof Maine Cooperative Extension, MaineDept. of Agriculture, Maine Dept. of Envi-ronmental Protection, Maine Waste manage-ment Agency, Soil Conservation Service, andLincoln County Recycling.

129

Composting Pathwaysto ActionClassroom Worm BinProject 134

Cafeteria Food WastesComposting Project 137

Plans for ConstructingComposting Bins 140

PA I !MAYS In A qsusTAINARLE VUTUliE I

Pathways to ActionComposting


Project Length2 -S periods to set up thebinongoing through theschool year

Materialsworm bin or lumber forbin construction

redworms (minimum1000, or one pound)

black plastic bag or sheet

two handfuls of soil

scale

bedding material(newspaperrecommended)

water

food wastes


How Much Trash?

Bread and Kisses

Getting to the Route of theHazardous Waste Problem

School Waste Audit



1 34 PATHWAYS TO ASUSTAINABLE anuRE

Classroom Worm Bin Project

OverviewIn this action project, students and teachers set up a workingworm bin to compost food wastes in the classroom. The productis a type of compost that is an excellent soil conditioner andfertilizer which can be used for classroom projects or taken homefor use in gardens.

ReferencesSee the background information section onCompostingStrongly recommended: Worms Eat MyGarbage by Mary Appelhof, 1982: FlowerPress; Kalamazoo, Michigan.Composting with Worms (Maine WasteManagement Agency Fact Sheet)

Mail order sources of redworms, containers,and bedding material:

Earthworm Environmental ServicesR.R. #1Haley Station, Ontario CANADAKOJ 140(613) 432-9699

Flowerfield Enterprises10332 Shaver RoadKalamazoo MI 49002(616) 327-0108

Beaver River Associates, Inc.P.O. Box 94W. Kingston, RI 02892(401) 782-8747

The Earthworm Company3675 Caistoga Rd.Santa Rosa, CA 95404

Carter Worm FarmPlains, GA 31780(912) 824-7707

Gardener's Supply Co.128 Intervale Rd.Burlington, VT 05010(802) 863-1700

The Philadelphia Worm Co.P.O. Box 9586Philadelphia, PA 19124(215) 744-2349

Planning Considerations1. Setting up and maintaining a worm bin is

not difficult. There are, however, certainguidelines that must be followed to keepthe worms healthy and the system vital.Mary Appelhof's short book, Worms EatMy Garbage is an excellent guide tosetting up a robust worm compostingsystem. Consult this book before startinga project!

2. Funds for the purchase of worms or aworm bin may be available to teachersthrough the school district.

3. There are three major ingredients arenecessary to start a worm composting bin.All can be acquired through mail orderservices such as those listed.

Container If you decide not to purchase abin, the following guidelines may behelpful:

The container for the worm bin can bebuilt easily out of plywood or scrap lum-ber. Large plastic containers and steel .

washtubs will also work. Consider thatthe size of the bin should be related to theamount of food wastes that will hecomposted. (Note: Constructing the bin

130

will not be a good classroom activity.Arrange to have this completed in advanceso that classroom time can be spent on theother steps.)

Depth: The worm bedding should neverbe more than eight to twelve inches deep,so the bin does not need to be more thansixteen inches deep.

Length and width: In general, one squarefoot of surface area will be necessary foreach pound of waste that will be addedduring the course of a week. (Thus, if onepound of waste is added each day atschool, approximately five square feet ofsurface area are needed for the worm bin.A two-foot by three-foot bin should sufficein this case.) Before acquiring a bin, inorder to insure the correct size, estimate orweigh the food wastes that the classroomproduces each week.

Air holes: No matter what your bin lookslike, it will need several nickel-sized holesin the bottom for aeration and drainage.These holes will help to keep the wormshealthy and the compost odor-free. (Tominimize leakage, consider placing ascreen or a sheet of nylon mesh inside thebin on the bottom.) A solid lid may beconvenient, but it should not be air-tight.

Bedding Many materials are suitablebedding, including machine-shreddednewsprint, hand-shredded newsprint,partially decomposed leaves, peat moss,and manure. For simplicity and cost-effectiveness, fine, hand-shredded news-print is recommended. Between 1.5 and 2pounds of dry bedding are necessary foreach square foot of surface area. (Thus, atwo-foot by three-foot box will needbetween nine and twelve pounds of drybedding.) Water will he added to this later.

Worms Redworms are the preferredvariety of worms for composting, as theywill digest.food rapidly and reproducequickly. The number of redworms neededwill depend on the amount of waste that isput into the system. In general, the wormswill be able to handle half of their body

weight a day in garbage. (Thus, if youexpect one pound of waste a day, twopounds of worms should be purchased.)

4. The worm bin will need to be located in acool place. It will also need to be in aplace where it can get the floor dirty sincedirt may leak through the holes in thebottom.

Suggestions for a SuccessfulProject1. Construct the bin ahead of time. The

preparation of the bin for composting, inclass, will take about an hour.

2. Preparing the Bedding: If newspaper isbeing used for bedding, it will need to beshredded thoroughly by hand.The bedding should have a moisturecontent of approximately 75% by weight.This means that for every pound ofbedding. the bin will need nearly threepounds of water. (This sounds like a lot,but remember that a pound of shreddednewspaper is a lot of newspaper, and waterweighs one pound per pint. Your beddingshould be able to absorb all the water. Agood test for proper moisture content is tosqueeze a handful of the damp bedding. Ifthree or four drops of water come out, thebedding is perfect.)It may be easiest to prepare the bedding byadding water a little at a time to the drybedding in a separate bucket or bag, andthen placing it in the worm bin. Be sureto include two handfuls of soil! Theworms will ingest the soil particles tohelp them grind up food wastes insidetheir digestive tracts.

3. Adding the Worms: When the bedding isprepared, add the worms to the bin. Theywill immediately squirm into the beddingto avoid the light. Cover the bin with asheet of black plastic which has been cutto the size of the bin. You are now readyto add food wastes!

4. Adding Food Waste: Most foods can heput into the worm bin. Small or shreddedpieces of food waste are best, especiallywhen you first start your worm bin.

131ptvri !WAYS TO A

SOSTAINARI E FUTURE 135


1 36 I(JciTTI'AYAsitIVFALii-intE

Classroom Worm Bin Project

Worms particularly like coffee grounds,tea bags, and banana peelings. Don't putin too much food at first because anyuneaten food will rot. Slowly increase theamount and variety of food scraps.

It is a good idea to always avoid meats,which can smell bad during decomposi-tion and bones which can also smell willnot be eaten by the worms. Also avoidcitrus rinds, onions, tobacco, raw squash,eggshells, and broccoli.

Non-biodegradable items should neverbe put in the bin, especially wrappers andother packaging.

When food wastes get added, theyshould be placed under the bedding in anarea where foods have not been depositedrecently. This will keep the wormsmoving around the bin and prevent fruitflies from laying eggs in the uncoveredfood wastes. Always cover the bin againwith the plastic sheet to retain moisture.

5. Maintaining the Worm Bin: The wormbin needs very little maintenance. Theworms will reproduce on their own quiteeffectively as long as they are gettingenough air and food. Every three monthsor so, however, the compost will need tobe harvested. To harvest the dark, nutri-ent-rich worm castings, push all of thecontents of your bin to one side and addfresh bedding material and food to oneside and add fresh bedding material andfood to the other side of the bin. In a few

days the worms will have migrated to thefresh side and you can scoop out the wormcastings without getting any worms.Also, leaving the cover off for a shortwhile before harvesting the castings willsend the worms to the bottom of thecontainer away from light and you canscoop the castings off the top. The com-post can be used directly for plantingprojects. If the worms are not fed for aperiod of months, most will die.Keep an eye on the moisture content ofyour bin. If water is pooling on thebottom of your worm bin, remove it witha sponge or turkey baster. Excess mois-ture can kill worms and produce foulodors. Do not place the worm composterin direct sunlight.

6. Rotate the worm bin duties so that all thestudents get a chance to bury the wastes.Remember to rotate where the wastes areburied!

Follow UpDiscuss what happens inside the worm binthat turns the food wastes into compost.Record how much waste is put into theworm bin each day. Can the class deter-mine when too much waste has beenadded to the bin?Observe the inhabitants of the bin overtime. Are there insects who have joinedthe worms in the bin? (This is nothing toworry about.) How did they get in thebin

132

Cafeteria Composting Project

OverviewIn this action project, students and teachers initiate and managea compost pile to process food wastes from the cafeteria. Thefinished compost can be used for school or home plantingprojects.

BackgroundSee the background information section onComposting

Backyard Composting by HarmoniousTechnologies, 1992: Harmonious Press; Ojai,CA.

The Rodale Book of Composting, edited byD. Martin and Grace Gershuny, 1992: RodalePress.

Composting to Reduce the Waste Stream,Northeast Regional Agricultural EngineeringService Publication No. 43, CooperativeExtension: Itahca, NY, 14853. Availablefrom your county Cooperative Extensionoffice.

Planning Considerations1. Get approval for this project from school

officials before embarking on acomposting operation.

2. Plan the project with the input of themaintenance staff. They will probablyhave some good suggestions and, if theysee the benefits of the project, can be oneof your best allies in keeping the projectrunning smoothly.

3. Depending on the size of your school, theamount of organic waste that is generatedin the cafeteria can be overwhelming. Donot try to set up a program that willcompost all organic wastes from theschool right away. Plan to compost a fewbushels of wastes in the beginning, andincrease the volume as you gain expertise.

4. You will need a variety of ingredientsand materials for a successful compostpile. They are spelled out below in detail.

Container. This can he built or pur-chased, but any container will work that:1) is big enough to allow for substantial

heating up (at least 3' X 3' X 3');2) provides plenty of air to the decompos-ing materials;3) can withstand heat and moisture;4.) cedar wood or recycled plastic ispreferable to (toxic) pressure treatedlumber.

It will also he helpful to have a con-tainer that:1) is convenient for turning the pile;2) has a cover to retain moisture (and keepout rainwater);3) is sturdy enough to keep materials inand animals out;4) has at least two separate compartments,or use two commercial backyard bins.

If you decide to build a bin, refer to thediagrams for suggestions on compost bindesign. Build the compost bin ahead oftime, as this will not be a good classproject.

It is possible to compost in a pit dug outof the ground. This may be the only wayto keep composting through the winter.

Compost bins can also be purchased atmost hardware stores or nurseries. Spe-cialized compost containers can costanywhere from $25 to $100 for a smallcapacity unit (5-20 bushels).

The location of the container can beimportant to the success of the project. Ashady spot that is close to the source ofwastes will keep the pile cool in hotweather and make for easy transportationof materials. Discuss possible sites for thecompost bin with the class.

1 3 3


Advanced

Project Length4-8 periods preparation

on-going feeding andmaintenance of the pile

Materialscompost bin or lumber forconstruction (see plans onthe following pages andreferences)

food wastes

containers for food wastes

yard wastes

pitchfork

access to water


How Much Trash!


Bread and Kisses

School Waste Audit

Source !,eduction/Recycling Quiz -Consumer Survey


PATI MAYS TO ASUSTAINABLE FUTURE I

.

1 38 l'A IIWAY,. Ft) ASIP,FAINARLE RI !UHL

Cafeteria Composting Project

The components of compost. A suc-cessful compost pile needs four mainingredients. You should keep these inmind as you start and maintain yourcomposting project.

Organic wastes high in nitrogen. Micro-organisms use nitrogen to build theirbodies. Food scraps, conveniently,contain significant quantities of thiselement. Other sources of nitrogeninclude animal manure, fresh greengrass clippings, bone meal, and bloodmeal.Organic wastes high in carbon. Micro-organisms get their energy from com-plex carbon molecules. Dry leaves arean excellent source of carbon, as well assawdust, straw, and shredded paper.Moisture. Water is an important part ofa healthy atmosphere for decomposingmicrobes. Pond water or rain water ispreferable to tap water, which maycontain chlorine and other additives.Oxygen. Aerobic microorganisms needoxygen to carry out decomposition.This can be provided by turning the pilewith a pitchfork every two or threedays. If adequate oxygen is not present,anaerobic microorganisms will takeover the decomposition process, result-ing in foul odors and slowercomposting.Decomposing microorganisms. All the

bacteria that are necessary for compostingare naturally present in the environment,especially in soil. As long as favorableconditions exist in the pile, these bacteriawill reproduce rapidly and carry out thecomposting process.

Organization. Place well-markedreceptacles in the cafeteria to collect foodwastes only. In a more elaborate project,there might be more receptacles: one forvegetable wastes, one for meat scraps, andone for milk.

Contamination. Be sure plastic andother non-compostable contaminants areremoved from the organic wastes. . Trainusers to separate their waste carefully toavoid having to remove unwanted materi-als later. Paper is composted in some

sophisticated projects, but paper wastesshould be shredded before going into thecompost pile.

Publicity. Inform the entire school ofyour composting project. Educate theschool community about separating foodwastes into the proper receptacles.

Labor. Students and teachers will needto maintain the compost pile, whichincludes collecting and adding food wastesand the carbon source regularly and turningthe pile every few days.

Patience. Composting will take aminimum of six to eight weeks from thecompletion of the pile until the finishedcompost has cooled down sufficiently foruse. Finished compost can also be storedindefinitely.

5. Analyze the school waste stream ahead oftime to determine what items will be themost convenient to compost. You maywant to consider some of the followingissues in your analysis.

Initially, it will be easiest to compostvegetable wastes from the cafeteria withleaves, sawdust, and dry grass clippingsfrom the school grounds. Shredded paper(newsprint and notebook paper, for ex-ample) can also be used. How much ofthese wastes does the school produce? Usethe results of the School Waste Audit offood wastes. Arrange for the class tointerview kitchen workers and mainte-nance workers.

If a large project is being undertaken,meat scraps and paper can he considered forcomposting. How much of these does theschool produce?

How can wastes be efficiently collectedfrom the kitchen and the cafeteria? Per-haps specially-marked containers can beplaced in the cafeteria for collecting veg-etable wastes only.

Suggestions for a SuccessfulComposting Project1. Start the project by collecting leaves, dry

grass and other yard wastes. If these arenot available, seek sources of shreddedwaste paper or find out how sawdust can be

134

acquired from a local lumberyard or farm.These high - carbon materials can be stock-piled next to your bin and added to thecompost pile as necessary.

2. When you are ready to begin composting,collect cafeteria wastes after lunch andplace the food waste (high nitrogen) in thebin. Cover this with two additional partsof the high carbon leaves, sawdust, orpaper. Green grass clippings are a goodalternative source of nitrogen.

3. If necessary, add water until the pile is asmoist as a squeezed-out sponge. If waterleaks out of the pile, it is too moist. Wastemilk can be substituted for water.

4. Turn the pile very thoroughly (10-15minutes) with a pitchfork before, twiceeach week while the pile is working. Thiswill provide enough oxygen for odor-freecomposting.

5. Add more food wastes to the existing pileevery day or as they are generated, combin-ing them with equal parts of leaves or othercarbon source. Turn the new ingredientsinto the center of the pile and add water asneeded. Get student volunteers to takeresponsibility for the maintenance taskseach day.

6. When the pile of composting materials fillsthe bin, stop adding organic wastes. Turnthis pile every three or four days withoutadding new materials to keep it wellaerated. In two weeks or so, the compostshould be cool, earthy, and dark in color. Itis finished at this point, and can be put inbags or piles to cure or put directly onplanting projects as a soil amendment.

7. During the time when you cannot add newwastes to the pile, it is a good idea to start asecond compost pile. V" .n one bin is fullof composting materials, you can build anew pile in the other bin. This will allowfor continuous processing of cafeteriawastes.

8. It will be helpful, if not necessary, tomonitor the compost pile.

Temperature. The compost pile shouldwarm up to 90° 140T within a few days ofbuilding the pile. If it does not heat up, thepile is either too dry or lacking in nitrogen.

Add water (or waste milk) until the pile isas moist as a wet sponge or add high-nitrogen materials (food scraps, fresh greengrass clippings, manure, bone meal, bloodmeal). Turn the pile thoroughly.

Moisture. If white, powdery fungusgrows on the edges of the pile, the pile istoo dry. A cover on the bin can help tokeep moisture in.

Odor. A pile that reeks of ammonia hastoo much nitrogen. High carbon materialsshould be blended in to alleviate thisproblem. A pile that smells rotten needsoxygen, which can be provided by a thor-ough turning with a pitchfork. In somecases, a pile that is saturated with waterwill also smell rotten because the excesswater absorbs the oxygen in the pile andmakes it unavailable to bacteria. If thisoccurs, dry materials should be added tothe pile.

9. During the winter, composting can bedifficult above ground. However, a dug-outcompost pile will heat up quite well year-round if it is big enough or if it is coveredand thereby insulated from the cold.

10. A compost pile does not need to be con-stantly attended. As long as the pile is notin the hottest stage of composting, it can beleft alone over a weekend or a vacationweek without problems. If the pile is at itspeak, it should be turned vigorously beforeit is left alone. Remember, compost whatyou can when you can and don't worry.The compost will still be there when youreturn.

Follow UpDiscuss what happens inside the pile thatturns the food wastes into compost. (Seebackground information on Composting)Record how much waste is put into the pileeach day. This can be done carefully with ascale or roughly with volume estimates.Record how much compost is produced.How much did the pile diminish in size?Record and graph the temperature of thepile and the air daily.What are the factors affecting thecomposting rate at different times?

135BEST COPY AVAILABLE

l'A I 'MAYS TO A 139SUSTAINABLE FUTURE


Materialsat least a 10 -foot lengthof 32-inch-wide 1-inchgalvanized chicken wire

orat least a 10-foot lengthof 1/2-inch-widehardware cloth (Note:The maximum bindiameter for a givenlength of chicken iyire Isthe length of the chickenwire divided by 3.14.)

heavy wire for ties

three or four 4-foot tallwooden or metal posts(for chicken wire bin.)

Toolsheavy-duty wire or tinsnips

pliers

hammer (for chicken wirebin)

metal file(for hardwarecloth bin)

work gloves

140 PATHWAYS ToSUSTAINABLE FITTURF

Plans for Constructing Compost Bins

Wire-Mesh Holding UnitA wire-mesh holding unit is inexpensive andeasy to build out of either galvanized chickenwire or hardware cloth. (Nongalvanizedchicken wire can also be used, but will notlast very long.) Posts provide more stabilityfor a chicken wire bin, but make the bindifficult to move. A wire-mesh bin madewithout posts is easy to lift, and providesaccess to the compost that is already "doneat the bottom of the pile while the compostat the top of the pile is still decomposing.

Building a Wire-Mesh Holding UnitUsing Chicken Wire1. Fold back 3 or 4 inches of wire at each end

of the cut piece to provide a strong, cleanedge that will not poke or snag, and thatwill be easy to latch.

2. Stand the wire in a circle and set it inplace for the compost pile.

3. Cut the heavy wire into lengths for ties.

Attach the ends of the chicken wiretogether with the wire ties, using pliers.

4. Space wood or metal posts around theinside of the chicken-wire circle. Holdingthe posts tightly against the wire, poundthem firmly into the ground to providesupport.

Building a Wire-Mesh Holding UnitUsing Hardware Cloth1. Trim the ends of the hardware cloth so

that the wires are flush with a cross wireto get red o edges that would poke orscratch hands. Lightly file each wire alongthe cut edge to ensure safe handling whenopening and closing the bin.

2. Bend the hardware cloth into a circle, andstand it in place for the compost pile.

3. Cut the heavy wire into lengths for ties,Attach the ends of the hardware clothtogether with the wire ties, using pliers.

These plans were adapted from Composting to Reduce the Waste Stream, Northeast Regional Agricultural EngineeringService Publication No. 43, Cooperative Extension; Ithaca, NY, 14853.

136


Wooden-Pallet Holding UnitA holding unit can be built inexpensivelyusing wooden pallets, or pressure-treatedlumber may be used to make a nicer lookingbin. The costs will vary, depending onwhether new lumber or pallets are used.Used pallets are often available from manu-facturers and landfills.

Building a Wooden-Pallet HoldingUnitI. Nail or wire four pallets together to make

a four-sided bin at least 3 feet x 3 feet.The bin is then ready to use.

2. A fifth pallet can be used as a base to allowmore air to get into the pile and to in-crease the stability of the bin.

Building a Holding Unit UsingLumber1.

2.

3.

4

Saw the 8-foot lengths of 2 x 4 pressure-treated lumber into four pieces, each 4 feetlong, to be used as corner posts.Choose a 3-foot square site for yourcompost bin. Use the sledge hammer topound the four posts into the ground 3 feetapart, at the corners of the square.Saw each of the five 12-foot boards intothe 3-foot pieces. Allowing five boards toa side and, starting at the bottom, nail theboards to the posts to make a four-sidedcontainer. Leave 2 inches between theboards to allow air to get into the pile.If you wish to decrease your compostingtime, build a second holding unit so thatthe wastes in one mature while you addwastes to the other.


137

Materialsfour wooden pallets (fivepallets if you want a bottomin the container), sized tomake a four-sided containerat least 3 feet x 3 feet x 3feet

nails

baling wire

or

two eight-foot lengthsof 2 x 4 pressure-treatedlumber

five 12-foot lengthsof 1 x6 pressure-treatedlumber

galvanized 8d nails (1pound)

Toolssaw

sledge hammer

claw hammer

work gloves


Plans for Constructing Compost Bins.

Wood-and-Wire Three-BinTurning Unit

Materialsfour 12-foot lengths of pressure-treated 2 x 4 lumber

two 10-foot lengths of pressure-treated 2 x 4 lumber

one 10-foot length ofconstruction grade 2 x 4 lumber

one 16-foot length of 2 x 6 lumber

six 8-foot lengths of 1 x 6 lumber

a 22-foot length of 36-inch wide1/2-inch hardware cloth

16d galvanized nails (2 pounds)

poultry wire staples (250)

twelve carriage bolts, 4 incheslong, with washers and nuts

one quart wood preservative orstain

Optional materials-for lidsone 4 x 8-foot sheet of 1/2-inch exteriorplywood

one 4 x 4-foot sheet of 1/2-inch exteriorplywood

six 3-inch zinc-plated hinges twenty-four3/16-inch galvanized steel bolts, withwashers and nuts

Toolstape measure

hand saw or circular power saw

hammer

tin snips

carpenter's square

drill with 3/16-inch and 1/2-inch bits

screwdriver

adjustable wrench

pencil

safety glasses, ear protection, dust mask,and work gloves

1 42 PATHWAYS ToSUSTAINABLE FUTURE

A wood-and-wire three-bin turning unit canbe used to compost large amounts of yard,garden, and kitchen wastes in a short time.Although relatively expensive to build, it issturdy, attractive, and should last a longtime. Construction requires basic carpentryskills and tools.

Building a Wood-and-Wire Three-Bin System1. Cut two 31 1/2-inch and two 36-inch

pieces from a 12-foot length of pressure-treated 2 x 4 lumber. Butt-joint and nailthe four pieces into a 35-inch x 36-inch"square." Repeat, building three moreframes with the remaining 12-foot lengthsof 2 x4 lumber.

2. Cut four 37-inch lengths of hardwarecloth. Fold back the edges of the wire 1inch. Stretch the pieces of hardware clothacross each frame. Make sure the cornersof each frame are square and then staple

the screen tightly into place every 4inches around the edge. The wood-and-wire frames will be dividers in yourcomposter.

3. Set two dividers on end, 9 feet apart andparallel to one another. Position the othertwo dividers so that they are parallel toand evenly spaced between the enddividers. Place the 36-inch edges on theground. Measure the position of thecenters of the two inside dividers alongthe 9-foot edge.

4. Cut a 9-foot piece from each 10-footlength of pressure-treated 2 x 4 lumber.Place the two treated boards across thetops of the dividers so that each is flushagainst the outer edges. Measure andmark on the 9-foot boards the center ofeach inside divider.

5. Line up the marks, and through eachjunction of board and divider, drill a 1/2-inch hole centered 1 inch from the edge.Secure boards with carriage bolts, but donot tighten them yet. Turn the unit sothat the treated boards are on the bottom.

6. Cut one 9-foot piece from the 10-footlength of construction-grade 2 x 4 lumber.Attach the board to the back of the toprepeating the process used to attach thebase boards. Using the carpenter's square,or measuring between opposing corners,make sure the bin is square. Tighten allthe bolts securely.

7. Fasten a 9-foot length of hardware cloth tothe back side of the bin, with staples every4 inches around the frame.

8. Cut four 36-inch long pieces from the 16-foot length of 2 x 6 lumber for frontrunners. (Save the remaining 4-footlength.) Rip-cut two of these boards totwo 4 3/4-inch wide strips. (save the tworemaining strips.)

9. Nail the 4 3/4-inch wide strips to the frontof the outside dividers and baseboard sothat they are flush on the top and theoutside edges. Center the two remaining6-inch wide boards on the front of theinside dividers flush with the top edge andnail securely.

10. Cut the remaining 4-foot length of 2 x 6lumber into a 34-inch long piece, and thenrip-cut this piece into four equal strips.Trim the two strips saved from stepnumber eight to 34 inches. Nail each 34-inch strip to the insides of the dividers sothat they are parallel to, and 1 inch awayfrom, the boards attached to the front.This creates a 1-inch vertical slot on theinside of each divider.

11. Cut the six 8-foot lengths of 1 x 6 lumberinto eighteen slats, each 31 1/4 incheslong. Insert the horizontal slats, six perbin, between the dividers and into thevertical slots.

12. (Optional) Cut the 4 x 8-foot sheet ofexterior plywood into two 3 x 3-footpieces. Cut the 4 x 4-foot sheet of exteriorplywood into one 3 x 3-foot piece on oneof the three bins, and attach each to theback, top board with two hinges.

13. Stain all untreated wood.

These plans were adapted kern Composting to Reduce the Waste Stream, Northeast Regional Agricultural EngineeringService Publication No. 43, Cooperative Extension; Ithaca, NY, 14853

139 FUTUREA

SUSTAINABLE FUTURE 1 43

Materialsgarbage can with cover

coarse sawdust, straw, orwood chips

Toolsdrillpitch fork, shovel, orcompost turner

work gloves

1 44 PATI !WAYS 11) ASUSTAINABLE rUTURL


Garbage-Can ComposterA garbage-can compostcr is inexpensive andeasy to build. It can be used for food orgarden wastes. The wastes do, however,need to be turned.

Building a Garbage-Can Composter1. Drill three rows of holes 4 to 6 inches all

around the sides of the garbage can. Thendrill several holes in the base of thegarbage can. The holes allow air move-ment and the drainage of excess moisture.

2. Place 2 to 3 inches of dry sawdust, straw,or wood chips in the bottom of the can toabsorb excess moisture and let the com-post drain.


140

Incineration and LandfillingProjects

e&6 in the Waste Management Hierarchy

141

Incineration andLandfilling Pathwaysto ActionLandfill/Waste-to-EnergyComparison 146

Local Landfill SitingProposal 148

PATHWAYS TO ARE N

a 45SUSTAINABLE E FUTU

IILevel

intermediate

Advanced


Related ActivitiesBread and Kisses


School Waste Audit


Home Waste Audit



146 l'A I !MAYS TO ASUSTAINABLE FUTURE

Comparison of Waste DisposalMethods - Landfill andWaste-to-EnergyOverviewThis is a research project in which students compare waste-to-energy incineration and landfilling as waste management (dis-posal) methods. Students work in small groups to gather andevaluate information about specific issues, then come together todiscuss the benefits and trade-offs of each method. Students areencouraged to contact local waste management professionals forinformation. Classes are encouraged to reach a consensus aboutwhich method is preferable and to express this opinion to localand state elected officials. Field trips to incinerators or landfillsare recommended.

BackgroundWaste disposal is at the bottom of the WasteManagement Hierarchy and is the leastpreferable method of dealing with MSW.Ultimately though, there are no otheroptions for some wastes. In Maine, whendisposal is necessary incineration is gener-ally preferred over landfilling.

The background information sec-tions on Landfilling and Waste-to-Energymay be helpful to both teachers and stu-dents, especially to verify data gathered fromother sources.

Suggested Contacts:1. For many issues, direct contact with

incinerators or landfills will be best.

Some of Maine's Major Landfills:Crossroads Landfill, Norridgewock, 1 -800-

562 -7779.Hatch Hill Landfill, Augusta, (207) 626-

2365.Sawyer Environmental Services, Bangor,

(207) 947-4997.Tri-Community Recycling and Sanitary

Landfill, Caribou, (207) 473-7840.Maine's Major Incinerators:Maine Energy Recovery Company,

Biddeford, (2071 282 -4127.

2.

3.

Mid Maine Waste Action Corporation,Auburn, (207) 782-7716.

Penobscot Energy Recovery Company,Orrington, 1-800-698-0859.

Regional Waste Systems, Inc., Portland,(207) 773-6465.

The Maine Waste Management Agencycan be helpful on a variety of issues. 1-800 -662 -4545. They provide an excellentlisting of facilities, haulers and otherresources which is updated regularly:Waste Management Services Directory(MWMA.)For regulation issues and environmentalhazards, try the Maine Department ofEnvironmental Protection, Division ofSolid Waste Facilities Regulations in theBureau of Hazardous Materials and SolidWaste Control. Phone 1-800-452-1942.

Planning Considerations1. This project requires students to research a

particular issue using sources outside theclassroom. The school library may be agood resource, but encourage students touse other resources: The local library, thepeople at the town waste transfer station,the municipal landfill, or a nearby recy-cling center as sources of information.

142

I

2. Allow homework time for the researchportion of this project. This will make iteasier for students to call or visit townwaste management resources on theirown.

3. Some people that students interview maybe biased when they provide information.For example, if the town landfill is ahealth hazard, the landfill operator mayavoid questions about its safety. How canstudents work around this problem toverify the information they collect?

4. Preparatory work with the Solid WasteManagement Options flow chart will haveidentified how waste is handled in yourtown. If it is taken to a transfer station, isit ultimately landfilled or incinerated?

5. Consider taking a field trip to an incinera-tor and a landfill.

Suggestions for a SuccessfulProject1. Divide the class into small groups. Each

group will be responsible for examiningone or two particular issues in detail andreporting their findings back to the group.Each group is to compare waste-to-energyincineration and landfilling. Above areten issues that can be considered, or makeyour own list!

2. This is a comparison project. Even ifstudents are unable to come up withdetailed information about an issue, theymay still be able to make a meaningfulcomparison between the two methods ofwaste management. (For example, theymay not determine the specific cost tobuild a landfill, but they may discover it isless expensive than building an incinera-tor. They may even be able to approxi-mate how much less expensive it is.)Although the sizes of the state's incinera-tors and landfills vary, for the purposes ofthis comparison, have students compareany of Maine's landfills to any of thestate's incinerators.

3. After information is gathered, each groupshould come to a conclusion about whichtechnology is preferable with respect totheir issue. (For example, "As regards

Issue Landfilling Waste-to-Energy

1. Construction costs

2. Operating costs

3. Environmental costs

a. Air pollution

b. Groundwater contamination

4. Regulation costs/needs

5. Effect on waste volume

6. Tipping fees

7. Incentives to consumers

8. Use of trash resources

9. Necessare scale of operation/need for technology

10. Life span

operating costs, landfilling is preferable toincineration.")

4. Hold a class discussion in which eachgroup presents their findings to the class,using relevant data to back up theirconclusions. It may be helpful to make achart indicating the recommendations ofeach group.

5. When all groups have reported theirfindings, come to a consensus as a classabout which method of waste incinerationis preferable. Consensus may not beattainable, which is okay.

6. Evaluate the town's method of wastedisposal according to the class consensus.

Follow UpHave each student write a letter to thetown council or Board of Selectmenexpressing his or her opinion about howwaste is handled in the town. Encouragestudents to use the information that wasgathered by the class to back up theirarguments. Students may have personalopinions that differ from the class conclu-sion. But remember, a letter of support tothe town is as important as a letter ofdisapproval.Write letters of thanks to all individualswho provided information. Include adescription of the conclusions reached bythe class.

143l'ATI !WAYS TO A


, . Landfill Siting Investigation

LevelAdvanced


Related ActivitiesBread and Kisses


School Waste Audit


Home Waste Audit



1 48 PATHWAYS T( ASUSTAINABLE FUTURE

OverviewThis is a research and planning project in which students try toidentify an appropriate landfill site within the town boundaries.Students use the same major criteria that state officials use inmaking landfill siting decisions. They also wrestle with the emo-tional issues (e.g. NIMBY) that emerge in mosp-eal town sitingproposals. The class concludes by proposing, defending, and vot-ing on a specific site for locating the landfill.

BackgroundThe background information section onLandfilling may be helpful to both teachersand students.

Landfill Siting CriteriaWhen any state agency or municipality looksfor a new landfill site, they must followcertain guidelines as to where the landfillwill be located. There are two different typesof guidelines: Exclusion criteria, whichspecify where landfills cannot be located,and Preference criteria, which specify whereit would be best for landfills to be located.The table belov, is a simplification of theactual landfill siting criteria used in the stateof Maine, established by Maine RevisedStatutes Annotated Title 38 (called Chapter450). Given a specific issue, the table an-swers the question, "According to thiscriterion, where can the landfill be located?"

Planning Considerations1. This action project can be particularly

useful for students in a town wherelandfill siting issues have been discussedrecently. It is valuable, however, forstudents in any town, as it makes thedifficulty of deciding this issue very clear.

2. Materials:This project will require one detailed mapof the town showing a clear scale. Theteacher can probably acquire a suitablemap in advance of the project from thetown office. A simple map showing majorlakes, streams, roads, and possibly build-ings will be best. A separate copy of the

map will be necessary for each group ofstudents (and it may be helpful for eachgroup to have more than one copy).Ideally, each group would have a transpar-ent overlay of the town map to work with.

Additional maps will be essentialresources, including:

Surface water and "land suitability"maps from the town office;Soil-type maps from the Soil Conserva-tion Service, (listed by region in thephone book under United States Gov-ernment, Department of Agriculture);Topographical maps from the MaineGeological Service (207) 289-2801;

3. If all of the resource materials recom-mended here are not available, modify oreliminate parts of the activity.

4. This project requires some significant timeand research on the students' part. Partsof this investigation should be assigned forhomework.

Suggestions for a SuccessfulInvestigation1. Divide the class into approximately five

small groups. Each group will be respon-sible for investigating one set of concerns,as listed in the siting criteria.

2. Each group will need to determine whichareas in the town are not suitable for alandfill (excluded or "preferably ex-cluded") based on their assigned concerns.For example, the group investigatingsurface water concerns will need to usemaps to find all the year-round surface

1 4 4

Exclusion I Issue

SURFACE WATER CONCERNS

Notes Preference

not within 300 ft. Proximity to surface water source(rivers, brooks, streams, great ponds)

1,2 not within 1000 ft.

not within 300 ft. Proximity to coastal or freshwater wetland(tidal or freshwater marsh, bog, swamp)


not on I00-yearfloodplain floodplain

GROUNDWATER CONCERNS

Potential for coastal or freshwater flooding 5 not on 500-year

not located in soiltype A or B,(gravel or sand)

GEOLOGIC CONCERNS

Proximity to sand or gravel deposits and aquifers(soil types A and B)


not in an unstable area;no landslidesor mudslides

Stability of land (Optional - may be difficult to determine!) 6 not within 200 ft.of a fault

no exclusion criteria

WILDLIFE, NATURAL AREAS

Grade of landfill site

CONCERNS

2 not more than8%slope (80 ft. rise in1000 ft. distance)

not in wildlifepreserves, etc.

Proximity to wildlife management areas, preserves,refuges, and sanctuaries

1,2 not within 1000 ft.of preserves, etc.

not in these areas Proximity to areas of significant wildlife habitat, critical areas,'fragile' mountain areas, 'unusual' areas

1,2 not within 300 ft.of these areas

not within 1000 ft. Proximity to state and federal park boundaries, Appalachian trail 1,2 not within 2,640 ft.

not within 1320 ft.

OTHER CONCERNS

Proximity to major lakes 1,2 not within 2,640 ft.

not in these areas Proximity to federally-owned or non-profit-owned land preserves 1 not within 1000 ft.

not in these areas Proximity to National or State Historic Sites andsignificant archaeological sites

1 not within 300 ft.

not within 1 mile Proximity to FAA licensed airport 1,2 not within 2 miles

no exclusion criteria Proximity to Primary Viewing Locations(the ocean, islands, parks, AT, ponds, rivers,

. .

1,2 not visible

enrc or interstate y

Notts:1. Information available on town maps.2. Information available on Maine Geological Service Topographical maps.3. Information available on Soil Conservation Service Soil type mops.4.Information available on Town Land Suitability maps.5.Information available from town historical records, oral histories.6.Informat fon available from state geological maps.

