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Education & Recycling: Educator's Waste ManagementResource and Activity Guide 1994.California State Dept. of Conservation. Sacramento.Div. of Recycling.94234p.California Department of Conservation, Division ofRecycling, 801 K Street, MS 22-57, Sacramento, CA95814.Guides Classroom Use Teaching Guides (ForTeacher) (052)

MF01/PC10 Plus Postage.Bilingual Instructional Materials; *Class Activities;Constructivism (Learning); *Educational Resources;Elementary Secondary Education; *EnvironmentalEducation; Evaluation Methods; *Recycling; SolidWastes; Teaching Guides; *Waste Disposal;Worksheets

IDENTIFIERS *California

ABSTRACTThis activity guide for grades K-12 reinforces the

concepts of recycling, reducing, and reusing through a series ofyouth-oriented activities. The guide incorporates a video-basedactivity, multiple session classroom activities, and activitiesrequiring group participation and student conducted research.Constructivist learning theory was considered during the developmentof activities. The guide is divided into the following sections: (1)

12 elementary and mieldle school classroom activities; (2) eight

middle and high school classroom activities; (3) school recyclingprograms; (4) trivia, facts, and other information; (5) listing of338 supplementary materials (activity, booklets, coloring and comicbooks, books, catalogs, curricula, extras, magazines, recyclingprograms, and videos); (6) listing of 39 environmental organizations;(7) approximately 1,300 California local government and communitycontacts; and (8) a glossary. Many activities incorporate science,history and social science, English and languege arts, andmathematics and art. Most activities include methods for teacher andstudent evaluations. Spanish translations are provided for someactivity materials, including letters to parents, several take-homeactivities and the glossary. (LZ)

* Reproductions supplied by EDRS are the best that can be madefrom the original document.

***********************************************************************

CaliforniaDEPARTNIENTCONSERVATION

Pete WilsonC;IP/1,1/1(1).

I)ouglas P. Wheeler"('C /via/T/HI' Mc.v)1/11('S.

11)(' /i('N()111«'.

Edward G. fieidig

(

Recycling

U S DEPARTMENT OF EDUCATIONOm, e Of Educational Research and improvement

EDUCATIONAL RESOURCES INFORMATICNe CENTER (ERICI

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EDUCATION & RECYCLINGEDUCATOR'S WASTE MANAGEMENT

RESOURCE AND ACTIVITY GUIDE 1994

BEST COPY AVAILABLE

f

EDUCATION & RECYCLING

EDUCATOR'S WASTE MANAGEMENT RESOURCE ,ND ACTIVITYGUIDE 1994

DEPARTMENT OF CONSERVATION Division of Recycling

Pete WilsonGovernor

Douglas P. WheelerSecretary for Resources,The Resources Agercy

Edward G. HcidigDirector,

Department of Conservation

PRINTED ON RECYCLED PAPER

ACKNOWLEDGMENTS

The Department wishes to acknowledge the significant contributions made bymany. Special thanks goes to the various outside curriculum developers thatgraciously consented to the adaptation and inclusion of their ideas in this guide.Without their assistance, this publication would have not been possible.

Edward G. HeidigDirector,Department of Conservation

Pamela E MorrisPublic Information er,

Department of Conservation

Carol A. NelsonDeputy Chief;Division of Recycling

Margie JewettRecycling Program Manager,Program Development Branch

Jill SomersSupervisor,Education Section

Coordinating Editor/WriterKathy Davis

Contributing Writers/ResearchersSherry ReserSandy HysonCheri Fraga ShawLaura SmithChandra TraderPete Valdivia

Copy EditorMarija Krapcevich

Graphic ArtistStephen Swaby

Support StaffDeborah BourgeoisLinda Graham

DEPARTMENT OF CONSERVATION Division of Recycling iii

4

TABLE OF CONTENTS

INTRODUCTION vii

HOW TO USE THIS GUIDE ix

ADDITIONAL EDUC4TIONAL RESOURCES FROM THE DEPARTMENT OFCONSERVATION xi

ELEMENTARY AND MIDDLE SCHOOLCLASSROOM ACTIVITIESRecycle Rex "Recycle, Reduce, Reuse and Close the Loop" 3

a. Close The Loop (lower grades) 5

b. Close The Loop (upper grades) 6

Recycle Rex "Recida, Reduce, Reusa Y Cierre El Ciclo" 7

a. Cierre El Ciclo (anos escalar K-5) 9

b. Cierre El Ciclo (arios escolar 4-8) 10

Earth Meets Our Needs! 11

a. Landfill Bingo procedures 13

b. Landfill Bingo teacher's sheet 14

c. Landfill Bingo student's sheet 15

What's Going On In Here??? 16

a. Dirt vs. Dirt 18

b. Tierra Contra Tierra 18

What's This Made Of? 19

a. Sample letter to parents 21

b. Ejemplo de una carta para padres 22

c. Crossword Puzzle student's sheet (lower grades) 23

d. Crossword Puzzle answer sheet (lower grades) 24

c. Crossword Puzzle student's sheet (upper grades) 25

f. Crossword Puzzle answer sheet (upper grades) 26

My Bike Came From Planet Earth!!! 27

a. Bicycle diagram 28

b. Student's worksheet 29

Just Recyde It! 30

a. Sorting and categorizing recyclables 31

Take-Home Recycling Kit 32

a. How to set up your home recycling center 34

b. Flow to recycle specific items 35

c. COrno establecer un centro de reciclaje en su casa 37

d. COmo Reciclar 38

e. The Recycled Diary 40

1. El Diario Reciclado 41

Good Things Come In Many Different Wrappers 42

a. Sample letter to parents 44

b. Ejemplo de una carta para padres 45

c. Student's worksheet . 46

Make Your Own Paper 47

a. Pulpy Piñata 49

b. Piñata Pulposa 50

The Lorax 51

a. Is it a need or is it a want? (student/group activity) 53

b. Removing Earth's Resources (studentlgroup activity) 53

Student-Inspired Waste Reduction Plans 54


.MIDDLE AND HIGH SCHOOL CLASSROOM ACTIVITIES 59Running Out of Resources 61

a. Student handouts on manufacturing processes:(may be used to make transparencies)

1. Glass 632. Paper 643. Aluminum can 654. Steel can 665. Plastic 67

b. Energy and Resources (student's worksheet) 68c. Energy and Resources (teacher's answer sheet) 69

Take A Bite of the Finite 70a. 1993 Estimates of Global Reserve Base 71

Solid Waste: What's My Responsibility' 72a. "My Twenty Foot Swath"

Garbage: Achieving Its Potential 77As the Worm Churns 79

a. How to prepare a worm composting bin 81b. 1-2-3 Worm Composting Bin 82

More Is Not Better 84Setting Up An In-School Recycling Project 86Hitting the Air 88

RECYCLING IN SCHOOLS 89Mow to set up a school recycling program 91Distinguished Schools 96

TRIVIA, FACTS AND OTHER STUFF 99Aluminum 101Compost 101Glass 101Landfills 102Oil 102Paper 102Plastics 103Steel 103Tires 104Waste 104Miscellaneous 105Historical Perspectives 105Works Cited 106

SUPPLEMENTARY MATERIALS 109Activity Booklets, Coloring and Comic Books 111Books 113Catalogs 118Curricula 120Extras 128Magazines 130Recycling Programs 131Videos 132

ENVIRONMENTAL ORGANIZATIONS 139LOCAL GOVERNMENT AND COMMUNITY RESOURCES 161GLOSSARY OF TERMS AND COMMON USAGES 195GLOSARIO DE TERMINOS Y USOS COMUNES 203

vi DEPARTMENT OF CONSERVATION Division of Recycling

6

INTRODUCTION

Con.ser.va.tor n. 1a protector;

guardian;or steward

The EducationSection encouragesCalifornia youth to

conserve naturalresources...

Spanish translationof some materials

By definition, the California Department of Conservation is California's conservator:the protector of California's citizens, guardian of California's farmland and stewardof California's earth resources. Among its many responsibilities, the Departmentmanages California's earth resources so we are more self-reliant in meeting ourenergy needs; and promotes recycling so we have fewer resources going to landfills and more

resource: for jobs.

"Recycle, reduce and reuse" is the vital conservation ethic practiced by more andmore Californians. The Education Section, within the Department of Conservation'sDivision of Recycling, encourages California youth to conserve natural resourcesand diminish their waste production through education and project participation.The publication before you introduces and reinforces recycling, reducing and reusing

through a series of youth-oriented activities. In addition, students discover that, asconsumers, they can "close the loop" by moving beyond recycling to includepurchasing recycled products.

This guide incorporates the Unifying Concepts of Environmental Education: to fosterawareness of and respect for the environment; to build knowledge of some basicenvironmental concepts and promote responsible actions toward the environment.Constructivist learning theory was also considered during the development ofactivities. Students relate activities to their own lives, explore existing conditions,develop alternatives, and interact with themselves and their communitydiscovering they can impact their futures.

In response to teacher surveys taken at conferences and feedback from the twoprevious Educator's Waste Management Resource and Activity Guides, we have incorporateda video based activity, multiple-session classroom activities, and activities requiringmore group participation and student conducted research. We expandec"Supplementary Materials" section to include many more resources. Thispublication also provides references to local government and community resources,listing recycling coordinators, recycling center operators, and noting those willing toconduct tours or do in-class presentations.

A valuable addition to this publication is the Spanish translation of some materials.Letters to parents, several take-home activities and the glossary arc provided inEnglish and Spanish.

Sections of this publication may be copied and distributed, but may not be sold forprofit. (Please credit the California Department of Conservation.) We hope you findthis publication beneficial in introducing, reinforcing and instilling the recycle, reduce,

reuse and close the loop ethic in your classrooms.

DEPARTMENT OF CONSERVATION Division ofRecycling

Ivii

HOW TO USE THIS GUIDE.Recognizing that educators face multiple demands in presenting curriculum, theseactivities may be integrated into a number of disciplines. Many incorporate science,history and social science, English and language arts, mathematics and art. Mostactivities include methods for teacher and student evaluations.

THE GUIDE IS DIVIDED INTO SECTIONS:

I. Eletaentary and Middle School Classroom Activities The first section targetselementary and middle school students. Educators will find activities which havebasic presentations that may be adapted depending upon grade level. Mostactivities include or are followed by handouts or games. Also, for those activitiesrequiring parent assistance, sample letters and parent information are provided inEnglish and Spanish. Creative waste-reducing plans inspired and practiced bychildren completes this section.

2. Middle and High School Classroom ActivitiesThe second section targets middleand high school students. More research and independent action (outside theclassroom) are required. Spanish translations are not available in this section.Less parent involvement is required and students are expected to articulate tonon-English speaking parents what they are involved in as well as their needsfrom parents.

3. Recycling in Schools Detailed information on how schools can establish arecycling program offers schools a beginning point in their recycling efforts. Thissection includes a step-by-step process for establishing a school recyclingprogram and provides ideas and examples of recycling programs from otherschools.

4. Trivia, Facts and Other Stuff This section provides interesting informationrelated to waste and recyclable materials and their history. Educators may pullinformation from this section to share with students during presentation ofspecific activities. This section may also benefit students in development ofresearch papers or presentations. The trivia section is organized alphabeticallyby material or subject matter (aluminum, compost, glass, landfills, oil, paper,plastics, steel, tires and waste). This is followed by miscellaneous information onlitter and its decomposition time and some fun information on historicalperspectives.

5. Supplementary Materials This section provides names, addresses and briefabstracts of related environmental materials. It contains listings of activity,coloring and comic booklets; books; catalogs; curricula; magazines; recyclingprograms and videos.

6. Listing of Environmental Organizations Environmental organizationswith aninterest in waste management, provided information for inclusion in this section.Types of information include: organizational mission or goals, services theorganizations provide, descriptions of how organizations may benefit educatorsand students and how to contact the organizations.

7. Local Government and Community Contacts This section provides a listing ofgovernment officials responsible for recycling efforts in their communities as well asa listing of local certified recycling center operators. Each listee was contacted bytelephone and surveyed as to their availability and willingness to perform tours oftheir facility, in-class presentations and provide informational materials for educatorsand students. (See the notations following each listing.) The section is organizedalphabetically by county; then by city within that specific county.

8. Glossary Written in English and Spanish, this section is intended to augmentthe curriculum, clarifying some terms and their common usages.


ADDITIONAL EDUCATIONAL RESOURCESFROM THE DEPARTMENT OFCONSERVATION

In addition to the information induded in this publication, the Department ofConservation provides other educational resources.