145PATHWAYS TO A

SUSTAINABLE FUTURE I49

1 50 PATIPNAYS TO ASUSTAINABLE I.UTURE

water in the town. The group investigat-ing geologic concerns will need to usemaps and other resources (e.g., contactwith the Maine Geological Service) to findall places in the town with a grade ofgreater than 8%.

3. The final goal for each group will be toproduce a marked-up copy of the basictown map that indicates areas from whicha landfill would have to be excluded (basedon their specific concerns) and where itwould be "preferably excluded." It isrecommended that each group be assigneda different color. Excluded areas should becolored with a solid color; preferableexclusion areas should be darkened withcross-hatching. [For example, the groupfocusing on wildlife concerns would colorin all areas on their town map that arewildlife refuges, preserves, sanctuaries, ormanagement areas in solid yellow; theywould cross-hatch all areas within 1000feet of these regions with yellow. Thegroup investigating surface water concernswould color in all surface waters withsolid blue on their town map; they wouldcross -hatch all areas within 1000 feet ofsurface waters with blue.]

4. In some cases, it will not be clear exactlywhere the land meets certain criteria. Forexample, it can be very difficult to deter-mine, even with the best information,where a geologic fault lies. It may beunclear whether a certain landfill sitewould be visible from the highway. Thesedifficulties are also encountered by stateofficials in the process of siting a landfill!Students should be encouraged to makethe best decisions they can in the face ofuncertainty, and to note the basis for theirdecision for later discussions. In general,it will be better for them to exclude moreland from consideration than to includetoo much.

1 4 6

5. When all groups have marked up theirrespective maps, they should display themindividually, and a composite town mapshould be constructed that combines all"excluded" and "preferably excluded"areas for each of the siting concerns. Theresult will be a colorful map; all white(unmarked) areas on the composite maprepresent preferred landfill sites. (Iftransparent map overlays are used for theproject, they can easily be combined toform the composite map.)

6. It is interesting to note that many areasare NOT EXCLUDED from considerationfor landfill sites. Examples:

Town zoning laws do not specifically affectlandfill siting. The Chapter 450 criteria,do state, however, that preference be givento areas that minimize land use conflicts.Local zoning does figure into this crite-rion. The Maine law states that "localzoning laws are advisory to the state."

Lands not within 300 feet of streams orponds, may be considered for landfillsites. Lands within the watershed ofany class AA streams are excluded byChapter 450 criteria.Privately owned and residential areasmay be considered as potential landfillsites. Of course, heavily settled areasmay be rejected to reduce land useconflicts. (The State can purchaseprivately-owned lands with the justifi-cation of eminent domain.)Lands owned by power companies maybe considered, including land for powerlines. If there were any power linesthat would have to be moved, the sitewould most likely be rejected.

7. Still, the state has some other guidelinesfor siting landfills, including:

The site should be near existing trans-portation systems (roads, rail lines, etc.)

The costs of the landfill constructionshould be reasonable.Conflict with adjacent land should beminimized.Given these guidelines, it may be

possible to exclude other areas fromconsideration in the town, such as well-established residential areas, schoolgrounds, etc. These areas. can be coloredin on the composite map.

8. With the composite map complete and ondisplay, discuss with the whole classwhere the best locations for a landfill areinside the town limits. Assume that amoderate-sized landfill needs to be con-structed in the town covering approxi-mately 20 acres, with a total land require-ment of 100 acres for a sizable buffer zone.(Note that the buffer zone would not needto meet exclusion restrictions.) This willrequire approximate dimensions of 2000feet by 2000 feet. Draw a square of thissize (to scale) on a corner of the town mapso that students can visualize how muchland is necessary.

9. During the discussion encourage studentsto express their concerns about the land-fill site based on their research as well astheir personal background. For example, ifa site is being considered near a neighbor-hood, encourage any students who mayactually live in that neighborhood toexpress their sentiments for or against thelandfill.

10. After sufficient discussion, take a classvote on which of the potential sites is thebest one for a landfill.

Follow Up QuestionsHow easy was it to find a suitable landfillsite based on the state guidelines?Were any sites found that all studentsagreed upon?Contact the town office. Did the townused to have a landfill, or does it have onenow? Where is it located? Is it in a placethat meets all siting criteria?Write letters of thanks to all those whohelped provide information for the re-search.Write a report which descries the projectand the results. Submit copies to thetown planning committee and to theLandfill Siting Office of the Maine WasteManagement Agency.

147 PATHWAYS TO ASUSTAINABLE FUTURE 1

51

Pathways to Action

Household HazardousWaste Reduction Projects

Success StoryThanks to Mrs. Postlewaite and her students,families in Dover-Foxcroft are throwing lesstoxic material down the drain and into thetrash!

In the summer of 1992, ElizabethPostlewaite took a course in PollutionPrevention with Dr. Marquita Hill at theUniversity of Maine. The course focused onraising awareness of pollution issues and ofthe many chemicals and chemical productsin our lives. As her P' project, Mrs.Postlewaite developed lesson plans to haveher middle school students investigatealternative home cleaners.

During the unit, SeDoMoCha MiddleSchool students learned about the dangers ofhousehold cleaners and how to recognizeharmful ingredients. They researchedenvironmentally safe alternatives and tested

those alternatives, both at school and athome. As a final project some of thestudents produced a pamphlet, "The SafeCleaning Kit," which provided informa-tion about reading labels and listed recipesfor non-toxic cleaners. With their recipesin hand, many families actually signed acontract to create an "Environmentallyand Personally Safe Home." Now, there isa much stronger commitment in Dover-Foxcroft to reduce the use of toxics aroundthe home and at SeDoMoCha MiddleSchool.

Much of the information Mrs.Postlewaite got from her Pollution Preven-tion course is included in Pathways to aSustainable Future . Many of the recipesfrom the pamphlet by Courtney Dean andDesiree Preble are included in the activity"Test the Alternatives."

148

Household HazardousWaste ReductionPathwaysto ActionPromoting Alternatives toHazardous Products 154

Waste Paint ExchangeProject 155

Battery Use Reductionand RechargeablePromotion 157


3

I 'If

LevelIntermediate

Advanced

Project Length5-10 class periods


If Toys Could Talk

Bread and Kisses



Test the *Alternatives

School Waste Audit




11WAr, 1 (1 A1 54 1

TAINABLC FUTURE

Promoting Alternativesto Hazardous ProductsOverviewStudents use their experience from the awareness activity Test theAlternatives where they learned about alternative household clean-ers to generate strategies for promoting alternative products. Smallgroups design different projects like producing a flyer for studentsand parents or designing an informational poster campaign. Theyfocus on providing information about the dangers of toxic house-hold products and getting others to use alternatives to toxics.

Background"Test the Alternatives," "Everyday

Choices" and "Getting to the Route of theHazardous Waste Problem" are activitiesthat will help introduce students to theissues of household hazardous wastes. Muchof the student research for this action projectmay come from those activities along withthe background information section onHousehold Hazardous Wastes.

ReferencesBackground information section on House-hold Hazardous Wastes

CHMR Hazardous Materials Fact Sheet:Household Hazardous SubstancesandAlternatives (Center for Hazardous MaterialsResearch, University of Pittsburgh)

Model Graphics for Developing RecyclingPromotional Material (Maine Waste Manage-ment Agency - clip art for brochures)

Additional resources are available from theChemicals in the Environment InformationOffice, University of Maine, Orono; NaturalResources Council of Maine, Augusta.

Planning Considerations1. Enlist the support of specialist staff in the

school like the computer instructor andart instructor.

2. Consult with the principal, food service,and custodial staff about the possibility ofusing alternative cleaning products in theschool. They may help students test thealtei native products, or review theirprojects.

3. The audits will help pinpoint problem areasin the school and in homes. Use the auditsto set priorities for student projects.

Suggestions for a SuccessfulPromotion Project1. Prepare students by doing the activities

"Everyday Choices" (especially the sectionson glue, batteries, and hazardous materials)and "Test the Alternatives." This will givethem most of the information they'll needto start their promotion. Review thedangers associated with household hazard-ous products, and label "signal words."

2. Brainstorm possible small group activitiesfor this project. Possibilities include aninformational poster campaign for theschool, a brochure for parents and students,a public display for the mall or a grocerystore, or a video or print advertisement forthe alternative products.

3. In the small groups, have students definetheir project, divide research responsibili-ties, research the topics, and make anoutline for the project.

4. Produce the brochure, posters, 0, otherproduct. Take advantage of all the resourcesavailable such as a computer graphicsprogram, art instructor and materials, etc.

5. Duplicate and distribute the final products.

Follow-UpSend an article to the local newspaper withsamples of the projects. Ask the editor toprint projects in an article or as a supple.ment.Check with users of the products after amonth to see how effective they are and ifthey are still using them.

I Waste Paint Exchange Project

OverviewStudents organize a waste paint exchange for their families andthe community. They research the hazards of paint and strategiesto deal with waste paint. They contact local service organizations,locate groups that could use leftover paints, and promote participation in the exclignge. After the exchange students arrange forthe recycling or (per disposal of cans and other materials.

BackgroundThe average American family has about fourgallons of old paint stored in the basement orgarage. It is estimated that unused paintaccounts for 50-80% of the hazardous wastedumped by households. Old paint that isdumped or disposed of improperly can pose aserious threat to human health and thenatural environment. Solvent-based (alkydor oil-based) paints have more hazardouscomponents than water-based (latex) paints.Yet, latex paints contain toxic substancesand should be handled properly.

There are few alternatives for properlydisposing old paint. Household hazardouswaste collection programs are rare becausethey are very costly to communities. Paintshould not be placed in landfills or incinera-tors because of the potential for contamina-tion. However, empty paint cans and lidscan be recycled along with other steel or tincans. They do not have to be scrubbed clean,but should be empty. A thin skin of driedlatex paint may be left on the bottom andsides of the can. Cans with small amountsof latex paint can be left open outside (awayfrom people or pets and) and allowed to dry.The dried paint should then be discardedwith the trash and the can recycled.

Paint that cannot he used or given awayshould he clearly marked and stored with atight lid until a collection program is avail-able.

Source reduction is the best way to avoidthe disposal dilemma: Only buy as muchpaint as you need for the job. Using paintcompletely is the next best choice: Paint

another coat, or offer to paint a neighbor'sdog house. At a waste paint exchange,households can donate usable quantities ofpaint to other households or groups workingon community projects. They can alsocombine their small amounts of leftoverpaints to make enough for a gray or brownundercoating job. This community effortwill eliminate a significant amount ofhazardous material from the waste stream,and it will raise awareness about problemsassociated with paint.

ReferencesBackground section on household hazard-

ous wastesMaine Waste Management Agency Fact

Sheet: Waste Paint

Planning Considerations1. Get approval from the school administra-

tion for conducting the Exchange. Learnabout any school policies, liabilities, orrestrictions that will affect your project.

2. Conduct a household hazardous wasteaudit to determine the amount of wastepaint students are likely to encounter.Review the results of the HHW audits anddetermine if waste paint is a problem.

3. Contact the DEP to determine restrictionsand regulations you will need to follow.

4. Plan the exchange to coincide with a timein the spring or fall when people are doinghouse and yard clean-up projects.

5. The exchange should involve only house-holds. Paint contractors are required todispose of their waste as mall quantity

150

LevelIntermediate

Advanced

Project LengthS class periods and aSaturday exchange day


Bread and Kisses




School Waste Audit




SUSTAINABLE FUTURE IPATHWAYS TO A .2

4

1 S6 PATHWAYS TO ASUSTAINABLE rutuRE

Waste Paint Exchange P ::eject

generators and are governed by DEPregulation. They should not participate inyour household exchange.

Suggestions for a SuccessfulExchange1. Brainstorm possible uses for waste paint

and ways of getting waste paint to peoplewho can use it. What groups, projects, orpeople in your area could use waste paint?

2. Discuss the steps involved in a waste paintexchange. Identify the responsibilities("things to do") and assign individuals orpairs of students to the tasks. Tasksmight include contacting recipients forthe paint to get their support and identifytheir needs for paint, publicity, arrangingthe location, getting the necessary permis-sions, planning safety procedures.

3. Write out a clear description of the projectto be used in publicity and in discussionswith community groups who may bereceiving paint. Ask them to help pro-

mote the exchange.4. Work out the final logistics for the ex-

change like scheduling workers, safetyequipment, set-up, clean-up.

5. On the day of the exchange be sure thereis news coverage of the event. If not, takehome video of the exchange. Keep trackof the amount of paint that is exchangedand who participates.

Follow-UpCompile statistics of how much paint wasexchanged for reuse. Make posters andwrite out a report describing the success ofthe project.Prepare news articles and a video report ofthe event.Write thank-you letters to groups thatparticipated.

151

Battery Use Reduction andRechargeable BatteryPromotionOverviewStudents promote alternatives to using disposable householdbatteries. Their research shows how dependent they are on bat-teries and how damaging batteries can be when they are dis-carded in landfills or incinerators. Students generate ideas andcarry out a plan for theMselves, their families, the school, andother students to reduce disposable battery use and to promotethe use of rechargeable batteries.

BackgroundAmericans throw away 2.7 billion batterieseach year. Many batteries contain toxicheavy metals like mercury, cadmium, lead,and zinc. Household batteries are inefficient.At 2% efficiency, it takes fifty times moreenergy to make a battery than it produces forthe user.

Disposable household batteries are nowbeing made without added mercury orcadmium and are labeled "Safer for theEnvironment." However, it is not yetprofitable to recycle these batteries. Only afew types of batteries are recyclable. Buttonbatteries contain up to 40% by weightmercury or silver, and it is profitable formanufacturers to collect and recycle them.Recycling programs are also being developedfor silver-oxide, lithium, and nickel-cad-mium batteries. The Maine legislature haspassed laws to require recycling of buttonand rechargeable batteries, but most ho'hold batteries continue to contaminatelandfills and incinerators with heavy metals.

Rechargeable household batteries areusually the nickel-cadmium (ni-cad) typewhich can he recycled. But even better,using rechargeables reduces the number ofdisposables in the waste stream. Solar

rechargeables rely only on the sun for powerand no other energy resources are used.People often complain that rechargeablebatteries run down much faster thandisposables, and they take many hours torecharge. Longer-lasting rechargeable batter-ies are being developed, and the efficiency ofthese batteries is improving over time.Rechargeables are recommended for "heavy-drain" products like radios and toys ratherthan infrequently used items like flashlightsor smoke detectors. The batteries andchargers are usually available at electronicsstores and through mail order catalogs thatpromote earth-friendly products.

Contact the Environmental Action Coali-tion (EAC), 625 Broadway, New York, NY10012, (212) 677-1601. The EAC providesinformation on a variety of issues includingwaste batteries, battery legislation, and pilotcollection programs. They can respond torequests for specific information on environ-mental effects of batteries, source reduction,current legislation and market conditions.

ReferencesBackground information on Household

Hazardous WasteMWMA Fact Sheet: Household Batteries

LevelIntermediate

Advanced

Project Length3 -S periods


How Much Trash?

If Toys Could Talk

Bread and Kisses




School Waste Audit





57

1 58 ILZIZiasBITEtTURE

Battery Use Reductionand Rechargeable Battery Promotion

Planning Considerations1. Batteries shouldn't have been separated

out in your school or home waste auditssince without a collection program, it isbetter to place them in the trash is smallnumbers and not to concentrate wastebatteries. The inventories should generatefigures to show battery use in school andat home (per person per month, perteacher per year, etc.)

2. Communicate with parents about thebattery reduction effort. Enlist theirsupport helping with at-home activities.

3. Notify school officials and other teachersthat your students will be promotingalternatives to disposable batteries.

4. Provide background information forstudents.or material they can use toresearch battery use, the problems batter-ies cause, and facts about rechargeablebatteries.

Suggestions for a Successful Effort1. Inventory battery-using toys and appli-

ances at school and at home. Make listsof all products that use batteries, notingthe type of battery used, the purpose of theproduct, and its location.

2. Discuss the reasons why we have thoseproducts (consider safety, education,convenience, recreation.)

3. Brainstorm alternatives to those productsor alternative sources of power for them.

4. Discuss and list the reasons batteries posea problem in the waste stream. Listalternatives to using disposable batteries.

5. Gather facts about rechargeable batteries:What is their effectiveness, sources, initialcost and the cost to use them compared todisposables?

6. Contact the Maine Waste ManagementAgency to get the most up-to-date infor-mation about battery laws and recyclingefforts in Maine. Battery manufacturerscan also provide information. The authorsof Going Green, a Kids Handbook toSaving the Planet suggest sending usedbatteries back to the manufacturers andencouraging them to recycle.

7. Brainstorm ideas for actions students cantake to reduce dependence on disposablebatteries. Include actions they and theirfamilies can take, actions the school cantake, and ways to convince others tochange their habits. Discuss and refinethe brainstorm list.

8. Consider a publicity campaign to promoterechargeables in conjunction with aretailer of batteries and chargers. Try toinclude solar chargers as an option.

9. Make plans for getting those ideas towork. In small groups, prepare materials,make posters, plan presentations toothers, write a report, etc.

Follow-UpContinue to collect batteries. Comparebattery use after the project to the originalfigures.Evaluate the effectiveness of the projects.Estimate the number of disposable batter-ies saved. Project that estimate for anentire year.Write letters of thanks to officials involvedand others who helped in the project.Write an article for the local newspaperdescribing the project and the results.Request support from the public in con-tinuing the effort.

153

Pathways to Actton

Tools for ActionResources and strategies that help in all action projects

Success StoryStudents at the Soule School in Freeportwere worried about ozone depletion in theatmosphere. In discussions to help themdeal with this "ecoanxiety" their teacher,Margaret Pennock, worked to free them toexpress their feelings and then helped themdesign action steps to reduce their anxiety,address the ozone problem in a concrete way,and make Freeport and the world a healthierplace.

The plan of action called for a ban on theuse of polystyrene packaging in Freeport.The students wrote an ordinance proposaland petitioned the local community tosupport it. Then they defended their pro-posal at a hearing of the town council. Theordinance passed the Freeport Town Councilunanimously in July 1989. The success of

this student-initiated project made nationalnews, and brought notoriety and eveninvitations to Russia (then Soviet Union) forsome group members._

The group was cohesive and developed astrong identity. Their commitment to theenvironment continued to grow. To taptheir need for organization and satisfy theurge to help others form similar groups, MsPennock and several parents created asupport group called Concerns About Kids'Environments (CAKE) to help train peoplein other communities to help transformyoung people's environmental concerns intoaction. CAKE volunteers provide support topeople who want to help children takepositive action in support of their environ-ment. Contact CAKE at 29 Pine St.,Freeport, ME 04032, 865-6263.

154

Tools for ActionLetter Writingfor Results 160

Publicity 162

Public ServiceAnnouncements 164

Pushing fora Change 168

IISUSTAINABLE II

PATHWAYSFUTU

TORE

A 59

Pathways to ActionTools for Action

160 laZZAYLTFAUTUTIE

Letter Writing for Results

OverviewThese suggestions will help students put the skills they need towrite effective letters into practice and get results. They focus oneffective ways to ask for or report information, to state their opin-ion or to persuade others to their point-of-view, and to ask forhelp or support. Strong letter writing skills can help students inevery action project in this guide, but the only way to really gainthe skills is to do the writing.

BackgroundWriting letters can be an important strategyfor making an action project really work.Businesses and manufacturers don't usuallyget letters from customers, and politiciansuse letters to measure public opinion.According to John Elkington in Going Green:A kids handbook to saving the planet (1990)if a company or politician gets just 20 letterson the same subject within a few weeks,they consider the subject a high priority.Expressing your concerns or needs clearlyand convincingly helps get results. Gettingclassmates friends to join the effort makesthe point even stronger.

A source of good ideas is The Kid's Guideto Social Action: How to solve the socialproblems you choose and turn creativethinking into positive action by BarbaraLewis; Free Spirit Publishing, Minneapolis;1991.

General Suggestions for SuccessfulLetters1. K-I-S-S: Keep it short and simple! As

difficult as many students find reading andunderstanding, adults often don't readcarefully or well. Busy people may nottake the time to read a long lette Youshould keep your letter less than a page.

2. The letter should focus on a single issue orrequest.

3. It is usually best to state who you are,what your project is, and what you wantfrom the person (or how you'd like themto respond) in three or four sentences inthe first paragraph.

4. Give more information about the project(or issue), and reasons why the personshould help you (or believe you) in thenext paragraph. This may not be neededin a simple letter requesting information.

5. Finish by restating the request or yourmajor point in the last paragraph.

6. Use proper business letter form, includinga return address and inside address. Usingthe school letterhead, or a special projectletterhead (with return address) designedby students can make the letter stand out.

1r"3

7. Be polite, even if you disagree with theperson to whom you are writing.

8. Proofread the letter and make correctionsbefore sending it out.

9. Expect a response to most letters (except aletter to the editor.) The response mayagree or disagree with your opinion, butshould not discount what you had to say.Letters from big manufacturers often saythey have already thought about that issueand everything is OK. If there is not goodproof, be prepared to write a follow-upletter to challenge their response!

Letter to the Editor1. Look for guidelines printed in the maga-

zine or paper you are writing to. They areusually found at the end of the letterssection.

2. Use the greeting Dear Editor: and close itwith Sincerely, (your name).

3. Send a type-written letter or letter fromthe computer if possible. Double-spacingmakes it easier to read. If the letter ishand written, it is fine. Be sure to writeneatly.

4. If you don't want the paper to use yourname, ask the editor not to print it. Butyou must sign your name if you want theletter to be printed.

5. Never make an accusation about someoneor a product without proof. Avoid libel(making someone look. bad unfairly), youcan get sued for making false statements!

Letter requesting information1. Keep the letter very short.2. Simply state your request and how you'd

like the person to respond.3. Plan ahead and allow at least a few weeks

for a response.4. Be sure the return address is clear so the

response can get to you as quickly aspossible.

156BA11-1WAYS TO A



162 pArr (wAr, r() ASUSTAINAI4LE FUTURE

Publicity

OverviewAny project worth doing deserves to be promoted. You can let theworld know about your project and about how other people cancarry on your good work. Get your word out with newspapers,newsletters, flyers, exhibits, public meetings, or contests. Eachaction project lends itself to some form of publicity, and yourproject will have a wider reach and greater impact when youmake it public. Presenting information to the public is also anexcellent demonstration of learning or addition to a student'sportfolio.

Press ReleaseA press release is a written statement de-scribing an event and is sent to newspapers,television, and radio news departments.Press releases may announce an upcomingevent or a report an event after it has takenplace. Notices of upcoming events mayattract reporters to cover the story. Anewspaper might print the release directly, orhave a reporter use the information as thebasis of an article of his or her own.

Send press releases to all your mediacontacts two or three weeks in advance of anevent. The media are more likely to sched-ule coverage or to list the event in theircalendar section. The release should betyped (or written on a computer) and doublespaced if possible. If not, be sure it is easilyreadable. Try to keep it to one short page.

At the top9f the press release indicate:"For Immediate Release"DateContact person/Address/Phone number

The message of the press release should beclear and to-the-point. Be sure to include thefive "W's": Who, What, When, Where, andWhy details. Editors and reporters pay moreattention to material that is catchy, humor-ous, or unusual. They arc often more inter-ested in press releases written by kids thanthose by adults.

Newspaper ArticleArticles printed in the paper usually containmore information than press releases. Youcan use an article to report on an eventyourself, or to convey information gatheredduring your project. Write the article andsubmit it to your local or regional paper. Ifyou include a good photograph they maypublish it with your article.

Like the press release, a newspaper storyshould include the five "W's" and have arelate to the wider community. Kids' storiesthat demonstrate their convictions about theenvironment and their success in an adultworld are very compelling.

Many good articles begin by describing anindividual's role in a project or effort andfollow through with what that person had toendure, what she learned, or how he changedand influenced others. You can work infor-mation into the story and educate people inthe process of telling about your project.Again, well-written stories by children arevery appealing to the public, and to editors!

Flyer or NewsletterCompile the information generated duringyour project into a flyer or a newsletter thatyou can distribute to parents, other students,or the public in general. Decide on a maintheme for a newsletter and include short'articles that relate to the theme. Devise asingle, clear message for a flyer and include

l5'(

supporting information. As in a PublicService Announcement, you should have thereader do something or respond with somespecific action.

You can design an attractive layout for aflyer or newsletter on a-computer. If you orthe students don't have any experience withlayout, consider asking a parent, or use otherresources in. the school district. The printedpiece should be uncluttered with a clearmessage. Create a logo or banner thatincludes names, address, and phone number.The Maine Waste Management Agencyprovides a booklet of clip art that can makeyour piece look more professional. Ask theMWMA for: Model Graphics for DevelopingRecycling Promotional Material. Be sure todate the publication.

Public Meetings - School Board,Civic Groups, Church GroupsPresent your project, your conclusions, oryour problem to the people who can helpsupport you or help spread the word. Letstudents do as much of the presenting aspossible. However, they need to be wellprepared to project a clear message and amake direct request. Visual aids, like video,slides, or charts help make informationinteresting, and can take a little pressure ofthe students. You should keep the presenta-tion short, usually less than 15 minutes.

Describing your project or providinginformation is the easiest type of presenta-tion. You should try to relate to the interestof the group, and give them information theycan use or act upon.

It is more difficult to convince the schoolboard or a civic group to support a proposal,especially if you are asking for money. Inyour presentation, answer the questions:

Exactly what is the project trying to do?What support are you asking for?Why does the project deserve their support?What will' they get as a result of theproject?

When will they see the results?

When you involve a wider community,more people will benefit from your work andthey will become invested in the process.

Library ExhibitAn exhibit is a more passive method ofspreading information, yet you can reach alarge and receptive audience. School librar-ies and public libraries often have displaytables available on a rotating basis. Arrangewith the library director to schedule a timeslot for your display. Plan ahead becauselibrary displays are often scheduled far inadvance to coincide with special events ornational observances.

Prepare a display of posters, brochures,photos, and/or models to get your informa-tion across. Often librarians like to have thedisplays relate to books or resources patronscan find in the library. Work with thelibrarian to have your display meet theirguidelines and the needs of their patrons.Again, provide an opportunity for a viewer torespond or to take action. Provide enoughbrochures or handouts for the number ofviewers anticipated.

Poster ContestIf your project has a slogan or a message youcan express in a few key words, considerpromoting a poster contest for students inyour school or other schools in your district.A poster contest can generate a lot ci inter-est, especially in younger students.

Send a flyer announcing the contest andexplaining your basic message to the appro-priate schools. Include the deadline, list ofprizes, and where to send the completedposters. You might open the contest to thepublic (set age limits) and post the announce-ment in public places and put a notice in thepaper.

Offer a prize, or prizes, for the best posteror poster/slogan combination. Students inyour class can judge the posters. Display thewinning posters in the school, post office,downtown shop window, or hank.

158 PATHWAYS TO ASUSTAINABLE FUTU RE 163

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164 PATHWAYS '0 ) ASUSTAINABLE FUTURE

Public Service Announcement

OverviewAny of the Action Projects in Pathways to a Sustainable Futurecan lead to developing a public service announcement. This re-source page describes how students can get their message, nomatter what the topic or concern, out to the public. The publicservice announcement can be presented with live student actorsfor the school community, or recorded on audio and video tape.The PSA can be shown in schools and the community, submittedto radio, television or cable stations to (possibly) be aired.WCSH-TV 6 Alive! has agreed to accept PSAs from Pathwaysaction projects and may use them or re-produce them to showstatewide on Channel 6 (Portland) and Channel 2 (Bangor).

BackgroundA public service announcement (PSA) is a

short statement which expresses concern fora problem and asks either directly or indi-rectly for the listener to respond in someway. PSAs related to Pathways actionprojects should convey the concern ad-dressed by the class, present informationabout the subject, and/or convince theaudience to join the effort with some specificaction. Most broadcast stations allow freeair time to non-profit groups (includingschools.) They are very selective, however,so any PSA for broadcast should be verycarefully planned and prepared. The PSA forbroadcast should be designed for a wideaudience; more than for your local commu-nity.

The usual time slots allowed for PSAs arefor exactly 10, 20 or 30 seconds. Eachstation may have other special rules orguidelines for a PSA. You should contact thestation before planning the PSA so it can hedesigned properly.

WCSH-TV 6 Alive! offers a Handbook forPublic Service Organizations in Maine. Callthe Director of Communications for a copy(800) 464-1213.

Maine Television StationsWABI -TV Channel 5 Bangor; 947-8321WAGM-TV Channel 8 Presque Isle; 764-4461WCBB-TV Channels 10, 11,12,26 (Public)

Lewiston, Portland, Bangor; 783-9101WCSH-TV 6 Alive! Portland; 828-6666 or

(800) 464-1213WGME-TV Channel 13 Portland; i97-9330WLBZ-TV Channel 2 Bangor; 942-4821 or

(800) 244-6306WMTW-TV Channel 8 Auburn; 782-1800 or

(800) CH8-NEWSWPXT-TV Channel 51 (FOX) Portland; 774-

0015WVII-TV Channel 7 Bangor; 945-6457Local Cable Companies

Planning Considerations1. A public service announcement (PSA) is a

good follow-up to any action project wherestudents have a message for a wideraudience. The PSA will he most meaning-ful to students after they have had first-hand experience with the subject ad-dressed in the PSA. For this reason, it isrecommended that a PSA be producedafter the completion of an action project.

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2. Decide at the outset what the productiongoal is for the project. If your PSA isdesigned for television air time, it willneed to follow the directions in theProcedure for Developing a SuccessfulPSA section very closely. If it is to beacted for the school community, it doesnot need to be as strictly tied to theseinstructions.

3. Consider taking a field trip to a radiostation or TV studio to give students abetter understanding of where the PSAwill be going. Ask to listen to or seesamples of other PSAs.

Procedure for Developing aSuccessful PSA1. A public service announcement must be

short and to the point. Therefore, theclass should be able to answer two ques-tions with five-word answers:

What do we want the audience to know?What do we want the audience to do?The answers to these questions will

help to focus the class energy throughoutthe project. The answers should both becontained in the PSA.

2. There are four different styles to consider:Informational - tells the audience

directly what they should know and do;Humorous - may be entertaining, but the

message in the PSA must be clear;Testimonial - features one or two indi-

viduals who convey a personal message;Dramatic - attempts to show an impor-

tant message, rather than tell.3. The group should always write a complete

script for a PSA, describing the sound andimage to be included in the segment. Asample form for this purpose is shown atthe end of this description. (A PSAdesigned for radio broadcast will only needa text of spoken words.)

4. A PSA should be no longer than 30 sec-onds. It is okay if the segment is slightlyshorter than this, but it cannot be anylonger. If a narrator were to talk continu-

ously at a normal speed in the PSA, he orshe could fit approximately 65 words.This should be seen as an absolute maxi-mum number of words for the script.

5. When the script is complete, try stagingthe PSA with student actors several times.Ask other students or teachers to watchthe PSA. Does it:

make sense?catch the attention of the audience? (A

video must have powerful visual images.)provide important information?motivate the viewer to action?

6. Remember that if music is to he includedin the PSA, it must not be copyrighted.

Producing the PSAThere are many different avenues for

getting a PSA produced:1. Use live student actors and present the

message to the school community. If theclass develops more than one PSA, thismay be the best idea. Since each segmentis only 30 seconds long, however, it maybe best to present the announcementduring some other event (e.g., at lunchtime, before a school assembly). Sound-only PSA's can be read to the entire schoolduring daily announcements.

2. Produce the PSA with an audio or videorecorder. The tape can then be aired inthe school or sent to other schools. Thiswill require equipment and some signifi-cant production time, but is a valuableprocess. Editing capability will be veryhelpful.

3. Produce the PSA on video and submit it toyour local cable station to be shown overthe public access channel.

4. In the preparation of Pathways to aSustainable Future, WCSH-TV has agreedto consider airing school PSAs. Thestation encourages schools to promotegood ideas for waste reduction and studentprojects with Public Service Announce-ments. Projects will he considered for the1993-94 and 1994-95 school years.

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166 PA !WAYS TOIS1 AINABLL

Public Service Announcement

The recommended procedure is to producethe PSA on videotape and submit it toWCSH-TV Channel 6 Alive! Deadlines forsubmission are March 31, 1994 and March31, 1995 for that school year. The PSA willbe considered by the station for television airtime. It is important that all the guidelinesin this action project are followed carefullyfor PSA's that are designed for TV airtime.In addition, the following preparations mustbe made:

A cover letter must be sent with allmaterials explaining that the video hasbeen produced in conjunction with thePathways to a Sustainable Future curricu-lum.

The video must be produced with thehighest quality materials that are readilyavailable.

A complete script of the PSA must beincluded with thorough audio and videodirections.

All actors who appear in the video (ortheir parents) must sign a talent release(sample form included on the next page)and send it with the other materials toChannel 6 Alive!

All materials must be sent by thedeadline to:

Director of CommunicationsWCSH-TV Channel 6 Alive!

One Congress SquarePortland, ME 04101

If you submit a video to WCSH-TV 6Alive!, you can expect to hear back fromthem whether or not your PSA will beproduced.

5. Submit a completed script or a finishedaudio or video tape to other radio ortelevision stations in your local area.Most broadcasting stations accept PSAs;however, they may wish to produce thesegment themselves.

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1

The Script

Name of Group Subject

Address Target Audience

Begin Date End Date

Title Length

Contact Person

Telephone #

Video Audio

End

Talent ReleaseI authorize [WCSH-TV, Portland (MaineRadio and Television Company), and WLBZ-TV (WLBZ Television, Inc.)), herein-afternamed "Producers" to make use of myappearance and/or voice on television and/oron radio prepared by the Producers.

I agree that the Producers are the soleowners of the programs thus prepared, andthat I am entitled to no compensation of anykind arising from any recording, rebroadcastor other use whatever, whether commercial,non-commercial or educational, of myappearance thereon.

I further authorize the Producers to use myname, likeness and biography or resumematerial to publicize my appearance on theprogram developed from it.

I agree to indemnify and hold harmless theProducers, their officers, agents and employ-ees, and their assignees, from any liability,

loss or damage (including reasonable,attorney's fees) arising out of or caused byany matter or material furnished or spokenby me in connection with my appearance.

I also agree that the Producers may providethis material to other broadcast stations fortheir use.

This contract should be governed by thelaws of the State of Maine and New Hamp-shire.

Dated

Signed

Signed by parent or guardianif talent is a minor

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168

. Pushing for a Change

PAT /MAYS 1OASIMAINABLE turtnu

OverviewStudents can change their behavior, create less waste, or work ona recycling program, but what can they do if they discover that abig part of their waste problem results from the way the schooloperates or the things it buys? Kids and teachers can't changeschool procedures by themselves. It may take a change in schoolpolicy to make a real difference. For this, they need the supportof the school administration and the school board.

Political action isn't easy. Sometimes students and teachersneed to push the system and help the "powers that be" under-stand how they can help reduce waste and work toward a sus-tainable future. Kids who present their ideas to make the world abetter place are very compelling in front of the school board ortown council. These "Pushing for a Change" suggestions can helpthem pull the right strings and push their idea through.

Ten Steps for Taking ActionNo matter what your problem or project ,

there are a few steps that will help youorganize a successful project. Barbara Lewisdescribes these ten steps in The Kid's Guideto Social Action (1991).

1 Identify the issue. Choose a problem thatis important to the whole group andeveryone can support. Don't just considera problem that is easy to solve, but at thesame time don't choose something thatwould overwhelm the group.

2. Research the problem. Find out as muchabout the issue a possible. Use books,newspapers, and experts. Survey people tosec how they feel about the issue, talkwith public officials on the phone or inperson.

3. Brainstorm possible solutions. Brain-storming is a creative group process.Think of all the different possibilities anddiscuss them to refine your plan of action.Choose one or a few solutions.

4.

5.

6.

7.

H.

Get support for your project. Find peoplewho agree with you and get their support,build a coalition. Talk with parents andrelatives, neighbors, other students, townofficials, state agencies.Identify the opposition. Who has differentopinions or is against your solution?Listen carefully to find out how peoplereally feel about the issue. Seek out youropponents and try to win them over.Listen to them to understand their sideand appreciate their opinions.Advertise. The media are usually enthusi-astic about kid action. Use press releasesand public service announcements toexpress your concerns or get your mes-sage out.Raise money. This is not always neces-sary, but often having money can help youaccomplish parts of the project mucheasier.Carry out the solution. After getting allthe plans in place, get to work. List thesteps, decide who is responsible for each,and when each step will happen.

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9. Evaluate the progress. How is the planworking? Are there things you shouldchange? Do ybu need to talk to morepeople? Make it work!

10. Don't give up. Don't just accept every-thing people say about why your planwon't work. Keep at it until you find asolution that will work. If the issue isimportant, stay with it!

Changing 'school (or District)PolicySchool policies are established by the SchoolBoard (School Committee, Joint Board, etc.)The Board makes the decisions that keep theschools running and control how the moneyis spent. Yet, if your students have a plan toget the school to reduce waste by 50% , youprobably shouldn't go straight the Chairmanof the Board. You need to go through chan-nels to fit in with the system before you canexpect to change the system.

Another complication is that schooladministrative structure varies widelythroughout Maine, and the procedures can bevery different. You should talk with admin-istrators and attend Board meetings to get afirst-hand picture of how things operate inyour system. The following steps are generalsuggestions for developing an approach tomaking significant changes in the way thingsare done in most schools.

Research the issue1. If a school policy (e.g. using disposables in

the cafeteria) is at the heart of the prob-lem, have the Principal discuss the policywith the students. Be sure the studentsunderstand why the policy is in place,how long it has been the policy, and whathe or she sees as the obstacles to changingthe policy.

2. If a school practice (e.g. buying non-recycled paper) is at the heart of theproblem, have the Principal describe thereasons for the practice, and who makesthe decisions to change it.

3. Have the Principal describe how studentscan influence school policy or practice.

Develop the action plan with the students1. Prepare a written description of the plan:

What is the problem? How do youpropose to solve the problem?

Why is this the best solution?What are the obstacles you anticipate?How can these be addressed?What is the time frame for each step?

2. Anticipate all costs involved in putting theplan into action. Where might thosefunds come from?

3. Involve the Principal in the planning, or atleast keep him or her informed about theproject. Ask the Principal for advice abouthow to get Board approval.

4. Communicate with parents and get theirsupport for the plan.

Schedule an appearance at a regular Boardmeeting1. With the Principal's support, make ar-

rangements with the Superintendent tohave your issue put on the agenda at aregular meeting of the School Board.

2. Have students write a letter in their ownwords to the Chairman of the Boardoutlining their concerns and how they seethe problem. This direct link to the Boardfrom well informed students can be verycompelling, and will alert the Boardmembers to the sincerity of the appealfrom kids and the care in which theproposal is being made.

3. Prepare your presentation for the Board.4. Have parents attend the meeting to

demonstrate community support for yourproposal. Talk with the opposition tobring them to your way of thinking, ormake some compromises to gain widersupport.

Meet with the School Board1. Have two or three students attend and

make parts of the presentation. Considermaking the presentation as dramatic,lively, and concrete as possible. Thepresentation should be less than 15minutes long.

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170 I=BLPLURE

Pushing for a Change

2. You should clearly state the problem, yoursolution, and why your solution is thebest alternative.

3. Conclude by asking the Board for somespecific action (to review and changepolicy, approve the project, give support,appropriate money, etc.)

Follow through1. Write a letter of appreciation to the Board

and send copies to the Principal andSuperintendent.

2. If the plan was approved, follow theprocedures you proposed. Carefully stickto the time frame you outlined.

3. If the plan was not approved, help studentsappreciate the democratic process and thereasons why the Board did not accept theproposal. Discuss alternative actions.Consider a publicity campaign to furtherexplore the issue.

4. Publicly recognize the contributions of thestudents, Princ:r al, and Board at any eventfor the project or in written material.

Proposing or Changing a LocalOrdinance or LawAfter you have decided on your issue andresearched the problem, you might decidethat the solution is to pass a new law, orchange an old one. But before tacklingordinances and laws, you need to know howyour local government works. Towns andcities in Maine have very different proce-dures, and might require different strategies.Call the town clerk to find out who youshould talk to about the process in yourtown. Use the information you get aboutlocal government to plan who you'll contactwith your proposal and learn how muchwork it will be to get the proposal adopted.

Before you make your proposal to the localgovernment, do all your homework (re-search) to make your case. A petition is notusually required to initiate the process, butyou can make a very strong statement if youhave your proposal supported by a petitionwith many signatures. When you are readyto get the town wheels moving, follow thesesteps.

1. Contact the appropriate town official.Call, write, or meet with the selectmen,town manager, town council, planningcommittee chairman, clerk, or whoevercan help ydu get started. Explain theissues and solutions, make your case. Getmore information about procedures,opposition, legal problems, etc. Havestudents involved as much as possible.

2. Build your coalition of support and attendmeetings when the issue is discussed.Provide information from your research asneeded.

3. The town will decide if there is a need foryour proposed law,- investigate to be sure itdoesn't conflict with existing laws, anddraft the ordinance in legal language.

4. The proposed ordinance may be presentedat a public hearing, or a town meeting.Plan to testify or present your case as youwould to the school board.

5. The town will act officially to approve ordeny the proposal. This may be throughthe selectmen, council, or town meeting.

Town ordinances or laws proposed bystudents will receive the same (or greater)scrutiny as any other proposal. Your successwill depend on your research and the coali-tion of support in the community. This canhe a very difficult process, yet it can be oneof the most rewarding for students andteachers alike.

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Pathways to Action

Featured Teachersand Other ProgramsCreative Programs in Maine Jr. High and High Schoolclassrooms and additional valuable programs availableto Maine schools.

"Featured Teachers" is a collection ofsuccessful projects currently being imple-mented by Maine teachers in grades 7-12.These projects are just a small sampling ofthe activities developed by many teachers inmany schools throughout Maine, but theyare included to help spark ideas for otherteachers who want to initiate projects intheir own secondary classrooms. Projectscan be designed after those listed here, butmore than model programs, these descrip-tions are intended to provide information,ideas, and inspiration. Each "feature" hasseveral components which may generateideas for starting points and new projects inyour school. Whereas many of the projectssuggested in Pathways to Action are gearedfor Elementary and Middle School, the"features" focus on the secondary level.

The six teachers featured here developed avariety of programs in different schoolsettings. They designed in-school activitiesand after-school sessions, short units andwhole year projects, and worked their ideasinto many different subject areas. They haveincorporated interdisciplinary and skill-building activities, and each features a few

innovative aspects. Each teacher has agreedto be a resource for other teachers developingsimilar projects. Teachers are encouraged tocontact the "Featured Teachers" as theydesign their own programs. Contact infor-mation is included in each "feature".

Gail Adshead Garbo logy Unit, Cape Eliza-beth High School

J. B. Kavaliauskas The Raging RecyclingRiots, South Portland High School

Ernest Kozun, Jr. - Jr. High Recycling Pro-gram, Windham Middle School

Mary K. Wells - Household Hazardous WasteWarsaw Middle School (Pittsfield)

Sue West & Dave Leibmann Solid WasteStudent Service Projects, Maine CoastSemester Program, Chewonki Foundation,Wiscasset

David Wilkins - Student-run Summer Camp,Katandin High School (Sherman Station)

Compiled by Jeff Schwartz for the Chewonki Foundation. Jeff is the former Education Director of the New HampshireAudubon Society.

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Pathways to ActionFeatured Teachers







172 l'AVIIWAYS TO ASUSTAINABLE FUTURE.

Gail AdsheadGarbo logy Unit

Subject: Environmental ScienceTeacher Grade: 9Project Grade: 9School: Cape Elizabeth High School, Cape

Elizabeth, ME , serving grades 9-12 with450 students total.

Teacher Contact Information: Leave mes-sage at school (899-3309) or call at homein the evening (781-5509).

SummaryThis is a 2-3 week unit for two levels of

9th grade environmental science students.The unit focuses on the history and currentstatus of disposal strategies, and on personaldecision making. Activities in the unitinclude comparing landfills, package design-ing, garbage sorting and analysis, and more.Materials needed are easily collected andvery inexpensive. A creative assessmentproject using students as consultants for afictitious town are also discussed and severalpieces of useful advice are offered.

Class FormatGail teaches this course for five 55 minute

periods per day with classes of 14-22 stu-dents each (96 students total). Studentsmeet 3 out of 4 days, for about 4 hours perweek. Classes include both college prep andhonors students. All students do the 2-3week unit, but not necessarily at the sametime. This allows for a variety of sequencingand preparation for different groups andlevels of students. The unit can be done inany season, but a little advance preparationis needed in the winter.

PreparationGail began by improving her own back-

ground knowledge. Garbage magazine wasvery useful (see Resources), in addition toother materials. With the pace of currentchanges, continued reading is essential. Shereviewed several curriculum or activityguides, but found most of the activitiestargeted for younger students. Gail feels that

a basic unit can be planned in several hours,working with a colleague or resource materi-als. Some additional preparation is needed toplan the timing of hands-on activities, togather needed materials, and to determineelements that may need to be implementedearly on (e.g. planning for a compost setup orburying items for the outdoor landfill in fallfor a winter unit). Gathering or savingmaterials ahead of time (package samples,types of plastic, etc.) is essential, and Gailtried out new activities ahead of time. Afterthe first year, saving materials that studentsbrought in provided plenty of items forfuture years. Some planning ahead of timewith administration and custodial staff mayalso be needed.

GoalsGail aims to initiate student awareness of

disposal issues. She finds that students mayhave general awareness of the environment,but they often do not have specific knowl-edge of solid waste issues. She also tries tolink this unit to other topics the class covers(e.g. energy, soils, water quality, etc.). Spe-cifically, she wants students to understandhow their daily practices and consumerchoices arc connected to issues of disposal.In addition, she wants students to extendthose connections to the available commu-nity options and begin to understand howsuch large scale choices are made. Gailfocuses on developing what she calls 'discre-tionary discriminating skills', to understandthe advantages and disadvantages of all theoptions considered. This forces students todo higher level thinking synthesis andanalysis rather than memorizing.

DescriptionThis unit explores solid waste in general,

with coverage of four basic disposal strate-gies (landfill ing, incineration, composting,and recycling). A discussion about sourceand volume reduction follows, and includes aspecific focus on decision-making. Using

historical information and archaeology, Gailillustrates that the choices about disposal ofsolid waste have been very similar through-out histor, despite their increasing level ofsophistication. The way these issues aretied directly to the students' lives is high-lighted, and the implications of personaldecisions are considered. Current state-of-the-art technologies and decisions areexplored. A balance of activity types is usedto reach all learning styles. Gail begins thecollege prep class with math and solidgeometry (volume), but keeps it relativelysimple. For the honors class, she coversissues such as managing energy and waterresources. This provides more technicalbackground, and students are given morereading assignments that will require thisbackground.

Some Sample Activities"Landfills:" This is a simple control

experiment for teams of 2-3 students, usingone of two procedures chosen by the teacher.The outdoor version involves finding aduplicate set of 12 items, burying one setunderground, and keeping one set in theclassroom as the control. After severalweeks or months, the students dig up theburied items and compare the stages ofdecomposition to predictions made in thebeginning of the process. The indoor versioninvolves using 2 liter soda bottles with thetops cut off. They are filled with layers ofsoil, several items being 'buried' and moresoil. They are misted with water, and eachhas a thermometer inserted. Moisture andtemperature are checked daily for 2 weeks,and decomposition is again compared topredictions. In general, enough decomposi-tion happens in 2 weeks to make a usefulcomparison, although not as much as theunderground method. Students often selectmore durable starting materials whenplanning the outdoor version. Both methodsprovide the information that decompositionis not as rapid as most students predict itwill be.

Garbage Sort and Analysis: Working inteams, students collect, sort, and measure aspecific type or amount of trash. Gail makesplans with the custodial staff ahead of timeto save trash for their use (but asks them notto include bathroom trash). With gloves,rulers, etc. the students set up and fillcontainers for compostables, recyclables,reusables, incinerator materials, and uncer-tain items. They then calculate the weightor volume of each category and calculate thepercentages for each. They record theirobservations and discuss the findings.

Reading Articles: Using Garbage magazineor other sources, Gail selects an article to beput on reserve in the library. Teams ofstudents receive specific questions, instruc-tions, and guidelines for taking notes andseeking information from the article, and arethen asked to discuss various elements of thearticle, write up drafts, and present a finalreport to the class.

Package Design: Students go to the grocerystore to find descriptions of their 10 'bestdressed' and 'worst dressed' items. Somelimits are set (use only one item in a cat-egory e.g. a student can't use five pieces offruit). Students present their descriptions inclass for discussion. Other students sharetheir agreement or disagreement, and pointout characteristics that the presentingstudent may not have thought of (e.g. thatthe item is paper, but coated with plastic, sonot recyclable). This allows discussion ofthe pros and cons of each item. In teams oftwo, they then pick one item for which theywant to redesign the package (several stu-dents will buy and bring in the item they areredesigning). Gail supplies many containersand craft materials, and students bring inother items from home, as they are given 2-3days to complete the project. Each teammust provide a drawing, build a prototype,and explain what they wanted to change andhow the new plan addresses those goals.They present the new design to the class, andare rated on whether it is a workable im-provement, how environmentally friendly it

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Gail Adshead

is, and whether people would really use it.This is usually done as the last activity ofthe unit, as source reduction is discussedafter all disposal options are covered.

Teacher and Student RolesSeveral types of learning and activities are

used, so Gail spends some time in a tradi-tional way disseminating new information.She spends some time posing questions for.which she does not have an answer; andsome time facilitating student activities.Student roles include that of passive listenersas well as 'note takers', team members. , labpartners, and active participants.

AssessmentAs a test on the entire unit, Gail creates a

fictitious town in Maine, describes thepopulation, area, businesses, land use, andinformation about soils. She says the townis closing its landfill (following regulations),and they need a `garbologist' to advise themhow to become a state-of-the-art wastedisposal town. Students may use any read-ings, strategies, or activities, to develop aplan to improve disposal options. Honorsstudents write a take home essay in 4-5 days.The process begins with brainstorming inclass, and students may bring in ideas orrough drafts ahead of time if desired. Gailhas broken the assignment up into smallerpieces for other students. She has themwork on it in teams, or has guided studentsthrough it a bit more herself. Gail has alsoasked students to write a fact sheet orbrochure to be handed to supermarketshoppers, explaining what source reductionis, and why they might want to practice it.

During the unit, short tests or essays areoften used as checkpoints. One example is atest in which students must fill in a gridwith disposal options and provide 2 advan-tages and 2 disadvantages for each, with aprognosis for the future.

Resources and MaterialsMost materials used are commonly found,

or borrowed from a typical science lab.Approximately $60 in materials are requiredfor a worm composting project, and the otheractivities require very few other materials.

ConstraintsField trips are difficult to schedule and to

fund. While several great facilities were veryclose to the school (transfer station, waste toenergy facility, regional processing center,etc.), such constraints prevent them frombeing utilized.

Elements of SupportGail has tremendous support from her

administration and department. This allowsher to implement several projects thatinvolve using the school grounds, diggingholes, and building things. The town recy-cling committee is a great resource. Theywere able to advise her as well as to fieldquestions from students.

Most Successful AspectsGail is most pleased with the way the, unit

integrates current environmental manage-ment issues. The garbology unit motivatesstudents, holds their interest, and makesgood real -life connections. It offers ampleopportunities for hands-on activities andlaboratory experiences. Gail is most pleasedwith the source reduction section and thehands-on landfill lab. While it is merely arudimentary model of a landfill, the resultsare dramatic and have a serious impact onthe students.

16y

Aspects that Could be ImprovedMore connections need to be made with

the compost program that the town recyclingcommittee is developing. The committeeprovides education and support to thecommunity about composting, and there aremany opportunities to tie this in moreclosely with the student programs.

Advice to Other TeachersGail's primary advice is to find out what is

happening in the town,. what are the disposaloptions, what facilities exist, what programsare in place, is there a recycling committee?In addition to giving the teacher importantbackground, it can also generate contacts andresources that can help with the unit. Sec-ondly, teachers should think about how theywill 'hook' the students. She often asksstudents to make a list of all they've dis-posed of since they got up that morning, anda second list covering the previous 24 hours.

While most students assume it will be ashort list, a discussion helps them see thatthere is much more disposed of than any oneof them thought. Lastly, students inyounger grades or concrete learners mayneed something to take home, such as apacket or notebook to organize their materi-als, handouts, activity directions, and notes.It may be helpful to give them copies ofreadings instead of putting them on reserve.

ExpansionsGail can easily picture future activities

that lead students to develop permanentprograms for the school, involving significantpeer review and monitoring. Such activitiesmay include composting from the cafeteria,teaching peers or younger students how tobring more environmentally friendlylunches, or monitoring recycling programs.

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. J.B. KavaliauskasThe Raging Recycling Riots











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1 7 6 (11/NAH1.1.)It I UR

Subjects: Biology, Chemistry, Earth ScienceTeacher Grades: 9-12Project Grades: 10-12School: South Portland High School, S.

Portland, ME, serving grades 9-12 with950 students total.

Teacher Contact Information: Call her atschool (767-3266) or write to S. PortlandHS, 637 Highland Ave., S. Portland, ME04106.

SummaryA proposal from one student's independentstudy project led to a Chemistry class'decision to organize and implement a paperrecycling program for the school, along withmany other activities. It also provided thetopic and focus for the teacher's specialproject on process and skill-building. Theprogram was carried into the next year in anentirely different context, without theprocess and skills focus, and with manyfewer students participating. The projectmay change back to its original form in thefuture.

The BeginningThe project started when a senior studentneeding one more science credit to graduatedeveloped an independent study project witha Technology teacher. The student proposedto research and conduct a feasibility studyfor a paper recycling program at the school.The result was a carefully written one-pageproposal that was submitted to the principaland to J.B. J.B. was impressed with theproposal and thought it could work in nicelywith a graduate school project she wasplanning on student skills and group process.She felt it best suited to an upper-classaudience, and so decided to give the nextyear's Chemistry class the option to developthe proposed project.

The Initial YearJ.B. made the offer in September and thestudents accepted the challenge. The project

was entirely student directed and managed; apriority for J.B. The students contactedvarious recycling companies to see if theywould serve the entire school. The finalarrangement was worked out with WasteManagement of Maine, Inc. Students did allthe letter writing, calling, planning, andcontacting. They did the scheduling forpickups and collections, and communicatedwith faculty and students. They had oneperiod (approximately 40 minutes) per weekto do the actual collections from all class-rooms and other areas of the school.' If binshad not been placed outside the classroom,the students were not to interrupt classes toget them. The students had to look throughthe bins to make sure that only paper wassent to the collection company, and manycontaminating items were found. Commu-nication skills were especially important(e.g. working with outside companies,communicating with the school administra-tion, faculty, and students).

Serving as a coach, J.B. occasionallypresented students with 'to-do' lists. Shealso prompted them, and reminded them ofspecific tasks, deadlines, memos or lettersneeded. She also asked what else they mightwant to do, how far they wanted to carry thisproject, and what additional activities theywanted to include. They decided to createan educational program for elementarystudents, designing two games on recycling,developing a comic book, and doing 7 actualprograms at the elementary school (forgrades 1-5). They did all the contacting,scheduling, and delivery of these programs,while keeping logs of their activities. Theyreceived very positive feedback directly frontthe elementary teachers, who wanted tokeep the games for future use.

No payments were received for the re-cycled paper, so any funds had to be raisedfrom other activities. They made and soldsweatshirts with their own logo, and wroteletters of request to several companies, a fewof whom responded favorably. They spent

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some of these funds on materials for thegames, copying, and buying the logo. Otheractivities included keeping records andsupplying reports to the school every 2months with information about the tons ofpaper recycled and number of trees saved.They arranged for a few guest speakers fromlocal corporations or organizations involvedin waste issues to address the class. A fewstudents occasionally went to visit otherorganizations or facilities and presentedreports to the rest of the class.

J.B. spent time with the class addressingsuch issues as how to make formal phonecalls, and write business letters. While therewere occasional problems with studentsmissing certain rooms or talking too muchin the halls, the issues were discussed andthe process became quite smooth. As somestudents left the school;replacements had tobe found. Some of the more active studentsfelt they were doing too much of the workand it was sometimes described as 'pullingteeth' to try to get the whole group toparticipate fully. They talked about thoseissues, kept logs of who was doing thevarious tasks, and did self and peer assess-ment.

J.B.'s initial goals were specifically focusedon skills and process, and the recyclingprogram was simply .iseful vehicle toaccomplish those goals. J.B. felt that anenvironmental topic would be useful forsuch a purpose and well received by thestudents. The school did not have a recy-cling program and many of the studentsrecycled at home, so there was an awarenessand a need. Administrative support wasstrong, allowing students substantial free-dom to be off school properry often makingcontacts and running erranas using theirown cars. They received some support fromWaste Management of Maine, who occasion-ally sent encouraging letters. Constraintswere limited to occasional transportationproblems and student reluctance over timeto keep the project going. Assessment wasfocused more on the process and skills. Therecycling program had 'built in' benchmarksfor assessment, including whether the paper

was getting picked up, the quality control ofcontamination, and how often problemswere reported. Regarding the process andskill elements, regular consultations wereheld with J.B., and self evaluations weredone. At the conclusion, students wrote apaper in a newspaper story format, lettingthe public know what they accomplishedand the skills they learned..

At the conclusion of the first year, thestudents were required to write a proposal tothe next year's class, including recommenda-tions, what worked well and what didn't.They also left files, letters, computer disks,and previous records for the next group, aswell as some leftover funds.

The Second Year TransformationThe next year's upper-class audience was a

Biology class, and they were also given thechoice to take on the project or not. Theresponse was not unanimous, and J.B. de-cided to let eight students take on the entireproject, while the rest of the class wasuninvolved. This time the focus was on therecycling program alone. J.B. talked with theinterested students in September about thecommitment they were making and howimportant it was. J.B. gave them the infor-mation from the past year, a map and list ofwhat needed to be done, and they developeda structure and schedule. The participatingstudents got out of one class per week to dothe collections, but there were no academicincentives, credit, or special recognition. J.B.designed the weekly class schedule with thisin mind, planning lighter workloads forrecycling days, and only occasionally requir-ing the students to make up missed classwork.

The students polished a few aspects of theprogram, doing more checking for contami-nation in the beginning, making lists andcommunicating with teachers. At one pointthe program received a strong warning fromWaste Management about the level ofcontamination, and the students put out astrong memo to all teachers, with goodresults. They used the files and informationfrom the previous year to generate letters

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178 PATHWAY', To) ASINIAINABLE FU11.1111

J.B. Kavaliauskas

and memos, and to make contacts. Theprocess became routine, and it wentsmoothly most of the year.

The differences in the program were veryapparent. Class time was not spent on therecycling issues, and no additional activitieswere pursued (guest speakers, field trips,education programs). Also, there was notime to spend with the students on process.and skills issues. The program was stillstudent-run with a sense of ownership bythose students participating, and the stu-dents again wrote a proposal for the nextgroup.

The Uncertain FutureJ.B. has no upper-class courses in the 1994/95school year, and this complicates the plans.She has considered using a study hall groupto accomplish the tasks. This could involverotating schedules so any given studentwould have some time for study and othertime for the program responsibilities. Thisgroup would, of course, still get to read theproposal and make the decision aboutparticipation. If possible, J.B. would like tospend more time with the students, andinclude more emphasis on the skills andprocess elements.

Resources and MaterialsVery little is needed in the way of materialsor equipment, aside from bins in the class-room. Waste Management supplied four bigbins. Speakers were free, and the few stu-dents participating in field trips providedtheir own transportation.

Most Successful AspectsThe students' responsibility and consistency,developing routines and structures, handlinga large building, keeping to Waste Manage-ment standards, and following-through wereall highlights of the program. The processand skills work was very successful in thefirst year, and rewarding for both the stu-dents and J.B. (developing skills in follow-through, communication, getting along witheach other, and improving group dynamics).

Aspects that Could be ImprovedThere is a need to spread responsibility andimprove communication between studentsand faculty. In the second year, more timewas needed for group skills. There was notenough work for an entire large class to do,so a plan would need to be developed for asmaller group so the teacher could spendadequate time with them.

Advice to Other TeachersJ.B. feels strongly that the success of theprogram in both of its very different formswas due in large part to the ownership by thestudents. Giving them the information andletting them make the decision was crucial.This project began with student initiative, socorollary advice would be to give seriousconsideration to student generated projectsand proposals.

Expansions .

Future programs could expand to includemore items for recycling, such as bottles,cans, and other types of paper. Also foodpackaging in the cafeteria could be ad-dressed. With student interest, many otheroptions could be pursued (more educationprograms, speakers, trips, or other events andprojects).

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Ernest Kozun, Jr.Junior High SchoolRecycling Program

Subject: Technology EducationTeacher Grades: 7-9Project Grades: 7-9School: Windham Middle School, Windham,

ME , serving grades 6-8 in '95 with 650students total.

Teacher Contact Information: Leave messageat school (892-1820).

SummaryThis project is a student-run recyclingprogram for paper, cans, and glass. It takesplace before and after school, and raisesapproximately $1,000 per year. The studentrecycling committee has regular meetings,discusses the goals each year, and decides onthe allocation of the funds raised. Studentownership and leadership skills are thus amajor part of the program. Ernie Kozuninitiated it, and serves as faculty advisor tothe program.

PreparationThis is mostly a student-run program attract-ing several 'veteran' students each year, sothere is minimal preparation needed. Ernieputs together the agenda for the first meetingand prepares information and handouts forthe students (including those on leadership,process, and goals & objectives).

GoalsThe principle goal is to manage recycling atthe school. In addition to the logistics andorganization of the recycling, each groupdiscusses the basic rationale and writes downgoals and objectives for the program at thebeginning of the year. This happens even ifthere are several returning committeemembers. Decisions about distribution ofthe funds raised (see below) also provide idealopportunities for discussion, group process,compromise, and a host of other importantprocesses and activities. The establishmentof student ownership and building leadership

skills are essential elements of the program.Using some handouts from the Maine EnergyEducation Program, the group makes deci-sions with everyone's input to keep theprogram running smoothly for the entireyear.

DescriptionThe program began on Earth Day 1990, andhas continued consistently with greatsuccess. This program is not a part of anyclass or the formal school program. All theplanning, meetings, discussions, and theactual recycling happen before or afterschool. Recycling may involve 15-20 min-utes during homeroom, or a 45 minute blockafter school. Activity periods that used tooccur once per week and were used for thisprogram are no longer part of the school day.Students meet an average of 4 times perweek to work on some aspect of the pro-gram. A recycling committee is formed fromthose students who respond to variousrecruitment efforts in the beginning of theyear, including general school announce-ments, specific information presented byErnie to his own classes, and some assistanceby other teachers. The committee typicallyincludes students from all three grades in theschool forming a type of 'feeder system',with older students serving as trainers forthe younger students. The students who jointhe committee during their first year in theschool usually do stay with it for the next 2years. The size of the committee has rangedfrom 4 to 10; 8 is ideal. In early meetings,the group discusses appropriate proceduresfor distribution and collection of the bins. Inpast years, Ernie has also taught an electiveenvironmental issues class, and includedvarious aspects of the recycling program inthat class.

The students collect bins for white paperand newspaper in each classroom and officeonce every week or two. The students divide

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A sample of teacherprojects that havebeen funded

Purchase of storage bins foradditional recyclablematerials in the HomeEconomics Dept.

Purchase of materials toconstruct compost binsfor an EnvironmentalIssues class

Purchase of a sample solarvehicle. video, and solarcells for students to buildthem in Manufacturingand Technology classes

Copying. binding, andsupplies for students todesign and illustratechildren's story booksdealing withenvironmental issues. forages K-3

180 ;tiVrZIAAsid.rt

Ernest Kozun, Jr.

up responsibilities during their work time,and keep a record of their collections. Thepaper gets dumped into much larger bins thatare kept in the technology education storagearea. Students sort the paper and check forcontaminant materials that are not recy-clable. The larger bins are collected twiceper year by a local broker. The other schoolsin town also have recycling programs, and itis arranged for the custodial staff to bringtheir accumulated paper to the MiddleSchool for pickup on the same day.

Cans and bottles are collected in thecafeteria. They are picked up by a localredemption company as scheduled by Ernie(usually once per week). The school is paid6e each, generating approximately $100/month.

There are various incentives provided tothe committee for participation. Once eachyear in April, the committee takes a full-dayfield trip to Augusta. After being treated tobreakfast, they spend the morning participat-ing in the Page for a Day program at theState House. Ernie feels this ties the owner-ship and leadership components of therecycling program very nicely to the largerpicture, and the students enjoy it. In theafternoon they participate in one additionalactivity, such as meeting with staff from theMaine Waste Management Agency, meetingwith their own local legislators, or visitingthe State Museum. Ernie occasionally bringsin doughnuts or other treats, and provideslunch during the two paper pick-up dayseach year.

Distribution of the FundsThe funds generated by the program providemany opportunities for the students todiscuss and decide important issues. Ernielikens it to running a small business withpartners, and encourages all students toparticipate and be consulted for importantdecisions. The group discusses a range ofactivities and makes their plan for the year.The incentives provided to the committeeare all paid out of the funds raised, afterconsensus is reached. Each group starts theyear with approximately $500 in the ac-

count, and leaves the same amount at theend of the year for the next group. Some-times the committee receives requests fromthe communi to provide funds for otherprojects like a teen center. Ernie insists thata significant majority of committee membersbe present in order for funding decisions tobe made.

In some years the primary distribution offunds has been through a grants program forteachers at the school (usually allocating$500-800 per grant). Using a sample formfrom the State, the first group developedtheir own application. The application statesthat "programs educating students, parents,and/or staff about environmental issues willbe looked upon favorably." They requested a1-page proposal from the teacher, with amaximum award of $200. They all receivedcopies of the applications for discussion, andErnie made sure that everyone understoodthe projects. If the students have questionsabout an application, one of the studentsinterviews the teacher and reports hack tothe group. The committee has awardedpartial grants in some years in order to fundmore teachers.

In other years, a different approach hasbeen taken. In 1993-94 the 7th grade at-tended a special Adventure Week program atOtter Pond Camp with outdoor and chal-lenge activities and one overnight. Whileparents paid most of the cost and the schoolpaid a portion, several students could notraise the required funds. The recyclingcommittee sponsored about 15 partial andfull scholarships for. this activity (approx.$450). In exchange for receiving this fund-ing, the students were required to sign acontract and to put in work during 7 recy-cling 'meetings' for each $25 in assistancethey received.

Teacher and Student RolesAs faculty advisor, Ernie puts togetherschedules, arranges pick-ups, keeps books,does paperwork and permission slips for thefield trip. After the first couple of years, hefound that most items had been put onto thecomputer, and required only minor changes.

Most of his effort is as a facilitator to theprogram, and as a guide to help studentsunderstand their limits .

Students are very involved participantsand decision-makers. Older students occa-sionally have the role of teachers for the newstudents on the committee. Specific stu-dents take on leadership roles associatedwith a project they are pushing or with anapplication from a teacher they know well.

Resources and MaterialsVery little is needed, and the items with thehighest cost (bins for the rooms, etc.) werefunded out of the money generated by theprogram. Initially large cardboard boxeswere used instead of the plastic bins.

ConstraintsAspects that make the project more difficultinclude the elimination of the activityperiods during the school day. Finding timesfor the entire committee to attend meetingsis difficult. Meetings that require most to bethere (e.g. funding decisions) requires extraplanning, footwork, and compromise. Also,lack of adequate storage room for materialsawaiting pick-up is a problem.

Elements of SupportThe school administration is very supportiveand gives Ernie very wide latitude. He alsofinds that having brokers that are reliablennd on-time for pick-ups is very important.

Most Successful AspectsThe student ownership and leadership rolesare very successful and satisfying to observe.The program has been ongoing and success-ful for several years, and it is helpful andrewarding at the end of each year to reviewwith the students the written goals andobjectives developed at the beginning.

Aspects that Could be ImprovedErnie has considered a few specific factors forcontinued success: Expectations are keptreasonable and students are not pushed toofar given their age and the time they haveavailable. As facilitator, he makes sure thatgoals are reasonable and attainable to avoiddisappointment and discouragement.

Advice to Other TeachersPrimary pieces of advice include:1) getting the total support of the administra-

tion very early in the program's develop-ment (get startup funds for containers ifyou can);

2) go to observe a program in operation, as itwill answer a lot of questions. Bringseveral students if possible and have themtalk to students already involved atanother school.

3) Don't try to start too big- keep th goalsreasonable and small. You can alwaysenlarge them later if all is going well.

ExpansionsErnie and the students have talked aboutworking with a town recycling group to dopaper recycling in small businesses. Theidea was thoroughly discussed, but thestudents decided that they did not have thetime, resources, and energy to manage theexpansion. The group could do more withthe cafeteria, check for other materials thatcould be recyclable, and keep more detailedrecords of amounts recycled. They couldalso survey the level of participation and thepercentage of recyclables actually recycled.

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182 4,1),IAAVrit I WU

Mary K. WellsHousehold Hazardous Waste

Subject: Health, Home EconomicsTeacher Grades: 5-8Project Grade: 7School: Warsaw Middle School, Pittsfield,

ME, serving grades 5-8 -sith 390 studentstotal.

Teacher Contact Information: Leave messageat school (487-5145) or home (453-9665).

SummaryThis unit focuses on household hazardouswaste as part of a health/home economicsclass for 7th grade. Elements include defini-tions of key terms, home surveys, alternativerecipes for many products, proper disposal,and recycling. Much of the work is donewith work groups based on cooperativelearning goals. Ideas for expansion of theprogram provide additional opportunities.

Class FormatThis course meets for the entire year onceper week for a double period of 90 minutes.Mary has 6 groups in 7th grade, with 20-24students per class. All 6 groups do the unitat the same time of year. The HouseholdHazardous Waste unit takes 5-6 consecutivefull classes to accomplish. While fall hasbeen used successfully for this unit, anyseason would be suitable, and Mary hasfuture plans to move it to spring to coincidewith Earth Day.

PreparationVery little preparation is needed for the unit.Sample empty containers and other materialscan be saved or collected, and kept for use infuture years. Preliminary outlines of theunit with tentative daily schedules andactivities are produced during the summer.Initial planning and coordination will needto he done if other teachers will be involvedor field trips included.

GoalsThe goals for this unit include having thestudents develop an awareness of what is

hazardous, become aware of such itemscommonly found in the home, develop theskills and knowledge to effectively readlabels, and learn how to properly use anddispose of such materials.

Description and ActivitiesThe unit begins with an introduction towhat makes things hazardous. Students aregiven five categories (e.g. automotive, clean-ing, paint) and brainstorm products that theyfeel fit into each category. A current news ormagazine article about a household hazard-ous waste problem is read and activelydiscussed in class. Definitions of key wordssuch as toxic, corrosive, flammable, andreactive are presented and discussed.

A letter is sent home to parents to informthem of the next activity, which involvesstudents conducting a home survey ofhazardous products. For homework, thestudents fill in four sections of a handoutlabeled kitchen, bathroom, supply closet,and garage/workroom. For each, variousitems are listed and students check off thosefound (e.g. 'oven cleaner, floor cleaner,scouring cleanser, bleach, ammonia, draincleaner, other' for the kitchen section). Theythen take two products and answer 8 ques-tions from a handout (such things as whythis product is hazardous, whether its labellists storage and disposal directions, if thereare health precautions suggested, if anyterms are unclear, whether the product iscurrently being stored correctly, etc.). Theyare also asked to list the first three ingredi-ents, and to consider calling the toll freenumber if one is given (but only if they havea specific question). These sheets are re-viewed the next day in class, and students doa similar activity with a box of emptycontainers supplied by Mary. Anotheractivity involves student groups getting cardswith situations described, and they have todecide and all agree on whether the material

is toxic, corrosive, reactive, or flammable.Advertising techniques used by sampleproducts are discussed as well.

Disposal issues are discussed, and thepathways of garbage and toxic materialsbeing disposed of are considered. Studentslearn about and discuss the process ofleaching and the various potential environ-mental effects. They become aware of thevarious systems at work in their own com-munity and home (whether they have townwater or wells, town sewers or septic sys-tems, if there are dumps, landfills, transferstations, recycling options, etc.). Howmaterials disposed of effect other parts of theenvironment is also discussed. Terms suchas parts per million are defined and discussedin relation to allowable human tolerances ofvarious chemicals, and students considerhow substances can enter the human body,reviewing information learned in lowergrades (inhalation, ingestion, absorption).

Then various alternatives are discussedand recipes are provided. :fludents are askedwhat alternatives are already being used,discuss new ones presented by Mary, and tryout two of them. For one, Fantastic cleaner iscompared with baking soda to clean table-like desktops. Students are allowed to writeon the desktops with pencil, and then bothmethods are used to clean them. Theyevaluate how each cleaned, how convenientit was, the advantages and disadvantages ofeach, etc. The second trial is with Windexwindow cleaner and a solution of whitevinegar and water. Large windows in theschool lobby are used, with sections tapedoff. Again the two products are evaluated,and students are polled on which productthey would use and why. The advantagesand disadvantages of each, and the problemsthat may be caused by each, are discussedand the tic is made to purchasing decisionsbased on personal values.