RESOURCE CENTER

The Division of Recyding's Resource Center offers a variety of materials available forloan to schools, including books, videos, games, fact sheets, curriculum guides and filmstrips. (Requests for loans must be on school or organization letterhead.) The ResourceCenter Guide is available by writing to the Department of Conservation, Division ofRecycling, Resource Center; 801 K Street, MS 18-55; Sacramento, California 95814 or bycalling 1-800-RECYCLE (in CA only).

CONSERVATION FAIR

The Department of Conservation sponsors a variety of educational events all year longthroughout the State. In April, the annual CONSERVATION FAIR, held at the StateCapitol, is a celebration commemorating the conservation of California's preciousresources. State agencies, environmental organizations and businesses gather todistribute information and conduct hands-on exhibits for children and adults. If yourschool would like to attend the FAIR, please call 1-800-RECYCLE (in CA only).

FLU, ROIVIC BULLE77N BOARDInfiCycle

Developed as a source of technical and educational recycling information, thiselectronic bulletin board is accessible by IBM and Apple compatible personalcomputers. Examples of available information are: materials from this guide, schoolevents and activities, a calendar of conferences and events and a list of who's who inthe Division of Recycling's Education Section. The bulletin board is updatedcontinually as new information becomes available. To access with your computer call(916) 445-0518. If you have problems hooking-up, call (916) 445-1490.

HELD TRIPCalifornia State Mining and Mineral Museum

Located 2 miles south of Mariposa on historic Highway 49, southwest of YosemiteNational Park, the museum showcases the state's official gem and mineral collection.Rare gems and minerals from the U.S. and around the world are on display. includingthe 13 pound Tricot Nugget" (crystalized gold) and other specimens such as Californiagold, amethyst and benitoite (California's official gemstone).

Interactive displays include gold panning during the summer months, a permanent200-foot mine tunnel depicting underground mining techniques of the early 1900's anda working model of a five-stamp gold processing mill.

The tour takes 45 minutes to an hour, depending on the group size. Each childreceives a free souvenir mineral specirner.. Special school group admission is $1.00 perperson. A tour guide will be provided if reservations are made in advance. Call TerryWallace, tour coordinator, Monday-Thursday, 10am-4pm at (209) 742-7625 for furtherdetails.

CLASSROOM MATERIALSOil and Gas in CaliforniaGeothermal in California

These two free booklets provide introductions to oil, gas and geothermal resourcesin Californiafrom formation and extraction, to refining, distribution and use.

DEPARTMENT OF CONSERVATION Division of Recycling xi

9

Illustrated in comic book style, the booklets are appropriate for grades fourthrough nine. Classroom sets are available.

Slide shows and videotapes of Oil and Gas in California are also available at $15 and$25 each, respectively, prepayment is required. To order, write to the CaliforniaDepartment of Conservation, Division of Oil, Gas and Geothermal Resources; 801K Street, MS 20-20; Sacramento, California 95814-3530. A free list of otherpublications and reports regarding oil, gas and geothermal development inCalifornia is also available on request.

Publications regarding California's geologic hazards and mineral resources

A free listing of the Division of Mines and Geology's maps and reports regardingCalifornia's geologic hazards and mineral resources is available. Write to theDepartment of Conservation, Division of Mines and Geology; 801 K Street,MS 12-30; Sacramento, California 95814-3531.

CLASSROOM VISITS

The Department of Conservation has scientists, geologists, engineers, seismologistsand other professionals located in various field offices throughout the state. Theseexperts, depending upon their specialty, are knowledgeable in earth sciences,earthquake and landslide hazards and petroleum engineering. It is possible forlocal schools to arrange for classroom visits by Department employees from nearbyfield offices. Classroom visits and participation in special school projects are doneon a voluntary basis by an employee, with the permission of their supervisor.

'Co learn more about potential classroom visits by scientific experts near you, call:

Division ofMines and Geology

HeadquartersField Offices:Los AngelesSan FranciscoSanta Rosa

(916) 445-1825

(213) 640-3560(415) 904-7707(707) 576-2275

Division of Oil, Gas and Geothermal Resources

HeadquartersOil and Gas Field Offices:BakersfieldCoalingaLong BeachSacramentoSanta MariaVentura

Geothermal Field OfficesEl CentroSacramentoSanta Rosa

Office of Land Conservation

MORE INFORMATIONThe California Department ofConservation,ContactPublic Information OfficeDepartment of Conservation801 K Street, MS 24-07Sacramento, California 95814-3514(916) 323-1886.

(916) 445-9686

(805) 322-4031(209) 935-2941(310) 590-5311(916) 322-1110(805) 937-7246(805) 654-4761

(619) 353-9900(916) 323-1788(707) 576-2385

(916) 324-0859

The Educator's Waste Management Resource&Activity Guide 1994,ContactThe Education SectionDepartment of ConservationDivision of Recycling801 K Street, MS 22-57Sacramentc,, California 958141-800-RECYCI.F. (in CA only).

xii DEPARTMENT OF CONSERVATION Division ofRecycling

Elementary 69 Middle SchoolClassroom Activities

11

RECYCLE REX "RECYCLE REDUCE,REUSE. AND CLOSE THE LOOP."

OBJECTIVES

Th

Students will consider their relationship to theirenvironment. They will develop an understandingof the terms "recycle, reduce, reuse" and "close theloop."

METHODS

Teacher introduces key concepts. Students provideresponses to enhance understanding of concepts.After viewing a video, students write or drawpictures.

MATERIALS

Recycle Rex video.

Optionah Writing paper or construction paper,colored peas, crayons, or paints.

NOTE: Most schools have an English version of theDisney video, Recycle Rex. A Spanish version isalso available on loan. For more information,contact the California Department of Conservation'sResource Center listed at the beginning of thispublication.

PROCEDURE

1. Ask students what Awes they consider special.Home, , school, playgrounds, parks, etc. Wouldthey consider a garbage dump a beautiful placeto go play? How would they feel if their specialplaces were used for garbage dumps (landfills)?

2. Explain that they are going to sec a video ofsome special characters that nearly lost theirplaying field to a garbage dump (landfill). Thesespecial characters learned there was somethingthey could do to make a difference in whether Ofnot the landfill was necessary.

3. View Recycle Rex video.

4. Discussion items. Ask students to respond toquestions about the video. Questions toconsider might include:

Why was the trash being dumped in the field that Rex andhis pals wanted to play in? (There was nowhere else to putit because their current landfill was full.)

Who was responsible for the trash being dumped in thefield? (They were.)

What did Rex and his fiends decide to do with their trash?(Try to find ways to get rid of their garbage withoutthrowing it out.)

What happened when 'Thrbe unwrapped the 'New; NewYummy Free Sample" ? (Turbo got more garbage thangoodie: Extra.or Excessive packaging.)

What did Ethyl decide to do with her refillable shampoobottle? (Refill or Reuse it.)

With everything being thrown away what did Rose saywas happening to the earth's natural resources? (Being used

up.)

How can you make 'old things" new again? (Recycle:Take something used and make it into something newt)

5. Discuss recycle, reduce and reuse (to turn somethingold into something new; lessen the amount ofwaste generated; adapt for another purpose).

Explain that by recycling and reusing we reduce theamount of resources we need from the earth.

DEPARTMENT OF CONSERVATION Division of Recycling 3

12

Discussion suggestions:

Consider the recyclability of an item or its containerbefore purchasing it (i.e., catsup comes inrecyclable plastic, glass, or nonrecyclable plastic.Which should we buy?).

If an item is nonrecyclable, can it or its packagingbe reused? Is the packaging necessary? Usereusable rather than disposable items (i.e., clothtowels rather than paper towels, washable platesrather than paper plates, a lunch box or cloth lunchbag instead of a paper bag, etc.).

Recycling, reducing and reusing decreases theamount of garbage we throw away (that ends up inlandfills).

Ask students to provide examples of recycling,reducing and reusing. In addition to typicalresponses (i.e., aluminum cans,newspapers and glass), encouragecreative responses (i e , siblingssharing clothes and toys,using margarine tubs tostore paper clips, etc.)

6. Ark students whatthey think "Closethe Loop" means.(To purchaseitems that Pe atleast partiallymade ofrecycled

material.) When people and schools purchaseitems such as paper towels, writing paper,napkins, plastic rulers and cereal boxes that havebeen made with recycled contents, they help to"close the loop."

Follow up activities:

Students draw pictures of something they cosilddo to make a difference.

Students write about something they could do tomake a difference.

Have students complete the following wordsearch activity. NOT Th-re are two sheetswith differing degrees of ....ificulty for youngerand older students.

Sources: Disney Educational Productions. Recycle Rexvideo. Made possible by a grant from the

California Department of Conservation to"Keep California Beautiful To

purchase a video, contactCoronet/MTI Film &Video

P.O. Box 2649,Columbus, OH 43216

1 (800) 777-8100.

1.3

4 DEPARTMENT OF CONSERVATION Division of Recycling

CLOSE. THE LOOP

Instructions: Circle the hidden words within the two boxes.

MATERIALS THAT CAN BE RECYCLED

S

A

P

A

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GLASSTINWOOD

PLASTICPAPERALUMINUM

X I T T O W LP L A S T I C

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M A G Y R BAITEMS THATCAN BE REUSED

SHOES TIRESBOXES JARS

*BAGS *TOYS

E R T MONA B O X ESE X SM JL

Y MB AG S SLS K E F DV JNA L X SHOES


14

Lower Grades

5

CLOSE. THE LOOP

Instructions:Circle the hidden words within the 3 boxes.

RECYCLE

GLASSPLASTICALUMINUMPAPER

Q DHYNBXCBHKLE FVZWOL CGMBJCDAUXSYOMNTRCZTISWE VCMS-GRWRUIEL SELTTC J L AIR

BOTTLESRECYCLECANSBAGS

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REDUCE

WASTEREDUCELESSENGARBAGE

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RESOURCESCLOTHESLUNCHBAGBOOKS

GRADE 4d UP

WRAPPINGCONSERVEPACKAGINGCONSUMPTION

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RECYCLE R.EX "RECICLA REDELICEREUSA CIERRE EL CiC.L0."

OBJETIVOS

Los estudiantes consideraran su relaci6n con elmedio ambiente. Estos desarrollaran unentendimiento de los terminos reciclar, reducir,volver a utilizar, y completar el cIrculo.

METODOS

El profesor expone los conceptos clave. Losestudiantes Baran respuestas para mejorar elentendimiento de los conceptos. Despues de veruna pelicula, los estudiantes escribiran o dibujaran.

MATERIALES

Pelicula de Recycle Rex. Opcional: papel paraescribir o para dibujar, plumas de colores, crayones,o pinturas.

NOTAs La mayoria de las escuelas cuentan con unaversion en ingles de la Producci6n de DisneyRecycle Rex. Adernas, hay a la disposiciOn, paraprestar, una version en espafiol. Si no tiene unacopia, comuniquese con el Centro de Recursos delDepartamento de Conservacion de California queaparece en esta publicacion.

PROCEDIMIENTO

1. Pregunte a los estudiantes cuales son suslugares favoritos. El hogar, escuela, patios derecreo, parques, etc. iConsiderarian ellos q ie unbasurero es un lugar hermoso para jugar?se sentirIan si sus lugares favoritos fueranutilizados como basureros?

2. Expliqueles que veran una pelicula sobrealgunos personajes especiales que casi perdieronsu campo de juego el cual estuvo a punto de serconvertido en un basurero. Estos personasespeciales aprendieron que habia algo quepodian hacer para justificar si el basurero eranecesario o no.

3. Muestre la Pelietsla de Recycle Rex.

4. Temas de Discusion. Pida a los estudiantesque respondan a la pelicula. Entre las preguntasque pudiera conslcierar incluyen:

iPor qui se estaba tirando la basura en el campo enque Rex y sus amigos querfan jugar? (No habia otrolugar en donde tirarla porque el basurero existenteestaba

,Quienes eran los responsables de que la basura setirard en el campo? (Fran ellos.)

iQui decidieron hacer Rex y sus amigos con su basura?(Trataron de encontrar mantras para deshacerse de subasura, sin tirarla)

iQui past cuando "Turbo" desenvolviG la muestragratuita del Nuevo, Nuevo Yummy? (Turbo obtuvomds basura que duke. Empaque excesivo /extra.)

iQui decidid hater Ethyl con su botella de champsi quepuede volverse a utilizar? (La volvi4 a llenar/utilizar)

Con todo lo que se tira, iqui dijo Rosa que estabapasando a los recursos naturaks del mundo? (Que seestaban agotando).

iCOmo puede usted convertir las 'cows viejas" ennuevas otra vez? (Reticle: Tome algo viejo y hrigalonuevo).


1 (3

S. Discuta los conceptos de reciclar, reducir, y reusar(el convertir algo viejo en algo nuevo; reducir lacantidad de desechos generados; adaptarlos paraotro propOsito).

Explique que al reciclar y volver a utilizar,reducimos la cantidad de recursos que necesitamosdel planeta.

Sugerencias para discutir:

Considere la posibilidad de reciclar un articulo o suenvase antes de comprarlo. (por ejemplo, el catsupviene en plastic°, reciclable, en vidrio, o plastic° noreciclable. Cual debemos comprar?)

Si un articulo no es reciclable, use puede volver autilizar este, o su envase? iEs necesario el envase?

Utilice articulos que se pueden volver a utilizar enlugar de articulos desechables. (par ejemplo, lastoallas de tela en yea de toallas de papel, platos quese pueden lavar, en vez de platos de papel, unalonchera" o una balsa de tela para el almuerzo, envez de una balsa de papel, etc.)

Finalmente, el reciclar, reducir lo que utilizamos, yvolver a utilizar algunos articulos disminuye lacantidad de basura que tiramos (que termina en losbasureros).

Pida a los estudiantes que le den ejemplos derecicla: y volver a utilizar. Ademas delas respuestas tipicas (par ejemplo,latas de aluminio, penodico yvidrio), animelos a que denrespuestas creativas (porejemplo, hermanoscompartiendo la ropa,los juguetes,

8

utilizando envases de margarina para almacenarsujetapapeles, etc.)

6. Pregunte a los estudiantes qui creen que significacerrar el ciclo. (El comprar articulos que son, parlo menos parcialmente, hechos de materialreciclado.) Cuando la genie y las escuelascompran articulos coma toallas de papel, papelpara escribir, servilletas, reglas de plastic° y cajasde cereal que se han hecho con materialesreciclados, estos ayudan a completar el circulo.

Actividades que siguen:

Los estudiantes hacen dibujos de lo que pudieranhacer para ayudar a reducir la cantidad de basura.

Los estudiantes escriben alga que pudieran hacerpara mejorar la situacian.

Haga que los estudiantes completen la actividad debtisqueda de palabras a continuacion. NOTA: Haydos hojas con diferentes niveles de dificultad paralos estudiantes mess jOvenes y los mayores.

Fuentes:

Disney Educational Productions. Recycle Rex. Se hizoposible gracias a una beca del Departmento de Conservaciende California para To Keep California Beautifid" Paracomprar un video comuniquese con Coronet/MTI Film &Video, P.O. Box 2649, Columbus, OH 43216.

1 (800) 777-8100.

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(tERRE EL CICLO

instrucciones:Circule las palabras escondidas dentro de los dos cuadros.

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10 DEPARTMENT (jF CONSERVATION Division of Recycling

EARTH MEETS OUR NEEDS!

OBJECTIVES

Students will consider theirrelationship to the earth'sresources. They willdevelop anunderstanding of theterms: resources,reducing, recycling,reusing,nonrenewable,renewable, landfill andcomposting.

METHODS

Students listen while the teacher reads a briefsummary. They provide responses to enhanceunderstanding of concepts. Working in groups,students develop pictures of landfills to present tothe class.

MATERIALS

Construction paper or poster board, colored pens,crayons or paints.

PROCEDURE

1. Discuss the following with the class:

The impact their birth had on their families, i.e., a newperson for the fami ly to fees; clothe, shelter and nurture.

As they grow how they impact their families i.e.,contribute by preparing food picking up and taking careof their clothes, keeping the place where they eat and sleepneat and clean so they can enjoy living there.

From the earth our families get those things that weneed to meet our needs. The earth provides theland on which we grow crops for our families toeat. The materials we or others use to make ourclothes comes from the earth. Trees supply us withwood products and paper. Minerals, metals andpetroleum to make glass, cans and plastic comefrom the earth. The wood, rocks, or other materialswe use to build our homes and places of shelteralso come from the earth. The way we take anduse these resources affects the earth.

We can continue to enjoy all the earth's resources

by taking less from it. We can recycle many ofthose resources that are nonrenewable (oflimited supply).

We can reuse or find new uses for things beforewe toss them in the garbage to be sent to thelandfill (garbage dump).

We can return much to the earth throughcomposting to encourage the regeneration ofrenewable resources, i.e., provide rich soil for treesand other vegetation vital to human survival.

2. Define resources (something that can be drawnupon for aid or to take care of a need). Askstudents to provide examples of the earth'sresources. (The earth's soil grows our crops; oilfrom the earth helps us fuel our cars, makesplastic and produces electricity to light ourhomes; water satisfies our thirst, etc.)

3. Define recycling and reusing (to turn somethingold into something new; adapt for anotherpurpose).

Ask students to provide examples of recycling andreusing.

4. Define reduce (to minimize the amount of wastewe generate).

Ask students if they can think of ways to reduce theamount of waste they create. (Buy products withfewer layers of packaging or that are packaged intheir own wrapperslike fruit and vegetables. Useboth sides of paper; use reusable items rather thandisposable onessuch as cloth towels instead ofpaper towels to dry your hands or plastic containersfor your lunch in place of plastic bags.)

i. Define renewable and nonrenewable.Renewable: The ability to become new again, toregenerate. Some trees are renewable in thatwhen they are harvested, they grow again fromthe stump; wool is renewable when the shornsheep grows a new crop of wool for the nextseason.

Ask students to provide examples of renewableresources.

Nonrenewable: Lacking the ability to make newagain; cannot replace what is old or depleted.


BEST COPY AVAILABLE

11

Ask students to provide examples of nonrenewableresources, i.e., oil, minerals, etc.

6. Define and discuss composting and landfilLCompacting: Process where microorganismsbacteria and fungi breakdown and convertvegetable, fruit and other organic wastes intofertilizer and conditioning soil.

What kinds of waste are compostable? Fruit andvegetable waste, grass, leaves, etc.

Landfill: (A specially designed and operated facilityused to deposit waste. The bottom is usually linedwith plastic to prevent rain and other water fromleaking down through the waste and pollutingwater tables below. Each day's waste is compactedand covered with soil.)

Recent studies suggestthat most waste inlandfills does notdecompose.

Ask students whythey think landfillwaste resistsdecomposition?(Like people,livingmicroorganisms -

responsible for decomposition need air andmoisture.)

7. Ask students what types of things they threw in thegarbage thus day (or that week if you need morematerial).

Have students form groups and draw a grouppicture of what they think a landfill looks like.Encourage them to include the types of things theythrew away that day.

Have each group describe their drawing to the class. (Onestudent or all may contribute in the presentation.)

What types of waste could they have prevented from endingup in their landfill? How?

What types ofthings in their picture could have beenrecycled or reused? Which could have been composted?

Play Landfill Bingo. Game sheet follows.


Tour a landfill. For information about your local landfill,reference the Local Government and Community ResourcesSection (in the back of this book) to locate your city orcounty recycling coordinator.

NOTE: This lesson can be introduced in one classperiod or over two class periods. If two sessionsare chosen, a suggested approach might be toperform a review of terms on the second day,followed by student presentations.

9


LANDFILL BINGO

PROCEDURE

1. Cut the teacher's copy of the bingo sheet intoindividual squares. Place the squares in a box orhat so that each piece can be randomly chosen.

2. Separate the class into small groups and giveeach group 1 Landfill Bingo card, (I theledStudent's Game Sheet).

3. Randomly choose a square and allow groups todiscuss whether the item is recyclable, reusableor will end up in a landfill.

4. If their choice for the item is recyclable, they areto mark R in the corresponding box. If it isreusable, they mark the box with U. If it goesinto a landfill, they can cross out the entire box.If the item is both recyclable and reusable, theymay indicate so with both R and U.

5. "Bingo" is called when a row (diagonal,horizontal or vertical) of the same options havebeen identified. Items with both Rs and Us(recyclable and reusable) may be designated aseither to make a bingo. For example, if groupshave a row with all Rs except for one box with Rand U, students will have a bingo.

6. When a group calls a "bingo", have aspokesperson for the group explain why his/hergroup chose the options for the specific items.

7. Optional: Regardless of whether there is an earlybingo or not, continue the game until each itemis selected and discussed.

Further on...

Play the entire game until each item has beencalled. Upon completion, ask each group thenumber of ways they think they've won the game.Have each group then discuss the rationale behindtheir choices and have them come up with ideas onhow they can reduce landfill waste.

Possible Answers to Landfill Bingo

R RECYCLE

U REUSE

L = LANDFILL

NEWSPAPERS - Can be recycled into new paper orreused to make papier-miché.

MILK CARTONS - Can be recycled into papertowels or reused as storage containers.

DISPOSABLE' DIAPERS, - Most go to landfills.Postconsumer diapers are neither recyclable orreusable.

YOGURT CONTAINERS - Made from polystyrene,the containers are recyclable and reusable. Theycan be recycled into new plastic products or reusedas storage containers.

SHIRTS -Can be broken down to natural fibers andrecycled into new cloth. Shirts can also be reusedas pillow stuffing.

LAWN CLIPPINGS - Can be recycled throughcomposting.

OIL - Can be recycled by re-refining it.

LIGHT BULBS - Cannot be recycled nor reused.Most end up in landfills.

GLASS BOTTLE - Can be recycled into a new bottleor reused as a flower vase.

TIRES - Can be recycled into nee: products (i.e.,pens) or reused as bumpers for boats.

FOOD SCRAPS - Can be recycled throughcomposting.

TOYS - Can be reused by giving them to someoneelse.

CERAMIC CONTAINER - Due to lead contents, thiscontainer cannot be recycled; however, it can beused for storage purposes.

ALUMINUM CANS - Can be recycled into new cansor reused as noise makers.

TREES - Can be recycled through composting.

SHOES - Can be reused by donating them.

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WHAT'S GOING ON IN

OBJECTIVES

Students are introduced tocomposting concepts.Organic and inorganic isdiscussed. Studentsdeduce potentialoutcomes.

METHODS

Teacher introduces key concepts. Students assist inpreparation of a bag of organic and inorganic items.One month later, students observe the results.

MATERIALS

one large plastic garbage bag with tie

U one gallon of wet soil

U three grapes

U five pieces of plastic cup

O handful of grass clippings

U three lettuce leaves

U two nails

U one slice of white bread

U three squares of wet toilet paper

one slice of whole wheat bread

notebooks

U sifting screen

PROCEDURE

1. Comment on the fact that we talk often aboutrecycling, reducing and reusing. These areimportant waste management actions, especiallyfor inorganic materials (not of living origins).Inorganic materials resist decay and may neverbreakdown or decompose. Ask students toname some things that do not readily decay(plastics, foil, styrofoam, glass, etc.).

16

Ask students to name some things that do decay.(Food, grass, paper, wood chips, etc.)

Can students think of ways to get rid of decayablematter other than throwing it in the trash?

2. Have students help mix ingredients. Put the gallonof wet soil in the garbage bag. Add the rest ofthe materials, (except sifting screen) and mixwell. While doing this, have students speculatewhat may happen when all these ingredients getmixed together. Blow up the bag with air andclose tightly. (Decaying matter smells if it doesnot have enough air.)

3. Have students prepare a sign. Hang a sign on thebag that says "What's going on in here?" Placethe bag in a remote spot in the classroom.

4. Have students make predictions. Ask students towrite in their notebooks predictions about whatwill happen or draw what they think thecontents will look like in a month.

NOTE: For older students, graphs or charts tallyingtheir predictions may reveal commonalities. Actualresults can then be compared and entered on thegraphs or charts.

5. During the next month, open the bag periodicallyand mix the ingredients.

6. One month later, ask students to read the list ofmaterials that were put in the bag. As they readoff the list, ask them what they think hashappened to each ingredient during the pastmonth (or refer to the class graphs).

Take the bag outdoors and sift the ingredientsthrough the screen. Have students observe thecondition of the ingredients.

7. Back in the classroom, ask students to refer totheir original predictions.

What changes did they predict? What actuallyhappened?

8. Discuss: Composting is a way to put nutrients backinto the soil

Compostable items that end up in a landfill often do

2 5


not have an opportunity to become food for theearth. (L2 -dills lack the air and moisture necessaryfor the car. ,,osition process to occur.) By recyclingfood wastes through composting, we give back vitalnutrients to the earth. These nutrients help providefertile soil to grow the foods we eat and support thevegetation that produces oxygen necessary forhuman survival.