Recycling is also discussed as a part of thisunit, with a video shown, and a big list ismade with a brainstorm of 100 things thatcould be reused, recycled, have their livesextended (e.g. scraps of cloth for projects,plastic containers as planters, etc.). All

students are required to contribute at leastone idea. Students are told to bring in ideasand also to bring actual examples of suchitems for extra credit.

At the end of the unit all students create aposter to reflect a home of the future. Theyfocus on any part of the unit they choose,and create what they think a good home ofthe future will look like (e.g. easy ways torecycle, disposal systems with chutes tosuitable collection sites).

Teacher and Student RolesMary tries to vary the learning activities asmuch as possible, including more traditionallecture, use of audio visuals, active projectsand home assignments, and quite a bit ofgroup discussion, decision-making, andreporting. In her classroom, there are 6-person tables rather than individual desks,thus enhancing such group projects. Many ofher efforts are spent as a facilitator of thesesmall groups and cooperative learningactivities. In addition to participating in theactivities, students keep notebooks and areallowed to use them during a test at the endof the unit.

AssessmentStudents are assessed on the inventory theydo at home, the poster, and the final open-book test. Each week students are givenchecks, with pluses and minuses, reflectingtheir behavior and efforts. This also includesan assessment of their cooperative or groupwork, and process skills.

Resources.and MaterialsThe materials needed for most activities arequite easily obtainable and inexpensive.Several activity ideas have been gatheredfrom the book 'Teaching Toxics' publishedby the Association of Vermont Recyclers (seeResources). Other information and inspira-tion was gained from a course entitled'Pollution Prevention' taken at the Univer-sity of Maine at Orono. Videos, fact sheets,and other materials have been used from theMaine Waste Management Agency (see

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Mary K. Wells

Resources), and from other organizations,including the University of Maine atFarmington resource center and the Wash-ington Toxics Coalition (4516 UniversityWay NE, Seattle, WA 98105). A few innova-tive health books have been helpful, andseveral cooperative learning workshops havebeen offered at the school, encouraging suchactivities.

ConstraintsHaving the students for only 1 class per weekis very limiting in many ways. Also, havingthe same class to offer 6 times with differentgroups is difficult- keeping consistency isespecially challenging. A continuing con-straint is the simple lack of time to devote tothis unit, and the necessity to pick andchoose among the many ideas and activitiesthat could be offered.

Elements of SupportThe administration is very supportive, as arecolleagues. The length of the class meetingsis an advantage (despite their infrequencynoted above), and the topic is one in whichthe students are easily interested. The twoscience teachers in grades 7-8 have alsoexpressed their willingness to assist withexpansions of the program in the future (seebelow).

Most Successful AspectsThe most successful activity is reading labelsand looking into alternatives. Students arevery interested in these options, and theycan take the information and experienceshome to implement them immediately.

Aspects that Could be ImprovedMore work needs to be done with properdisposal, including field trips, etc. (seeexpansions below).

Advice to Other TeachersKeep the unit small to start with, and don'twait until all the plans are totally refinedbefore starting. jump in and adjust as yougo. Mary suggests clipping the local newspa-per for articles relevant to the unit, as theyhelp make it real and relevant for the stu-dents. It may also be helpful to brainstorm alist with the students of what their concernsare and use that to begin.

ExpansionsThere are many opportunities for expansionof this unit. Mary already has plans to workwith the science teachers next year topresent activities focusing on visible charac-teristics of the terms already discussed;corrosive, reactive, flammable. With severallearning stations, the students will experi-ence such things as nails in copper sulfate,adding baking soda to vinegar, etc. For each,they will record their observations andtheories of what is happening, and answersuch questions as 'how would you definecorrosive?' and 'based on these results,would it be dangerous for such substances toenter a lanaill?'

Field trips to the local transfer station orother facilities would also be extremelyuseful. Mary has ideas for a project in whichstudents would write a brochure for localtowns telling residents where various itemscan be taken for recycling or proper disposal.Involving the students with younger childrenis also an activity she hopes to pursue, andshe has ideas to integrate other aspects of herown curriculum with a project using donatedfabric to have the students make cloth lunchbags during the sewing unit.

173

Sue West & Dave LiebmannSolid WasteStudent Service Projects

Subject: Environmental Issues and EthicsTeacher Grade: 11Project Grade: 11School: Chewonki Foundation 'Maine Coast

Semester' Program , serving grade 11 witha total of 34 students per semester.

Teacher Contact Information: Leave amessage for Sue West at Chewonki (882-7323).

SummaryThe Maine Coast Semester is a residentialprogram held each fall and spring for 34eleventh grade students from public andprivate schools around the country. 'Envi-ronmental Issues and Ethics' is an electivecourse that runs for the entire semester, andthe Environmental Service Project is con-ducted for 6-8 weeks of the course. Oncegiven a topic, groups of students choose aproject to research, plan, and implement thatprovides a service to an individual or anorganization. Many processes and skills,such as researching many sides of an issue,working in groups, and creating presenta-tions are also major parts of the project. Inthe early 1990's, the major topic of focus wassolid waste management.

Class FormatThe course has a range of 8-14 students, andmeets for a total of 5 hours per week, with a2-hour block on one day. This longer periodis used for field trips to sites within 30minutes. The 6-8 weeks devoted to theEnvironmental Service Project allows stu-dents to do adequate research during classtime, plan for telephone calls, and completeother tasks. An additional teacher may beinvolved during the project time, whichprovides great opportunities for collabora-tion, support, and brainstorming. Each groupwith 4-6 students has a teacher as an advisor.

PreparationProject ideas, needs, and potential recipientsof service projects are researched prior to thebeginning of the semester. Individuals ororganizations like a town recycling commit-tee are told about the length of the project,that it must be educational, and a priority forthe individual or organization. Finally, theyare asked if they enjoy working with highschool students. The students select projectsfrom a range of choices, so no promises ofstudent involvement are made during thisplanning stage. As potential projects arebrainstormed, it is helpful to considerspecific equipment needs that might berequired.

GoalsThe overall goal is to research a local envi-ronmental issue in depth and from severaldifferent viewpoints in order to provide aservice to an individual or an organization inthe form of positive action. Specific ele-ments of that goal include:

to design and plan a service project,including all of the logistics and poten-tial complications

to carry out a thorough, well roundedinvestigation

to learn valuable ways to work as ateam, dealing with difficulties, andimproving effectiveness

to learn about communicating well withthe recipient of the service project

to learn to evaluate oneself , one's group,and the project

Sue wants to see the students so wellversed in the subject that I liey cen he conver-sant with someone in the Held. She is alsointerested in encouraging students to re-search, learn, make decisions, and then takeaction, not 'sitting on the fence' for too long.

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School Source ReductionPublicity, Campaign











Publicity



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Some sampleprojects

Developed and produced apaper tray liner for Arby's."Recycle Land" was agame about Maine's solidwaste crisis. played with afew coins on the placemat.

Produced a bookletfocusing on recycling andcomposting. designed topresent the basic steps toyouth camps in Maine.

Designed and implementeda study on cloth recyclingfor a local recyclingcenter. This involvedsorting, counting,weighing, and findingmarkets or uses for manytypes of used clothing.

Conducted a survey aboutMaine's laws regardingthe use of paper and/orplastic bags by grocerystores. Students observedthe store operations.interviewed shoppers, andwrote a report aboutadherence to the law. Thisreport was submitted tothe Maine WasteManagement Agency andwas referred to by them ina report to the legislature.

Produced a brochure as aconsumers' guide toreducing waste. withhome and shopping tips,and contact addresses andphone numbers for moreinformation.

Produced a video foryounger students showingthe path of a piece ofpaper going through therecycling process,involving visits to arecycling plant for actualfootage.

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DescriptionThe Environmental Service Projects arechosen by groups of students after carefulconsideration of alternatives. The teacherspresent some of their ideas and assist furtherstudent brainstorming. Students are also toldwhat past groups have done. Categories suchas writing a pamphlet, producing a video,writing and performing a play or song, work-ing with younger students, or crafting some:thing, are suggested. Students are told aboutsome potential recipients of service projectswho .may have been contacted earlier. Ifinterested, students then call them back todiscuss the potential project further and ofteninvite them to make a presentation. Goodpresentations by outside speakers definitelytend to generate more student interest.

After these initial presentations, studentsconsider various elements and make achoice. While the teachers want to givestudents as much choice as possible, theyalso retain the right to make final approvals,to assure that students don't pick a projectwhose scope is so large that successfulcompletion is unlikely, or one that is inap-propriate in some other way. Projects mustproceed from knowledge to action, theymust be educational, and outside activitiesmust be within 30 minutes drive. Finally,the number of groups and projects in any oneclass depends on the amount of supervisionavailable.

The main issue studied in the course isone that is currently in the news. One of theobjectives for the research that the studentsdo is to find alternatives to traditional librarysources. Thus they work with newspapers,call journalists and key people of all types,contact organizations, agencies, and busi-nesses. Work is also done in class, andhandouts are provided on elements such ashow to ask better questions when doingphone calls or interviews, planning presenta-tions, public speaking, and the use of visualmaterials.

Teacher and Student RolesThe teachers bring ideas and suggestions tothe students, trying not to influence the

selection of projects. Quite a bit of coachingis involved, especially helping the studentsgenerate many possible ideas. Student groupprocess is observed and teachers go tomeetings of all the groups. The teachers sitoutside the circle and are not the first ones tospeak. Their contributions are carefullyworded so they are not seen as overbearing.

Student roles include those of learners andnote-takers when basic information andbackground are presented. Yet even much ofthis information is presented in creativeformats: using guest speakers, field trips, andstudent-lead discussions. In preparation forstudent-lead discussions, students are givenarticles to read, and they are told that nameswill be drawn at each class meeting to seewho leads the discussion that day. Sue andDave do not speak for the first 20 minutes,and though the students are nervous at first,they learn to manage the discussion effec-tively. Sue and Dave help the students refinetheir discussion skills by paying particularattention to process, time management,facilitating, and dealing with tangentialissues. Students seem more prepared toparticipate in discussions being led by otherstudents than those led by the teachers.

AssessmentEvaluations occur at two main points duringthe project, based on a combination ofteacher comments and student self-evalua-tion. Students are presented with a potentialevaluation form containing questions abouttheir activities, behavior, and learning.Questions are asked about the student as aleader, as a team player, how well theyintegrated materials, and their efforts andenergy they put into the projects. The formsare used midway through the project and atthe end. Students may also choose to evalu-ate each other if the group agrees on thatoption.

Resources and MaterialsWhile certain hooks or guides arc alwayshelpful, the best resources have been people,including town and state agency personnel,recipients of service projects, legislators,

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journalists, those in private companies, andothers. Newspaper articles have been veryuseful for current events and as sources ofcontacts to pursue for more information.Various national organizations have beengood sources of background and technicalinformation (see Resources). In terms ofequipment, the two most useful items aretelephones and computers with good qualityprinters (for production of brochures). Guestspeakers and field trip facilities have beenfree, so transportation has been the only cost.

ConstraintsThe projects are often constrained by sched-uling conflicts. Recipients of service projectsand students may find it difficult to schedulea meeting due to conflicts with other classes.The same is true for phone calls and fieldtrips. Some recipients are too relaxed,uninvolved, or not willing to work with thestudents, while others may be too involvedor overbearing (perhaps wanting to do toomuch of the work themselves). Any projectswhich involve working with the legislatureare difficult because very short notice isoften given for hearings, and because legisla-tors need specific information quickly andcan only receive it during a short time.

Elements of SupportTremendous support is provided by theadministration, colleagues, and from manyother sources. They have found newspapers,TV and other media to be very interested incoverage for student activities, especially ifthe topic is particularly 'hot' in the localcommunity. Useful support has also comefrom local and state agencies (such as theMaine Waste Management Agency, the Dept.of Environmental Protection, and theCounty Recycling Office) who have fieldedstudent questions, provided information, andreferred them to other sources. The MaineOrganic Farmers and Gardeners Associationhas provided information about composting,and Regional Waste Systems in Portland hasalso been very helpful as a field trip destina-tion, for guest speakers, and as a source ofinformation. Legislators have been receptive

and helpful as well. On occasion somefunding has been obtained from businessesand corporations, including in-kind dona-tions to support a specific student project. Ingeneral, those individuals and businesseswho have been recipients of service projectshave been tremendously supportive and haveplayed a key role.

Most Successful AspectsThe experience is most successful when

the projects are going smoothly! The stu-dents feel excitement by becoming wellinformed, and providing a useful sei vice tosomeone. The self confidence and pridegenerated by the projects is substantial.

Aspects that Could be ImprovedSue and Dave are always looking for better

ways to help the students examine theprocess. Adjustments are continually madeto find the most effective and helpful timesfor both the mid-term evaluation and theobservations by the teachers.

Advice to Other Teachersbe careful when selecting project recipi-ents, and make sure that they enjoyworking with high school students.

keep the projects small and manageable, sothey are more likely to be completedsuccessfully in the time available.

think about the potential for press or othercoverage as 1 way for students to see thattheir project is having a larger impact thanjust their own involvement.

ExpansionsA few potential expansions envisioned

include projects in which students pioduce alarger event for a much wider audience.Running a large event at the school, or aconference of some type would provide thiskind of experience. Also, projects focusingmore on the social aspects of solid wastemanagement could be emphasized (e.g.addressing consumer decisions in broadercontexts).

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Home Reeve lablesCollection Center



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NABLE runin

David WilkinsStudent-run Summer Camp

Subjects: Biology, Environmental ScienceTeacher Grades: 10-12Project Grades: 10-12School: Katandin High School, Sherman

Station, ME, serving grades 9-12 with 220students total.

Teacher Contact Information: Leave amessage at school (365-4218).

SummaryA week-long summer science camp forgrades K-5 was created by David and theprincipal of an elementary school in 1990.Originally 'taught' by elementary teachers,high school students have become increas-ingly involved in all aspects of the program.While the camp has a different theme eachyear, in 1992 students wrote and received agrant that enabled the development of arecycling/solid waste camp. They attendedtraining programs and planning meetingsafter school, and implemented the recycling/solid waste camp the next summer. Thecamp continues to grow and expand, offeringmany exciting opportunities and challengesfor the future.

GoalsThere were two main groups associates withthis project for which goals were developed.For the younger campers, the goals included1) making them aware of the waste theycreate and of the benefits of recycling, 2)stressing that individuals can make a differ-ence, and 3) providing education in a funway, and encouraging students to implementsome changes with their families. For theolder high school counselors the goalsincluded empowering the students to plan,design, and implement the program. Thepersonal growth of the students was enor-mous and a very rewarding result of thework.

The BeginningDavid launched this summer science campprogram in 1990 with the help of the princi-pal from the elementary school. He hadknown of similar activities only throughgifted and talented programs or colleges, andthey were usually quite expensive. Theystarted the program with an environmentaltheme, focusing on making science fun whilecreating an open atmosphere for discussionof complex issues. While their goals wereeducational, they wanted to use manyactivities and games, and avoid blackboardwork, handouts, and note taking. Finally,they wanted to offer the camp free of charge.

Elementary teachers served as the counse-lors during the first year, and a free 15 weektraining program was offered for otherteachers (one night per week in the spring) todevelop skills with hands-on environmentaleducation. This training program attractedelementary, middle, and high school teachersfrom several districts, and involved activepresentations by environmental educationorganizations, agencies, and others. Inaddition, participants received formal train-ing in both Project WILD and Project Learn-ing Tree. Working in groups, they focused onpreparation, planning lessons, and hands-onenvironmental education activities. Teach-ers were grouped with others of similargrades, but they were assigned to groups ofkids that were in different grades (this helpedmake the situation non-threatening for theteachers). The camp met in late July for 5mornings, and 60 children in grades K-5enrolled. Some Eisenhower funding wasmade available and teachers were paid asmall stipend.

Changes over the YearsOver the years the range of campers hasgrown from K-5 to K-8, and the numbersfrom 60 to 220 by the fourth year. The focusof the program shifted a bit to include mathas well as science. Scores from NIEA tests

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were used to determine areas needing greaterattention. Themes were selected each yearfor the overall camp, and many topics wereaddressed within those themes.

While teachers were the counselors in thefirst year, lack of funding in the second yearresulted in a shift of presenters. Many moreoutside speakers were used and groupsrotated to different stations for hands-onpresentations. High-School students alsobegan helping the few elementary teachers asassistants with microscope activities, etc. Agrant was obtained in the third year withstudents playing a major role (see descriptionbelow), and Eisenhower funding was ob-tained for the fourth and fifth years, duringwhich teachers and students shared thecounselor roles. Industry sponsors have alsohelped with financing. Counselor teamshave recently been set up in which 4 teach-ers and 6 high school students work together.With this plan they have been able to keep acounselor:camper ratio of 5:1 at most.

Community receptivity grew, and moreparents stayed on for the entire program.Media attention helped spread the word andhelped recruit more counselors . As a resultDavid did not have to extend the programbeyond one week or beyond the morningsession to accommodate the increaseddemand. Now some of the first campers arecoming back as counselors or assistants, andmany kids are looking forward to becomingcounselors. David talks to them about theresponsibilities and commitment they arcmaking, and depending on the funding, theyhave been paid small stipends.

Many of David's students have opportuni-ties to learn skills through other projectsduring the school year. Several of his highschool students have worked with 2ndgraders in a special project focusing onoutdoor lab experiences. David also offersother programs in which older students workwith younger ones. Often working afterschool, these students learn how to workwith younger students outdoors, and are wellsuited to become camp counselors.

The Recycling YearIn the third year of this program, two ofDavid's 10th grade students wrote a proposalto Wheelabrator-Sherman, a local facilityproducing energy from wood chips and otherbiomass. The focus of this grant was recy-cling and solid waste, and the students wereawarded a grant of $2,500. The students puttogether a team of 15 10th graders whoprepared lessons and worked out the detailsfor the summer program for 140 K-5 stu-dents. The grant paid for some guest speak-ers, supplies, and other costs, but the stu-dents did not want to be paid. They volun-teered their time in the summer, and pre-sented about 60% of the lessons. Teacherspaired with high school student counselorsshared responsibility for some groups, butmore often than not the high school studentshandled the groups by themselves. 'Roving'teachers checked on all groups, so help waseasily available when needed.

PreparationFor David, the majority of tasks for prepara-tion have included working with student andteacher counselors to make sure planningand training are happening in a timelyfashion. He also spends time arrangingcoverage with the media, arranging for guestspeakers, and scheduling field trips.

Coordinator and Counselor RolesDavid's role is essentially that of a coordina-tor and resource person, and he shares someadministrative responsibilities with theschool principal. As planning teams ap-proach him with guest speaker ideas orneeds, he arranges for the guest to speakwith all the camper groups. He works withthe media, and has been part of regularinterviews on radio when camp is in session.

Counselors are expected to teach in a funand exciting way, and to facilitate the vari-ous activities, in addition to everydaypreparation and logistics.

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The Recycling Year:Sample Activities

A guest speaker who talkedabout how snakes andother animals recyclenutrients

Compost maki tg (an ideathat was brought homesuccessfully by manystudents)

Guest speakers from theMaine Audubon Societyand the Soil ConservationService

Sorting through trash bags(with gloves) to identifywhich things arerecyclable, reusable,returnable, compostable

Making sculptures.artwork, and musicalinstruments from"garbage" materials

Looking at how othercultures and NativeAmericans related tonature and the use/reuseof materials front theenvironment

Field trips to a tree farm.and to the Wheclabrator-Sherman facility

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David Wilkins

Resources and MaterialsMany supplies have been available from theschool, and others have been bought withoutside funding. Some corporations havealso been willing to donate supplies or paysome bills for the camp program.

Project WILD, Project WILD Aquatic,Project Learning Tree, Nature Scopes, andthe four volume Science and Natural Historyseries produced by the Maine AudubonSociety have been valuable resources.

ConstraintsThe major constraints are budgetary.Eisenhower funds cannot be used for suppliesor paying student stipends, which reinforcesthe need for other outside financial support.Growing interest in the program has caused afew problems, as everyone wants to staylonger. Arranging for backups when guestspeakers don't show up has been challenging,and rainy days cause many compromises aswell. With the establishment of the BeaconSchool programs during the summer, addi-tional constraints have been placed on sched-uling the camp so that teachers may partici-pate in both. At times, there has been ner-vousness on the part of some parents aboutthe high school students having such majorroles, and the camp has worked to educate thecommunity that the students can handle theresponsibilities very effectively.

SupportThe superintendent and the school havebeen very supportive, allowing use of allrooms and facilities, use of some supplies,and providing buses for field trips. The campis covered by TV annually, and David isinterviewed daily on radio when camp is insession. The teachers tend to return, assist-ing the smooth operation of the camp. Ingeneral, the community has been tremen-dously interested and supportive of theprogram.

Most Successful AspectsCampers are learning that science can be funfor everyone, and that they can make adifference. Creative enhancement of thethinking processes has also been providedsuccessfully. In addition, the empowerment,performance, and growth of the high schoolstudents has been extremely successful andrewarding.

Aspects that Could be ImprovedThere has been some inconsistency in theability of teachers to work with the studentcounselors.. Some teachers have been verysupportive and have used students well,while others have tended to give thembusywork. David now plans to form teamsearly and put them to work together plan-ning all aspects for their camper groups toenhance teamwork.

Advice to Other TeachersTo start this type of program, a few elementsseem to he crucial, including:

student members who are very inter-ested in teaching and working withother students

teachers who love science and arewilling to put in time after school,including someone who can serve as aresource person for speakers, field trips,and general program design

support from the administrationthe use of suitable facilities

New programs should start small, bestructured for success, and expand fromthere, especially if the above elements arehard to find. The more the initial group ofteachers and students can take a role in theplanning, the more invested they will be, andthe more successful the program will be.David has videos of many of the campactivities, which he has made available toother schools looking to start such programs.

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ExpansionsThe present format is strongly favored sinceenergy and enthusiasm for science and mathare easily maintained without overwhelmingthe students. As a one week program, thecamp can continue to be offered free ofcharge.

A camp program for high school studentsusing university faculty has been suggested,as well as expansion to morning and after-noon groups if the numbers of camperscontinue to increase. A standardized themefor each age group would allow for a predict-able progression, and would reduce theduplication of topics or activities that oftenhappens without such a plan.

The program depends on the energy andplanning of an individual at present, and alarger committee of teachers, parents, andstudents has been proposed to provide theprogram with long term stability. Regularand predictable support by area businesseswould also be a great benefit to the program.

David's dream is to have this become acamp run by students for students.

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Pathways to Action

192 l'AltVINYAlirl)l-AUrtIRE

Other Waste-Related andAction-Based Programsfor SchoolsOverviewPathways to a Sustainable Future is a new Maine-based programwhich encourages students and teachers to take action to helpsolve waste problems in their schools and communities. Thereare several other programs help raise awareness and promoteenvironmental action in Maine. They have proven very effective.Groups involved with the Pathways to a Sustainable Future pro-gram are encouraged to find additional ways to educate studentsand the community, and empower students to make a difference.One or more of these programs may help you with an importantnext step!

Waste Away(Waste management curriculum by VermontInstitute of Natural Science)

Waste Away is an exciting mini-course forgrades 4-6, which helps upper elementaryand junior high students learn about thesolid waste issue, its causes, and solutions.The program uses hands-on activities,experiments, and simulation games Withthe help of teachers and parent volunteers,students spread their knowledge to theirschoolmates, families, and communities.The objective is to encourage a lifestyle thatincludes the 3 R's: Reduce, Reuse, andRecycle.

The Waste Away program was developedby the Vermont Institute of Natural Science,and has been supported and distributed inMaine by the county Cooperative Extensionoffices. For a single fee, extension educatorswork with teachers, students, and fourvolunteers every two weeks. The volunteerswork with students between extensionvisits. Students then work with otherstudents in the school. The "Trash Festival"culminates the program. Waste Away hasserved over 80 schools in the first two yearsreaching over 3000 students and 150 teach-ers. They in turn have taken the program to

the rest of the students and teachers in theirschools, to their families, and in most casesto their entire community through the trashfestival.

To get involved with the Waste Awayprogram, contact your county CooperativeExtension office (look in the phone bookunder University of Maine CooperativeExtension for the phone number of yourcounty Extension office.)

Model Community Program(Maine Waste Management Agency)

The Maine Waste Management Agencyhas developed two programs that offerbusinesses and communities the motivationand tools to implement waste reductionstrategies. They both emphasize the highestpriority on the waste management hierarchy:Reduction. Waste Cap is a technical assis-tance program for medium to large busi-nesses. The Maine Model Business/Commu-nity Program uses education and incentivesto minimize waste generation. This programtargets businesses, individuals, and commu-nity organizations including schools. Whenan organization meets the pre-establishedcriteria, it is designated a "model" organiza-tion, receives an award, and serves as a rolemodel for other organizations.

After taking part in Pathways to a Sustain-able Future, a classroom or school will havemet most of the criteria for the ModelCommunity Program, and may well havegone much further! Use the followingchecklist to see how you measure up.

Model Community Criteria: School= required to receive Model Communitydesignation= recommended activity

1. Practices waste reduction, reuse, andrecycling

use reusable items vs. disposable (e.g.ceramic mugs)

purchase office paper and administrativeproducts made with recycled content

purchase supplies in bulk where possibleset up school recycling programpractice double-sided photocopyingreuse scrap paperincrease use of reusable items in cafete-

ria (i.e. limit disposables). reduce amount of junk mail received. request suppliers/manufacturers use asmuch recycled content material in packag-ing as possible. request suppliers/manufacturers providesystem to take back non-recyclablepackaging

purchase and use at least two otheritems made with recycled content. recycle toner or cartridges for copymachine or printer

minimize use and seek out alternativesto toxics (such as cleansers). encourage employees to share magazineand newspaper subscriptions

2. Teaches the necessity for waste reduction,composting, and recycling:

conduct internal waste audit to helpidentify area of greatest need in wastereduction

work with teachers to develop curricu-lum for students

encourage speakers at assembly pro-grams on topics of waste reduction/recycling

. develop program to promote donation ofnon-recyclable materials such as bottlecaps. Styrofoam peanuts, etc. for use in artprojects.

Governor's Waste Reduction AwardProgram(Maine Waste Management Agency)

The Goernor's Waste Reduction Award isa public service awards program for the publicand private sector. It recognizes outstandingefforts to promote solid waste reduction byorganizations in Maine. Schools are in thepublic sector category for municipalities.

To nominate your project, simply get anapplication form from:

Maine Waste Management AgencyState House Station 154Augusta, Maine 04333-0154(207) 287-5300 or (800) 662-4545

Entries are judged by the following criteria:Adopts a resolution which incorporates

the organization's environmental ethic,demonstrates commitment to reduce, reuse,recycle, and commits to buying products withrecycled content.

Conducts an analysis of the organization'swaste stream.

Reduces the waste stream through Reduc-tion, Reuse, and Recycling efforts withemphasis on minimizing waste at the source.

Raises public awareness and increasesparticipation in waste reduction programs.

Demonstrates outstanding efforts toprocure products with high post consumerrecycled content.

Submit the application with a descriptionof the project by the deadline (usually October1 each year.) Explain what was done, how itwas accomplished, and describe the results ofthe waste minimization efforts.

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Other programs

CoastWeek - Coastal clean-upeffort(Maine Coastal Program)

The CoastWeek clean-up is part of anational coastal clean-up effort. In earlyOctober (the dates vary from year-to-year)groups of adults and children volunteer topatrol sections of coastal shoreline to pick uplitter and all kinds of trash. The varieties ofmaterials are cataloged and weighed and thedata is submitted to regional coordinatorswho compile and send it to the stateCoastWeek Coordinator. The information iscompiled nationally and documents thetypes and volume of materials recovered.This census of coastal trash can be extrapo-lated to determine how much trash thereactually is in various parts of the open ocean.The data is also used to identify the mostserious sources of ocean trash and steps canbe taken to reduce its production at thesource.

To get involved with the CoastWeek effortcontact:

CoastWeek Clean-up CoordinatorMaine Coastal ProgramState House Station 38Augusta, ME 04333(2071287-3261

The state coordinator will put you intouch with your local area coordinator whocan assign your group a section of shorelineand will give you the necessary instructionsand forms.

A l'Al !MAY', It AWSTAIN ABLE II, F I INF

Kids' EcoTeam Program(Global Action Plan of Maine)

The EcoTeam program is a national effortto help people transform their desire to makea difference into effective action, and toshow how personal and family actions canhave an impact. EcoTeam is a project of thenational Global Action Plan for the Earthand its Maine affiliate, Global Action Plan ofMaine. It is the first integrated program forhousehold environmental action. Theprogram carries people beyond simple lists toan organized program of action that can helppeople achieve real results. It is an effectivetool to dramatically change an unnecessarilywasteful household into an environmentallysensible one.

The EcoTeam process divides the over-whelming task of improving the environ-ment into six specific action areas which feelmore manageable and relevant on a personallevel. An EcoTeam can be any small groupof friends, family members, neighbors, orwork colleagues who develop a support teamto work on one action area per month for sixmonths.

EcoTeams work to:Reduce Your GarbageImprove Home Water EfficiencyImprove Home Energy EfficiencyImprove Transportation EfficiencyBe an Eco-Wise ConsumerEmpower Others through Household,

Workplace, and Community Action

The Kids' EcoTeam is a 26-week programwhere a class or group forms EcoTeams of 6-7 students each, and spend six weeks in eachaction area. Team members support eachother to learn together, take action, andrealize practical results. Children andhouseholds form a partnership in which theyassess their homes and determine the actionsthey will need to take to bring them intoenvironmental balance.

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Global Action Plan for the Earth provides aTeacher's Guide to the Kids' EcoTeamProgram, a one-day training session, andadditional resource materials. The programis designed for grades 5-8, but modificationscan be made for younger children.

To get involved in a Kids' EcoTcam Pro-gram contact:

Maine Audubon Society118 US Rte. 1Falmouth, Maine 04105(207) 781-2330

KIDS (Kids Involved Doing Service)The KIDS Consortium is dedicated to

improving children's lives by providing themwith opportunities to learn the skills andattitudes essential to building a reasonable,viable future. KIDS develops, implements,promotes, and researches experiential pro-grams through which children learn thatthey matter.

KIDS has several model programs inMaine, all involve students and their teach-ers engaging in real-life issues or problems inthe community. Some involve the environ-ment, and others focus on social or politicalissues. All the activities help students gain asense of empowerment and self-esteem.

To investigate opportunities with KIDScontact:

KIDS ConsortiumState House Station 130Augusta, ME 04333

David 0. Willauer, Project Coordinator(207) 624-6800

Marvin Rosenblum, Executive Director(2071 633 -3152

The Critical Skills ProgramTraining Institutes for TeachersAntioch New England Graduate School

The Critical Skills Classroom's is a com-prehensive and dynamic model that arosefrom the belief that education must beexperiential that it must nurture interde-pendence and must enabh: all members ofeach generation to develop the judgmentnecessary to take responsibility for theconduct of their lives, for the shaping of theirsociety and for the survival of the planet.Since 1982, the Critical Skills Program hasbeen offering training for experienced educa-tors in the Critical Skills Classroom- modelthrough its summer institutes. This modelis driven by eight desired outcomes. Theseoutcomes were derived from a decade ofclassroom-based research. They have greatresonance with the recent school restructur-ing efforts of many communities.

The goal of education in a Critical SkillsClassroom- is the development of individu-als who consistently demonstrate that they:

have a meaningful base of essentialknowledge

possess skills that arc critical to theneeds of the times

are responsible and invested owners oflife-long learning

are reflectively self-directed with astrong work ethic

have a well-developed internal model ofquality work

are trustworthy, have integrity and are ofethical character

seek to optimize work through collabo-ration

are responsible and active members ofcommunities

These goals become part of the culture ofeach classroom and are consciously woveninto student challenges. They guide theroutine formation of standards for qualitywork and create the framework for assess-ment.

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Pathways to Action

196 l'A I I !WAYS TO ASUSTAINABLE 1-1_I1 UKE

Other programs

The centerpiece of the Critical Skillsmodel has been the real-life problem. This isa real problem in need of a solution. It hasthe potential for actual implementation atthe class,. school, community, regional,national, or global levels. It involves stu-dents deeply, directly and immediately inactive inquiry. Through this "Learning byReal Problems" approach, they move outsidethe classroom, take action on issues, andhave a tangible impact in their communities.Specific skills are emphasized throughoutthe process, including problem solving,decision making, communication, collabora-tion, leadership, documentation, and manyothers.

Training programs in this model areoffered through Critical Skills summerinstitutes. These institutes are highlyexperiential, immersing the participants inthe model. They are designed to help partici-pants to:

1) develop a sound understanding of theCritical Skills model,

2) redefine goals, attitudes, techniques,and roles of teaching and learning, and

3) create practical strategies for implemen-tation.

Participants engage fully in each of thesechallenges, and exhibit their products andsolutions. They reflect on their learning andtransfer that learning through attention to itsfuture application in their own classrooms.

At the same time, they explore the teachingcycle which guides student experiences,leaving the institute with practical knowl-edge of how to build and maintain a learningcommunity. They actively craft problem-based challenges. They examine the roleinherent in classroom coaching and use anddevelop assessment tools. They have theopportunity to reflect on and to discuss theirown attitudes, ideas and issues to exploretheir readiness for change. During thefollowing year, skilled practitioners from theProgram visit participants in their class-rooms and coordinate follow-up meetingsand workshops designed to provide individu-alized attention to the issues and needs ofeach participant.

Institutes are offered on-site for 16-18members of individual school districts, or forseveral districts cooperating toward a re-gional institute. It may also be possible tosend a team to an institute being offered inyour area. Each summer, 10-15 CriticalSkills Institutes take place in Maine. Forfurther information, contact:

191

Critical Skills ProgramAntioch New England Graduate School40 Avon StreetKeene, NH 03431(603) 357-1122.

Background Informationand ResourcesBackground Information

Overview 198Source Reduction 202

O in the Waste Management Hierarchy

Reuse 205ein the Waste Management Hierarchy

Recycling 207O in the Waste Management Hierarchy

Composting 2130 in the Waste Management Hierarchy

Waste-to-Energy,Incineration 217

O in the Waste Management Hierarchy

Landfilling 221O in the Waste Management Hierarchy

Household HazardousWaste 224

Resources

Instructional Resources 229

Trade Booksfor Younger Students 233

Organizationsand Agencies 234

California Compendiumfor Integrated WasteManagement 239

Reviews of outstanding curriculummaterials summarized from the Compen-dium

Glossary 249

192 l'A I WNW, TO ASUSTAINAI%LLF

41 97UTORI: I

198 PA I ITWAYS 10 ASUSTAINABLE FUTURE

Overview

IntroductionWhat is waste? For humans, waste refers toall materials for which people no longer haveany use. For example, when we unwrap acandy bar, the wrapper has finished servingits purpose and becomes waste. When afarmer harvests his cornfields, the bare stalksbecome waste. When a minerals companymines iron ore, the earth that they mustremove becomes waste. When a televisionset starts to broadcast snow instead of theevening news, it too becomes waste.

Waste is a natural by-product of use.Virtually all activity in the world createswaste of some kind. Even as oak leaves storeenergy through photosynthesis, they produceoxygen and water as biological waste. Whensquirrels eat seeds from pine cones, theyleave behind pieces of the cones in piles ofwaste. When all living organisms die, theirbodies become waste.

In the natural world, however, waste fromone process is inevitably useful for someother process. The waste oxygen from plantphotosynthesis, for example, is essential toall animals in the process of respiration.Conversely, the waste carbon dioxide fromanimal respiration is used in photosynthesis.Animal excrement returns valuable nutri-ents to the soil. The bodies of dead organ-isms are nourishment for other organisms.From this perspective, it is easy to see thatwaste is a valuable resource if it is managedproperly!

Humans could learn a good lesson fromnature about waste. The waste humansgenerate called solid waste is a neces-sary and natural part of human life. How-ever, we must find ways to manage ourwaste effectively to reclaim the valuableresources in the things that we no longerneed! Unfortunately, this is not always easy

to do. Many of the materials in the solidwaste stream, especially man-made materialssuch as plastics and chemicals, can bedifficult to use more than once. Unlike inbalanced natural ecosystems, these wastesthat cannot be reused in any way pile up orbecome hazards to the surrounding environ-ment. Therefore, it is critical that we payclose attention to the waste that we generateand that we do not create more waste thanour environment can handle!

Where We Are NowThe United States creates roughly 11 billiontons of solid waste every year. This includes6 billion tons of agricultural waste, mostly inthe form of crop residues and waste water; 4billion tons of mining waste, mostly in theform of mine tailings and removed earth; and800 million tons of industrial waste, includ-ing chemicals and waste water. (Certaintypes of waste water are considered solidwaste.) The remaining 200 million tons(approximately) of the solid waste generatedis classified as municipal solid waste.