9. Work the sifted compost into the soil or put at thebase of a tree or bush.

Suggested Activities:

Have students perform the "Dirt Vs. Dirt" activitythat follows.

This activity adapted and included with permissionfrom:

Adapted from The Crowing Classroom by Roberta Jaffe 6.Gary Appel Copyright © 1990 by Life Lab ScienceProgram, Inc. Published by Addison-Wesley InnovativeDivision.

Sources:

Alameda County Home Composting Education Program.1991. :ORME A Teacher's Ga 4e to Activities andResources in the East Bay


DIRT VS. DIRT

OBJECTIVE

Reinforce the composting concept learned in"What's Going on in Here."

MATERIALS

1 cup of compost (made from classroom project)

1 cup of regular soil

10 beans (uncooked)

2 small cups/containers

PROCEDURE

I,. Fill one cup with regular soil and one cup withcompost. For easy identification, label one cup

compost and the other soil.

2. Plant five beans in each cup and water; soilshould be kept moist.

3. Place cups in a well sunlit area (i.e., on awindow sill).

4. For the next few days, or weeks, observe whichsoil provides better results.

Further on...

. , substituting the beans with otherseeds. For abigger project, try planting a small garden usingcompost. Compare with plants grown in regularsoil, or compare with store bought plants.

TIERRA CONTRA TIERRA

OBJETIVO

Reforzar el concepto de mczcla de tierra organica(tierra que se forma de materia organicadescompuesta) aprendido en "Qua Pasa Aqui."

MATERIALES

1 taza tierra organica (hecha del proyecto delsalOn de clases)

1 taza de tierra regular

10 frijoles (credos)

2 tazas/envases pequetios

PROCEDIMIENTO

1. Llene una taza con tierra regular y una taza contierra organica. Para la identificaciOn facil,

marque una taza como tierra organica y la otracomo tierra.

2. Siembrc cinco frijoles en cada taza y rieguela; latierra se debe mantener humeda.

3. Coloque las tazas en un lugar con buenailuminaciOn solar (por ejemplo, en la base deuna ventana).

4. Durante los siguientes dias, o semanas, observecull tierra proporciona mejores resultados.

Despues...

Trate de substituir los frijoles por otras semillas.Para un proyecto mas grande, trate de sembrar unpequeno jardin u hortaliza, utilizando tierraorganica. Comparelo con las plantas que crecieronen tierra comim y corriente, o comparelo con lasplantas que compra en la tienda.


WHAT'S THIS MADE OF

OBJECTIVES

Students will identify waste products commonlyfound in their garbage. They will consider thenatural resources used to make certain items andbegin to understand the differences betweenrenewable and nonrenewable resources.

METHODS

Students gather waste items from home or school;respond to teacher's introduction of terms andcategorize waste items.

MATERIALS

Waste items made of glass, metal, paper and plastic.Samples of sand, minerals (a quartz rock makes anice sample), wood and crude oil (a picture from amagazine will do).

PROCEDURE

1. Several days before the activity, ask students tobring items from home they would normallythrow away, plastic milk jugs, aluminumsoda cans, newspaper, tin cans, glass jars, but notwire, bolts,or food wastes. You will want tohave samples representing each category ofnatural resource, i.e., glass for sand, aluminumand tin for minerals, paper for wood and plasticsfor oil. Ask that they carefully wash items beforebringing them. (For younger grades, a sampleletter to parents is attached.)

2. Introduce and discuss terms. Explain that theearth's natural resources are used to make manydifferent materials. Some resources (such astrees) are renewable since they can be replaced.Other natural resources are nonrenewable (suchas oil and minerals) since they exist in limitedquantities.

3. Using the sand sample, briefly introduce theconcept that glass is made of sand, soda ash anulimestone (heated together and blown or pressedinto shapes we can use for containers and otheruses).

Ask students to identify items made of glass.

Ask: What types of waste products did they bringthat are made of glass?

4. Using the mineral (rock) sample, briefly introducethe concept that minerals from rocks (like thosefound in bauxite ore and iron ore) are used toproduce aluminum and steel. These minerals areprecious in that while they are found inconcentrated areas, those areas are rare and arelimited. As such, we consider these resourcesnonrenewable.

Ask students to identify items made of aluminum,steel, gold and copper.

Ask: What types of waste products did they bringthat are made from minerals?

5. Using the wood sample, briefly introduce theconcept that trees supply the wood pulp forpaper products. Although trees are consideredrenewable resources, they must be used wiselyor they will be cut down to meet our needs fasterthan they can be regrown.

Ask students to identify items made of woodproducts.

Ask What types of waste products did they bringthat are made from wood?

6. Using the oil sample (or picture), briefly introducethe concept that oil (petroleum) from the earth isused in the production of plastics and many


other synthetic (manmade) products. As withminerals, oil is found in rare concentrations andis limited in supply. It is considered anonrenewable resource.

Ask students to identify items which are plastic.

7. Ask students to suggest ways we could reduce ouruse of nonrenewable resources. (Recycle. reuseitems, buy products made of recycled products,etc.)

8. Label areas across the chalkboard. Make fourcategories for sand, minerals, wood and oil.Have students, individually or in groups, place/or label the items they brought for this projectunder the appropriate source headings, (i.e.,newspapers under "wood")

Encourage students to discuss which group wasteitems belong to.

Are all items in appropriate categories? Should anyitems be placed in other categories? Discuss why.

Are any items nonrecyclable?

NOTE: Teachers may wish to consult the LocalGovernment and Community Resources Section to obtaininformation on the types of items typicallyrecyclable in your community. Recyclingcoordinators listed in that section will be able toanswer questions on what is and isn't recyclable.


Use the waste items from this lesson for an in-classrecycling project. (See "Just Recycle It".)

Sources:

California Department of Conservation. CaliforniaeGy. July/August 1993. Division of Mires and

Geology. 801 K Street, 12th Floor, MS 12-30,Sacramento, CA 95814-3531. (916)445-1825.

A-Way With Waste. Washington State Department ofEcology 629 Woodland Square Loop SE, P.O. Box 47600,Olympia, WA 98540-7600.

9


SAMPLE LETTER TO PARENTS REQUESTING RECYCLABLES

Dear Parents:

The class is currently involved in discussions and activities dealing withthe earth's resources. Students are lc arning about the resources used toproduce items like plastic bottles, newspapers, aluminum and other metalcans and glass products. Once we discuss the resources necessary toproduce these items, we will group some of these products in a recyclingactivity.

It would be a big help if you could send one or more products made ofthe following substances: plastic, aluminum, paper, steel and glass.(Please rinse things out to help us manage our classroom environment.) Iask that you use your discretion with regard to glass products. If we don'tend up with any glass products, I can bring some from my home.

Thank you for your assistance.

Sincerely,

EJEMPLO DE UNA CARTA A PADRES DE FAMILIA PARA PEDIRMATERIALES PARA RECICLAR

Estimados Padres de familia:

Actualmente, la clase esta participando en discusiones y actividades quetratan acerca de los recursos del planeta. Los estudiantes estanaprendiendo sobre los recursos utilizados para producir aniculos comolas botellas de plastic°, peri6dicos, latas de aluminio y otros metales yproductos de vidrio. Una vez que tratemos sobre los recursos necesariospara producir estos articulos, usaremos algunos de estos productos enuna actividad de reciclaje.

Sella de gran ayuda si usted pudiera enviarnos uno o mas productoshechos de las siguientes substancias. plastic°, aluminio, papel, acero, yvidrio. (Por favor enjuague estas cosas para ayudarnos a controlar elmedio ambiente de nuestro sal6n de clases.) Le pido use su discrecien enrelaciOn a los productos de vidrio. Si no juntamos ningtin producto devidrio, yo puedo traer algunos de mi casa.

Gracias por su ayuda.

Atentamente,

CROSSWORD PUZZLEACROSS

1. Drinking straws and sandwich bags are made of

5. A is made of glass.

7. Soda comes in a

8. To use something over again.

DOWN

2. Trees are used to make

3. Soup cans are mostly made of this metal,

4. To turn something old into something new.

6. Paper is made from

8. An available supply that can be drawn uponwhen needed .

Possible Answers

bottleplasticpaperresourceCa n

recyclereusesteeltreeswood


CROSSWORD PUZZLE ANSWERS FOR PREVIOUS PAGEACROSS DOWN

1. Drinking straws and sandwich bags are made of

5. A is made of glass.

7. Soda comes in a

8. To use something over again.

P

2. Trees are used to make

3. Soup cans are mostly made of this metal,

4. To turn something old into something new.

6. Paper is made from

8. An available supply that can be drawn uponwhen needed

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CROSSWORD PUZZLE

ACROSS1. Aluminum, tin and steel are

4. Limited resources; cannot be replaced.

7. Fibrous substance from which paper and cardboardare made called wood

9. This recyclable product is made from trees.10. Nonrenewable resource used to make plastics.11. Glass is made from this natural resource.12. Produced from minerals and used mostly as a coating

on soup cans.14. The earth's natural16. Windows are made of this transparent material.17. Not an endless supply; restricted amount; rare.18. Leftover; no longer of use; requires a trip to the

landfill.

DOWN1. Natural elements found in rocks.2. To use products over again.3. Some cans are mostly made of this metal; Superman

is the "man of ."

5. Ability to become new again, regenerate; replaceable.

6. Mineral from which aluminum is made.7. Milk jugs are made from this recyclable product.8. The ,pulp used to make paper comes from this

product.13. To turn something old into something new.

All word; are discussed in 'What's This Made Of?"

Possible Answer)

wastepulpresourcesrecyclemineralsmetalsbauxite oresandrenewablenonrenewable

glasstinpaperreusewoodoillimitedplasticsteelreduce

3 ,1


CROSSWORD PUZZLE ANSWERS FOR

ACROSS1. Aluminum, tin and steel are4. Limited resources; cannot be replaced.7. Fibrous substance from which paper and cardboard

are made called wood9. This recyclable product is made from trees.10. Nonrenewable resource used to make plastics.11. Glass is made from this natural resource.12. Produced from minerals and used mostly as a coating

on soup cans.14. The earth's natural16. Windows are made of this transparent material.17. Not an endless supply; restricted amount; rare.18. Leftover; no longer of use; requires a trip to the

landfill.

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PREVIOUS PAGEDOWN1. Natural elements found in rocks.2. To use products over again.3. Some cans are mostly made of this metal; Superman

is the 'man of ."

5. Ability to become new again, regenerate; replaceable.6. Mineral from which aluminum is made.7. Milk jugs are made from this recyclable product.8. he pulp used to make paper comes from this

product.13. To turn something old into something new.* All wards are discussed in "What's This Made Of?*

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26 DEP 'RTMENT OF CONSERVATION Division of Recycling

MY BIKE CAME FROM PLANETEARTH!!!OBJECTIVES

Students learn which raw materials are used tomake bikes. Reinforce the concept that productsultimately come from earth.

METHODS

Teacher stimulates students' thinking through aseries of open-ended questions. After a questionand answer session, teacher leads a discussion onbike parts using a picture or a student's bike.Students draw or diagram their own bike.

MATERIALS

bicycle

bicycle diagram

paper and coloring or drawing pens, pencils orcrayons

PROCEDURE

1. Teacher asks students the following questions:

How many students have bicycles?

What are bikes made of? (Answers will varyfrom names of the parts to the naturalresources used.)

What are the frames made of? (Metals,perhaps plastic.)

What are the tires made of? (Rubber.)

What are the handle bar grips made of? (Mayvary from plastics to rubber.) Where are themetal, rubber and plastic parts made that gointo your bikes? (In mills and factories thattransform raw materials such as petroleum,bauxite and iron ore into bicycle parts.)

2. Discuss the earth's natural resources used inmaking the various parts.

Iron ore for the steel parts

Petroleum for plastic parts

36

Synthetic fibers and rubber for tires and otherrubber parts (also from petroleum basedproducts)

Bauxite ore for aluminum parts

Coal and other energy sources are used tosmelt the iron ore into steel, to process thebauxite ore into aluminum, to process thepetroleum into plastics, etc.

3. Where do the natural resources come from?Direct a discussion that will assist students inrecognizing that their bikes are made ofresources provided by the earth.

4. Use the attached diagram ofa bike or have astudent bring in their bike. If a student bike isused as a model, have students diagram or drawthe bike.

Guide students in identifying the bike'scomponent materials (steel, synthetic rubber,plastic, chrome, synthetic fibers, aluminum, etc.)

(Students may label their own diagrams if theydraw the bike.)

5. Discuss the limited availability of petroleum,bauxite ore, iron ore, etc. Discuss the conceptthat these resources are nonrenewable and mustbe used wisely.

6. What happens to old bikes? What kinds of thingscan students think of to reduce the chance oftheir bikes ending up in a landfill one day?

Take good care of their bikes so that they mayenjoy them longer

Give their bikes to younger siblings or friends

Donate their bikes to charity organizations

Recycle the parts

Repair their bikes with used parts

7. OPTIONAL: Break the class into groups andhave them do the activity following this lesson.They may refer to their bicycle diagram asnecessary.


ANSWERS:

1. Iron ore2. Oil or petroleum3. Synthetic rubber4. Bauxite ore5. Coal6. Minerals7. Oil or petroleum8. Earth's natural resources


Older students may set up a bike club. Their goalsmight include discussing, demonstrating andpracticing as a group maintenance techniques (i.e.,

washing, polishing, etc.); assisting one another inthe repair of their bikes; assisting each other inlocating used or recycled parts for repair of brokenbikes; visiting a bike shop; and other activities.

NOTE:

Depending on the make-up of the class, teachersmay want to substitute other objects in place of thebicycle. Or, do this activity for several products.

Sources:

11-Way With Waste. Washington State Department ofEcology 629 Woodland Square Loop SE, P.O. Box 47600,Olympia, WA 98540-7600.

BICYCLE PARTS. WHAT NATURALRESOURCES ARE. USED?

SEAT - Petroleum

RIMS - Minerals Steel 'Aluminum

FRAME - Minerals Steel Aluminum HANDLE BAR GRIPS -

PetroleumSynthetic Rubber Plastic

METAL PLATED PARTS -

Minerals Steel Aluminum3

TIRES -Petroleum Synthetic Rubber


INSTRUCTIONS

Find the answers by talking about each clue with your group. Everything you need to know is on thebicycle diagram or was covered in our class ( 'iscussion.

CLUES

1. This resource is used to make steel products.

2. Bike seats may be made from this natural resource.

3. This manmade fiber may be used to make bike tires.

4. This ore is processed into aluminum.

5. is one energy source used to smelt iron ore into steel; to process

bauxite ore into aluminum products; and to process petroleum into plastic materials.

6. Bauxite ore and iron ore are and are used to make a bike's metal parts.

7. Plastic handle bar grips originally come from this natural resource.

8. Bikes come from the

3 '0


JUST RECYCLE IT

OBJECTIVES

Students learn how to sort and store theirrecyclables. They become familiar with theneeds of recycling operators. Students learnhow their recyclables are processed.

METHODS

Students decorate boxes for the storing ofrecyclable items. Recycling operators arecontacted to determine recycling requirements.Class takes recyclable materials to recyclingoperators and observes processing. Recyclingindustry representatives are invited to speak toclass.

MATERIALS

ij waste items gathered during "What's This MadeOf?" or plastics, aluminum, glass and paper

rjboxes for storage

magazines, scissors and glue, or constructionpaper and coloring pens, crayons or othercolorful markers

PROCEDURE

1. Several days before the activity, begin contactingrecycling center operators. (The Local Governmentand Community Resources Section of this packetcontains a listing of certified recycling centersthroughout the state of California. The listingnotes which recyclers do in-class presentations aswell as accommodate tours of their facilities.)

Determine what items recyclers will acceptand the condition in vthich they want them.(If using items from "What's This Made Of,"you will want a recycler that accepts most ofyour class collection.) Determine if therecycling facility can accommodate a classtour. (A suggested activity to coincide withredeeming the class recyclables.)

Determine if the recycling center operatoris available to come to your class forpresentations.

Ask students to bring some old magazines toclass.

2. Review terms. Review the meanings ofrenewable, nonrenewable and recycle.Discuss the source materials used in theproduction of recyclable items, i.e., oil is used

to produce plastic products, sand is used tomake glass, etc.

3. Break class into groups. Have students decorate therecycle boxes in groups, using the theme of theiritem. For example, the glass box may havepictures of some source material (like sand orlimestone) as well as pictures of glass.

The number of boxes and groups will varydepending on the needs of the recycling centeroperator(s) you choose to work with.

Cutouts from the magazines may be used to make acollage on the face of the box or, if magazines are notavailable, have students decorate boxes wkhconstruction paper and drawings.

4. Have students place items in their boxes. Encouragediscussion about the placement of items. Whatitems match their decorative pictures? Considerrecycling center requirements, i.e., is it necessaryto wash items, smash them, remove caps, bundlepaper, etc.?

5. Take the recyclable items to the recycling operator.Assuming a tour has been prearranged, studentswill see what happens to their items once theyreach the recycler. (An option here is to have therecycler come to the school and do a presentation.Some recyclers have traveling vans and may takethe items with them when they leave.)

6. Have students write about their recycling experiences.(It may be helpful to have a classroom discussionprior to writing about their experiences.)


Complete the activity following this lesson.Combine this lesson with a class recycling drive.

Sources:

California Department of Conservation. CaliforniaGeology. July /August 1993. Division of Mines andGeology. 801 K Street, 12th Floor, MS 12-30,Sacramento, CA 95814-3531. (916) 445 -1825.

3]30 DEPARTMENT OF CONSERVATION Division of Recycling

INSTRUCTIONS

1. Match each product with its correct recycling bin by writing the name of the item on one of the lines in thebin. (Some items may be placed in two bins.)

2. After each product has been placed in its proper recycling bin, think about what each recycled material canbe made into. For example, glass can be recycled and transformed into glasphalt, or paper can be recycledinto new paper products.

MILK JUGS

SODA CANS

NEWSPAPER

FOIL

WRITING PAPER

WATER BO7TLES

BROWN LUNCH BAGS

BABY FOOD JARS

BICYCLE FENDER

CARDBOARD BOXES

JUICE BO7TLES

BIG SODA BOTTLES

STATIONARY

PAPER CLIPS

TYPING PAPER

LICENSE PLATES

YOGURT CONTAINER

BASEBALL BAT

STREET SIGN

JELLY JARS

KETCHUP BOTTLES

SOUP CANS

.1; 0


TAKE-HOME RECYCLING KIT

OBJECTIVES

Students will learn it is possibleto help solve home andcommunity waste problems.They will be able to explainwaste problems to their familiesand community.

METHODS

Students prepare a "How to Recycle"presentation kit in class. Students practicepresentations in groups and then present to theclass. Students take kits home and present to theirfamilies, neighbors or care providers.

MATERIALS

either a cardboard box from students' homes,seven- 8" x 11" pieces of cardboard, or 7 piecesof construction paper for each student (or old filefolders cut in half)

a piece of used foil and used ribbon or twine(emphasize to students that they are reusingthese materials)

U magazines for each student (or plain paper),marking pens, glue scissors, hole punch, varietyof colored construction papers

copies of the "How to Recycle" sheets that followthis lesson. (One for each student.)

copies of the "How to Set Up Your HomeRecycling Center." (One for each student.)

PROCEDURES

NOTE: The "How to Recycle" sheets that follow arcgeneral in nature. It may be helpful to contactrecycling centers in your community to ensure thelisted items are recyclable (revise the lists asnecessary). Also, if your community has a curbsiderecycling program this plan may be altered toaccommodate curbside requirements. Contact yourlocal city or county recycling coordinator for moreinformation. See the Local Government andCommunity Resources Section of this publicationfor listings.

1. Discuss reasons for recycling. (Conservation of

natural resources, rapidly filling landfills, economicbenefits, etc ) For older classes, refer to "Trivia,

Facts and other Stuff" section for interestingcomments about waste reduction and the

benefits of recycling.

2. Have students cut cardboardbox into seven-8" x 11" pieces.

"*144(For younger students youmay wish to use constructionpaper and have the holes pre-punched.)

Glue different colored sheets____.--411111111111- of construction paper to one side of

each cardboard piece.

Have students label the top of each piece ofconstruction paper using the following headings:Glass, Paper, Aluminum, Steel, Plastic and OtherRecyclables.

Using the "How to Recycle" sheets, do one of thefollowing:

For younger students - copy the sheet for eachstudent. Have them cut the copied sheets on thedotted lines and paste the pertinent informationon the bottom of the appropriate card.

For older students - give them the copied sheetand have them transfer the information in acreative manner.

3. Using magazines, cut out pictures of the differentcategories of waste. Paste these pictures belowthe label and above the directions on thecorresponding cardboard sheets to formcollages. In decorating the aluminum label,incorporate the used foil.

4. Ask students to label the remaining sheet"Recycle."

5. Provide students with "How to Set Up Your HomeRecycling Center." Read and discuss thisinformation with students. Have students pastetheir copies on the sheet labeled "Recycle."

6. Have students draw floor plans of their homes andproperty, marking places where a home centercould be set up. Paste this plan on the back ofthe recycle sheet.

4


7. Have students punch two holes on the right-hand side of the "Recycle" sheet; two holes onboth sides of the "Paper," "Glass," "Aluminum,""Steel Cans" and "Plastics" sheets; and twoholes on the left side of the "Other Recyclables"sheet. (Refer to illustration. Teachers maywant to do this for younger students.) Connectsheets with used ribbon or twine.

8. In presenting the kit, have students work ingroups and discuss various approaches forpresentations. As a group, the students presenttheir kits to the class, or each group may selectone group member to present his or her kit tothe class. Following presentations andconsidering class age and diversity, discusswhich approaches might be most successful.

9. Allow for more practice (as needed), then havestudents present their kits to their families andreport back to the class on reactions to theirpresentations.

10. Have students write about their experiences.Things to consider might include: familyreactions, changes in their home recycling floorplans, items they felt were more successfullyrecycled than others and why, andrecommendations they might have for futureclasses doing this activity. NOTE: See theactivity following this lesson for ideas oncreating a "Recycled Diary".

11. Discuss other possible community members towhom students might present their kits. (Otherfamily members, care providers, neighbors,PIA members, civil servants, school staff, etc.)

Sources:

A-Way With Waste. Washington State Department ofEcology. 629 Wbodland Square Loop SE, PO. Box 47600,Olympia, WA 98540-7600.

.2

DEPARTMENT OF CONSERVATION Division of Rerycling 33

HOW TO SET UP YOUR HOME RECYCLINGCENTER

Setting up and maintaining your homerecycling center can be a fast, easy process.The time required per household is about73 minutes per month - a little more thantwo minutes a day.

THE FOLLOWING BASIC STEPSWILL ESTABLISH YOUR HOMERECYCLING CENTER:

1. Find a convenient place in your home orapartment for the center. It does not take muchroom. The storage of glass, cans, and newspaperfor a month usually takes a 3' x 3' area. Thegarage, a storage closet, corner of the kitchen, orunder the sink are good places.

2. Find sturdy containers to store materials. Threeplastic buckets or cardboard boxes can be used:one for paper, one for cans and plastic, and onefor glass. Or, you can use plastic or paper bags.

3. Locate your closest recycler. Contact the CaliforniaDivision of Recycling at 1-800-RECYCLE (in CAonly) to identify your nearest recycling center.

ASK THE RECYCLING OPERATORTHE FOLLOWING QUESTIONS:

a. Is the center a donation or buyback center?

b. What materials will the center accept?

c. How should recyclables be prepared beforebringing them in? (i.e., some recyclers requirethat glass be separated by color.)

CANS &PLASTIC

3

Cr7GLASS


HOW TO RECYCLE

HOW TO RECYCLE GLASS

A. much as possible, buy returnable or reusable bottles. To prepare glass for recycling, do the following:

Wash glass - no need to remove labels.

Check with recycler to see if it is necessary to remove all metal caps and rings.

Separate glass containers by color, either at home or at the recycling center.

HOW TO RECYCLE PAPER

Separate paper into different stacks based on type ofpaper. For easy storage, paper can be flattened and put in plastic or paperbags or boxer. The different types ofrecyclable paper are as follows:

Newsprint

Corrugated cardboard (two layers of heavy cardboard with a ribbed section in between)

Hi-grades (computer paper, tab cards and white office paper)

Magazines

Junk mail

Paperboard (cereal, shoe and macaroni boxes, paper towel rolls and cheese boxes, etc.)

Check to see what types ofpaper your recycler accepts and how they want them separated.

HOW TO RECYCLE ALUMINUM

Make certain the cans are all aluminum.

Rinse. (Flatten if you wish to save storage and transportation space.)

Separate aluminum cans from other aluminum products; i.e., TV dinner trays and foil.

tcn

1 4DEPARTMENT OF CONSERVATION Division of Recycling 35

HOW TO RECYCLE STEEL (TIN) CANS

This category consists oftypical fiod cans: 1 percent tin and 99 percent steel

Wash them out and remove labels.