Municipal solid waste (MSW) is waste thatis generated by households, businesses, andstate and federal governments. It is trashthat people generate every day in the courseof their daily routines at home and at work.It is collected in dumpsters, curbside trashcans, compost bins, and at redemptioncenters tol)e disposed of. It includes dis-carded packaging, food wastes, broken toysand appliances, yard wastes, waste paper, andmuch more.

The following graph shows the composi-tion of MSW in the United States. Althoughthe waste stream varies slightly around thecountry, the graph represents the country asa whole.

Materials generated in Municipal Solid Waste by weight, 1990(Total weight = 195.7 million tons)

Paper & Paperboard 37.5%73.3 million tons

Glass 6.7%13.2 million tons

Metals 8.3%16.2 million tons

Plastics 8.3%16.2 million tons

Yard Trimmings 17.9%35.0 million tons

(From EPA 1992 Update, Executive Summary)

Other 8.3%16.3 million tons

Food 6.7%13.2 million tons

Wood 6.3%12.3 million tons

Why worry about municipal solid waste?It is true that municipal solid waste repre-sents only 2% of the waste generated in thiscountry. What about the 98% of all wastethat is generated in agriculture, mining, andindustry? This waste is certainly importantto co] sio'r. It needs to he managed effec-tively, as does all waste. But farmers, miningcompanies, industrial manufacturersmanage their own waste (and pay for it) as anormal part of doing business. They useprivate facilities to compost, landfill, andincinerate virtually all the waste theygenerate.

The burden of managing municipal solidwaste (and paying for it), however, is sharedby everyone in this country, as we all share

in producing it. Whereas private companiesdecide on their own how to manage waste,we must decide collectively, through localand state governments, how to managemunicipal solid waste. It is important that,as educated citizens, we arc all aware of theissues surrounding municipal solid wastedisposal so that we can make good decisionsabout it.

Secondly, municipal solid waste generationhas been increasing steadily at a rate of 3-4%annually for the last thirty years. Facilitiesfor handling solid waste cannot accept manymore materials than they already do. There-fore, municipal solid waste management is agrowing problem today that needs to beaddressed.

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: I

Waste Management. MethodsThere are six major methods of managing

solid waste. The United States Environ-mental Protection Agency (EPA) hasranked these methods in a hierarchy frommost preferable to least preferable. Thishierarchy has been adopted by the MaineWaste Management Agency (MWMAj.The hierarchy Is as follows:

1. Source reduction the reduction of theamount and toxicity of waste in themanufacture, packaging, and use ofproducts;

2. Reuse - the use of durable products insteadof disposable ones;

3. Recycling - the manufacture of newproducts from waste materials;

4. Composting - the biological decomposi-tion of organic waste;

5. Incineration the burning of waste,usually with energy recovery capability;

6. Landfilling - the burial of waste in securefacilities.

There are a number of other methods ofprocessing waste that are high tech adapta-tions of composting or incineration. Theyare practiced on a small or experimentalscale in this country and have not beenaddressed direccly by the EPA. They include:vitrification of waste, a process in whichwaste is exposed to extremely high tempera-tures and thereby transformed into dense,inert chunks of material; natural gas genera-tion, in which gas is collected from thedecomposition of certain wastes and laterburned; and high-speed digestion, in whichthe natural composting process is speeded upto reduce organic wastes.

The graph below illustrates how the U.S.municipal so!id waste stream was actuallymanaged in 1)90. It is revealing thatlandfilling and incineration, the two lowestpriorities in the EPA hierarchy, are themethods of waste disposal that are mostcommon in the United States. In spite of thehigh priority of source reduction, the overallsize of the national waste stream continuesto grow each year.

Management of Municipal Solid Waste in the U.S., 1990

Landfill and other66.6%

Recovery17.1%

(From EPA Characterization of Municipal Solid Waste in U.S., 1992 update.)

Combustion16.3%

200 l'ATIIWAYS PlASUSTAINAIILL run

195

The State of Maine differs with regard tosolid waste management. The statewidebottle deposit law and the operation of fourlarge incinerators in the state help explainwhy landfilling accounts for less than half ofthe state's waste. The Maine Waste Manage-ment Agency alSo has a variety of aggressiverecycling and waste management programs,including the Model Business and Waste Capprograms which assist companies andcommunities in reduction and recyclingefforts. The Agency also offers assistance forspecific solid waste management projects.

The number one priority in the EPAhierarchy is source reduction, which calls fora reduction in the amount and toxicity ofsolid waste that we create in this country. Inshort, as we assess how to manage our waste,where waste comes from is even moreimportant to consider than where it goes!Source reduction is a call to examine ourconsumption first of all when we examinewaste management!

When we consider that the United Stateshas one of the highest rates of consumptionof any country in the world, it is no surprisethat we also have one of the highest rates ofwaste generation of any nation in the world.It follows that one of the ways that we willachieve significant reduction of the wastestream will be to change our current patternsof consumption. This may require us to giveup some of the convenience that we havecome to expect, such as lunch platterspackaged in disposable plastic packaging. Itmay have short term financial costs, such asthe construction of recycling plants andinvestment in refillable bottle systems. Butmaking wise decisions about what we buyand how we use the items that we alreadyhave is a small sacrifice to make in order toreduce our waste stream. And ultimately, inthe long run, reducing our waste stream willreturn financial benefits as well as environ-mental ones.

Each method of solid waste managementin the EPA hierarchy is featured in a back-ground information section that follows.

Municipal Solid Waste Management in Maine, 1991

Incinerated36.8%

Landfilled34.5%

From MWMA Wastewatcher, Dec. 1992)

Recycled28.7%

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BackgroundInformation

202 l'ATI MAYS 1(1 ASUSTAINABLE Ell FURL

0 Source Reduction

IntroductionThe most efficient, inexpensive, andenvironmentally sound method ofmanaging municipal solid waste is

simply to avoid producing it in the firstplace. Waste that is never created does notneed to be collected, requires no transporta-tion, takes up no landfill space, creates nopollution, and costs nothing to handle.Although this statement seems absurdlyobvious, apparently it is not to most Ameri-cans. For all the talk about the growingproblems of waste management in theUnited States, we keep on producing moregarbage in this country every year!

Source reduction, the attempt to decreasethe amount and the toxicity of solid wasteproduced, is the highest waste managementpriority identified by the U.S. EPA and theMaine Waste Management Agency. Thatmeans as a nation and a state, we should belooking for ways to reduce the amount ofwaste we generate before we concentrate onincineration technologies and recyclingprograms. No method of waste managementwill lead to a sustainable future if we con-tinue to produce more and more trash everyyear.

The biggest target for source reductionefforts is packaging which comprises 33%(by weight) of Municipal Solid Waste (MSW.)A significant reduction in packaging usewould have an immediate impact on thesolid waste stream.

Where We Are NowThe United States municipal solid wastestream has been growing at a rate of between3% and 4% each year since the 1960s. Ourcountry produced 88 million tons of solidwaste in 1960 (2.7 pounds per person per day)and 195.7 million tons in 1990 (4.3 poundsper person per day). At this point, specificsource reduction efforts should he focused onstopping this growth of U.S. waste produc-tion.

The state of Maine has a somewhat moreenviable record on source reduction. Thesize of Maine's municipal solid waste streamhas actually decreased in recent years; the

total amount of waste generated in 1991 was9.5% less than the total amount generated in1988. However, this trend may be hard tomaintain. One of the reasons given by MaineWaste Management Agency officials for the1991 figure is that an economic recessionhelped to slow overall consumption in thestate and, consequently, the rate of wastegeneration. Unfortunately, up to now healthyeconomies have stimulated higher levels ofwaste production. Our source reductionefforts must be equal to the challenge in thefuture.

Source Reduction StrategiesPackaging manufacturers and consumer goodscompanies can follow several different pathstowards the goal of source reduction. Effi-cient materials use is a simple path. Forexample, the use of light-weight materials inmanufacturing, a process known aslightweighting, yields products that arerelatively inexpensive to produce, that func-tion well, and that create less waste. Alumi-num cans are manufactured today with 30%less aluminum in each can than just 20 yearsago, with little or no loss of strength. Someproducts, particularly laundry detergents, canbe concentrated. The packaging needed forconcentrated products can be significantlyless than that necessary for unconcentratedproducts.

Even better, companies can eliminate somepackaging altogether. Certain items, such ashardware goods, books, and grocery producedo not need individual packaging at all.Other items, particularly dry food items, canbe sold in bulk quantities.

Consumer goods can also be made moredurable than they currently are, designed formultiple use and built to last. These kinds ofproducts will stay out of the waste streamlonger than cheap alternatives. Many prod-ucts can he manufactured without the use oftoxic ingredients such as heavy metals andcorrosive . hemicals. The manufacture ofbatteries with significantly less mercury (atoxic heavy metal) content, is a good example.

As consumers, we can choose what prod-ucts we purchase. Our choices will dictate, to

197

a large extent, what kinds of products corn- -panies put on the shelves. If we do notpurchase overpackaged items and cheaplybuilt goods, companies will stop producingthem. More importantly we need to askourselves before every purchase whether theitem we are considering buying is necessaryin the first place!

Plastic Packaging: A SourceReduction Case StudyPlastic is one of the fastest-growing sectorsof the municipal solid waste stream, and isoften singled out as a good target for sourcereduction efforts. Overall, plastics make up8.3% of the total waste stream in the UnitedStates by weight (16.2 million tons), and21% by volume.

The benefits we would derive from reduc-ing the amount of plastic used in this coun-try are substantial, beginning with themanufacturing process of plastic itself. First,plastic is made from petroleum, a non-renewable resource, most of which must beimported from other countries. It alsorequires the use of five of the EPA's six mosthazardous chemicals in its manufacturingprocess. Plastic production, in fact, is themajor industrial use of four of these sixchemicals. Consequently, between produc-tion and processing, plastic manufacturingcreates up to ten tons of hazardous waste forevery ton of plastic! Plastics production alsohas air pollution costs. Any reduction indemand for plastic products would be areduction in demand for foreign petroleumand these toxic chemicals.

Reducing our use of plastic would alsoreduce the amount of plastic that ends up inlandfills and incinerators. Since plastics arclightweight, they consume lots of landfillspace for their weight. Since they do notdecompose, once they are buried in a landfillthey do not compact any further. Althoughplastics have a good fuel value for aste-to-energy incinerators, certain plastics (such aspolyvinyl chloride) produce strong toxicacids and highly corrosive chemicals whenburned. And both incinerators and modernlandfills charge at least $40 per ton to dis-

pose of plastics, as for all other waste..Reducing plastic use and production in

this country offers many benefits in terms ofcost savings, minimizing a variety of envi-ronmental impacts, and decreasing relianceon foreign petroleum resources. Sourcereduction means that we do not need to findalternatives to this plastics use we simplystop producing as many plastic products aswe currently do. Although plastic productsare particularly good candidates for sourcereduction, all source reduction efforts aredirectly beneficial for our waste stream andour pocketbooks.

Encouraging Source ReductionFederal and state governments may provideneeded incentive for widespread sourcereduction efforts. The U.S. EPA, in publish-ing its waste management hierarchy, hasdeclared source reduction to be its firstpriority in solid waste management, evenahead of recycling or composting.

The state of Maine has gone even further.Recent laws have restricted or bannedcertain types of batteries that contain heavymetals and restricted the use of many toxicinks in packaging. The Governor's office hascalled on all state agencies to practice sourcereduction. Furthermore, the Maine WasteManagement Agency has set a goal for thestate as a whole to reduce the municipalsolid waste stream by 10% below 1988 levelsby 1994 (and by an additional 10% overtime). The Agency helps businesses, com-munities, and individuals to work towardsthis goal by offering grants, technical assis-tance, information, and incentives through avariety of programs.

Besides state government intervention, theimplementation of user fees in municipali-ties can be a powerful encouragement forfamilies to reduce the amount of trash theyproduce. A user fee is a price that is chargedfor garbage pickup, usually linked to theamount of garbage to be disposed. The morewaste a household produces, the more theyhave to pay for removal. This economicpressure tends to encourage households toreduce waste substantially.

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204 SONANCASIZFAUTLIKE

0 Source Reduction

ConclusionConvenience is alluring, whether it is in theform of individually wrapped cheese slices ordisposable razors. Plastic and paper forpackaging are inexpensive. The patterns ofconsumption that we have become used to inthis country are hard to break. So we con-tinue to produce more garbage every year,even as we grumble about constructing newlandfills and incinerators.

The logic behind source reduction issimple: the less we use, the less we will needto throw away; the less toxic a waste productis, the less it will harm the environment.We would be well served by looking at whereour waste comes from as well as where itends up! This means we must try to stop thegrowth of the waste stream and eventuallyturn our attention to shrinking it. To beoptimistic, there has never been'more roomfor improvement! And we all have a role toplay in the effort: Ultimately, source reduc-tion really does start with the consumer whorefuses to buy wasteful products.

BIBLIOGRAPHYBooks and Pamphlets1. War on Waste, by Louis Blumberg and

Robert Gottleib, Island Press, Washington,D.C., 1989.

2. Characterization of Municipal SolidWaste in the United States: 1992 Update,Executive Summary, U.S. EPA, July 1992.

3. State of Maine Waste Management andRecycling Plan, by Maine Waste Manage-ment Agency, April 1993.

Other Resources1. "Integrated Waste Management Priorities

in Maine," Maine Waste ManagementAgency Fact Sheet, January 1993.

2. "What is Pollution Prevention?" Chemi-cals in the Environment InformationCenter, University of Maine, Orono, 1992.

3. "Waste Reduction Options for Businessesand Industry," Maine Waste ManagementAgency Fact Sheet, January 1993.

4. "Maine Model Business/Community,"Maine Waste Management Agency FactSheet, July 1993.

5. "Waste Reduction Tips For Consumers,"Maine Waste Management Agency FactSheet, April 1993.

6. "The Waste Watcher", Maine WasteManagement Agency Newsletter, June1992. Issues produced quarterly.

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Reuse

IntroductionIn the last fifty years, there has been agrowing trend in the United States tomanufacture and consume single-use,

disposable products. Disposable diapers,plastic milk and soda bottles, and ball pointpens are examples of products that havealmost completely replaced reusable alterna-tives in recent decades. While disposableproducts are often quite convenient, theywaste natural resources ar ' consume a largepercentage of current landfill space.

Reusing products, either for the purposethat they were designed or for anotherpurpose is a method of waste management.We benefit from reuse in many ways. Con-sider what happens when we drink from aglass, wash the glass, and put it back into thecupboard. First, we do not need to buy apaper cup which will end up in a landfill.Secondly, we do not need to use any paper,energy, or water to make the paper cup.Thirdly, we postpone the time when theglass itself will go into a landfill. And it isusually less expensive to wash the glass thanit is to buy paper cups anyway!

Where We Are NowIt is very hard to estimate how much of themunicipal solid waste stream (MSW) getsreused, because items that are being reuseddo not get put into the waste stream at all!For example, refillable bottles are collectedby beverage distributors directly and arenever put into household trash; if a personwashes a yogurt container and uses it forholding nails, it does not get thrown into thetrash to be counted as solid waste for quitesome time.

Reuse is not as common as it once was.Virtually all milk sold in the United Statestoday comes in single-use plastic-coatedpaper cartons or plastic jugs. Fifty years agothe majority of milk was sold in refillableglass bottles and delivered to people's door-step. Disposable plastic-and-paper diapersnow account for 90% of all diapers used inthis country, although we have used themwidely in only the last thirty years.

Reuse StrategiesReuse goes beyond merely using productsmore than once. Consumers can choose topurchase products that are durable anddesigned for multiple use rather than thosethat are disposable.. For example, clothnapkins can be purchased once and washedregularly in the place of hundreds of papernapkins. Consumers can also choose torepair broken items instead of discardingthem and purchasing replacements. Thistakes true commitment since it may be asexpensive or more expensive to repair abroken appliance as it is to buy a new one.Finally, individuals can be creative about thewaste they would normally discard to findalternate uses for many materials. Oldnewspapers can be used as packing material;plastic milk cartons can be made into birdfeeders and bird houses; the reverse side ofwhite paper can be used as a scratch pad.

For reuse strategies to make a significantimpact on the amount of waste we generate,however, packaging manufacturers must joinconsumers in the endeavor. In the U.S. thereare few economic incentives to providereusable or returnable packaging. Light-weight plastic and aluminum packaging canbe very inexpensive in the short term, yet itadds significantly to the waste stream. Asfurther work is done to analyze product andpackaging life cycles, we will better be ableto determine the true cost (including theenvironmental cost) of different materials.

Energy Savings and MoreReusable packaging may offer the mostefficient way to package goods. Two con-sumer goods studies completed in the lastfifteen years found that refillable glassbottles provided the most energy efficientmethod of delivering beverages to stores,requiring 1/10th the energy in manufacturingas plastic bottles made from virgin plasticand 1/5th the energy as recycled aluminumcans. (These studies assumed that the glassbottles could be reused eight to ten times,and in practice, reusable bottles can often beused up to 50 times!) Initially, reusablepackaging such as refillable bottles cost asmuch to produce as other containers, but

200PATIIWAYS T1 I A



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Reuse

subsequent uses of the packaging requireonly the energy to wash the bottles, not theenergy to melt aluminum or mold plastic.The washing process required with reusablepackaging also creates less air, water, andsolid pollution than the production of newcontainers.

Reusable products save consumers lots ofmoney on waste disposal. Landfilling the 18billion disposable diapers used in this coun-try every year costs between 100 and 300million dollars in the form of landfill andincinerator tipping fees! Indirectly, thismoney comes from consumers through taxesor waste disposal fees. Reusable clothdiapers, on the other hand, can be reusedhundreds of times before they require dis-posal and thereby offer considerable savingsin the area of disposal costs alone.

ConclusionReusing products is a simple way to decreasethe amount of waste that we need to throwaway. We can help ourselves by purchasingproducts that will last a long time, by repair-ing broken appliances, and by finding newuses for old products.

As a society, we can encourage companiesto manufacture reusable packaging anddurable products.

20.E

BIBLIOGRAPHY

1. "Recycling Plastics," by Hannah Holmes,Garbage Magazine, Jan./Feb. 1991, pp. 32-39.

2. "Cloth vs. Disposable Diapers," Fact Sheetfrom the Maine Waste ManagementAgency, April 1990.

3. "Discarding the Throwaway Society,"Worldwatch Paper 101, by John E. Young,Worldwatch Institute, January 1991.

0 Recycling

IntroductionIn its literal sense, the word recyclemeans to turn over again. Recycling isone of the most publicized methods of

waste management in Maine and the UnitedStates, and is the process of turning oldproducts into new ones. However, recyclingis distinguished from reusing in that itentails some reprocessing of materials. Forexample, aluminum cans are recycled whenthey are melted down and remolded intonew cans; glass deposit bottles are reusedwhen they are washed and refilled.

Recycling is a valuable method of han-dling certain solid wastes, for the simplereason that it diverts materials from landfillsand incinerators. Its greatest value may heas an alternative to the manufacture of allproducts from raw materials. This is eco-nomically sensible and it conserves naturalresources! Many materials can be recycled,including aluminum, steel, tin, and othermetals; glass; a wide variety of paper prod-ucts; many types of plastic; and miscella-neous other materials such as waste oil,paint, and textiles. These materials that canbe recycled are called recyclable materials:It is important to distinguish between these"recyclables" and actual recycled products,which are made out of reprocessed materi-als.

Recycling is not as simple as iandfilling orincineration, however! It requires a strongcommitment from everyone if it is to besuccessful. Companies must manufactureproducts with recyclable and recycledmaterials; towns and individuals mustcollect recyclable wastes; the governmentmust support recycling on all levels; andperhaps most importantly, people mustcreate the demand for recycling and "closethe loop" by buying recycled products!

Where We Are NowIn 1990, 17.1% of all wastes generated in theUnited States (by weight) were recycled, ledby aluminum which achieved a recyclingrate of 38.1%. (A "recycling rate" refers tothe percentage of a given material that isculled out of the waste stream and repro-cessed into a new product.) This 17%recycling rate represents a slight improve-ment over previous years, but a much higherrate can be achieved. An experimentalrecycling program in an East Hampton, NewYork neighborhood achieved an overallrecycling rate of 84%!

Maine has one of the highest recyclingrates of any state in the country. In 1991,Maine residents recycled 28.7% of all mu-nicipal solid waste. (This includes acomposting rate of 0.7%; therefore, recyclingexcluding composting totaled 28.0%.) Thishigh rate is due in part to Maine's bottle bill,state laws that require recycling of officepaper, and corrugated cardboard, and aggres-sive recycling goals set in the Maine SolidWaste Management Plan. Ultimately, Maineresidents are willing to participate in recy-cling programs. Nearly all Maine communi-ties now have recycling programs of somekind.

We can still do better! The Maine Legisla-ture set a goal for Maine residents to recycle50% of the solid waste stream by January 1,1994!

Recycling Rates for Selected Materials

Paper and PaperboardU.S. 1990 Maine 7991

32%Glass 19.9% 70%Metals 23.0% 81%Aluminum 38.1 % 680/oSteel /Ferrous metals 15.4% 83%Plastics 2.2% 15%Textiles 4.3% 34%Overall Recycling Rate, All Materials 17.1% 29%

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0 Recycling

Collection of RecyclablesThe first step in any recycling program is thecollection of used materials. There are manyways that this happens, but success usuallyrequires consumer cooperation. Some townshave voluntary collection programs in whichresidents can choose to bring in recyclablegoods such as plastic. milk jugs and steel foodcans to a town recycling center. Some townshave curbside pickup programs in which acollector picks up separated recyclablematerials, just like household trash collec-tion. Maine and other states have laws,often called bottle deposit legislation, orbottle bills, which give individuals a smallcash rebate (5-15 cents per container inMaine) for returning beverage containers toredemption centers. All of the bottles andcans that are collected through this law arerecycled in Maine, a total of 94% of allbottles and cans covered by the law.

Even if consumers do not separate materi-als out of the waste stream for recycling,sometimes valuable materials are saved forrecycling before they arc landfilled or incin-erated. At refuse-derived fuel incinerators(Maine has three), metals, glass, and someother materials are culled out of the wastestream before incineration to be recycled.

Finally, manufacturers often recycle theirown waste. Paper companies, for example,

Average Prices of Recyclable Materials Paid byBrokers to Municipalities in Maine, 1994

MaterialAluminum cansPlastics, PET (Soft drink containers)Plastics, HDPE (Milk jugs)Paper, high grade officeNewspaperOld Corrugated CardboardGlass, clearTin cans

Avg. sale price, per ton$600

100236

9061

1312657

208 PATIIWAYS TO ASUSTAINABLE EUTURE

recycle the wood scraps and paper pulp thatare left over after the paper manufacturingprocess; metal manufacturers recycle scrapsteel from the forging process. This savesthem money and materials.

Markets for RecyclablesRecyclable materials, once they are col-lected, often become a valuable commodity.Town recycling centers can sell some ofthese bulk materials to brokers and thetown can avoid landfill tipping fees at thesame time! (See chart below.) The brokersmay be willing to pay for many materialsbecause they can in turn sell the recyclablematerials to manufacturers. And the manu-facturers are willing to buy the bulk recy-clable materials because they can substituterecyclables for raw materials at a competi-tive cost. As long as-consumers are willingto purchase products with recycled materi-als, markets for recyclable materials willcontinue to improve.

PAPERWaste paper comes to recycled paper mills inlarge bales. Some mills accept only certainkinds of waste paper such as newsprint,high grade office paper, or cardboard butthe recycling process for all of these papers issimilar. The waste paper is shredded andadded to water in a large blender called ahydrapulper. Spinning blades in thehydrapulper beat the paper until the indi-vidual paper fibers separate which usuallytakes about 15-20 minutes. The resultingmixture, or slurry, is about 2% fibers and98% water, and it can be used alone orcombined with new pulp to make new paper.Depending on what kind of new paper willhe made, the slurry may need to be dc- inked.However, nearly 50% of all U.S. recycledpulp is used in new paper products that donot need de-inked fibers, such as grocerybags, cardboard, and paperboard.

Recycling paper is not entirely efficient,however. Some of the fibers in recycled pulpbecome too short in the process to he used inmaking new paper. These short fibers,approximately 10% (by weight) of the waste

203

paper, are removed from the pulp and mustbe burned, composted, or landfilled.

Furthermore, waste papers are oftenrecycled into "lower use" products. Wastenewspaper does not always get recycled intonewsprint; often it gets recycled into paper- .

board or tissue paper. Consider that nearlytwo-thirds (63.9%) of all high-grade officepaper recovered from the municipal solidwaste stream is recycled into "lower use"products such as tissue paper, paperboard, orcontainerboard, which usually cannot berecycled themselves. In this sense, much ofour paper recycling efforts postpone someform of eventual disposal.

Consumers should also be aware thatrecycled papers are not always made fromused waste paper, such as old newspapers oroffice paper. "Recycled papers" can also hemade out of wood scraps and other papermill wastes. The percentage of the pulp usedin making new recycled paper that comesfrom paper used and then collected forrecycling is called its post-consumer recycledcontent. The percentage that comes fromwaste materials collected in the mill anddiverted from :he waste stream is called pre-consumer recycled content. While the use ofboth kinds of recycled content in papermanufacturing helps reduce the demand forunused pulp, the purchase of papers with ahigh post-consumer recycled content (thehigher the better) helps to stimulate themarkets for recycling paper products.

Paper is the recycled product most com-monly manufactured in the state of Maine.Most other recyclable materials that arecollected in Maine are shipped to recyclingcompanies in other states. By 1995, two newpaper recycling plants in the state will morethan double the state's paper recyclingcapacity from 1991 levels. Maine will needto import waste paper from other states tokeep these plants operating at full capacity.

ALUMINUMAluminum is one of the easiest and mostefficient materials to recycle. When scrapaluminum comes to recycling plants, it isput into furnaces and heated into molten

aluminum. During the heating process,impurities, including paints, are burned off.(Aluminum beverage can recycling oftenincludes a step that removes the paint fromcans before they are put into the furnace.)This purified molten aluminum is thenalloyed, if necessary, poured into molds, andformed into ingots. The ingots are latershaped into new aluminum products Thisprocess is much simpler and cheaper thanproducing pure aluminum from bauxite ore.It takes less than 1/20th of the energy toproduce recycled aluminum as it takes toproduce unused aluminum! The manufac-ture of recycled aluminum also generatesless air, water, and solid pollution than theoriginal manufacture of aluminum.

In 1990, 38.1% of all aluminum in munici-pal solid waste in this country.was recycled,including 62.4% of all aluminum beveragecans. Maine residents recycled 47% ofaluminum in the waste stream, includingover 90% of all aluminum cans; all of theseare shipped out of the state for recycling.

STEELSteel is recycled through a process verysimilar to the aluminum recycling process.Scrap steel and steel cans ("tin" food cans areactually steel cans with thin coating of tin)are sorted according to their alloy, melteddown in high temperature furnaces, purified,and reformed into ingots. These ingots arelater remelted and poured into molds forshaping into new steel products. This savesover half the energy of initially manufactur-ing steel and contributes significantly less airand water pollution.

Although the official U.S. recycling rate forsteel in municipal solid waste is relativelylow (15.4%), recycled steel accounts for alarge percentage of all steel produced in thiscountry. Virtually all steel produced todayhas some recycled content, and according tothe Steel Recycling Institute, 40% of all steelproduced in the U.S. has 100% recycledcontent. If the steel recycling rate is so low,where does all the used steel conic from? Itcomes from old buildings that are torn down,old automobiles, and other sources that do

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not ever figure into calculations of steelrecycling from municipal solid waste. TheSteel Recycling Institute claims that theamount of steel collected for recycling eachyear from all sources equals two-thirds of theamount of total steel produced in the U.S.

GLASSAside from the fact that glass has threedifferent colors, it is easy to recycle. Clearglass is the most valuable since it can beremanufactured into any color, while greenor brown glass can only be made back into adark color. First, used glaL 3 is crushed intosmall pieces, called cullet, a. ud screened forforeign objects such as bottle zaps and smallstones. The cullet is then melted in afurnace to make molten glass where it istypically combined with unused glass. Thismolten mixture is later poured into molds orblown into new glass products.

While recycling glass does not save muchenergy over making new glass from sand, itdoes have several advantages. Recycling glassrequires relatively little water, creates nomining wastes and produces very little airpollution.

Just under 20% of all glass in the U.S. wastestream is recycled, while a healthy 70% of allglass is recycled in Maine, due in part to thestate's bottle bill.

PLASTICSPlastics are quite cumbersome to recycle,since the many different kinds that we discardinto the waste stream, must be recycledseparately. In general, however, all plasticsare recycled by a similar process: First, theyare separated by type according to the chasingarrow symbol embedded into the product (seechart below). They are chopped into smallpieces, washed with soap and water, and

Plastic Container Code System(voluntary codesystem developed by the Society of the Plastics Industry, Inc.)

Symbol Abbreviation Some of the Materials that use this type of container

isc.243

PETE

PET (PETE) polyethylene terephtlialate - soft drink bottles

LZ.3HOPE

HDPE high density polyethylene milk bottles, detergent bottles,orange juicebottles, some shopping bags

atsPVC

V (PVC) vinyl (polyvinyl chloride) - shampoo bottles, salad dressing bottles,vinyl seats

isct43LOPE

LDPE low density polyethylene - shopping bags

islPP

PP polypropylene - catsup bottles, yogurt cups

ft,V.)

PS

PS polystyrene - foam cups, prescription bottles, plastic knives, forks,spoons

Is(243OTHER

OTHER mixed or multiple layer plastics

210 iti11.41/Z211.1)FlUTURE

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1

1

dried. The plastics may be screened forimpurities several times during the washingand drying process. The dry, uncontaminatedplastic chips are then melted in a furnace andtransformed into molten plastic which ispressed through a die, resulting in longstrands of plastic. The strands are cooled inwater and chopped into pellets. These pelletsare later reheated and molded into new plasticproducts.

The fact that there are many different kindsof plastic resins, or polymers, used for plasticproducts -which must be recycled separately-contributes to the inefficiency of plasticrecycling. The chasing arrow/number sym-bols used on plastic containers help consum-ers separate the resins for recycling, yetsorting plastics is expensive and a significantobstacle to recycling. Even some plasticsmade of the same resin must be separated forrecycling because of the process used to makethem (e.g. blow-molded HDPE laundry andsoap jugs vs. injection-molded HDPE marga-rine containers.( Furthermore, some productsare manufactured with two, three, or evenfour different kinds of plastic, which makeresins very expensive to properly sort and

Plastics lose strength every time they arerecycled as the long chains of molecules arebroken into shorter and shorter pieces in thechopping and melting processes. This meansthat recycled plastics are almost alwaysmanufactured into "lower use" products. Forexample, soft drink bottles are usually madeinto detergent bottles, scouring pads, orpolyester fiber. These products, in turn, canonly he made into such things as plasticflowerpots or plastic lumber; these productsmay not be recyclable at all. Consequently,unused plastic must be used for all the newplastic soft drink containers and milk jugsthat are produced; plastic recycling, in itscurrent stage, is merely a partial solution tothe problem of plastic waste management.

One hopeful development is the newconcept of "design for disassembly" and"design for recycling." Manufacturers arebeginning to create products which can betaken apart at the factory and the components

easily separated for recycling. They are alsodesigning these products to be made frommaterials that are more effectively recycled.

The difficulty of plastic recycling isevident. Nationally, a meager 2.2% of allplastics in the solid waste stream wererecycled in 1990, mostly milk jugs and sodacontainers. Maine recycled over 15% of allplastic from municipal waste in 1991. Whilethis is significant, it is still a much lowerfigure than that for most other materials.

ConclusionRecycling is an important way for us tohandle some of our solid waste. It providessome obvious benefits: It diverts waste fromlandfills at the same time that it conservesnatural resources. Every ton of paper that ismade from recycled fiber saves three cubicyards of landfill space and over three tons ofwood. Markets for recyclable goods arc asource of income for municipalities whichmust pay tipping fees. As these marketsexpand, municipalities should reap thebenefits in the form of even higher prices forrecyclable materials. Furthermore, recyclinghelps to make all of us aware of the waste wegenerate, and even may help us to produceless waste in the first place.

In the next decade, we may recycle nearlyhalf of all the waste we generate in thiscountry! While this is an admirable goal,recycling is not a cure-all. It has its costs,too. Consider that all 100,000 tons ofmetals, 7,000 tons of textiles, 45,000 tons ofglass, and 12,000 tons of plastic collected forrecycling in Maine in 1991 were transportedout of the state for recycling. This transpor-tation has significant environmental andeconomic costs! Recycling also requirestime and commitment from consumers, andrecycled products can he more expensivethan the original products.

The benefits of recycling do outweigh thecosts. Recycling rates are on the increase fornearly all materials in this country, and morepeople are recycling than ever before. There isstill much work to be done! Ultimately,recycling needs to be seen for what it is: A wayto retrieve valuable resources from the waste

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0 Recycling

stream after we have removed as much aspossible by reducing, reusing andremanufacturing.

BIBLIOGRAPHYArticles1. "Recycling Plastics," by Hannah Holmes,

Garbage Magazine, Jan./Feb. 1991, pp. 32-39.

2. "The Pain and Gain in Junk Plastic," byMark Fischetti, ECO, June 1993, pp. 44-49.

Books and Pamphlets1. Waste: Choices for Communities, edited

by Susan Boyd, Burks Lapham, andCynthia McGrath, Concern, Inc., Septem-ber, 1988.

2. The Global Ecology Handbook, edited byWalter H. Corson, Beacon Press, Boston,MA, 1990.

3. Characterization of Municipal SolidWaste in the United States, 1992 Update,Executive Summary, U.S. EPA, July 1992.

4. War on Waste, by Louis Blumberg andRobert Gottleib, Island Press, Washington,D.C., 1989.

5. Discarding the Throwaway Society,Worldwatch Paper 101, by John E. Young,Worldwatch Institute, January 1991.

6. Mining Urban Wastes: The Potential ForRecycling, Worldwatch Paper 76, byCynthia Pollock, Worldwatch Institute,April 1987.

7. The Solid Waste Mess: What Should WeDo With the Garbage?, by GloriaDanziger, Environmental Issues Forums,North American Association for Environ-mental Education, 1992.

8. Recycling and the Maine Economy, byFrank O'Hara, Market Decisions, Inc.;Mark Sullivan, and Martha Papp, Land &Water Associates; study for the MaineWaste Management Agency, April 1993.

9. The Story and Uses of Aluminum, TheAluminum Association, Inc.

10. Aluminum Recycling: America's Envi-ronmental Success Story, The AluminumAssociation, Inc.

11. Commercial and Institutional Steel CanRecycling, Steel Recycling Institute.

12. Recovered Paper Statistical Highlights,1992, American Forest and Paper Associa-tion.

13. State of Maine Waste Management andRecycling Plan, by Maine Waste Manage-ment Agency, April 1993.

Additional Resources1. The Waste Watcher, Maine Waste Manage-

ment Agency Newsletter, December 1992.2. The Waste Watcher, Maine Waste Manage-

ment Agency Newsletter, April 1993.3. Greg Crawford, Steel Recycling Institute

Foster Plaza, 680 Anderson Dr., Pitts-burgh, PA 15220, (800) 876-7274

4. Susan Sherwood, American Forest andPaper Association

5. Rod Edwards, American Paper Institute,Paper Information Center260 Madison Ave., New York, NY 10016,(800) 878-8878.

6. Paul Mara, The Aluminum Association900 19th Street, NW, Washington, DC20006, (202) 862-5156 (prefer writteninquiries).

207

Composting

IntroductionDecomposition is the name we give tothe natural recycling of organic(living) matter. When a plant or

animal of any kind dies, the remains becomenourishment for other creatures and thesurrounding soil. Thus, when leaves fallfrom the trees in autumn, they enrich thesoil on the forest floor; when a deer dies inthe forest, its carcass is consumed by coy-otes, beetles, and ultimately, billions ofmicroorganisms in the soil. In this way,valuable nutrients carried in the bodies ofdead organisms are returned to the environ-ment.

Composting, then, is a special form ofdecomposition. It is human-aided decompo-sition for the purpose of waste management.When we compost organic materials, wecombine them in such a way and under suchconditions as to optimize the natural processof decomposition. When the process iscomplete, the result is finished compost thatweighs less and occupies less volume thanthe original waste. More importantly, thefinished compost is a valuable soil amend-ment that has been sterilized by heat gener-ated during decomposition and is thus free ofpathogenic (disease) bacteria and weed seeds.

Where We Are NowIn Maine, one-third of all municipal solidwaste is food and yard wastes, which can beeasily composted. An additionai one-third ofour waste stream is paper, some of which canalso he composted. This means that up tohalf of Maine's solid waste could hecomposted and thereby diverted from incin-erators and landfills, and returned to the landin the form of finished compost. In 1991,only 10,790 tons of municipal waste wereactually composted in Maine, or less than1% of all municipai waste. This figure willincrease dramatically as Maine achieves itsgoal of recycling and composting 50% of themunicipal waste stream.