To save space, remove both ends and flatten.

HOW TO RECYCLE PLASTIC

Ask your recycler what plastic codes they will accept. (NoteUsually LDPE 1 and HDPE 2.)

Check for plastic identification code on bottom of container. (Look at plastic identification code section onpage 201)

Take off label.

Rinse out bottles.

Remove lids and caps.

Flatten to save space.

OTHER RECYCLABLES

OIL

Recycle small quantities (Less than 5 gallons in any one visit to centers). Recycling centers accepting oil

may pay up to 4 cents per quart. Also, individuals are limited to recycling 5 gallons or less due toEnvironmental Protection Agency hazardous waste regulations (designed to protect against possible spills).

Call the California Integrated Waste Management Board in Sacramento at (800)-553-2962 for informationand recycling locations.

BATTERIES

A 4% core charge is placed on the purchase of a new car battery if you do not bring your old battery in forrecycling.

Call the California Integrated Waste Management Board in Sacramento at (800)-553-2962 for informationand recycling locations.

OTHER ITEMS

Tires, appliances, etc. Call the California Integrated Waste Management Board in Sacramento at(800)-553-2962 for information and recycling locations.

36

4j.DEPARTMENT OF CONSERVATION Division of Recycling

COMO ESTABLECER UN CENTRO DERECICLAJE EN SU CASA

El estabtecer y mantener un centro de reciclaje en su hogarpuede ser un proceso refpido y frlcil. El tiempo que serequiere por hogar es aproximadamente 73 minutos al mes -un poco ?MIS de dos minutos a! dIa.

LOS SIGUIENTES PAS05 BASICOSESTABLECERAN EL CENTRO DERECICLA1E EN SU HOGAR:

1. Encuentre un lugar conveniente para ese centroen su casa o apartamento. No toma dcmasiadoespacio. El almacenaje de vidrio, latas (botcs), yperi6dicos de un mes, normalmente ocupa unarea de 3' x 3'. La cochera, el armario dealmacenaje, la esquina de la cocina, o debajo delfregadero son buenos lugares.

2. Encuentre envases resistentes para almacenarmateriales. Se pueden utilizar tres cubetas deplastic° o cajas de carton: una para el papel, unapara las latas (botes), y una para el vidrio. 0puede utilizar bolsas de plastic° o dc papel.

3. Localicc el centro dc reciclajc mas ccrcano austed. Comuniquese con la Division de Reciclajc

PAPEL

de California al 1-800-RECYCLE (en CAsolamente) para identificar el centro de reciclajemas cercano.

HAGALE LAS SIGUIENTESPRECIUNTAS AL OPERADOR DELCENTRO DE RECICLA)E1

a. Xs el centro uno que acepta donativos o quecompra?

b. e:Que materiales aceptara el centro?

c. zComo se deben preparar los materiales parareciclar antes de traerlos? (por ejemplo, algunosrecicladores requieren que el vidrio se separepor color).

1


BOTESYPLASTICO

ODn

VIDRIO

37

COMO RECICLARK..COMO RECICLAR VIDRIO

Siempre gut le sea posible, compre botellas retornables o que se pueden valuer a utilizar. Para preparar vidrio para d reciclaje,Naga lo siguiente:

Lave el vidrio - no necesita guitar las etiquetas.

Verifique con el reciclador para ver si es necesario guitar todas las tapas y anillos de metal.

Separe los envases de vidrio por color, ya sea en casa o en el centro de reciclaje.

COMO RECICLAR PAPEL

Separe el papel en diferentes grupos dependiendo de la clase de papel Para su almacenaje filcih el papel se puede aplastar ycobJcar en balsas o cajas de pldstico a de carton. Las diferentes clams de papel recicla6les son las siguientes:

Papel de peri6dico

CartOn Acanalado (dos capas de carton pesado con una seccion corrugada entre estas.)

Altos Grados (papel de computadora, facturas, y papel de cuentas)

Revistas

Correspondencia de propaganda

CartOn (cajas de cereales, de zapatos, de macarrones y de quesos, rollos de toallas de papel etc.)

Verifsque para ver qui clases de papel acepta su recklador y cOmo quiere que to separe.

COMO RECICLAR ALLIMINIO

AsegtIrese de que todas las latas son de aluminio.

Enjuaguelas. (AplAstelas si dcsca ahorrar espacio de almacenaje y transporte.'

Separe las latas de aluminio de otros productos de aluminio; por ejemplo, charolas (bandejas) de comidacongelada y papel de aluminio.

4r


COMO RECICLAR LATAS DE ACERO (HOJALATA)

Esta categoria consiste de latas comunes y corrientes de comida: uno por ciento hojalata y 99 por cientoacero

Lave las y quite las etiquetas.

Para ahorrar espacio, quite ambos extremos y aplistelas.

COMO RECICLAR PLASTICO

Pregunte a su reciclador qua claves de plastico aceptan ellos. (Usualmente plastico del tipo LDPE 1 yHDPE 2.)

Verifique Ia clave de identificacion en la parte inferior del envase.

Quite la etiqueta.

Enjuague las botellas.

Quite las tapas y las tapaderas.

Aplastelas para ahorrar espacio.

OTROS MATERIALES RECLCLABLES

ACUTE

Recicle cantidades pequerias (Menos de 5 galones en cada visita a los centros).Los centros de reciclaje que aceptan aceite pueden pagar hasta 4 centavos por cuarto de galon. Ademls, alas personas se les limita reciclar 5 galones o menos debido a los reglamentos de desperdicios peligrososde la Agencia de Proteccion Ambiental (Environmental Protection Agency) (diseriados para proteger encontra de posibles derrames).

Llame a la Directiva de Manejo de Desechos Integrados de California (California Integrated WasteManagement Board) en Sacramento at 1-800-553-2962 para averiguar la ubicaciOn de los centros dereciclaje.

BATERIA5

Se aplica un cargo de un 4% en Ia compra de una bateria de automovil nueva si usted no trae su bateriavieja para reciclarla.

Llame a la Directiva de Manejo de Desechos Integrados de California en Sacramento al 1-800-553-2962 paraaveriguar la ubicacion de los centros de reciclaje.

OTROS ARTICULOS

Llantas, aparatos electricos, etc. Llame a la Directiva de Manejo de Desechos Integrados de California enSacramento at 1-800-553-2962 para obtener informacion y averiguar Ia ubicacion de los centros dereciclaje.

43DEPARTMENT OF CONSERVATION Division of Recycling 39

THE RECYCLED DIARY

MATERIALS

one notebook

scraps of recycled or recyclable materials (i.e.newspaper, plastic bags, ribbon, colored paper,bottle caps, etc.)

colored pens

Li glue

scissors

PROCEDURE

1. Look around your house or school for unused orleftover household materials (i.e. newspapers,buttons and plastic bags, ribbon, colored paper,bottle caps, jar lids, etc.). These materials will betransformed into a work of art, so be creative!

2. Gather all of your collected scraps together andbegin arranging. You may need to cut some ofthe larger materials, like paper or plastic, intosmaller pieces to be able to work with them.

Create your own design on the blank cover ofthe notebook. HINT: arrange all of the piecesfirst before you begin gluing.

3. Once you have decided on your design, glueeach scrap into place.

4. You now have your own, personalized journal!You may want to use the colored pens to writeyour name on the front, or even give it a title!

5. Your first entry into the journal will be aboutwhat you learned by making your "Take -HomeRecycling Kit." Make the journal a "recyclingdiary," and keep track of each recycling wordyou learn and all of the recycling projects youdo.

Further on...

If you want, begin a list of thoughts on how youcan help the environment. Keep track of recyclingideas for the future and for caring about the earth.These can be ways to get more people to recycle,or even environmental advice for the President ofthe United States!

49


EL DIARIO RECICLAO

MATERIALES

1.3 una libreta

desechos de materiales reciclados o reciclables(por ejemplo periOdicos, bolsas de plastic°,list6n, papel de color, tapas de botella, etc.)

plumas para colorear

pegamento

tijeras

PROCEDIMIENTO

1. Busque en su casa o escuela articulos domesticossin usar o sobrantes (por ejemplo, periOdicos,bolsas de plastic°, list6n, papel de color, tapasde botellas, tapaderas de frascos, etc.) iEstosmateriales se transformaran en una obra de arte,asi que sea creativo!

2. Junto todos los desechos que recogi6, ycomience a acomodarlos. Es posible quenecesite recortar los materiales mas grand's,como el papel o el plastic°, en trozos maspequenos para poder trabajar con estos. Crea su

propio disefio en la cubierta en blanco de sulibreta. SUGERENCIA: prirnero acomode todoslos trozos, antes de comenzar a pegar.

3. Una vez que haya decidido su disetio, peguecada desecho en su lugar.

4. lAhora usted tiene su propio diario,personalizado! iEs posible que usted quierautilizar las plumas de colores para escribir sunombre en el frente, o hasta ponerle un tItulo!

5. Su primera anotaciOn en el &aria sera acerca delo que aprendio al hacer su "Paquete de Reciclajepara Llevar a Casa" (Take-Home Recycling Kit).Haga del diario, un "diario de reciclaje", y anotecada palabra de reciclaje que aprenda, y todoslos proyectos de reciclaje que haga.

Despuis...

Si desea, comience una lista de pensamientos sobrec6mo puede ayudar al medio ambiente. Tome notade las ideas para su futuro al reciclar y cuidar latierra. iEstas pueden ser maneras de lograr que maspersonas recicien, o hasta dar consejos sobre elmedio ambiente al Presidente de los EstadosUnidos!


GOOD THINGS COME IN MANYDIFFERENT WRAPPERS

OBJECTIVES

Provide an opportunity for students to observe thedifferences in synthetic and natural packaging.Students consider methods of distinguishingexcessive versus non-excessive packaging.Observe and predict outcomes.

METHODS

Students bring items to school. As a group, theclass discusses packaging and determines thepotential for biodegradability or compostabilityversus trash destined for landfills.

MATERIALS

letter to parents

food items

two box lids or trays to display "wrappings" ofnatural and human made or processed items

PROCEDURE

1. Send letter to parents requesting items. Revise andcopy as necessary the parent letter following thislesson. Determine the lead time required toreceive requested items and send to parents asappropriate.

2. On the day of the activity, lead a class discussionon natural versus human made packaging.

Discuss the types of products produced andwrapped by the earth, sun, water and naturalelements. (i.e., fruit, vegetables, eggs, etc.) Discussthe types of products processed and wrapped byman. (i.e., frozen vegetables, frozen fruit juice,canned goods, candy bars, non-food products, etc.)

Working in groups, have the students discuss theitems they brought from home.

Which were produced and wrapped by nature?

Which were produced by nature, but processed andwrapped by humans?

Which wrappings would eventually return tonature? (Compostable or biodegradable?)

Which would require a trip to the landfill?

Which could be recycled?

3. Have students unwrap their f2od items.Depending on grade level, teachers may wantstudents to eat their food items at lunch or mayhave students eat their items as a snack.However this is managed, tell students they willneed to put their wrappers in the box lids so tobe sure not to throw them out.

Working in small groups, have students place theirwrappers in the box lids. (One box for natural andone for human made or processed.)

4. Have students make predictions about what mayhappen to their wrappings over the next fewdays.

5. What does happen over the next few days?

6. Discuss: Sometimes we have to buy things inhuman made wrappings. However, choices maybe made about buying products with excessivepackaging. Consideration could be given topurchasing items with packaging that can berecycled or reused if it is not biodegradable.

NOTE: Teachers may want to bring an example ofexcessive packaging and have the class count thelayers of wrapping as they are removed. (Or, abulk bag of chips may be compared to a wrappedbox of individual servings of chips; a recyclablecontainer of apple juice may be compared toindividually wrapped single-carton servings ofapple juice, etc.)

Recovered and recycled products or packagingbecome new products and packaging--thusconserving our natural resources.

7. Ask students to consider the packaging in theirlunches. What could they do to reduce some oftheir waste?



a. Students identify ways to get rid of the materialin the box lids (packaging from this lesson).

b. Copy and handout the activity following thisexercise. Ask students to identify the type ofwrapping for the listed products and providealternatives to those wrappings they considerexcessive. Younger students may draw answerswhile older students may provide moredescriptive responses.

c. For older students, consider a trip to thesupermarket. (They could do this exercise athome.) Have them find 5 items and describehow they are wrapped. Bring this informationback to the classroom and share with classmates.Or: Students may bring one example ofexcessive wrapping back to class. Studentscould describe the excessive packaging andsuggest alternatives.

d. Discuss excess packaging. Why does excesspackaging exist? (Consumer driven.) Is itnecessary? What can consumers do aboutexcessively packaged items?