As of 1991, Maine was representative ofthe country as a whole; less than 1% of allmunicipal solid waste in the United Stateswas composted in that year.

The Composting ProcessIn order for composting to be successful, theright conditions must exist. First, organicmaterials must be gathered to provide carbonand nitrogen in the proper amounts. Com-plex carbon molecules provide energy to themicroorganisms that carry out the decompo-sition process. It is their 'food.' Nitrogenand simple carbon molecules are used tobuild the bodies of more microorganisms asthey grow and reproduce.

For aerobic decomposition to occur, whichis the fastest method of composting, oxygenis also necessary. This is usually provided by'turning' the compost pile every few days.The oxygen is required for aerobic microor-ganisms to 'breathe.' If oxygen is not avail-able, as in a compost pile that is not turned,anaerobic microorganisms take over thedecomposition process. These microbes areslower to decompose the pile than theaerobic microorganisms, but given enoughtime, they, too, will produce finished com-post. One disadvantage of anaerobic decom-position is that it tends to produce foul odorsas it proceeds.

Finally, water is needed for successfulcomposting. Since many of the materialsthat go into the pile already contain water(such as vegetable wastes), it may not benecessary to add more water. In any case, amoisture content of 40-60% is desirable,which is about the moisture content of asqueezed-out sponge. If the compost pile issaturated, necessary oxygen will dissolve inthe water and become unavailable to aerobicbacterial decomposers.

Sufficient carbon, nitrogen, oxygen, andwater provide favorable conditions for thereproduction of a variety of naturally occur-ring microbes that do the work of the aerobiccomposting process. In the first psychro-philic stage, simple bacteria that thrive incool temperatures (45-60° F) secrete enzymesthat allow them to consume easily availablecarbohydrates. This breakdown of organicmatter produces carbon dioxide, water vapor,and heat, which causes the temperature ofthe pile to rise rapidly.

208PATHWAY'. TO A

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When the temperature reaches approxi-mately 70° F, conditions become unfavorablefor cool-temperature bacteria, and they beginto die. In their place: warm-temperaturemesophilic bacteria continue a similardecomposition process, generating morecarbon dioxide, water vapor, and heat. Themesophilic bacteria thrive up to approxi-mately 104° F, reproducing rapidly andcontinuing to consume carbohydrates.

Beyond 104° F, the mesophilic bacteriacannot survive, and conditions becomeoptimal for high-temperature thermophilicmicroorganisms. These more complexbacteria, fungi, and mold, continue toconsume carbohydrates but also attackcellulose, lignin, and fats in the organic,matter. This produces still more water vaporand heat, so that the temperature of the pilecan reach up to 160° F and beyond. Atapproximately 158' F, conditions start tobecome unfavorable for even these thermo-philic microbes to survive, so that tempera-tures over 160° F cannot be maintained forlong periods of time.

It is very important that the pile gives offheat. First, higher temperatures in thecompost pile increase the level of microbialactivity, speeding up the deccmpositionprocess. Second, temperatures of 155° Feffectively kill the harmful vectors (patho-gens) of plant and human diseases that mayhave been present in the original materials,such as Salmonella and E. coli. Substantialheat also renders most plant seeds sterile,which means that finished compost will notsprout weeds wherever it is applied to thesoil. Finally, high temperatures in the pilewill help to keep harmful and annoyingins s away and will prevent any of theseinst., is from reproducing in the pile.

High temperatures persist in aerobicdecomposition as long as there are sufficient

amounts of carbon, nitrogen, oxygen, andmoisture present. Of course, additionaloxygen can be provided to the pile by turn-ing, and water can be sprayed on the pile tokeep it moist, but after several days, therewill not be enough carbon or nitrogen tosustain a high level of microbial activitySlowly, the temperature of the pile willdecrease as these organisms produce lessheat.

When the pile gets cool enough,macroorganisms such as earthworms,sowbugs, mites, millipedes, and beetles willmove into the pile to continue the decompo-sition process. There is never a dull momentin the life of a compost pile!

We call the end product of the 'hot'composting cycle finished compost, althoughdecomposition continues to take placeslowly in the cooled-down pile. Finishedcompost is a dark, earthy, crumbly substancewith a pleasant aroma. It is made up ofpartially decomposed organic matter, billionsof living microbes (which continue to carryout the process of decomposition) microbialskeletons, inorganic particles, and perhapsmost importantly, humus (pronouncedHYOO- muss).

Humus is the substance in finished com-post that is chiefly responsible for providingnutrients to plants. It is extremely complexin its composition, being made up of manydifferent compounds organized in manydifferent ways. Among its constituent partsare an assortment of proteins and a widevariety of acids (called humic acids). How-ever, no two humus particles are exactly thesame. Humus is the ultimate end-product ofdecomposition in the sense that it is con-structed from those portions of organicmatter that are resistant to further break-down.

2if t.

Plants, Soil, and CompostCompost provides many things to plantswhich foster healthy growth. Perhaps mostimportantly, compost supplies plants withnutrients: mineral nitrogen, which plants useas the protein building blocks of their bodies;common but necessary minerals such asphosphorous and potassium; and traceelements such as zinc and magnesium.These nutrients help plants to thrive andproduce healthy fruits and vegetables,colorful flowers, and full foliage.

Compost also helps plants by improvingsoil structure. It lightens dense soils andprovides organic matter, increases waterretention, and improves aeration in any soil.Among other things, this allows good plantroot growth, provides favorable conditionsfor healthy soil bacteria, and helps plantssurvive times of drought.

Compost benefits soil and plants in manyother ways, too. It acts as a sort of 'buffer'for soils by making plants less sensitive tosoil acidity or alkalinity. It also helps soil toabsorb heat from sunlight, which can resultin a longer growing season. It providesexcellent protection against soil erosion. Itcan actually destroy toxic waste in soil.Finally, it promotes the growth of helpfulsoil bacteria, including some that producesoil antibiotics against common plantpathogens.

How and Why?One efficient way to make compost is tomaintain a pile in the backyard. Compostcan be successfully produced from ordinaryyard wastes including grass clippings, fallenleaves, and food scraps. This is highlyefficient because it does not require transpor-tation of materials or heavy machinery, andbecause most nutrients are returned to their

source, namely, your backyard. There areseveral styles of backyard composters, someare inexpensive. Refer to the diagrams in thePathway to Action: Cafeteria CompostingProject, or the references listed here. Coop-erative Extension's booklet Composting toReduce the Waste Stream has several goodalternatives.

Some municipalities have developed solidwaste composting projects, including mixedwaste composting and yard and leaf wastecomposting. As of 1992, there were 21facilities in the U.S. that were compostingunseparated municipal solid waste. Sincecomposting mixed household trash createsmany technical problems, Maine officialsprefer source-separated composting. Nation-wide, there were nearly 3,000 facilitiescomposting leaves, grass, brush, and otheryard trimmings. In 1992 Maine had 22 suchprograms

ConclusionComposting is one way that we can begin tomanage our waste with an efficient naturalprocess. It is an inexpensive and environ-mentally sound method that can be used toturn a large percentage of our waste into auseful commodity. It is also practical on asmall scale. In these ways, it is an improve-ment on many current waste disposalmethods such as landfilling and incineration.As the waste disposal problem in our stateand in our nation continues to grow, wemust aggressively use composting as a majormeans for managing organic wastes.

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216 PAUIWAYS 1 0 ATUSUSTAINABLE FURE

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BIBLIOGRAPHYArticles1. "Making and Using Compost," by Susan

Glaese, Mother Earth News, September/October 1986. pp. 46-51.

2. "Backyard Composters," by Jay Burnett,Organic Gardening, April 1988, pp. 82-86.

3. "On Farm Composting," by Robert Rynk,Engineering Notes, Cooperative Exten-sion, University of Massachusetts, May1988.

4. "Why Hot Compost Is Best," by AnthonyDeCrOsta, Organic Gardening, August1980, pp. 74-77.

5. "Rot Is Hot," by William Bryant Logan,The New York Times Magazine, Septem-ber 8, 1991, pp. 46-52.

6. "Composting Municipal and HouseholdOrganic Wastes," by Floyd V. Barker,University of New Hampshire Coopera-tive Extension Service.

7. "Composting, from Backyard to Big-Time," by Janet Marinelli, Garbage, July/August 1990, pp. 44-51.

8. "Compost," by Robert Kourik, Garbage,October/November 1992, pp. 44-48.

9. "The State of Garbage," by RobertSteuteville and Nora Goldstein, BioCycle,May 1993, pp. 42-50.

21j

Books and Pamphlets1. The Complete Book of Composting, by J. I.

Rodale, Rodale Books, Inc., Emmaus, PA,1975.

2. Backyard Composting, edited by John W.Roulac, Harmonious Press, Ojai, Califor-nia, 1992.

3 Composting to Reduce the Waste Stream,by N. Dickson, T. Richard, R. Kozlowski,Northeast Regional Agricultural Engineer-ing Service Cooperative Extension, Janu-ary 1991.

4. Encyclopedia of Earth System Science,Volume 3, edited by William A.Nierenberg, Academic Press, Inc.,Harcourt Brace jovanovich, San Diego,CA, 1992.

I Q Incineration

IntroductionIncineration, the process of burning wasteto reduce its volume and weight, has longbeen practiced in the United States. The

first U.S. incinerator began to operate in1885 on Governor's Island, New York as analternative to the direct dumping of waste.Since that time, many incinerators have alsoused the energy released from burning wasteto generate steam or electricity as a by-product, employing aptly-named "waste-to-energy" technology.

Incinerators have often been hailed as thebest solution for solid waste disposal, butconcerns persist today over this technology.While burning waste reduces it by 60-90% inweight and volume, the ash residue muststill be buried or disposed of in some fashion.Furthermore, this ash and the gases releasedduring incineration can be toxic to humansand the environment unless properly treatedwith pollution control devices. And incin-eration is an expensive method of dealingwith waste, from the construction of theincinerator itself to the daily maintenanceand operation of the plant.

Where We Are NowNearly 17% of all municipal solid wastegenerated in the United States in 1990 wasincinerated. This represents a decrease fromthe 1960s when nearly one-third of all wastein the U.S. went up in flames, but an in-crease since the late 1980s, when less thanten percent of U.S. waste was burned.Incineration has fluctuated in prominencethroughout its history in this country,largely due to changing public perceptionsabout its safety. In recent years, improvingpollution control technology has led to aresurgence in incineration as a waste man-agement strategy. As of 1989, there were 167incinerators operating in the United States,with 25 more under construction and 94 inthe planning stages. By 1995, it is estimatedthat incinerators will handle 20% of themunicipal solid waste stream.

The vast majority of existing incineratorsemploy waste-to-energy technology. Overone million homes in the United States use

electricity that is generated in waste-to-energy plants, and this number is increasing.

Maine incinerates a large portion of itswaste. In 1991, 37% of Maine waste wasincinerated, over double the national aver-age. This means more waste is incineratedin the state than landfilled!

Four of Maine's five incinerators operatingin early 1993 were waste-to-energy plants.According to a spokesman, Regional WasteSystems in Portland, for example, generates20% of the residential electricity demand forits 20 member municipalities, nearly 100,000megawatt hours each year.

What Happens in an IncineratorThere are two major kinds of incineratorsoperating in the United States today. Bothkinds can burn up to 3,000 tons of waste perday. Three-fourths of all incinerators arecalled mass burn incinerators. These plantsburn virtually the entire waste stream,including metals and glass, in high-tempera-ture furnaces. Only a tiny fraction of thewaste stream is culled out before incinera-tion, including white goods such as discardedrefrigerators and washing machine's and anyobvious hazardous materials such as automo-bile batteties. These rejected materials arerecycled or sent to landfills for disposal.

Refuse-derived fuel (RDF) incinerators cullout 5-8% of the waste stream before incin-eration with a series of sorting machines. Aswaste is delivered to the facility, it is put ona conveyor belt and passed through a seriesof grinders and hammers which smash thewaste into small pieces. Strong magnetsseparate out ferrou:-, metals and complexscreen systems cull out glass and othernoncombustible materials for recycling orappropriate disposal. The remainder of thewaste, made up of mostly plastics, paper, andother organic materials, can be stored orburned in a high-temperature furnace. Ingeneral, RDF plants are more expensive tooperate than mass burn incinerators, due tothe additional machinery that they require.However, they provide a more efficient fuelfor incineration than mass burn plants, andRDF plants can recycle the materials that areculled out of the waste stream.

212 TO ASUS I AIN, .141.1.

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218 I'M !MAYS I )SUSTAINABLE FUTURE

0 Incineration

The furnaces in both mass burn and RDFincinerators operate on the same principles.Waste materials are fed into a furr ace on aconveyor belt where they burn at high tem-peratures in an oxygen-rich environment.Ash drops to the bottom of the furnace (calledbottom ash), is cooled, and is mechanicallyremoved. Heat, gases, and airborne particles(called fly ash) that are produced in thecombustion process flow through a series ofpollution control devices and are filtered outor released into the air. The ash that isproduced in the incineration process isusually buried separately in specializedlandfills called monofills or ash fills.

In war ce-to-energy incinerators, the heatthat is generated from burning wastes heatsup a boiler which produces steam. As inmost nuclear, oil, and coal-fired power plants,this steam is then used to drive a turbine,which produce electricity.

Incineration HazardsIncinerators utilize extensive modern tech-nology to operate safely and within environ-mental safety limits. However, they arepotentially hazardous in a variety of ways.Both the smoke generated by burning wasteand the ash leftover after incineration havemany hazardous components. The smokecontains large quantities of several gases thatare considered atmospheric pollutants. Theyinclude carbon monoxide, nitrogen dioxide,sulfur dioxide, and a variety of hydrocarbongases which are major contributors to urbansmog and acid rain.

The smoke from waste combustion alsocontains toxic heavy metal ions such as lead,mercury, and arsenic. When metallic wastessuch as batteries are incinerated, some of themetals are transformed from relatively stableforms to unstable, free ions. In this form,they are quite toxic to humans; most arebelieved to be carcinogenic and many havebeen linked to a variety of other digestive,nervous, and respiratory disorders.

Thirdly, the smoke in an incineratorfur--.ace contains minute amounts of otherhazardous gaseous compounds, most notablydioxins and furans. These are chemicals thatarc believed to be among the most toxic

chemicals in the world, producing adversehealth effects in animals even in extremelylow concentrations..

In addition, smoke from waste combustioncontains a variety of particles which arecarried by the hot, rising gases. Some ofthese particles are actually airborne ashes,called fly ash. Studies have shown thatheavy metals and dioxins can adhere to ashand other particulates in significant quanti-ties. All airborne particles (particulates) lessthan 10 microns wide are a health hazard ontheir own, too, contributing to a variety ofrespiratory diseases in humans and animals.

Finally, when ash is landfilled, it is fairlystable, but it can pose the same problems ofleaching contaminants into ground andsurface water that municipal solid wastelandfills pose. The ash that is produced inthe incineration of municipal solid waste isalso toxic; both bottom ash, collected fromthe bottom of the furnace after incineration,and fly ash. Both fly ash and bottom ashcontain toxic compounds.

Pollution ControlsFortunately, the potential hazards of incin-eration can be controlled in a variety ofways. Each individual incinerator is man-aged differently, but all are required to meetcertain pollution standards designed toprotect public health. Pollution standardsare set by the EPA on a national level, butmany states, including Maine, set their own,tougher standards. As of 1993, maximumpermissible levels for seven criteria pollut-ants in incinerator emissions had beenidentified by the EPA. (While there are morethan seven toxic substances produced inincineration, these seven pollutants serve asindicators of the overall cleanliness of theemissions.) The methods of pollutioncontrol mentioned here are some of the mostcommon methods used in incinerators.

First, metals and other materials that maybecome toxic if burned can be separated outof the waste stream before combustion, as inRDF incinerators. This ensures a moreefficient fuel source for these incineratorswhich produce less harmful emissions.

213

Secondly, a high temperature can bemaintained in the furnace, which encouragescomplete combustion of all materials. Aircan be forced into the furnace by huge fansthat keep the fire raging. The gases releasedin complete combustion are less toxic thanfumes from 'low' temperature combustion;in particular, high temperatures are lesslikely to produce dioxins.

The gases that are released during even themost complete combustion are still harmful,however, and they contain toxic fly ash andother particulate matter. In all incinerators,they pass through a series of scrubberswhich make the gases safe enough to beemitted into the air. There are many differ-ent types of scrubbers. Wet/dry scrubbersspray a limewater slurry into the hot gases asthey emerge from the furnace. The calciumin the lime reacts with any acid gases and

Typical Mass BurnWaste-to-Energy Incinerator

Typical Mass BurnWaste-toEnergy Incinerator

transforms them into relatively harmless solidcompounds which can be collected andlandfilled. Baghouse filters mechanicallyfilter particles out of the incinerator exhaust.Electrostatic precipitators remove particles bymeans of a powerful electric charge.

Through a variety of methods, then, theemissions from incinerators are made safeenough to meet pollution standards. Unfortu-nately, all the hazardous materials (e.g. heavymetals and dioxins) that are filtered out of thegases by pollution control devices end up inthe residues leftover after the incinerationprocess is complete (bottom ash, fly ash,calcium compounds, particulates, etc.).Scrubbers do not eliminate pollutants; theymerely capture them before they can beemitted into the air. This makes it clear whyincinerator ash and other residues must bedisposed of appropriately, in secure facilities.

Steamt\Generator

1rjTin bine

Water-WallBoiler

Scrubber

Electricity

Stack

Baghouse

WasteStorage Pit

Ram Feed !

SystemCombustionAir System

Bottom AshCollection

Fly A51 Collection

U S Fnvironmental Ptntection Agency

Note: The illustration represents a typical mass burn incinerator. Refuse Derived Fuel (RDF) Incineratorsuse a process which differs dramatically at the "front end." RDF plants separate the waste and remove recyclablesbefore the fuel enters the incinerator.

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220 ZsriTAYAI,i.FEIFtTURE

0 Incineration

Incineration CostsIncineration has typically been a very expen-sive method of waste management. The costto construct a large new incinerator that willmeet all EPA and state regulations can runinto the hundreds of millions of dollars.Incinerators have high operating costs, too,due to the complex machinery that theyrequire and the expenses associated with ashdisposal. These costs can be partially offsetby electricity generation in waste-to-energyplants, but incinerators receive income bycharging a tipping fee to dump wastes at theincinerator. Because incinerators are expen-sive to operate, tipping fees charged atincinerators tend to be higher than thosecharged at landfills. In Maine, tipping feesare similar for both landfills and incinerators.The four large incinerators in the statecharge an average tipping fee of $45 per ton(1993); the largest landfills in the state chargetipping fees of approximately $55 per ton.

ConclusionIncineration can be an alluring method ofwaste disposal. By reducing the volume ofwaste that must be landfilled, it provides apartial solution to the pressing problem oflandfill shortages. It can produce energy as aby-product. However, some argue thatincineration works against more importantsource reduction and recycling effortsbecause int_ tnerators require huge volumes ofgarbage every day to keep operating. Forexample, many incinerators requife townsthat bring their waste for incineration to sign'put or pay' contracts which guarantee thatthe towns will deliver the same amount oftrash every year or pay for it anyway. Thus,incineration does not encourage us to changeour lifestyles to produce less waste. Further-more, it requires expensive technology to besafe and, like most major industrial opera-tions, it does carry some risk. How m echrisk it carries is hard to quantify accurately.Certainly as the technology in incinerationimproves, it will become safer.

BIBLIOGRAPHYArticles1. "Managing Solid Waste," by Philip

O'Leary, Patrick W. Walsh, and Robert K.Ham, Scientific American, December.1988, pp. 36-42.

2. "Incineration: The Illusive Panacea," byTamara Risser, Habitat, March 1987, pp.21-25.

3. "The Role of Incineration in IntegratedWaste Management - The Total Story," byK. C. Lee, article for presentation at the1991 West Virginia Earth Day Symposium,April 20, 1991, published in the Coalitionfor Responsible Waste Incineration Infor-mation Kit.

Books and Pamphlets1. "Incinerator Ash," by Marquita K. Hill,

Chemicals in the Environment Informa-tion Center, University of Maine Coopera-tive Extension, December 1991.

2. War on Waste, by Louis Blumberg andRobert Gottlieb, Island Press, Washington,D.C., 1989.


4. Waste: Choices for Communities, editedby Susan Boyd, Burks Lapham, andCynthia McGrath, Concern, Inc., Septem-ber 1988.

5. Characterization of Municipal SolidWaste in the Unites States, 1992 Update,Executive Summary, U.S. EPA, July 1992.

Additional Resources1. Interviews with Eric Root, Director of

Material Recovery, Regional Waste Sys-tems, Portland, Maine, April 9 and 14,1993.

2. "The Waste Watcher", Maine WasteManagement Agency Newsletter, Decem-ber 1992.

3. Additional statistics from the MaineWaste Management Agency.

2 1 5

Landfilling

IntroductionLand disposal is the oldest and mostcommon form of waste management inthe United States. Until the second half

of this century, waste was deposited in opendumps, literally exposed piles of garbage;today waste is taken to specific landfill sitesfor disposal. When wastes are taken to alandfill, they are dumped, compacted, andcovered with soil. Over a long period of time,materials may begin to decompose in thelandfill, but in general, the wastes remain inthe ground more or less intact for many years.Studies have found perfectly legible newspa-.pers that have survived for two decades inlandfills, next to whole apples and chickenbones with meat still on them!

While land disposal has been the solutionto our waste problems for many years, theyhave always presented a number of problemsto people and the environment. They canproduce odors, provide a breeding ground forundesirable insects and disease, attractanimals, and contaminate air, water, and soil.These problems were rampant in the opendumps that existed throughout the country inthe early 20th century, although most con-cerns can be addressed today through moderntechnology. Even the most technologicallyadvanced landfills, however, have a signifi-cant impact on their local environment.

Where We Are NowIn recent years, the amount of availablelandfill space in the United States has de-creased rapidly. This has happened for threereasons: 1) many existing landfills havereached maximum capacity and have beenforced to close due to lack of space; 2) manyexisting landfills, opened before strict federaland state regulations were in place, have beenshut down based on environmental concerns;3) strong public opposition has prevented theconstruction of many new landfill facilitiesthat will meet all regulations. Fifteen yearsago, over 20,000 landfills existed in theUnited States. In 1992, there were fewer than5,000.

This decline in landfill space nationally isquite alarming in light of the fact that theamount of trash Americans produce contin-ues to increase every year, and according toBioCycle magazine, in 1992 over 70% of thismunicipal solid waste was destined forlandfills.

Maine has managed to buck this nationaltrend to some extent. While the state hasclosed most landfills which don't complywith environmental regulations, landfills inMaine receive only 35% of the state's mu-nicipal solid waste, about half the nationalaverage. This is due to Maine's high rates ofincineration and recycling. Furthermore, thetotal amount of waste generated annually inMaine has decreased slightly in recent years.

The Maine Waste Management Agencyprojects that the state will continue tolandfill less and less waste in the future asincineration and recycling continue toincrease. The state goal for 1994, was tolandfill just 15% of its municipal waste.

Landfilling CostsOne reason land disposal has historicallybeen the primary method of waste manage-ment in the United States is that it wasinexpensive. Before federal and state govern-ments began to regulate landfills, trash wasdumped in city or county dumps for nominalfees. Today, landfills must be designed,constructed, managed, and monitored w tthexpensive equipment and heavy machinery.A 1990 study conducted for the state ofMichigan estimated development andconstruction costs for a state-of-the-art 80-acre landfill to exceed $30 million! Opera-tion costs can approach hundreds of thou-sands of dollars annually, and closure andpost-closure costs have been estimated atnearly $5 million over thirty years. In short,landfill ing is no longer cheap! As a result,landfill tipping fees, the prices charged fordumping trash in landfills, are increasing inmost parts of the country. Maine's largestmodern sanitary (or secure) landfills chargetipping fees of approximately $55 per ton.

216

VATIMAYS TO AsOS FAINARLE HOOKE 221


222 l'A f MAY', "I ASUS TAMABLE I UTURE

0 Landfilling

What Happens in a LandfillWastes are generally delivered to modernlandfills in garbage trucks. Wastes aredumped, compacted, piled ten to thirty feethigh and covered with soil. At the end ofeach day, any exposed waste is covered withadditional soil. In this way, wastes areburied in cells, distinct areas separated bysoil. After the entire surface of the landfill iscovered with one layer of waste, additionalcells can be constructed on top of the wastes.Some landfills are built up nearly 100 feetabove the level of the surrounding land.When a landfill reaches capacity, it must becovered with several additional feet oftopsoil, and the surface can be replantedwith vegetation. Many closed landfills havebeen used as parks, golf courses, or recre-ational areas.

Landfill HazardsMost landfills pose the threat of contaminat-ing groundwater, especially in Maine wherethere is a high water table and regularprecipitation. When rainwater percolatesthrough the materials in landfills, it becomescontaminated and seeps into the groundbelow as leachate. The leachate becomesacidified in the landfill through biochemicalprocesses and consequently can carry toxicmaterials out of the wastes and into theground. In particular, heavy metal ions canhe leached out of wastes and into groundwa-ter, streams, or lakes.

Some decomposition of wastes does occurin landfills. One by-product of this biologi-cal breakdown is methane gas. Methane isan atmospheric pollutant, is potentiallyexplosive, and can kill vegetation on closedlandfill sites by starving plants of oxygen.Other gases that are produced by the biologi-cal breakdown of wastes include carbondioxide and hydrogen sulfide.

There are other less serious nuisancescaused by landfills. If they are not properlymaintained, they often attract animals whoscavenge for food. They can also produceodors and are unsightly additions to anylandscape while in active use.

The Modern "Secure" LandfillModern landfills are sometimes referred to assecure landfills due to their sophisticateddesign which aims to minimize environmen-tal risks. Under cunt nt EPA regulations,new landfills are required by law to beconstructed with a clay and/or plasticcomposite liner on the bottom which will beimpermeable to leachate. Landfills that havethis liner are called secure landfills. Rainwa-ter can also be diverted from the landfillwith the installation of plastic caps orcovers, which helps to minimize leachateformation. Any leachate that does form in'secure' landfills must be collected in pipesat the bottom and pumped up to the groundfor treatment. Modern landfills are alsorequired to have wells drilled adjacent to thesite which are monitored for any signs ofcontamination.

Methane gas management i, also regulatedby the EPA. At most landfills, methaneproduction is simply monitored to insureproper venting into the atmosphere. Somelandfills collect methane and burn it off as awaste product; a few landfills even collectthe methane to burn for the purpose ofgenerating electricity.

Unfortunately, these and other technologi-cal advances are not standard features on alllandfills. Current EPA regulations notwith-standing, many landfills that opened yearsago continue to operate without any meansof controlling leach ,te or methane. As of1988, before the current EPA regulationswent into effect, it was estimated that only25 percent of existing U.S. landfills moni-tored groundwater for leachate contamina-tion, only 15 percent had clay or syntheticliners, and just 5 percent collected leachatefor treatment.

ConclusionThe technology that is making landfills saferand less offensive is truly a double-edgedsword. It makes disposing of wastes in theground environmentally acceptable, butaccepting this convenient m(a hod of discard-ing our refuse may blind us to alternativewaste management strategies such as recy-

21'(

Modern Secure Landfill

Final Cover Daily CoverClay Layer

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cling and composting which may ultimatelybe more environmentally sound. Further-more, as sanitary landfill technology be-comes more sophisticated, environmentalprotection will come at a higher price.

Ultimately, no amount of technology willchange the fact that landfills put valuableresources into the ground where they cannotbe reused. It is only when we put materialsinto the ground that they truly become'waste.' Landfilling, then, is really a lastresort for dealing with solid waste. Accord-ing to the EPA, it is the least attractivemethod of waste disposal after waste reduc-tion, reuse, recycling, composting, andincineration. The days of dumping wastebecause it is simple and cheap are long sinceover.

BIBLIOGRAPHYArticles1. "Closure and Post-Closure Costs," by

Robert.T. Glebs and Ted Juszczyk, WasteAge, March 1990, pp. 40-48.

2. "Sanitary Landfill Costs, Estimated," byJames Walsh, Waste Age, March 1990, pp.50-54.

3. "Caught by the Rising Tide," by DonaldM. Kreis, Habitat, March 1987, pp. 12-16.

4. "Managing Solid Waste," by PhilipO'Leary, Patrick W. Walsh, and Robert K.Ham, Scientific American, December1988, pp. 36-42.

5. "The State of Garbage," by RobertSteutevillc and Nora Goldstein, BioCycle,May 1993, pp. 42-50.

Siting Office, Maine Waste Management Agency

Books and Pamphlets1. Landfills and Municipal Solid Waste in

Maine, by George K. Criner, John M.Halstead, Elizabeth Curtin, and Steven C.Deller, Maine Agricultural ExperimentStation, University of Maine, Bulletin 835,August 1991.

2. War on Waste, by Louis Blumberg andRobert Gottleib, Island Press, Washington,D.C., 1988.

3. Waste: Choices for Communities, editedby Susan Boyd, Burks Lapham, andCynthia McGrath, Concern, Inc., Septem-ber, 1988.

4. Characterization of Municipal SolidWaste in the United States, 1992 Update,Executive Summary, U.S. EPA, July 1992.


Additional Resources1. Interview with John James, Office of

Siting, Maine Waste Management Agency,April 8, 1993.

2. "The Waste Watcher", Maine WasteManagement Agency Newsletter, Decem-ber 1992.

218PATI IWAYS TO A

ruRE 223

224 TIVI-MYAITFAUTI3 RE

Household Hazardous Wastes

IntroductionAny material is considered hazardous ifit is reactive, ignitable, toxic, radioactive, or has dangerous biological

characteristics. Hazardous wastes have beenfront-page news for several years and strictfederal laws are now in place to regulate thedisposal of hazardous wastes produced byindustrial and commercial generators.Hazardous wastes produced at home areexempt from federal or state disposal regula-tion, yet there are few local facilities orprograms which allow homeowners to safelydispose of their hazardous wastes. As aresult, the disposal of household hazardouswaste in household trash or sewage systemscan contaminate the air, soil, and groundwa-ter.

All citizens must understand the dangersof improper waste disposal and work tocreate acceptable disposal options. The mosteffective strategy to address householdhazardous wastes is to reduce the amount ofwastes produced in the first place and toreduce the toxicity of those wastes. Thereare many effective alternatives to hazardousmaterials used in the home to help us allreduce household hazardous wastes at homeand at school.

Where We Are NowThe average American generates 15 poundsof household hazardous waste each year.This accounts for 1-2% of the municipalsolid waste generated in the United States.Because these wastes are exempt fromfederal and state hazardous waste regulation,most of this waste goes improperly to localdisposal facilities, sewage treatment plants,septic systems, or down storm drains. Thesedisposal methods pose environmental andpublic health problems.

Some states are making efforts to reducethe environmental impact of householdhazardous wastes by eliminating certainwastes from landfills, by setting up material-specific collection' , by educating consumers,

and by requiring manufacturers to reduce thehazardous material content in consumerproducts. Collection programs for hazardousmaterials have bef.i initiated in many statesand communities around the country.Maine has a number of local service stationswhich collect and recycle waste oil. Thereare new regulations for manufacturers toreduce the heavy metal content in alkaline,nickel-cadmium (ni-cad), and button batter-ies. A few towns-in Maine have conductedhazardous waste collections, yet there are noregular community collection programs forhazardous wastes. Maine law requires theMaine Waste Management Agency to de-velop a plan for collecting hazardous wastesfrom households and small quantity genera-tors by July 1, 1995, yet this program hasgone unfunded.

Production and disposal of hazardouswastes are as much a problem in schools asthey are for households. Schools use house-hold and industrial strength cleaners, sol-vents, polishes, paints, and pesticides whichcan be hazardous to custodial staff, teachers,and students. These materials must bedisposed of properly to avoid contaminatingthe environment. In addition, schools oftenstock hazardous chemicals for science, art, orvocational classes.

Since state and federal laws protect em-ployees in the workplace, hazardous materi-als in all schools are regulated by the Occu-pational Safety and Health Administration(OSHA) and monitored by the Maine Depart-ment of Labor and the Department of Educa-tion. The Industrial Safety Division of theDepartment of Labor provides training forschool personnel involved with the handlingand disposal of hazardous substances.

In 1989, the Bureau of Public Improvementinitiated a major hazardous materials clean-up in Maine schools. This process requiredeach school to inventory hazardous materialsand remove unnecessary chemicals anddangerous products. Many extremely haz-ardous and potentially explosive materialswere removed from storerooms and guide-

213

lines were established to limit the re-accu-mulation of these materials. Now, schoolofficials are required to list all hazardousmaterials used in each building and updatethe inventory annually. Schools are notallowed to purchase more than a 2-yearsupply of any hazardous substance and arerequired to inventory household productspurchased in industrial quantities (case lots.)Usually the supervisor of buildings andmaintenance for the school district or thetransportation manager keeps the invento-ries along with the required Material SafetyData Sheets for each hazardous substance orproduct.

What Materials Are Hazardous?Most information on household hazardouswaste considers only hazardous materialswhich are corrosive, reactive, flammableand/or toxic. Radioactive and infectiousbiological wastes are not usually consideredin the household hazardous category al-though there are some consumer productsthat contain small amounts of radioactivematerial, notably smoke detectors. Manufac-turers of household smoke detectors arerequired to accept used units for disposal.Televisions actually produce small amountsof ionizing radiation (X-rays), though they arenot radioactive themselves. For infectiouswastes, the health care industry has strictguidelines to prevent the spread of AIDS, theHepatitis B virus, or other biohazards.School personnel are trained to handlebiological wastes that could possibly beencountered in school settings. Baby diapersand other sanitary products are also poten-tially infectious waste. The corrosive,reactive, flammable and/or toxic materialsusually considered as household hazardouswaste are much more common and problem-atic in home and school settings.

Hazardous materials are classified accord-ing to their harmful characteristics. Manyproducts have more than one of these charac-teristics:

Corrosive materials destroy metal surfacesor burn living tissue. They can be highlyacidic or caustic. Examples include draincleaners, toilet bowl cleaners, oven cleaners,batteries, pool chemicals, and chlorine bleach.

Reactive materials can generate heat andbecome explosive when they react withsubstances around them, and may create toxicfumes. Examples include picric acid (used insome science labs) welding material, certainpesticides (zinc phosphate), and bleach clean-ers.

Flammable materials can burst into flameswhen they come in contact with sparks orflames. They have a flash point of less than140° F. Examples include motor oil, gasoline,oil-based paints and lacquers, paint strippersand thinners, some nail polishes, hair sprays,and other aerosol products.

Toxic materials cause illness, injury ordeath through ingestion, inhalation, or absorp-tion. They can cause immediate or long termhealth problems. Examples include paintstripper, pesticides, antifreeze, wood preserva-tives, furniture' polish, and silver polish.

For practical identification, householdproducts are often grouped into Cleaners, CarProducts, Pesticides, Paints and Solvents,Other Household Products (batteries, finger-nail polish, rubber cement.

Household hazardous products can causeproblems both when they are being used andwhen they are discarded. Precautions shouldbe taken to prevent exposure to dangerousproducts, especially by folldwing recommen-dations for ventilation and preventing expo-sure to skin or eyes. Material Data SafetySheets (MSDS), which detail use and disposalprocedures, are available for most commercialproducts. Flinn Scientific has developedMSDS's for science teachers (P.O. Box 219 131Flinn St., Batavia, IL 60510-0219, 321 -879-6900.) Labels on household products providemuch of the same information as the MSDS,although in less detail, and usually include atelephone number for more information.

220PATHWAYS TO A .125

SUSTAINABLE FUTURE &




Household Hazardous WasteDisposalUnfortunately, most household hazardouswastes end up being thrown out with theregular trash, poured down the drain,dumped on the ground, or dumped down astorm sewer. These unsafe disposal methodsare extremely harmful to the environmentand can contaminate septic systems, surfacewater, or groundwater.

The only -approved methods for disposal ofmost hazardous wastes are to recycle orreclaim them, to incinerate them in a haz-ardous waste incinerator, to neutralize thecomponents chemically or biologically, or tosolidify or stabilize the waste throughchemical reaction before it is landfilled.This disposal is done at licensed hazardouswaste facilities using the appropriate tech-nology for each specific hazardous material.Recent studies indicate that people down-wind of hazardous waste incinerators havedeveloped a variety of health problems.Although there are no conclusive links,researchers suspect there are dangers associ-ated even with the "approved" disposal ofhazardous waste (Science News, 1993.)

The Worst OffendersAlthough Waste Oil is not a hazardoussubstance in the legal sense, it is a waste ofspecial concern. Waste oil is the largestsingle source of oil pollution in U.S. water-ways as most improperly disposed oil even-tually finds its way into water sources. Oildiscarded in landfills can leach into ground-water. Oil dumped on the ground or instorm drains can contaminate ground waterand surface water.

Waste oil can be used as fuel in waste oilfurnaces and can be recycled. In Maine, oilis collected by many businesses, auto servicestations, and recycling centers. At somecollection sites a fee may he charged foraccepting waste oil.

Waste Paint accounts for 50-80% of thehazardous waste dumped by individualhouseholds. When disposed of improperly,paint can pose serious threats to human

221

health and the natural environment. Latexpaints are less hazardous than oil-basedpaints, but they still contain toxic sub-stances and should be handled carefully.Reduction, reuse, and recycling are the onlypractical methods.available for disposing ofwaste paint, and these methods are generallyavailable only for latex paints. Communitiesor civic groups can set up paint exchanges orcollect latex paints for mixing and reusing. Ifthose programs are not available, it is recom-mended to use up excess paint or give it tosomeone who can.

Most of the 2.7 billies i household batteriesused by Americans each year end up inhousehold trash which is landfilled orincinerated. Many batteries contain heavymetals such as mercury, cadmium, lead, andzinc. Currently, there are no collectionprograms for household batteries, but aMaine law has been passed (1992) thatrequires manufacturers to reduce the amountof mercury allowed in alkaline batteries.The law also bans mercury-oxide (button)batteries (1993) and bans the addition of anymercury in the manufacture of alkalinebatteries by 1996. Large users like commu-nication facilities and hospitals are requiredto collect and recycle mercuric oxide button,rechargeable nickel-cadmium, and recharge-able small sealed lead-acid (used in emer-gency lighting) batteries.

What Else Can Be DoneThe safest method of dealing with hazardouswaste is not to create it in the first place.Many industries are finding alternatives tousing hazardous materials in manufacturing.Consumers can find less toxic alternatives tomany of the products they use. Schools aswell should avoid hazardous products andfind alternatives which will not harm theenvironment.

Taking Inventory: Before consumers canreduce their use of hazardous materials, theyneed to know what hazardous materials theyhave on hand and what hazardous waste theyproduce. An inventory of the hazardoussubstances in the home or at school is

essential. At school, the hazardous materialsinventory should be on file and is required tobe updated annually. Often; miscellaneouscleaners or art materials are not counted inthe school inventory. These can be added tomake a complete listing of hazardous materi-als in the school.

Safety precautions should be taken duringany inventory of hazardous materials.Students should be supervised by an adult.Do not open any containers; instead, use theinformation on the product labels. Do notshake containers. Be sure the materials arebeing stored properly. In school, consult aMaterial Safety Data Sheet for each chemicalin the storerooms.

Purchasing: Buy products that are non-toxic, read the labels, and compare products.Use non-toxic alternatives, since specializedproducts are often unnecessary. Buy only theamount of material that you need for the job.Buy non-aerosol products since aerosolscreate mist which can be inhaled and can beharmful.

Product Use: Use products in well venti-lated areas and avoid breathing fumes. Wearprotective clothing. Never mix products,such as ammonia and chlorine bleach, twocommon chemicals in cleaning products,which when combined produce deadlyfumes. Use only the recommended amountfor each job.

Storage: Store household chemicals in asafe place and keep them away from chil-dren. Keep containers securely closed. Keepproducts in their original containers. Ifcontainers leak or corrode, place the oldcontainer and contents in another, leak-proofcontainer.

Disposal: Use a product completely sothere is nothing leftover to throw away.Donate leftover paints to a charitable groupor another school, making sure the packageis well labeled. Take used oil to an oilrecycler (service station) near you. Collectrechargeable, ni-cad, and small sealed lead-acid batteries for recycling. Never pourharmful chemicals down the drain or on theground.

The only appropriate disposal of mosthazardous materials is through a licensedhazardous waste hauler at an approvedfacility. Schools and school districts cancontract with a licensed hauler to removehazardous materials for safe disposal.

Organize a community hazardous wastecollection program. If there is strong com-munity support, single-day-collections canbe arranged by contracting with a licensedhazardous waste hauler. The Department ofEnvironmental Protection recommendscontacting their Licensing and EnforcementDivision for guidelines to organize thecollection day. Collection days can be veryexpensive because of the disposal costs ofhazardous materials, but they are an impor-tant step towards removing hazardousproducts from the home. Contact the MaineWaste Management Agency to determine thecurrent status of other hazardous wastecollection programs.

ConclusionHazardous wastes have become a problem-atic component of the waste stream. Oncecreated, they are expensive to dispose of anddifficult to handle properly. Therefore, thebest strategy for reducing the dangers ofhazardous wastes in the home and in schoolis to avoid the purchase and use of productswhich contain hazardous materials. Thereare non-hazardous alternatives for most ofthese products.

To the extent that hazardous materials arenecessary, they should be completely used,recycled, or disposed of through a licensedhandler. Proper disposal of these materialswill protect land, water, and people frompollution. We must all take responsibility toreduce our dependence on hazardous prod-ucts and ensure the proper disposal of haz-ardous wastes.

222 SUSTAINAPATHWAYS

BLFUTURETO A 227a

BackwoundInformation



BIBLIOGRAPHYCurriculum GuideTeaching Toxics, Creating Solutions toHousehold Pollution, Association of Ver-mont Recyclers, Montpelier, VT 1992.

Government RegulationDocumentsHandbook for Maine's Hazardous WasteGenerators, Maine Dept. of EnvironmentalProtection, Augusta.

Maine Bureau of Labor Standards HazardCommunication Compliance Kit: Trainingdocument of the Occupational SafetyEngineer, Bureau of Labor Safety Division,Station #82, Augusta. Revised 8/91.

2 2 3

Pamphlets, Articles, and FactSheets"Hazardous Incinerators?" Science News143:21, p.334. May 22, 1993.

"Household Hazardous Substances/House-hold Hazardous Waste," Marquita Hill,Chemicals in the Environment InformationCenter, University of Maine, Orono. (infor-mation paper).

Maine Waste Management Agency FactSheets:

a. Household Batteries, January 1993b. Household Hazardous Waste, January

1993c. Waste Oil Recycling, January 1993d. Waste Paint, January 1993

"Minimizing Household Hazardous Waste,"Ginia Bellafante, Garbage Magazine, March/April 1990.

"The World Is Full of Toxic Waste. YourHome Shouldn't Be," Natural ResourcesCouncil of Maine. Augusta.

I Instructional Resources

40 Low Waste/Low Risk Experiments for High SchoolChemistryI. Weston Welch Publishers,Portland, ME; 1994Contact: David DouginChemSafc Consulting, Inc.P.O. Box 332Mapleton, ME 04757(207) 764-5387

This manual was developed to reduce both student exposureto hazardous chemicals and the quantity of hazardous wastegenerated in chemistry experiments. The scope of theexperiments and quality of the outcomes are comparable totraditional methods. Non hazardous substitution andmicroscaling are utilized to achieve meaningful quantitative andqualitative results. The manual is designed to interface withexisting textbooks. Student text $9.95, Teacher text S11.95.

Canadian Environmental EducationCatalogueThe Pembina Institute of Appropriate DevelopmentP.O. Box 7558Drayton Valley, Alberta TOE OMOCanada(4031 542 -6272

This is a comprehensive catalog with 34 environmentaltopics. It covers books, videos, films, posters, games, music,magazines from the U.S. and Canada; short descriptions of eachresource with notes on focus area and suggested uses, readinglevel, ordering information. Updated annually. $55 (plus $10shipping to the U.S.I, computer subscriptions available for 5120.

Composting: Wastes to ResourcesLeader's Guide to Community ActionRecycling: Mining Resources from TrashWaste Management Fact Sheet SetWhat About WasteContact: Resource Center-GPCornell University7 Business and Technology ParkIthaca, NY 14850(607) 255-9946

Fact sheets on plastics, composting, incinerators, options forwaste prevention. Order # 174WMSET, 510.25. What AboutWaste is a booklet describing waste issues. Order # 147WAW,$3.00. Recycling: Mining Resources from Trash includes 5posters (aluminum, glass, paper, plastic and Watching YourWaste.) Order It 174RMT, $8.00. Leader's Guide order #1595115, $2.85. Composting includes 2 posters: How DoesComposting Work? and Best Compost. Order 8 147CWRF,$8.00.

Conservation Foundation Publications and Film List1717 Massachusetts Ave., NWWashington, DC 20036

Write for catalog.

Earth to Kids, Consumer Reports TV (video)Contact: Consumer Reports TV256 Washington St.Mt. Vernon, NY 10553(914)378.2000

This is an interesting video which compares the envire. men-tal impact of brand-name products. It gives student .v clearidea of what to look for in purchasing products, and helps themmake decisions about what they might "need" or might he ableto do without to help protect the environment

Crafts from TrashWisconsin Dept. of Natural Resources; 1984Contact: Wisconsin Dept. of Natural ResourcesBureau of Solid Waste Management, Bureau of Information andEducationMadison, WI 53703

E: The Environmental MagazineContact: Earth Action NetworkEnvironmental MediaP.O. Box 1016Chapel Hill, NC 27514(8001368-3382

E Magazine is an award-winning clearinghouse of environ-mental information and commentary. It offers teachers andstudents thorough and thoughtful articles and additionalresources for more information. Bimonthly (8 issues) $14.941year. Offered at 2.5% discount through Environmental Mediacatalog. Also available from E: The Environmental Magazine,P.O. Box 5098, Westport, CT 06881.

Ecol-O-Kids Catalog3146 ShadowTopeka, KS 66604(800)423.7202

Provider of books, videos, teaching materials coveringEcology (including waste issues), Environmental Classroom,Endangered Animals, Water, Rain Forest, Forest, Antarctica

The Environmental ShopperContact: Pennsylvania Resources Council25 West 3rd StreetMedia, PA 19063

This instructive booklet is a list of products that use recycledpackaging, 52.00.

Environments and Ecology CatalogCornell UniversityAudiovisual Resource Center8 Research ParkIthaca, NY 1485016071255-2080

Annotated list of films, filmstrips, tapes, and publications

Garbage: The Practical Journal for the EnvironmentContact: Dovetail PublishersThe Blackhorn Tavern2 Main StreetGlouster, MA 01930(508) 283-3200

Garbage contains informative articles which cover a varietyof solid waste issues. The editorial position tends to emphasizetechnical solutions to environmental problems and minimizesthe significance of some issues.

Hand Papermaking: Recycling Education at Its Best1800) 277-1424

This is an article that appealed in Resource RecyclingMagazine showing how children can make their own recycledpaper. Includes a list of equipment suppliers andpublishers. Call for a copy.

How to Make Treasures From Trashby Art's Arleen EcksteinHeathnide Press, Great Neck, NYContact: Heathnide Press, Inc.Great Neck, NY 11021


PATHWAYS TO A 229SUSTAINABLE FUTURE &

Resources

230 itig.;;;AYxsB7.1) Et-ru RE

Instructional Resources

How to Start a School Recycling ProgramCouncil for Solid Waste SolutionsSuite 4001275 K St., NWWashington, DC 20005(800) 2-HELP-90

Step-by-step plan to set up a school recycling program.Includes case studies.

IKANTU - I Can Too! (game)by Deborah Boccanfuso; 1992Darien, CT(203) 847-4387

IKANTU is a card game developed by Deborah Boccanfuso, ateacher at a Darien, CT middle school. It is a fast-paced gamebased on recycling where players "recycle" brightly colored"recyclable item" cards to earn points. Grades 3 and up.

Keep It Green GameEnvironmental MediaP.O. Box 1016Chapel Hill, NC 27514(800) 368-3382

Keep It Green is a cooperative learning game of environmen-tal awareness for children and adults. Players attempt to reachPlanet Earth while it is still green and living. Those who reachthe planet first are encouraged to return to help others. Game$24.95, manual $5.95.

The Kid's Guide to Social Actionby Barbara Lewis; Free Spirit Publishing, Minneapolis; 1991Contact: Free Spirit Publishing, Inc.400 First Avenue North, Suite 616Minneapolis, MN 55401(612) 338-2068

The Kid's Guide to Social Action is subtitled "How to solvethe social problems you choose - and turn creative thinking intopositive action." It contains inspiring accounts of how kids andschool classes have taken action steps to effect real change intheir communities and beyond. The guide focuses on specificskills, many of which are briefly described in Pathways to aSustainable Future - Letter writing, interviewing, mediacoverage, fundraising, campaigning changing laws, and more.This is a very effective book!

The Lorax (video)Contact: Michigan MediaUniversity of Michigan400 Fourth St.Ann,Arbor, Ml 48103-4816

Video fur all ages. This is an animated Dr. Seuss film aboutthe destruction of natural resources and resulting pollution.Available for rent.

Maine Waste Management Agency ResourcesState House Station # 154Augusta, ME 04333(207) 287.5300 or (800) 662-4545

The MWMA office maintains a supply of up-to-dateinformation sheets and background material available forcitizens. Items recommended for classroom teacher use arelisted here. New ones are being produced regularly. Request acomplete list of items available.Publication.%

Model Graphics - reproducible clip art and postersMunicipal Recycling Migrants in Maine directory of local

and regional recycling programsPlastics Recycling GuideWaste Managettlent Servwes Ihrectory - a directory of

resources and services available for handling and marketing ofrecyclables

The Waste Watcher - MWMA NewsletterFact Sheets;

9 Steps of Office Paper RecyclingBuying Recycled PaperCloth vs. Disposable DiapersComposting with WormsGetting Your Recycling Message OutHoliday Reduction & Recycling TipsHousehold BatteriesHousehold Hazardous WastePaper vs. Plastic bagsPlanning a Recycling ProgramPlastic RecyclingSet Up a School Recycling ProgramWaste Reduction Tips for ConsumersWhy Recycle?

Other Handouts;Basics of Household SeparationBuying Recycled Through Maine State GovernmentDiaper BrochureHome Composting Brochure (Cooperative Extension)Household Hazardous WasteList of Resources (composting, recycling, etc.)

Videos'Regional Waste Systems Proudly PresentsProduced by: Regional Waste Systems, Portland, ME. Spring

1992. Time: Approx. 10 min. An overview of RWS incineratorand recycling program.Strength in numbers: Recycling in multi-family housing

Produced by: Association of New Jersey EnvironmentalCommissions, Mcndham, NJ. 1988. Time: Approx. 10 min.Step by step in how-to. Overview of setting up multi-familyrecycling programs. Discusses storage/locations. Concepts canhe adapted for businesses.The Choice is Yours

Time: 55 min. Jr/Sr High, College, Adult Education. Thisdocumentary traces the journey of recyclable materials throughthe recycling chain back to the consumer. Landfills arediscussed. Packaging is examined. This documentary also goesinternational.The Re -Team

Produced by: Hot Pepper Video. Time: Approx. 25 min. Afact-filled, riveting, live-action program featuring colorfulcartoon characters & catchy tunes that children will love - Age6-12. The Re-Team, a trio of environmental super hems battlethe Garbage Monster and teach kids the furilway to reduce,reuse, & recycle.The Resource Revolution

Produced by: The Council for Solid Waste Solutions. 1991.Time: 12 min. Discusses the revolution in plastics recyclingand the role recycling plays in dealing with the garbage crisis.Designed for students (grades 7-12).The Wiscasset Spring 1992 School Food Waste Recycling Project

Time: Approx. 15 min. Describes planning & implementa-tion of a pilot project in Wiscasset school system; compostingcafeteria food & paper waste. Includes education studentswith hands-on demonstrations of three backyard compostingunits: wire compost bin, barrel composter, and 3-bin system.Produced by: University of Maine Cooperative Extension,Copyright. 1992.

Marz Banc, songs for kids of all ages (music cassette)Bob Reid and Friendz, Blue Bear Records, 1989Contact: Bob ReidP.O. Box 505Aptos, CA 95003(4081662-0164

Many engaging songs including "Garbage", "Do You CareAbout Earth?", "I labium"

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The Official Recycled Products GuideAmerican Recycling Market, Inc.P.O. Box 577Ogdensburg, NY 13669(800) 267-0707

The guide is a directory of manufacturers and vendors ofrecycled products. It comes as a monthly newsletter or as an on-line database by subscription.

The Philadelphia Worm Co.P.O. Box 9586Philadelphia, PA 19124(215) 744-2349

One source of red worms for worm composting projects.

The Plastics and the Environment Source bookPolystyrene Packaging Council1025 Connecticut Ave., NW, Suite 515Washington, DC 200.36(202) 822-6424

The Plastics and the Environment Sourcehook contains alisting of plastics-related curricula and several classroomactivities about the characteristics of plastics, their use, andplastic recycling.

Pollution: Problems and SolutionsNature Scope Teacher's GuideNational Wildlife Federation1400 16th Street, NWWashington, DC 20077-9964

The NWF is a multi-issue environmental organization,publishes Ranger Rick Magazine for children, and Ranger Rick'sNature Scope, an environmental activity series for teachers. TheNature Scope issue on Pollution: Problems and Solutionsaddresses solid waste, air and water pollution, and offerssuggestions for action steps.

Recycling: Games, Science Equipment, and Crafts FromRecycled Materialsby Robin Smith; Houghton Mifflin, 1976

Recyclng Information KitConsumer Information CenterP.O. Box 100Pueblo, CO 31002

Ask for recycling information for children.

Recycling: Waste Into Wealth (video)Bullfrog FilmsOlcy, PA 19547

Intermediate and Advanced. Includes steps fur starting arecycling program.

The Rotten Truth (video)Contact: The Rotten Truth5959 Triumph St.Commerce, CA 90040

Intermediate level. This video is an upbeat look at the trashproblem. Produced by 3.2-1 Contact.

Seventh Generation CatalogContact: Seventh Generation, Inc.Colchester, VT 05446(800) 456.1177

Seventh Generation is a catalog retailer of "products for ahealthy planet." Items include energy saving devices, productsmade from recycled materials, clothing made from organicallygrown cotton

Solid Thinking About Solid Waste (curriculum guide)Kraft General Foods, 1992Contact: Deborah BeckerDept. of Environmental Policy, Kraft General FoodsThree Lakes DriveNorthfield, IL 60093

The Solid Thinking curriculum is an excellent resource formiddle school classes. It involves a research-based approachwith students doing important investigations. Highlyrecommended for groups who what to do a more thoroughanalysis of their waste disposal issues.

The Solid Waste Mess: What Should We Do About It;North American Association for Environmental EducationP.O. Box 400Troy, OH 45373(5131467-8753

NAAEE is an international membership organizationcommitted to the professional development of environmentaleducators throughout the world. Among NAAEE publications isThe Solid Waste Mess: What Should We Do About la (IssueBook, $4.98, and Moderators Guide 52.00). These containinformation about the solid waste issue and is designed forleaders to start a study circle. Other issues covered in theEnvironmental Forum series are Wetlands: Environment at Riskand Energy Options. Order from the Environmental IssuesForum at the address above.

Special Report: You Can Make a Difference (video)National Wildlife Federation, Discovery Channel, 1990Contact: National Wildlife Federation1412 16th St., NWWashington, DC 20036(202) 797.6800

Good video presented by the National Wildlife Federationand the Discovery Channel showing how young people workwith business leaders, elected officials, parents'and teachers tocut waste, reduce the use of toxic chemicals, save energy andwater, clean the air, protect endangered species and habitat.

The Stop Junk Mail Bookby Dorcas S. Miller; Georgetown Press. Georgetown, MEContact: Dorcas MillerRR 2 Box 535Augusta, ME 04330

This book contains many strategies for reducing unwantedmail; 32 pre-printed postcards to stop iunk mail.

Too Much Trash? Computer Linked Research ProgramNational Geographic Kids NetworkContact: Karol MediaP.O. Box 7600Wilkes-Barre, PA 18773(717) 822-8899

The NGS Kids Network is a coordinated national researchproject which links a classroom to a regional research team andunit scientist through a computer network. The Too MuchTrash? project has students inventory the school waste streamand provide data to the research team. Students analyze andcompare data from other classes in the to .t, then receive anational profile using all the NGS teams' data. The teachingguide helps organize action projects for the school. A freepreview copy is available. The kit costs $375 and there is anannual subscription fee for the research program. Grades 4-6.

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232 PATHWAYS TO ASUSTAINABLE FuTuRr

Instructional Resources

Trash Conflicts: A Science and Social Studies Curriculum onthe Ethics of Disposalby Amy Bailin, Jeffrey Benson, and Lucille Burt, Educators forSocial Responsibility, 1993Contact: Educators for Social Responsibility23 Barden St.Cambridge, MA 0213818001370-2515

Trash Conflicts promotes a deeper understanding of theimpact of waste production and disposal. Through science-basedexperiments, research and analysis, role plays, and discussionsstudents learn about the nature of garbage, disposal methods,consumer behavior, toxic waste, and the political processsurrounding trash disposal. Grades 6-8.

Waste Watch Center PublicationsContact: Dana Duxhury and Associates16 Haverhill St.Andover, MA 0181015081470-3044

Considered one of the leading sources of information abouthousehold hazardous waste management information in thecountry. Request publication list.

rr

Woodsy's Wastewise (slide set)Audiovisual Resource Center8 Research ParkCornell UniversityIthaca, NY 1485016071255-2080

This is a slide set and activity booklet that features WoodsyOwl and shows kids how to reduce waste.

Worms Eat My Garbageby Mary AppelhofFlower Press; Kalamazoo Michigan; 1982.

Excellent basic hook on composting with worms andconstructing worm bins.

Trade Booksfor Younger Students50 Simple things Kids Can Do to Save the EarthEarth Works Group; Andrews and McMeel Publishers, KansasCity; 1990Contact: Andrews and Mc Meel Publishers4900 Main St.Kansas City, MO 64112

Explains how specific things in a child's environment arcconnected to the rest of the worht how using them affects theplanet, and how the individual can develop habits and projectsthat are environmentally sound.

Earth Book for Kidsby Linda SchwartzThe Learning Works, Santa Barbara, CA; 1990Contact: The Learning Works, Inc.P.O. Box 6187Santa Barbara, CA 93160

Offers children, parents, teachers a wide variety of ways tolearn about the environment while having fun.. Containscreative ideas for activities for kids to learn about theenvironment and care for the earth. Sections on energyresources and recycling, air land and water, habitats, ways tomake every day Earth Day.

Going Green: A Kid's Handbook to Saving the Planetby John Elkington, Julia Hai les, Douglas Hill, Joel MakowerPuffin Books, NY; 1990Contact: Viking Penguin, Penguin Books375 Hudson St.New York, NY 10014

This is an engaging, empowering hook for students offeringinformation about environmental issues (global warming, ozone,air & water pollution, trash), "green" audits, and things you cando.

The Green Lifestyle Handbookedited by Jeremy Rifkin; Henry Holt; 1990

The Loraxby Dr. Seuss; Random House, NY; 1971

All ages. The Lorax is a classic of children's environmentalliterature. This is an allegory of environmental destruction byindustrialization which generates sympathy for all life.Stimulates thought and discussion about human behavior andmotivations .

Mr. Rumples Recyclesby Barbara Anne ColtharpeHyacinth House Publishing; 1989

My First Green Bookby Angely Wilkes; Knopf; 1991

ISBN 0-679-81780-8; grades 2.5. This book helps to explainto young children what environmental problems are and whatthey can do to help. Topics include recycling, water and airpollution, and acid rain. This hands-on activity book is forchildren who want to be part of the solution rather than part ofthe problem. Photographs. Listed as an Outstanding ScienceBook for Young Children in 1991 (Young Children Magazine,May, 1992.)

Oh!ZONEContact: Upper Great Lakes Educational Technologies, Inc.Marquette Institute for the Environment420 East Hewitt Ave.Marquette, MI 49855(906) 226-9500

Oh!ZONE is a nationally distributed quarterly journal ofenvironmental news, arc, and opinion published by a committeeof students (intermediate, high school, college.) Membership inProject Oh!ZONE ($12.95/year, schools with 1 to 10 additionalnames to the same address for $7.95, $4.95 each for the 11th on)receive the magazine and Member Newsletter (every 6.8 weeks).Articles, stories, drawings, and photos arc accepted for thepublication. Items not accepted for Oh!ZONE may be publishedin the Member Newsletter. The Member Newsletter is forstories about the things students are doing in their schools andcommunities.

Save Our Planet - 750 Everyday Ways You Can Help Clean Upthe Earthby Diane MacEachern; Dell Publishing, NY; 1990Contact: Dell Publishing Inc.666 Fifth Ave.New York, NY 10103

Who Really Killed Cock Robin?by lean George; Harper Collins; 1971

This is an environmental mystery where kids investigate thesource of pollution which is killing the wildlife. Stimulatingand empowering.

The World That Jack Builtby Ruth Brown; Dutton; 1991

ISBN 0-525-4435-4; grades preK-I. A simple, highly dramatictext with illustrations. This story shows how human technol-ogy affects the environment, and it empowers young people withthe feeling of "I can make it better." This hook should interestany elementary school child. Listed as an Outstanding ScienceBook for Ye c, Children in 1991 (Young Children Magazine,May, 1992.1


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Resources

234 PATIIWAYS'4111 AINABLE I-U1

Organizations & Agencies

ADVO Systems, Inc.List Services Manage.239 West Service RoadHartford, CT 06120-1280

ADVO maintains address lists which are sold to directmailing operations. To reduce "junk mail" contact ADVO andask to have your name (and any variations) removed from thelist. See also Mail Preference Service.

The Aluminum Association900 19th Street, NWWashington, DC 20006(202) 862-5163

Provides public information and Packaging Programs.Publications include Fact Sheets on Aluminum (AluminumRecycling, Aluminum Food and Beverage Cans, Aluminum Foiland Packaging). Video available, Aluminum Recycling: YourNext Assignment, free.

American Paper InstitutePaper Recycling Committee260 Madison AvenueNew York, NY 10016(212) 340-0600

Publications include free paper recycling pamphlets andbrochures including: 12 Facts About Waste Paper Recycling,How to Recycle Waste paper and Paper Recycling and It's Rolein Solid Waste Management. Also posters, and free loan videoon paper recycling.

Center for Hazardous Materials ResearchUniversity of Pittsburgh320 William Pitt WayPittsburgh, PA 15238(4121 826-5320

The Center develops educational materials for the manage-ment of household hazardous waste including recipes foralternative cleaning products.

Chemicals in the Environment Information OfficeUniversity of Maine105 lenness HallOrono, ME 04469(2071 581-2301

Dr. Marquita Hill develops information and teachingmaterials promoting Pollution Prevention.

The Chcwonki FoundationRR 2 Box 1200Wiscasset, ME 04578(207) 882.7323

Chewonki offers environmental education programs forschools, Maine Coast Semester (11th grade semester focusing onenvironmental issues and natural science), wildernessexpeditions, summer camp, teacher resources.

Children's Alliance for the Protection of the EnvironmentContact: CAPEP.O. Box 307Austin, TX 7876715121476 -2273

Schools, clubs, and any group of 20 or more with an adultsponsor can join CAPE as a chapter (annual membership feeS25). Chapters are encouraged to work on local environmentalprojects and may join cooperative projects on an internationallevel. The CAI'E Program Guide (leader's manual) is available,CAPE newspaper, "Many Hands."

Citizen's Clearinghouse for Hazardous WasteP.O. Box 926Arlington, VA 22216(7031276 -7070

Focus on grassroots organizing, public awareness, andlegislative involvement; publications include HouseholdHazardous Waste Fact Pack ($2.00), Recycling: The Answer toOur Garbage Problems ($8.981.

Concern About Kids' Environment (CAKE)Contact: CAKE29 Pine St.Freeport, ME 04032(207) 865-6263

CAKE is an environmental action network for young people.'It was founded by children for children and allows them toexpress their feelings about the environment as well as to actcreatively to affect their world in positive ways. Can providesupport for other action-oriented children's organizations.

The Conservation and Renewable Energy Inquiry ReferralServiceP.O. Box 8900Silver Spring, MD 20907

Offers recycling and conservation information for schoolchildren, write for information.

Environmental Action Coalition625 BroadwayNew York, NY 10012(212) 677.1601

The EAC provides information on a vat iety of issuesincluding waste batteries, battery legislation, and pilotcollection programs. They respond to requests for specificinformation on environmental effects of batteries, sourcereduction, current legislation and market conditions.

Environmental Defense Fund257 Park Avenue SouthNew York, NY 10010(8001 CALL -EDF

The active EDF campaign "If You're Not Recycling, You'reThrowing It All Away" provides information about recycling forcitizens. EDF focuses on legislative efforts in many environ-mental areas.

Environmental Hazards Management InstituteP.O. Box 932Durham, NH 03824(603) 868-1496

The Institute develops educational materials for themanagement of household hazardous waste including, recipes foralternative cleaning products.

Flinn ScientificP.O. Box 219131 Flinn StreetBatavia, IL 60510-021913211 879-6900

Flinn has developed MSI)S (material safety data sheets forscience teachers. Call fur information.

Glass Packaging Institute1133 20th Street, NW, Suite 321Washington, DC 20036(202) 887-4850

Publications include Glass Recycling: Why? How? and TheGreat Glass Caper, a teaching kit dcmgned to teach aboutbenefits of recycling glass containers, newspapers and aluminumcans.

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Incinerators - Maine's major incinerators

Maine Energy Recovery Co. (MERCI, Biddeford(2071282-4127Mid Maine Waste Action Corp., Auburn1207) 782-7716Penobscot Energy Recovery Co. IPERC), Orrington(800) 698-0859Regional Waste Systems (RWS), Portland1207) 773.6465

Kids Against PollutionContact: Tenakill School275 High StreetCloster, NJ 07624

A network of children's groups active in environmentalclean-up.

Kids for Saving EarthContact: Tessa HillP.O. Box 47247Plymouth, MN 55447(612) 525-0002

KSE is an organization for helping kids everywhere find waysto protect the environment. Membership (no cost, taxdeductible donations accepted) receive newspaper of ideas andactivities from KSE members worldwide. School groups (preK-HS) are encouraged to form a KSE Club. To register, the groupneeds an adult advisor and a completed registration form(available from KSE.

Landfills - Maine's Major Landfills

Crossroads Landfill, Norrid,zewock(800)562.7779Hatch Hill Landfill, Augusta(2071626-2365Sawyer Environmental Services, Bangor1207) 947-4997Tri-Community Recycling and Sanitary Landfill, Caribou(207) 47.3-7840

League of Women Voters1730 M Street, NWWashington,. DC 20036

The League of Women Voters is very active in recycling andwaste issues for communities. Local chapters also haveinformation.

Mail Preference ServiceDirect Marketing AssociationP.O. Box 9008Farmingdale, NY 11735

The Mail Preference Service maintains address lists whicharc sold to direct mailing operations. To reduce "junk mail"contact them and ask to have your name (and any variations)removed from the list. See also ADVO Systems.

Maine Audubon SocietyGilsland Farm, 118 U.S. Route IP.O. Box 6009Falmouth, ME 04105(207) 781-2.330

The Teachers' Resource Center at Maine Audubon offersinformation and curriculum materials, workshops, and teachersupport. MAS also offers scln,,4 programs and seasonal walks atseveral sanctuaries, field trip, and world tours, and is anadvocate for habitats and wildlife issues.

Maine Dept. of EducationDivision of CurriculumState House Station #2.3Augusta, ME 043331207) 287.5925

The Division of Curriculum oversees the implementation ofthe Common Core of Learning and consults v, ith schooldistricts.

Maine Environmental Education Assn.P.O. Box 9Wiscasset, ME 04578(207) 882-7323

MEEA is a statewide membership organization serving theenvironmental educators of Maine with a quarterly newsletterand an annual conference. It is a state affiliate of the NewEngland Environmental Education Assn.

Maine Dept. of Environmental ProtectionBureau of Hazardous Materials & Solid Waste ControlState House Station 17Augusta, ME 04333(207) 287-2651 or (800) 452-1942

Regulates animal waste disposal and recycling, composting,hazardous wastes including small quantity generators, landfills(inspection and regulation), recycling fccility licensing,incinerators. Promotes toxics use reduction. Regional Officesare located in Bangor, Portland, and Presque Isle.

Maine Math and Science Alliance (MMSA)P.O. Box 5359Augusta, ME 04332(207) 287-5881

The MMSA administers the National Science Foundationgrant for the Statewide Systemic Initiative (SSI( and the BeaconSchools project.

Maine Resource Recovery Assn.Local Government CenterCommunity DriveAugusta, ME 04330(207) 623-8428

Promotes professional solid waste management in Maine andworks to further the development of recycling and resourcerecovery in a cost-effective, environmentally sound manner.

Maine Waste Management AgencyState House Station 5 154Augusta, ME 04333(207) 287-5300 or (8001662-4545

MWMA is responsible for administering the state's wastemanagement and recycling programs. The agency includes theOffice of Planning, Siting and Disposal Operations, and theOffice of Waste Reduction and Recycling. The main funcitionsof each office are listed below.

Office of Waste Reduction and Recycling is the technicalassistance arm of the MWMA. It provides services to munici-palities, businesses, and individuals.

Technical Assistance. Office staff provide technicalassistance to communities, businesses, and institutionsin setting up waste reduction, recycling, and compostingprograms.

Public Education. The office is responsible for promotingand providing public education in support of the state'swaste reduction and recycling goals. Educationalmaterial is available through the office.

Financial Assistance. Financial Assistance programv,include: Capital Investment grants for recyclingequipment for municipalities, recycling feasibilitystudies, and investment tax credits.


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236 SUSTAINABLEO

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Organizations & Agencies

Market Information. The Waste Management ServicesDirectory provides information about markets andresources to provide assistance with marketingrccyclables. In addition, the office has funded a state-wide cooperative marketing program through the MaineResources Recovery Association and is working todevelop new markets for recycled materials.

Clearinghouse. The office maintains a large file ofinformation on waste reduction, recycling, composting,and other technical aspects of solid waste management.In addition, the office has produced a comprehensiveguide lot towns titled Recycling: A Guide for MaineTowns, along with many other publications included inthis listing of Resouces and in the Waste ManagementServices Directory.

Waste Reduction. The office coordinates progfams whichcan assist municipalities and businesses reduce theirwaste stream. The WasteCap program is a "businesshelping business" program designed to provide technicalassistance on waste reduction and recycling inmanufacturing processes. The Model Business/Community Program is geared for smaller retail andservice businesses. Criteria have been developed, whichwhen met, designates the individual business as a"model" in its trade. The office also provides assistanceto businesses to implement office paper and corrugatedcardboard recycling programs.

Office of Siting and Disposal Operations is available to assistmunicipalities in evaluating solid waste disposal options andproblems. In addition, the office develop fact sheets, aninformation exchange newsletter, and training programs forsolid waste handling and disposal, including bulky wastemanagement.

McDonald's Educational Resource CenterMcDonald's CorporationBox 8002, Dept. L-90St. Charles, IL 60174

Publication available: Environmental Action Pack," forgrades 3-6.

McDonald's of Maine Operators Assn.Sue McClain(207) 773-7233

The association is administered by the Arnold PublicRelations Agency and has provided funding for environmentalprojects. Funding may also he provided by your localMcDonald's restaurant.

National Audubon Society700 BroadwayNew York, NY I0013(212)979.3000(8001274-4201 for membership information

National Audubon is a memb:rship organization addressingenvironre tal concerns. They publish Audubon magazine 6times/} and develop community information and educationalmaterials.

National Center for Resource Recovery1211 Connecticut Avenue, NWWashington, DC 20036

Publications include Waste Not (a primer on resourcerecovery, 15c), Glossary (definitions of waste management andresource recovery subjects, 506), Fact Sheets (set of 16 factsheets on various solid waste management subjects $1.50),reprints of NCRR Bulletin (municipal Solid Waste, its volume,composition and value and whet s, 5(k each).

National Consortium for Environmental Education and TrainingUniversity of MichiganSchool of Natural Resources & EnvironmentDana Building 430 E. UniversityAnn Arbor, MI 48109.1115

NCEET provides many teacher materials for planning andorganizing environmental education activities. (Toolbox:Getting darted, $9.95, National Survey of EE teacher Education,$6.95.)

National Science Teachers Association1742 Connecticut Avenue, NWWashington, DC 20009(2021328-5800

NSTA is a national membership organization for scienceteachers. They are developing the Project on Scope, Sequence,and Coordination, an effort to redesign science education inAmerican schools.

231

National Solid Wastes Management Association1730 Rhode Island Avenue, NW, Suite 100Washington, DC 20036(202) 659-4613

Offers several colorful pamphlets and fact sheets on solidwaste topics.