Sources:

County of San Diego, Department of Public Works.RAYS: Recycle and You Save. San Diego County Officeof Education, 5555 Overland Avenue, San Diego, CA

92123. (619) 974-2661.

14-Way With Waste. Washington State Department ofEcology 629 Woodland Square Loop SE, 1?0. Box47600, Olympia, WA 98540-7600.

San Jose Beautifiih K thru 5th Grade Curriculum LessonHelper, City ofSan Jose, Department of Recreation, Parksand Community Services, 333 West Santa Clara Street,Suite 800, San Jose, CA 95113 (408) 277-5208.

5 2_DEPARTMENT OF CONSERVATION Division of Recycling 43

SAMPLE LETTER TO PARENTS

Dear Parents:

The class is currently involved in discussions and activities concerning the earth's resources.The activity we are preparing for reinforces other activities involving recycling, wastereduction and conservation. I am asking for your assistance in obtaining some items for thisproject.

Students are learning about packaging types. Specifically, they are learning how to distinguishb 'tween natural versus synthetic packaging. It would be great if you could have your childchoose one item from each list and bring those items to school. (We will incorporate theseitems into our lunches or snacks.)

List A List B

Orange Small box of raisins

Banana Package of M & M's

Peanuts in shell Juice in a box

Apple Canned pudding

Grapes Packaged granola bar

Other small items with natural packages or human made packages are welcome.

Please send food items by(Date needed by)

Thank you for your assistance.

Sincerely,

EJEMPLO DE UNA CARTA A PADRES DE FAMILIA

Estimados Padres:

Actualmente la clase esta involucrada en discusiones y actividades referentes a los recursos delplaneta. La actividad que estamos preparando refuerza otras actividades de reciclaje, lareducci6n de desechos, y la conservaci6n. Les pido su cooperacion para obtener algunosarticulos para este proyecto.

Los estudiantes estan aprendiendo acerca de las diferentes clases de empaque. Especificamente,ellos estan aprendiendo a distinguir entre el empaque natural y el sintetico. Seria magnifico siusted pudiera dejar a su hijo(a) escoger un articulo de cada lista y traer estos articulos a laescuela. (Incorporaremos estos articulos en nuestros almuerzos o meriendas.)

Lista A Lista B

Naranja Caja pequer-ia de pasas

Pleitano Paquete de dukes M & M

Cacahuates (man° con cascara Jugo en una caja

Manzana Pudin enlatado

Uvas Barra de Granola empaquetada

Otros articulos pequefios con paquetes naturales o hechos por humanos son bienvenidos. Por

favor envie los alimentos a mas tardar e(Fecha en que se necesitan)

Gracias por su ayuda.

Atentamente,

INSTRUCTIONS

1. Make an X in the box identifying whether the wrapping of the listed item is natural or synthetic (humanmade).

2. If you can think of a less wasteful way to wrap the listed item, write a description or draw your idea in thecolumn "Less Wasteful Wrapping Idea."

,(Hussar' made)

-4

Peanuts in ashell

Doll in a box

Wrappedburger in a box

Orange

Candy bar

Coconut

Individuallywrapped candyin a box

Plastic wrappedlettuce

Shoe box withshoes wrapped;n tissue paper

r, ? .1


MAKE YOUR OWN PAPER

OBJECTIVES

Students will consider alternatives to disposing ofused paper. They will learn a process of makingpaper that approximates that of paper recyclingmills.

METHODS

Teacher presents background information.Students then participate in an exercise to makepaper.

MATERIALS

piece of screen

blender or egg beater and a bowl

flat dish or pan, slightly larger than the piece ofscreen

4 pieces of blotting paper or felt the size of thescreen

1/2 cup shredded newspaper

2 cups hot water

2 teaspoonsinstant starch

jar or rollingpin

PROCEDURE

1. Preface the lessonwith an adaptationof the following:

Ask students what happens to most used paper.

Most paper is thrown away in landfills or is burned.When we recycle paper we save landfill space andutilize valuable wood fibers over again. Makingyour own paper from old paper is similar to whathappens in a paper recycling mill. At a mill, thepulp is put into a machine with a long movingscreen. The water drips through the screen. Thenthe screen moves through parts of the machine thatpress and dry the pulp. The final product is newpaper.

The paper the class makes will be much thicker androugher than recycled paper made in a mill.' Papermills have many kinds of machines to make thepaper smooth and flat.

NOTE: To locate videos demonstrating papermaking processes, teachers may wish to consult thevideo information in the "Supplementary Materials"section.

NOTE: If time is limited, most of the pulp can beprepared the night before. For demonstrationpurposes, you could prepare one batch in class. (Ifmade in advance, it should be refrigerated toprevent fermentation.)

2. Tear the newspaper into very small bits. Add 2cups of hot water to 1/2 cup of shredded paper.Beat the paper and water in the blender (or withthe egg beater) to make pulp. Mix in starch.Completed pulp should be the consistency ofsplit pea soup.

3. Pour the pulp into the flat pan.

4. Slide the screen into the bottom of the pan andmove it around until it is evenly covered withpulp.

5. Lift the screen out carefully. Hold it level and letit drain for a minute.

6. Place the screen, pulp side up, on a blotter ontop of newspaper. Put another blotter over thepulp and more newspaper over that.

7. Roll a jar or rolling pin over the "sandwich" tosqueeze out the rest of the water.

8. Take off the top newspaper. Turn the blottersandwich over. Then take off the blotter and thescreen very carefully. Do not move the pulp.The remaining product is your paper!

9. Put a dry blotter on the pulp and let the paperdry for 24 hours. NOTE: For special occasionpaper, add colored threads or dried flowers andleaves to the completed pulp prior to thescreening process.

Suggested activities:

Ask students to speculate how much paper they use

) tDEPARTMENT OF CONSERVATION Division of Recycling 47

in one day (napkins, lunch bags, school work,paper cups, newspaper, etc.).

Encourage students to use the paper they made inanother art project or coincide this activity with aspecial occasion in which students may wish tomake greeting cards.

Make a papier-mâché pinata (instructions followthis lesson).

Borrowed and adapted with permission from:

Wisconsin Department of Natural Resources, Bureau ofSolid Waste Information and Education, Box 721,Madison, Wisconsin 53707.

Sources:

Grummer, Arnold E. Paper by Kids. 1990. Dillon PressInc., 242 Portland Avenue South, Minneapolis, Minnesota55415.


PULPY PINATA(papier-mache project)

MATERIALS

1,3 a large mixing container

flour (amount varies)

water (amount varies)

a mixing utensil (spoon or fork)

a measuring cup

a large balloon (one that will get as big as abasketball)

pulpy paper: brown grocery bags, paper towels,newspaper, or recycled paper made inclassroom

string or yarn

PROCEDURE

1. Tear or cut paper into strips; about 1 inch wideand about 4 inches long (measurement does nothave to be exact).

2. In the mixing container, combine 3 parts waterwith 1 part flour. (The necessary amounts ofeach depend on the amount of mixture desired.For example: 3 cups of flour to every 9 cups ofwater.)

3. With the mixing utensil, stir the water and flour

mixture. Continue to stir until the mixture hasreached a smooth, pasty consistency.

4. Inflate the balloon to its maximum state and tieoff the end. Tie a piece (length varies) of stringor yarn to the tied end. This will be used as ahanging piece for your piñata.

5. Dunk the strips of paper into the mixture, wipingoff any excess.

6. Begin applying the strips of paper to the balloonuntil it is completely covered with one layer.Continue this process until you have 5-8 layers.String or yarn should not be covered by thepapier-mâché .

7. Allow the layered balloon to dry. Completedrying may take several days.

8. After the mixture has dried, cut out a small hole(about 2 inches wide) from the tied end of theballoon. The balloon should pop at this moment.However the mixture, if fully dry, should holdthe shape of the balloon. The hole serves as anopening to place candies or prizes inside. Thehole may be sealed by placing an extra layer ofpapier-mâché over it.

9. At this point, decorate the piñata to your liking.Try painting a funny face on it, or the picture ofour planet. !lave fun and let your imaginationgo wild!

DEPARTMENT OF CONSERVATION Division of RecyclingJJ

49

PI RATA PULPOSA(Proyecto de Papel Macbe)

MATERIALE5

un recipiente grande para mezclar

harina (la cantidad varia)

agua (la cantidad varia)

un utensilio para mezclar (cuchara o tenedor)

una taza para medir

un globo grande (uno que se pueda inflar altamario de una pelota de balon cesto/basketball)

papel pulposo: bolsas cafes de comestibles,toallas de papel, periodic°, o papel recicladohecho en el salon de clases.

hilo o estambre

PROCEDIMIENTO

1. Rompa o corte el papel en tiras;aproximadamente una pulgada de ancho y 4pulgadas de largo (la medida no tiene que serexacta).

2. En el recipiente para mezclar, combine 3 partcsde agua con una parte de harina. (Lascantidades necesarias de cada una depende de lacantidad de mezcla deseada. Por cjemplo: 3tazas de harina para cada 9 tazas de agua.)

3. Con el utensilio para mezclar, revuelva la mezclade agua y harina. ContinUe revolviendo hasta

que la mezcla adquiera una consistencia suave ypastosa.

4. Infle el globo lo mas grande que pueda yamarrelo. Amarre un pedazo (el tamaiio varia)de hilo o estambre al extremo amarrado. Esto seutilizara como el pedazo para colgar su piñata.

5. Remoje las tiras de papel en la mezcla limpiandoel exceso.

6. Comience a aplicar las tiras de papel al globohasta que esta compietamente cubierto con unacapa. ContinGe este proceso hasta que tenga de5 a 8 capas. El hilo o estambre no debe cubrirsecon el papel mach&

7. Permita que cl globo cubierto se segue. Esposible que tome varios dias para secarse.

8. Despues de que la mezcla se haya secado, hagaun agujero pequeno (aproximadamente de 2pulgadas de ancho) del extremo amarrado delglobo. El globo debe reventarse en estemomento. Sin embargo, la mezcla, si se hasecado por completo, debe mantener la figuradel globo. El agujero sirve como abertura paracolocar dulces o premios dentro. El agujero sepuede sellar colocando sobre este una capaextra de papel mache.

9. En este moment°, decore la piñata a su gusto.Trate de pintar una cars chistosa o el dibujo denuestro plancta. Diviertase y deje volar suimaginacien!

5 !3


THE LORAXby Dr. Sews Copyright (c) 1971 by Audrey S. Geisel and Karl ZoBelh trustees under thetrust agreement dated August 2Z 1984. Reprinted by permission of Random Howe, Inc.

OBJECTIVES

Provide students an opportunity to consider affectsof an imaginary environmental tragedy. Comparethe fictional situation to real-life situations.

METHODS

Teacher reads the story to students (or studentsread the story). Students provide responses toquestions.

MATERIALS

a copy of The Lorax by Dr. Seuss

drawing paper

1.3 color crayons, pens or pencils

PROCEDURE

The Lorax, a children's book by Dr. Scuss, tells ofthe deterioration of an environment because ofthoughtless exploitation of Truffula trees to producea knitted product called Thneeds.

The Once-ler decides there is money to be mademarketing Thneeds. The Lorax (who speaks for theTruffula trees because they have no tongues) thinksit is a frivolous product, but soon Thneeds becomea much demanded consumer item.

The Truffula trees are chopped down and becomeextinct in order to meet the consumer demand forThneeds. The story goes on to portray the effect ofthe Truffula tree extinction on other aspects of theenvironment.

The Brown Bar-ba-loots depend on Truffula treefruit for their survival and soon must leave to searchfor other food sources. The Swomee-Swans mustmove on because of the smog created by theThneeds factory. Pollutants from the factory gumup the gills of the lumming-Fish and they too mustmove on in search of cleaner waters.

1. Read the story to the class (or have the class readthe story).

2. Discuss the following issues (adapt asappropriate for the class situation):

How did the Once-ler describe the environmentbefore he began chopping down the Truffulatrees?

Do students think the Once-ler thought the placewas beautiful?

When the first Thneed was knitted, was there a"need" for it?

What did the Once-ler do after the first Thneedsold?


What happened to the Brown Bar-ba-loots whenmany of the Truffula trees were cut down?

What happened to the Swomee-Swans?

What happened to the Humming-Fish?

What happened to the Once-ler's business oncethe last Truffula tree was cut?