National Toxics Campaign29 Temple Place, 5th FloorBoston, MA 02111(6171482-1477

Publication list and summary of activities available onrequest.

National Wildlife Federation1400 16th Street, NWWashington, DC 20077-9964

The NWF is a multi-issue environmental organization,publishes Ranger Rick Magazine for children, and Ranger Rick'sNatureScope, an environmental activity series for teachers. TheNatureScope issue on Pollution: Problems and Solutionsaddresses solid waste, air and water pollution, and offerssuggestions for action steps.

The Natural ConnectionP.O. Box 8233North Brattleboro, VT 05304(802)365.7188

Provide a directory of manufacturers of eco-friendly products.

Natural Resources Council of Maine271 State St.Augusta, ME 04330(207) 622.3101

NRCM is a non-profit environmental advocacy group thatlobbies for recycling and source reduction issues, participates inadministrative rule making and hearings, and adopts positionson various recycling, household hazardous waste and wastemanagement issues.

North American Association for Environmental EducationP.O. Box 40t)Troy, OH 45373(513) 467-8753

NAAEE is an international membership organizationcommitted to the professional development of environmentaleducators throughout the world. Among NAAEE publications isThe Solid Waste Mess: What Should We Do About It? (IssueBook, $4.98, and Moderators Guide $2.00) These containmformatien about the solid waste Issue and is designed forleaders to start a study circle. Other issues covered in theEnvironmental Forum series are Wetlands: Environment at Risk

and Energy Options. Order from the Environmental IssuesForum at the address above.

Northeast Recycling Council139 Main St., Suite 401Brattleboro, VT 05301(8021254 -5870

NERC is a non-profit, non-partisan agency established by theten northeastern states. Its primary focus is the development ofregionally consistent and compatible policies and programs thatare intended to stimulate markets for recyclable materials.

Plastic Loose-Fill Producers Council(8001 828-2214

The Council lists the locations and phone numbers of localcollection points of loose-fill packing material (foam "peanuts").The sites arc usually businesses which do a lot of shipping andmailing like Mail Boxes, Etc.

Plastics Again24 Jytek ParkLeominster, MA 01453

Ask for information on starting a school plastics recyclingprogram.

Polystyrene Packaging Council1025 Connecticut Ave., NWSuite 515Washington, DC 20036(2021 822-6424

The Council offers a free information package containing thelocation of the nearest polystyrene recycling centers and thetypes of materials they accept.

Recycled Products Information Clearinghouse5525 Hempstead WaySpringfield, VA 22151(7031941 -4452

CERMA provides information about recycled products,guidelines, "buy recycled" programs, and recycled productspecifications.

Reynolds Aluminum Recycling Co.17 Murphy Rd.Hartford. CT 06114(203) 276.6136

Offers a free comic book on can recycling and a color-your-own poster on recycling.

Stop Junk Mail Assn.Michael Esh3020 Bridgeway, Suite 150Sausalito, CA 94965(800) 827-5549

The SJMA offers a kit (51 7.50) to help stop your junk mail.When you order the kit, the SIMA has your name(s1 removedfrom the national direct mail lists and sends you materials tohelp you notify all other sources of Junk mail. It also offerssuggestions to stop delivery of junk mail by the post office. TheSJMA is involved with lobbying in Washington, DC to reformpost office practices of selling addresses for direct mail.

University of Maine Cooperative Extension - County Offices forMaineAroostook County Cooperative Extension

Nancy Bradford-Sisson13 Hall St.Fort Kent, ME 04743(2071 834-3905 or 18001 287.1421Houlton OfficeBernadette FarrarP.O. Box 8Houlton, ME 04730(207) 532-6548 or (800) 287-1469

Cumberlaild County Cooperative ExtensionDoug Bahkirk96 Falmouth St.Portland, ME 0410312071 780-4205 or(8001 287-1471

Franklin County Cooperative ExtensionRay Corey78 Main St.Farmington, ME 0493812071 778-4650 or (8001 287-1478

Hancock County Cooperative ExtensionMarjorie HundhammcrRR 5Ellsworth, ME 04605(207) 667-8212 or (8001287.1479

Kennebec County Cooperative ExtensionKaren Hatch Gagne290 Eastern Ave.Augusta, ME 0433012071 622-7546 or (8001287-1481

Knox/Lincoln County Cooperative ExtensionLes Hyde375 Main St.Rockland, ME 0484112071 594-2104 or (8001244.2104

Oxford County Cooperative ExtensionSusan JenningsRR 2 Box 1735South Paris, ME 04281(207) 743-6329 or 1800) 287-1482

Piscataquis County Cooperative ExtensionJane ConroyCourt House ComplexDover-Foxcroft, ME 044261207) 564-3301 or 18001 287-1491

Penobscot County Cooperative ExtensionBeth ParksCourt House AnnexBangor, ME (14401(2071942 -7396 or (8001287.1 485

Somerset County Cooperative ExtensionBruce OglivieP.O. Box 98Skowhegan, ME 0497612071 474-9622 or (8001287 -1495

Twin County (Androscoggin /Sagadahocl Cooperative ExtensionBob Elliot133 Western Ave.Auburn, ME 0421012071 786. 0376 or (8001 287.1458

Waldo County Cooperative ExtensionJane Haskall CowlesRR 2 Box 641Belfast, ME 04915(2071342-5917 or (8001 287.1426

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ResourcesOrganizations & Agencies

Washington County Cooperative ExtensionDurwood Gray

, 11 Water St.Machias, ME 04654(207) 255-3345 or (800) 287-1542

York County Cooperative ExtensionLcanna PrestonP.O. Box 347Alfred, ME 04002(207) 324-2814 or (800) 287-1535

U.S. Environmental Protection AgencyOffice of Solid Waste Management401 M St., SWWashington, DC 20460(2021382-4627 / (800) 424.9346Region 1 OfficeJFK Federal BuildingBoston, MA 02203(6171573-9670

Offers a combination of technical and general information. ACatalog of Hazardous and Solid Waste Publications, free onrequest.

2 3 8 SUSTAINABLE) FUTURE 23 3

Waste Watch CenterContact: Dana Duxhury and Associates16 Haverhill St.Andover, MA 018101508) 470-3044

Considered one of the leading sources of information abouthousehold hazardous waste management information in thecountry. Request publication list.

World Watch Institute1776 Massachusetts Ave., NWWashington, DC 20036(202) 452-1999

World Watch tracks key indicators of the earth's well beingby monitoring global changes in climate, forest cover, popula-tion, poverty, food production, water resources, biologicaldiversity, and other major trends. World Watch Papers arepublished 6/year, each focuses on a particular environmentalissue. "Discarding the Throwaway Society" World Watch Paper101; by John E. Young; January, 1991.

California Compendium forIntegrated Waste Management:Reviews of outstanding curriculum materialsfrom the Compendium

IntroductionOver the years, educators have assembledmany activity guides and curricula forteaching about solid waste. In the absence ofa state supported curriculum guide, Maineteachers have used a variety of materials -

many of them with good success. Many ofthe guides currently available have excellentinformation and activities, and these guidescan supplement the material in Pathways toa Sustainable Future.

The following listing is taken from theCompendium for Integrated Waste Manage-ment, a cooperative presentation of theCalifornia Department of Education, theCalifornia Integrated Waste managementBoard, and the California Department ofToxic Substance Control. The Compendiumis the result of an extensive nationwidesearch for K-12 teaching materials on solidand hazardous waste. The curricula wereevaluated by environmental educators, andthose receiving a specific minimum gradewere included in the Compendium. Othersthat were evaluated but which did notreceive the minimum grade, were listen inan appendix. While there are surely somecurricula that were not evaluated, and somehave been published since the project wascompleted, the following summaries shouldbe helpful for those teachers who are lookingfor additional materials to supplement thePathways guide.

This listing includes all the publicationsthat were included in the Compendium,along with the addresses and availability

information, and the short descriptions fromthe Compendium. At the end of each entryis the "report card" which rates the materialin six categories

General ContentPresentationPedagogyTeacher UsabilitySolid WasteHazardous Waste

The Compendium is divided into fourgrade categories (K-3, 4-6, 7-9, and 10-12) andcurricula that cover more than one of thelevels was evaluated separately for each. If apublication did not receive the minimumrating at a particular grade level, it was notincluded at that level (this is indicated as NR"not rated" in the "report card" listing here).In addition, a sample of one complete two-page entry from the Compendium followsthe listing. This sample includes all of thecomments and sample pages of the WasteAway curriculum published by the VermontInstitute of Natural Science.

This information is included in Pathwaysto a Sustainable Future with permission ofthe California agencies involved. We extendour gratitude to them. Copies of the Com-pendium are available for $4.50 by writing:

California Integrated Waste ManagementBoard

Schools Section8300 Cal Center DriveSacramento, CA 95826

The Compendium would make an excel-lent reference for any school looking foroutstanding educational materials on solid orhazardous waste for any grade, K-12.

234PATHWAYS TO A

SUSTAINABLE FUTURE.. 39

Resources

240 PAT 'MAYS TO ASUSTAINABLE FUTURE

California Compendiumfor Integrated Waste Management

Summaries from the CaliforniaCompendium for integrated WasteManagement

Waste Is a Terrible Thing to WasteGrades K-6Exegetics Interpretive and Educational ServicesP.O. Box 191895Sacramento, CA 95819-78951916) 381-7795S35 plus tax

A collection of Classroom activities for grades K-6, rangingfrom simple worksheets to difficult socio-dramas. Thiscollection was written at the request of the Sacramento County,California, Solid Waste Management Division. 118 pages, 1991.

Report Card K-3 4-6

General ContentPresentationPedagogyTeacher UsabilitySolid Waste

B

B-

B-

B

C.

B-

B

B-

B-

Closing the LoopIntegrated Waste Management Activities for the School andHomeGrades K-12The Institute for Environmental Education18554 Haskins RoadChagrin Falls, OH 44023-1823(2161543-7303$32 for K-12S28 for K-8$26 for 9-12

A collection of activities grouped under three thematicsections: Everything Ends Up Somewhere, We Have Optionsand We Make Choices, and Everything Is Connected. Activitiesare intended to be hands-on problem centered, practical, andadaptable across grade levels and subjects. 1991.

Report Card K-3 4.6 7-9 10.12

General Content B A. A APresentation B- A. B. B

Pedagogy B- A. A- B

Teacher Usability B A A 11+

Solid Waste B- A+ B. A-Hazardous Waste C. A B. 13-

RAYS"Recycle and You Save"Grades K-6San Diego CountyDivision of Solid Waste5555 Overland AvenueMall Stop 0383San Diego, CA 9212.316191974-2648S15

A collection of activities correlated to the California StateFrameworks for Science, Social Studies, mathematics, LanguageArts, and Health. Designed to he easily integrated into daily

teaching plans. Divided into grade level sections of K-2, .3-4, and5-6. 71 pages, plus appendices, 1991

Report Card K-3 4.6

General Content B-

Presentation C.Pedagogy C+Teacher Usability BSolid Waste C-

B

B-

B

C.

Super Saver InvestigatorsGrades K-6Ohio Dept. of Natural ResourcesDivision of Litter Prevention and RecyclingEducational Specialists: SS1Fountain Square, Building F-2Columbus, OH 43224(614) 265-6333S25 check or money order, single orders only

An elementary, interdisciplinary, environmental studiesactivity guidebook about solid waste and natural resources thatcontains many hands-on, skill enhancing activities. The ideasfor these activities were generated at a week-long workshop by agroup of Ohio elementary teachers actively involved inenvironmental studies education. 384 pages, 1990.

Report Card K-3 4-6

General Content B-

Presentation CPedagogy C.Teacher Usability 11-Solid WasteHazardous Waste NR

B-

C+B-

B

B-

C+

The No Waste AnthologyGrades K -12California Dept. of Toxic Substances ControlP.O. Box 942732Sacramento, CA 94234.7320(9161322-0476Free

A compilation of interdisciplinary, action-oriented,cooperative problem solving activities focusing on pollutionprevention. Divided into three sections: Natural Resources andPollution, Solid Waste, and Hazardous Waste. 320 pages, 1991.

BEST COPY AVAILARIE

235

Report Card K-3 4-6 7.9 10-12

General Content NR A B. 13+

Presentation NR A A- B

Pedagogy NR A B+ B-

Teacher Usability NR A A+ A-

Solid Waste NR A- A- B.

Hazardous Waste NR A A. B

A-Way with Waste (3rd Edition)Grades K-12Washington State Dept. of Ecology3190 160th Avenue, SEBellevue, WA 98008-5452Attn.: Jan LingenfelterS28.50

This curnculum is written and organized to presentintegrated waste management concepts affecting land, air, andwater in the ecosy-4em. The activities are designed to promote

awareness, attitudes, and actions to solve waste managementproblems at home, in school, and in the community. 870 pages,1990 an updated version set fur release in Sept. 19931.

4.6, 7-8 9-121, and includes large information and resourcessections. 1989.

Report Card K-3 4-6 7-9 10.12Report Card K.3 4-6 7.9 10-12

General Content NE A A NRGeneral Content NR A Presentation NR A- B NRPresentation NR A B- B- Pedagogy NR A- B NRPedagogy NE A- A. B Teacher Usability NE A. A NRTeacher Usability NR A A. B. Solid Waste NR A- B. NRSolid Waste NR A- A B-Hazardous Waste NR A- A B

Think Earth!Environmental Education ProgramGrades 4-6Education Development Specialists5505 East Carson St., Suite 250Lakewood, CA 90713-309313 101 420 -68 14 Ann CraftonCall for cost information

Three units tat arc interrelated and sequential, including a 27minute video and individual grade packets containing teacherguides, blackline masters, and posters. 1993

Report Card 4-6

General Content A.Presentation APedagogy ATeacher Usability ASolid Waste A-

Waste AwayUpper elementary and Junior HighVermont Institute of Natural SciencesP.O. Box 86Woodstock, VT 0509118021457-2779$18.95 plus 53 shipping/handling

Waste Away is designed to educate upper elementary andjunior high school students who will, in turn, educate theirschoolmates, families and community about solid waste issues.May he easily adapted to a variety of erade levels. 120 pages,1989.

Report Card

General ContentPresentationPedagogyTeacher UsabilitySolid Waste

4-6 7.9

A.AAA-A-

NRNRNRNRNE

Teacher's Resource Guide iar Solid Waste and RecyclingEducationGrades K-12Association of Vermont RecyclersP.O. Box 1244Montpelier, VT 0560118021229-1833 Ivy Zeller545

This guide is designed to help Vermont teachers integratesolid waste and recycling education into their existing schedulesand required courses. I is divided into grade level sections 1K-3,

Mobiuse CurriculumUnderstanding the Waste CycleGrades 4-6Browning-Ferris IndustriesP.O. Box 3151Houston, TX 77253Attn.: Tish Penn1-800-BF1-8100Free to teachers

This curriculum focuses on the "3Rs" through the subjects ofscience, mathematic, and social studies, It can be used as partof your teaching, plan or taught as a separate course. Theworksheet packet at the back of the book offers a collection ofexercises v,ith varying degrees of difficulty for extra credit orextension activities. 121 pages plus handouts, 1992.

Report Card 4-6

General Content APresentation A.PedagogyTeacher Usability ASolid Waste A-

Solid Waste Activity Packet for TeachersDeveloped by:Illinois Dept. of Energy and Natural ResourcesGrades 3.5Available through:ERIC Clearinghouse for Science, Mathematics, and Environmen-tal EducationThe Ohio State University1200 Chambers Road, Third FloorColumbus, OH 4321216141292.6171Call for ordering information.

A compilation of materials adapted from other states on solidwaste management education. Divided into seven sections:Introductory Materials, Reducing, Reusing, Recycling,Landfilling, Incineration, and Teacher Resources. 100 pages,1990.

Report Card 4-6

General Content A.Presentation B.Pedagogy R.

Teacher Usability ASolid Waste

236

PATHWAYS TO A ...41SUSTAINABLE FUTURE

Resources

242 PATIIWAVS t) ASUSTAINABLE FUTURE


si

Household ToxicsGrades 5-6Solid Waste Services of the Municipality of AnchorageP.O. Box 196650Anchorage, AK 99519-665019071 561-1906 Bill KrygerS25 plus shipping.

A science-based curriculum specifically written forAnchorage. Intended to educate students on the everyday use ofhazardous products in the home and the consequences ofimproper disposal. 1989.

Report Card 4-6

General Content B

Presentation B

Pedagogy B.Teacher Usahillty B.Hazardous Waste B+

Teaching ToxicsCreating Solutions to Household PollutionGrades K-12The Association of Vermont RecyclersP.O. Box 1244Montpelier, VT 05601(802) 229-1833 Ivy ZellerS25.

A collection of activities which enable students to becomeaware of the environmental and health impacts of householdhazardous wastes. Designed for Vermont teachers, it consists offour grade-level activity sections (K-3, 4-6, 7-8, 9121, aninformation section and a resource section. 104 pages. 1992.

Report Card K-3 4.6 7-9 10-12

General Content NR B. B. B-

Presentation NR B B. C.Pedagogy NR B B C-Teacher Usability NR A AHazardous Waste NR B A- B-

Florida 411s ProjectPreschool-12Florida Dept. of EducationEducational MaterialsCollins Building Room B1Tallahassee, FL 32399-0400(9041487-7900 Melvyn Lord$4.50

An anthology-type curriculum divided into four grade levelpackages (pre K-3, 4-5, 6-8, 9-121. Each package contains aFlorida-specific general int -oduction, a set of individual lessonsand blackline masters, and other student learning materials.1990.

Garbage ReincarnationGrades K-6Sonoma County Community RecyclingP.O. Box 1375Santa Rosa, CA 95402(707) 584-8666 Linda ChristopherCall for cost information.

This Instructional Aids Packet is divided into four sectionsrelated to materials conservation and solid waste management.The four sections are: Solid Waste, Everything Goes Some-where. Recycling in the Classroom and the Home, andCommunity Ihvolvement. 51 pages. Updated version releasedin December 1993.

Report Card K-3

General Content NRPresentation NRPedagogy NRTeacher Usability NRSolid Waste NR

4-6

A-B

B.B

C-

CHEMChemicals, Health, Environment, and MeGrades 5-6SEPUP (Science Education for Public Understanding Program)Lawrence Hall of Science,U.C. Berkeley1 Centennial DriveBerkeley, CA 94720(510) 642-8718$125 (Materials for 160 students).

Ten chemistry -based units utilizing commonly availablehousehold and classroom supplies, with the emphasis on directexperience by the learner. Includes teachers' guide withblackline masters, and a complete materials and equipment kit.129 pages, 1993.

Report Card 4-6

General Content B«PresentationPedagogy B.Teacher Usability A-Hazardous Waste G.

Trash Today, Treasure TomorrowGrades K-6Developed by: University of New Hampshire CooperativeExtensionDistributed by:Governor's Recycling ProgramOffice of State Planning2 1/2 Beacon StreetConcord, NH 0330116031 271-2155

Report Card K-3 46 7-9 10-12 S12.50A collection of activities adapted from existing sources.

General Content NR B NR 11+ Divided into five sections: Kindergarten Readiness, 1-2, 3.4, 5-6,Presentation NR It. NR B and General Information. 1989.Pedagogy NR B NR II.Teacher Usability NR A NR A- Report Card K-3 4-6Solid Waste NR C+ NR B

General Content NR B

Presentation NR CiPedagogy NR BTeacher Usability NR B-

Solid Waste NR B-

237

Household ToxicsGrades 4.6San Diego Regional Household Hazardous Materials ProgramP.O. Box 8526San Diego, CA 92186-5261(619) 338-2175$15.

Promotes the safe use, storage, and disposal of householdtoxics, and the use of safer alternatives. Materials include avideo, lesson plans, teachers' guide, and reference materials.Some materials available in Spanish. 141 pages, 1988.

Report Card 4-6

General Content C+Presentation CPedagogy C-Teacher Usability BSolid Waste B-

Toxics In My Home? You Bet!Grades 4-6Developed by: Golden Empire Health Planning CenterDistributed by:Local Government Commission909 12th Street, Suite 305Sacramento, CA 95814(916)448.1198$12, or $16 with binder.

Consists of a one-week course of study designed to educatestudents about toxic substances commonly found in the home.Lessons may also be used individually. Materials available inSpanish. 50 pages plus appendices, 1984.

Report Card 4-6

General Content B

Presentation B-

PedagogyTeach,.r Usability B-Hazardous Waste B-

Bags...Beakers...and BarrelsGrades 7.12Industrial Saler Policy Center17 BrickelColumbus, OH 43215(614)224.4111Call for cost information

A five unit curriculum designed to help students betterunderstand the problems associated with hazardous materials.Units progress towards completion of a community actionproject.

Report Card 7.9 10-12

General Content APresentation B. B-

Pedagogy BiTeacher Usability A- B-

Hazardous Waste A- B-

The Waste Hierarchy: Where is "Away"Grades 7-9SEPUP (Science Education for Public Understanding Program)Lawrence Hall of ScienceUniversity of California, Berkeley1 Centennial DriveBerkeley, CA 94720(510)642-B718$225, includes materials for 160 students

SEPUP is a diverse educational program highlightingchemicals and their uses in the context of societal issues.Students will learn to apply the waste management hierarchy todevelop an integrated waste management plan that will extendthe life of their landfill. 154 pages.

Report Card 7-9

General Content A-Presentation B+Pedagogy A-Teacher Usability ASolid Waste B+

The California CLASS Project(Classroom Learning Activities in Science and Social Studies)Grades 6-9Developed by: National Wildlife Federation and the OrangeCounty, CA Superintendent of SchoolsDistributed by: California Dept. of EducationBureau of Publications, Sales UnitP.O. Box 271Sacramento, CA 95812-0271Item No. 9939(9161445-1260$28 (plus tax for CA residents)

A series of 33 classroom-ready lessons presented in sixthematic units: Energy Use, Hazardous Substances, WildlifeHabitat Management, Wetlands, Forest Watershed Management,and Environmental Issues. 373 pages, 1992. Currently underrevision.

Repot t Card K-3

General Content A-PresentationPedagogy 13+

Teacher Usability AHazardous Waste B

Waste: A Hidden ResourceGrades 7-12Developed by: Tennessee Valley AuthorityDistributed 5y: Keep America Beautiful, Inc.Ordering Di pt.West Broad StreetStamford, CT 06902$50 plus %5.50 postage and handling

Designed to supplement existing curriculum, this package isarranged in four chapters: An Overview of Solid Waste,Hazardous Wastes, Municipal Wastes, and A Simulation: Crisisin Center City. 264 pages. To be updated lune 1993.

Report Card 7-9 10-12

General Content 13 NRPresentation C. NRPedagogy B- NRTeacher Usability B NRSolid Waste A- NRHazardous Waste A- NR

238 PAM WAYS TO A oi 43SUSTAINABLE FUTURE dill

- .

244 PA -1t1WAYS TO ASUSTAINABLE FUTURE


GREAT(Groundwater Resources and Educational Activities forTeachers)Grades 7-9Developed by: Iowa Dept. of Natural ResourcesDistributed by: ERIC Clearinghouse for Science, Mathematics,and Environmental EducationThe Ohio State University1200 Chambers Road, Third FloorColumbus, OH 432121614)292 -6717Call for availability and price information

A six-unit, science-based curriculum dealing with groundwa-ter protection in Iowa, including the impacts of hazardouswastes and substances on groundwater.

Report Card 7.9

General Content B.Presentation B-

Pedagogy B.Teacher Usability BHazardous Waste B

Household Hazardous WasteHow It Fits into Your CurriculumGrades 6-12Call for cost information.

An anthology aimed at middle and high school students, anddivided into seven sections: Groundwater, HouseholdHazardous Waste, At School, At Home, At Work, Health Effects/Alternatives, Ecology, and Stewardship. 378 pages, 1992.


General Content B- NRPresentation C. NRPedagogy B- NRTeacher Usability C. NRHazardous Waste A- NR

The Earth Time ProjectEnvironmental Education ProgramGrades 7-12P.O. Box 1111Ketchm, ID 83340(2081726.4030 Dean PaschallCall for cost information

A student-directed activities guide wherein students, facultyand staff arc brought together to address seven environmentalconcerns inherent in every school: Energy Conservation, WaterConservation, Landscaping and Gardens. Waste Managementand Recycling, Chemical Products Use, Food Systems, andPesticide Management. Published in 1993; however, a newversion is set for release in lune 1993. Translation into severallanguages is planned.


General Content B.Presentation R. It.Pedagogy A C,Teacher Usability C. C.Solid Waste C-Hazardous Waste D. C.

233

Investigating Hazardous MaterialsGrades 7-9SEPUP (Science Education for Public Understanding Program)Lawrence Hall of ScienceUniversity of California, BerkeleyI Centennial DriveBerkeley, CA 94720(510)642.87185175, includes materials for 160 students

SEPUP is a diverse educational program highlightingchemicals and their uses in the context of societal issues. Inthis module a simulation involving a drum containing mixedwaste is used to introduce concepts and processes used inhazardous materials identification. 90 pages, 1993.

Report Card 7-9

General Content 13+

Presentation B

Pedagogy B.Teacher Usability AHazardous Waste D.

Recycle Hawaii for KidsGrades 9-12City and County of HonoluluRecycling OfficeDivision of Refuse Collection and Disposal650 South King Street, 6th floorHonolulu, HI 96813(808) 527-5335 Suzanne L. VaradyCurriculum free, must pay postage.

A collection of lessons generated by teachers and taken fromexisting curricula. Divided into five units: What's in the Can,Mani, How Can We Stop Throwing Away So Much "Trashl:",Once in Not Enough, Composting, and Landfills and Incinera-tors. 166 pages, 1990.

Report Card 10.12

General Content B-

PresentationPedagogy C.Teacher Usability B.Solid Waste

Glossary

acid rain precipitation which is made acidic bychemical reaction with pollutants in the atmosphere

aerobic decomposition that takes place in the presenceof oxygen

anaerobic decomposition that takes place in theabsence of oxygen, usually producing methane andfoul odors

ash the solid residue left when combustible material isburned

ashfill - a special secure landfill used for the disposal ofincinerator ash

bauxite - the raw material from which aluminum isextracted; aluminum ore mined from the earth

biodegradable - the term describing a substance whichcan be broken down into simpler compounds bydecomposing organisms

bottle bill - legislation in effect in Maine and otherstates which requires a deposit on beverage contain-ers, the deposit is returned to the consumer when thecontainer is redeemed at a collection site incentiveto return containers for recycling

bottom ash ash that drops out at the bottom of anincinerator and is disposed (usually in a securelandfill)

close the loop completing the recycling process bybuying products made from recycled materials

composite liner - a landfill liner made of both plasticand soil components

compost - the product of composting; a mixture thatconsists largely of decayed organic matter which is auseful soil additive

composting - a waste management strategy whereorganic wastes are partially decomposed by aerobicbacteria and fungi, producing a useful soil additive;fourth priority in the waste management hierarchy

consumer goods - products sold to the end-user; theproducts usually sold in stores

consumption - the use of resources (either materials orenergy)

convenience foods - single-serving or highly processedfoods designed to he easy-to-use; often create a largeamount of packaging waste per serving

corrosive - the quality of certain substances which arceither extremely acidic (pH below 2) or basic (pHabove 12.5) capable of dissolving or breaking downother substances, particularly metals, or causingburns on skin

cullet - crushed glass, a step in the process of recyclingglass

curbside pickup a service to residents and businesseswhere a trash hauler collects waste and/or materialsseparated for recycling and left at the curb

decomposition the natural process of recycling oforganic matter by breaking down into its constituentparts

design for disassembly, design for recycling - a conceptin product design where plans arc made for ease ofdisassembly or recycling at the end of the product'slife

disposable product - a product designed for single-use orshort life span, e.g. disposable diapers, ball point pens

durable product - a product that is designed to have anextended life span; opposite of disposable

elbow grease technique used in cleaning typified byphysical effort, e.g. scrubbing, rather than usingchemical products

environmental cost - a calculation of the effect that theproduction of a product has on the environment,usually considers the effect of resource depletion andpollution in extraction, manufacture, transportation,use and disposal

EPA (U.S. Environmental Protection Agency) thefederal agency charged with enforcement of allfederal regulations having to do with air and waterpollution, radiation and pesticide hazard, ecologicalresearch, and solid waste disposal

fly ash airborne particles produced during incineration;usually filtered before the smoke is released

green products (green consumer choices) - items whichhave a lower eavironmental cost than traditionalproducts

groundwater - water stored in the porous spaces of soiland rock underground; source of water in manydrinking water wells

hazardous material chemical or product that poses asignificant threat to human health and/or theenvironment in use, transportation, or disposal

hazardous waste - waste that is dangerous to humanhealth and/or the environment; defined as waste thatis toxic, reactive, ignitable, corrosive, or radioactive

heavy metals - elements used in the manufacture ofcertain products which are toxic such as lead,mercury, and arsenic, among others

240

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AFUTURE 245

246 PATIIWAY3SUSTAINABLE.

OFUTURE

Glossary

high-speed digestion - an experimental waste manage-ment process in which the natural compostingprocess is accelerated

humus - partially decayed organic material produced ina compost heap; contains humic acids

hydrapulper - a large blender used to shred paper as it isprocessed into pulp and ultimately remanufacturedinto recycled paper

incineration burning; waste disposal technique, fifthpriority in the waste management hierarchy

incinerator facility designed for the controlled burningof waste; reduces waste volume by converting wasteinto gases and relatively small amounts of ash

inventory - a complete list of items and the quantitypresent in a particular place at a certain time

junk mail - unwanted advertisements or other materialsent through direct mailings to consumers orbusinesses; can be controlled by restricting distribu-tion of recipient's name and address

landfill - a large outdoor area for waste disposal; insanitary landfills waste is layered with soil andcompacted; lined landfills have a barrier to preventleaking into the surrounding area (secure landfill)

leachate - the liquid formed when water passes througha landfill picking up a variety of suspended anddissolved materials from the waste; can be toxic andmay be carried into the ground water if not contained

lightweighting - package design which requires lessmaterial in the packaging, e.g. thinner plastic bottlewhere strength is maintained by rounding thecorners

lower-use - term used to describe products made fromrecycled materials which do not have as high qualityas products made from new materials; paperboard isa lower use of fiber than office paper

macroorganisrns - visible animals such as earthworms,sow hugs, mites, millipedes, and beetles that live incompost at the cool, end stage

mass burn incinerator - a type of incinerator in whichwaste is not separated before going into the burnchamber; white goods and obviously hazardousmaterials such as car batteries arc usually removed,but little else is

mesophylic compost bacteria which thrive in themiddle range, warm-temperature stage of composting

methane- a colorless flammable gas; byproduct ofanaerobic decomposition common in landfills whichmust he vented or burned to prevent gas buildup andpotential explosion; can he used as fuel

241

Mode! Business/Community Program - an incentiveprogram of the Maine Waste Management Agencywhich encourages businesses and civic groups toreduce waste generation and to recycle

monofill a special secure landfill which is used only fora single type of waste, e.g. ashfill

MSDS (Material Safety Data Sheets) - informationprovided by manufacturers of hazardous substanceswhich specify contents, and procedures for handling,storage, and disposal; also available from FlinnScientific (see address in Resources)

MSW (municipal solid waste) - solid waste produced byresidential, commercial, and institutional generatorswithin a community, does not include industrial oragricultural waste

MWMA (Maine Waste Management Agency) the stateagency in Maine formed by the legislature toadminister the state's waste management andrecycling programs; the agency includes the Office ofPlanning, Siting and Disposal Operations, and theOffice of Waste Reduction and Recycling; see listingsin Resources

natural resources - materials derived from the earthwhich are used for energy or in the manufacture ofgoods

ni-cad (nickel-cadmium) - a type of rechargeable battery;can be recycled

open dump traditional waste disposal method of openpiles of garbage; now prohibited in Maine

overpackaged - term describing goods which have morepackaging material than is necessary to simply wrap,contain, or protect the product; overpackaging is asource of waste that can be reduced

packaging - the materials used to wrap, contain, andprotect products; may also advertise the product

paperboard - a type of thin cardboard used for productslike cereal boxes; often made of recycled fiber

particulates - minute particles of ash carried in the hotgasses produced in incinerators; usually "scrubbed"before the gasses are released

plastic resin (polymer) specific organic compoundswhich determine the characteristics of plastic;different plastic resins must he separated andrecycled separately

post-consumer content - in a recycled product, theamount of material that has been previously used atthe consumer level and returned for recycling andremanufacture

pre-consumer content - in a recycled product, theamount of material that has been recovered from themanufacturing process and recycled into a newproduct; recycled material that has not been used atthe consumer level

psychrophilic - the first stage of composting in whichsimple bacteria thrive in cool temperatures produc-ing carbon dioxide and heat

pulp - digested wood fibers that are then made intopaper; new pulp is derived from wood, recycled pulpis derived directly from paper and is thenremanufactured into recycled paper

raw materials - substances still in their natural statebefore processing or manufacturing; the startingmaterials for a manufacturing process; sometimesreferred to as "virgin materials"

RDF (refuse-derived fuel) incinerators facilities wherenon-combustible materials are separated andremoved before going into the burn chamber; therecovered materials are reused or recycled

reactive - a category of hazardous material which tendsto react spontaneously with air or water, explodewhen dropped, or release toxic gasses

recovered materials those materials which areseparated and collected for recycling, removed fromthe waste stream for sale, use, or reuse

recycle - a waste management strategy where materialsfrom waste are recovered, reprocessed, ar...imanufac-tured into new products; third priority in the wastemanagement hierarchy

recycled - composed of materials which have beenprocessed and used again

reduce - see source reduction; the first priority in thewaste management hierarchy

refillable - term used to describe containers which canhe used several times to hold the same product

returnable can he returned for deposit and/or reuse

reuse - a waste management strategy which advocatesfinding alternative uses for items which arc no longerneeded for their original purpose; second priority inthe waste management hierarchy

scrubbers - the mechanical and chemical cleaners ofincinerator gasses; wet-dry scrubbers use limewater,baghousc filters settle particles out, electrostaticprecipitators remove particles with an electric charge

slurry - mixture of water and paper fiber that comesfrom a hydrapulper as paper is recycled

small quantity generator - an individual, business, ororganization that produces a measurable amount ofhazardous waste but less than 1000 kilograms/month; regulated in Maine by the Dept. of Environ-mental Protection Bureau of Hazardous Materials &Solid Waste Control

solid waste - any of a variety of solid materials andliquids that are considered unusable and must bediscarded; includes household garbage, food waste,yard trash, white goods, ash, sludge, o2therdiscarded material

source reduction a waste management strategy whichattempts to decrease the amount and toxicity of solidwaste before a material enters the waste stream;reducing the amount of waste by design andengineering; first priority in the waste managementhierarchy

sustainable future - the objective of many conservationefforts to minimize the use of resources in themaintenance of a productive lifestyle; an ideal visionof the future where there is no net loss of resources

thermophilic high-temperature (105° - 158°F) compostbacteria, fungi, and molds that finish the compostprocess -

tipping fee - the fee charged a waste hauler to depositmaterial at a transfer station, incinerator, or landfill

toxic - poisonous or harmful to humans and/or theenvironment

toxicity a relative measure of how poisonous asubstance is; an objective of source reduction wasteis to reduce the toxicity of waste as well as theamount of waste

transfer station - a facility designed to store or hold solidwaste for transport to a processing or disposal facility

trash - term used for the category of wastes that usuallydo not include food waste, but may include otherorganic materials such as yard trimmings

unrecoverable waste - waste which has no reusable orrecyclable components and must be disposed of inlandfill or incinerator

user fees - money charged to recipients of a particularservice, e.g. fees charged by a trash hauler to collecttrash curbside

vitrification - an experimental waste managementprocess is which waste is exposed to extremely hightemperatures and transformed into dense inertchunks of material

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Glossary

waste any material that is not used and is discarded

waste audit - inventory of waste produced in a particularplace over a certain period of time; the analysis froma waste audit can help identify targets for wastereduction and recycling efforts

waste exchange - a system which allows the waste fromone activity to be used as a resource in anotheractivity

waste management hierarchy - the priority order ofmanaging waste developed by the EPA and adoptedby others; the hierarchy adopted by the MWMA is 11Reduce, 21 Reuse, 3) Recycle, 4) Compost, 5)Incinerate, 6) Landfill

waste stream the total waste produced by a commu-nity or society, as it moves from origin to disposal;all of the waste generated in the process of produc-tion, utilization, and disposal of goods

waste-to-energy - the type of incinerator which gener-ates electricity from the heat produced from burningwaste

Waste Cap - a business assistance program of the MaineWaste Management Agency in which a team ofvolunteers evaluates businesses and industrialfacilities and recommends waste reduction strategies

white goods major household appliances such esrefrigerators, washers, ranges that are typically butnot always finished in white enamel

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