What message did the Lorax leave for the Once-ler before he left? What do you think it meant?

Beyond the story, discuss:

Is it possible for our wants to become moreimportant than what we know is good for us andour environment?

Have students ever wanted something, but oncethey got it, did not like or need it?

What kinds of things can we do to help conserveresources?

Discuss the need to use some natural resourceswhile balancing that need against harming ourenvironment. We must consider our needs versusour wants and make wise decisions about how touse resources.

NOT Activities following this lesson may be usedto reinforce these concepts.

By reducing consumption, reusing materials andrecycling, we can manage our resources moreeffectively.


Students work in groups developing proposals for

things they could do as a class to help maintaintheir environment (conserving, recycling, reusing orreducing class usage of resources).

In their groups, students present proposals to theclass. After all proposals are heard, one or acombination may be adopted. The group whoseproposal is accepted could take the lead forimplementing the project (or selected individualsfrom several groups).

Some ideas might include:

A recycling center

A reusing center for paper that has only beenused on one side. (Could be used on both sidesbefore placing in the paper recycling bin.)

An exchange area where books, toys, or othergoods may be exchanged.

A rotating cleanup crew. (Each week a newgroup is assigned the responsibility of keeping adesignated area litter-free.)

A no-waste lunch for a week or month.

Students present information and proposals toother classes.

Sources:

American Forest CounciL Project Learning TreeSupplementary Activity Guide for Grades K-6 or 7-12.1250 Connecticut Ave., NW Washington D.C. 20036.


IS IT A NEED OR IS IT A WANT?

Homework: Students look through the refrigerator or cupboard. On a sheet of paper, write down fivedifferent food items. Be as specific as possible. Instead of writing down drink, write the type of drink, likesoda or apple juice.

1.

2.

3.

4.

5.

Back in class: (In groups, compare lists. Talk about which food items are needs and which are wants. Thismay be a lively discussion because what seems like a need to one person, may be a want to another.)

REMOVING EARTH'S NATURAL RESOURCES

Either as groups or as individuals, students receive one cream filled-cookie. The mission is to remove thecream from the cookie. This can be done in a number of ways, but is up to the student to decide which wayis best.

After students have completed their task, look at the remnants. What has happened? Are the cookies stillintact? Are they mostly intact? Are they completely destroyed?

Discuss how some were more effective than others about removing the cream without destroying theircookie. How might this compare to our removal of earth's natural resources? Might some methods ofremoval be more effective than others? What other types of things can be done to slow the removal of theearth's natural resources?

By thinking about what we need, being cautious about meeting our needs and by recycling and reusingthings, we can do something about maintaining our earth's natural resources. We can even have some ofthose things we may not necessarily need, but want!

Eat the remnants!

C. 2


STUDENT-INSPIRED WASTEREDUCTION PLANS

In the fall of 1993, the California Department of Conservation, K-Swiss and Scholastic Inc. sponsored theWaste Busters to the Rescue Contest. The contest challenged students to think of creative ways for theirfamilies to reduce waste. Students developed and implemented waste reducing plans, monitoring the resultsfor one week. The following are verbatim samples of plans, illustrations and impressions submitted bystudents. Some arc excerpted, while others are presented in their entirety.

Drynn ShiovitzSecond GradeSherman Oaks ElementarySherman Oaks

I can try to toilet train my sister, who i5 2 1/2years old. Every time I go to the bathroom Iwill take my sister with me. And try to get

(vvw u..5ed

Saved

my sister to go on her potty chair normallyshe uses 5iX diapers a day.

r ',damn jr ni far,/do,/ day day day

(A)

63


Marisa PeckThird GradeWoodland Hills ElementaryWoodland Hills

My waste plan is to make sure that what everwe buy is recycle. And that we should useplastic, and glas::: pi,. 'ce5, so that we won'thave to throw them away. And we will put ourbanana peels anc our egg shleeis and those

---c- V 1 Art : .1 --%11e1.

(-:rja :i- .: r:N:' """ '. ------k--. -- ,-j-1 Fc,

Lcjovivi)ccc\'"

sort of things in a compost pile. I will startto build an compost pile and put all thethings I can in it I think we could make theworld a better place.

___17314t,

Abeni E. James CarrFourth GradePlymouth ElementaryMonrovia

MY PLAN:

I think that we all sould take things likerulers, books, shoe boxes exc. that are out ofshape or we don't need anymore and try touse them wisely. Exsame (example) when youbuy new shoes and you think you don't needit. Think agin. See the way I see it is that wecould take the shoe boxes and put food in itand give to the homeless. Or put importantthings and pass it on. Or rulers you can takeit and make earrings or make baskets. So in

otherwords take something you don't needand use it wisely.

The things my family saved: We saved 13bottles, 15 cans, 6 plates, 36 peelings, nocuttings, 10 market bags, 7 newspapers, 5shoe boxes. I made a chart and our family'sgoal was 100 but we made it to 86 as atotal. We were 16 short. I hope thateverybody recycled like we did.


H

Andrea CartwrightFifth GradeCountry Club ElementarySan Ramon

MY PLAN FOR REDUCING WASTE

Junkman: You know that stuff that yourhouse hold collects daily adressed to "theresident", you don't need it. You can stopthis Junk by going to your local post officeand signing a form..

Shopping: While in the grocery store, noticethe sellections of every product. So many,and wait, out of those products, there's sureto be one that was recycled and isrecyclable. Support that company and makean effort to buy recycled and recyclableproducts.

Grouse that sellection a few more times.Look again at the varieties. Take a second ortwo to look for the least packaged item.Sure, it doesn't seem like that much, but youare cutting down on that pile of garbage.

Note Pads: When you stick one of thosestickies on the microwave or the refrigerator,take into consideration all the paper thatyou are using after a couple of days of notes.Next time your kid comes home from school,hit him up for notices. Use the back side ofthe notices for notes. You realy don't needstickies.

Holidays: Next Christmas, take a step backand look at all that wrapping paper, thosegift boxes, and of course, the bags. Grousethrough that pile and pick out all thereusable items. Those boxes and bags canbe reused as well as unripped wraping paper.

Plastics: After you finish that carton ofmilk, or use up all the butter, take a momentand think of all the uses. Why, a buttercontainer becomes tupperware, a bleach

container could be used in an art project.Reuse or recycle these. You can make adiffrence.

Re-Use Baggies: Knowing that the Earth 15in trouble, you can make a diffrence bywashing and reusing your sandwich baggiesand alluminurn foil. These oftenly thrownaway items can save you money (by washingthem) as well as save the enviorment.

Hangers and Paper Bags: Taking a fewminutes of your time after a trip to thegrocery store or laundrymat, you can sortout your bags and hangers and bring themdown on your next trip. Each comunity has atleast a few stores that will recycle your bagsand hangers, while all you have to do is loadthem in your car.

Bottles, News, and Cans: Everyones favoriteand best known things to recycle must becans, news papers, and bottles. Mostcommunities have services that come door todoor picking up these items while others canbe rid of at grocery stores. Either way, itrealy helps.

Putting Them to Work: If everyone in theworld read my report it wouldn't make anydiffrence. To change the world erveryoneneeds to help. From cans and bottles to milkcontainers and butter, everyone should takeon a role in the conservation of our Earth.

Results

After putting my plan into action, I found Ireduced the garbage considerably. On mostdays the plan reduced the garbage by atleast 1/4 of a bag. recycling is good any wayyou use it. With my plan, you'll realy help.

)


Shannon SteinerSixth GradeOur Lady of the Assumption SchoolVentura

"Reduce, reuse, and recycle" are the by-wordsof our ecology program to improve theenvironment and save the earth. My projectwas to reuse and recycle "throwaways" intoF.E. equipment that could be used andenjoyed by my class... This project reducedthe amount of trash sent to the landfill byour school cafeteria and my home trashcollection.

The attached sheets detail the procedure Ifollowed and the FE. equipment I created...This experiment was fun, economical andecologically 50Unci.

PROCEDURE

I interviewed several teachers for suggestionsfor P.E. equipment using "throwaways"...

I began collecting "throwaways". I collectedaluminum foil, aluminum pie pans, # 3 tincans. 1 gallon plastic milk jugs and waterbottles, 2 liter plastic soda bottles,newspapers, old blue jeans, old nylonstockings. tennis ball cans and old tennisballs, plastic grocery bags, Styrofoam packingmaterials, and wire coat hangers.

I recycled the "throwaways" into P.E.equipment. I crumbled the foil to make balls.I punched two holes in the #3 cans andstrung a six foot piece of rope through eachcan to make stilts. I cut the bottom one-fourth off of the plastic milk jugs to makescoops. I filled the gallon water containerswith sand and put a dowel in them to use

with the rings made by braiding plasticgrocery bags. I filled the 2 liter bottles one-fourth full of water to use as bowling pins. I

stretched the wire coat hangers into adiamond shape, then slipped a nylon stockingover the diamonti and taped it at the bottomto make a handle. These became paddles forthe aluminum foil balls. I filled other knee-highnylon stockings with two cups of styrofoampacking material, twisted the stocking, andpulled it back over itself to make a ball.Newspapers were rolled and taped to makebatons for relay races. I cut the old bluejeans into six inch squares, sewed themtogether, and filled them with beans to makebean bags.

When the "throwaways" P.E. equipment wasfinished, I brought it to school to have (the)fifth grade class test it. We started with arelay race using the newspaper batons, thendivided into eight teams and went to eightdifferent centers to use the other"throwaways" FE. equipment. Each child hadan opportunity to use each piece ofequipment. The centers were: 1) bowlingusing 10 two liter soda bottles and a utilityball, 2) bean bag throw into #3 cans, 3)Frisbee throw using aluminum pie pans, 4)Nylon paddles used to bat foil balls, 5) Kingtoss, 6) Scoops used to catch nylon/styrofoam balls, 7) Walking on stilts andstilt relay, 8) Tennis cans used to catchtennis balls to practice eye-handcoordination

(Continued on next page)

E t3

DEPARTMENT OF CONSERVATION Division of Reryrling 57

MATERIALS

"Throwaway" PE Equipment

aluminum foil crumble to make balls

aluminum pie pans frisbees

#3 tin cans stilts, targets for bean bags

1 gal plastic milk jugs scoops

1 gal plastic water bottle base for ring toss

2 ltr plastic soda bottles bowling pins, boundary markers

newspapers roll for relay batons

old blue jeans make into bean bags

old stockings paddles, "snowballs"

tennis ball cans "catchers" for tennis balls

old tennis balls balls to use with "catchers"

plastic grocery bags braid to make rings

styrofoamfacking stuff stockings to make "snowballs"

wire coat hangers stretch stockings over for paddles.

Jennifer HsiaoSixth GradeCountry Club, ElementarySan Ramon

INTRODUCTION

Dirtying the air, gases and smoke, flood thesky, enveloping the clouds among it. Litterlies, threatening to the ocean, and itscreatures. Flowing in its vast surrounding ofwater, chemicals filth the fresh water, andturn it, a foul vermilion. All around, the

menace of the environment, threatens life.What is to be done? Only conserving theearth's natural beauty can preserve life.Treating it fair, doing no harm, and respectingits last trickle of hope, and once again, thelush of the roaming valleys, the waves, of theroaring sea, and the virgin air of the morningSUM, lives on. Life, once again...


RUNNING OUT OF RESOURCES

OBJECTIVES

Students will describe howenergy supplies can affect themanufacture of differentproducts. They will identifythe United States as the primeconsumer of nonrenewableresources. Students willdescribe the effects ofincreased consumption andpopulation growth ondepletion rates ofnonrenewable resources.

METHODS

Students review the rawmaterials used in themanufacture of products andexamine data regarding thegeographic sources and lifeexpectancies ofnonrenewable resources.

MATERIALS

[-.3 glass, paper, aluminumcan, steel and plasticmanufacturingtransparencies

Energy andResourcesWorksheet (oneper student)

Energy andResourcesTeacher Sheet

PROCEDURE

1. Discuss the following background informationwith students.

Resources are materials or forms of energy that canbe used to make other materials. Resources caninclude raw materials, manmade materials andrecycled materials. Raw materials (like iron ore ortrees) are obtained from the natural environmentand are usually used to start a manufacturing

process. Manmade materials (like steel or lumber)are materials or products that have been processedor altered in some way and are no longer in theirnatural or original state. They can be manufacturedfrom raw materials or recycled materials. Forexample, glass bottles can be made by mixing andheating sand, soda and lime or they can be made bymelting and reforming used glass bottles.

Resources used by hur .ans can be classified asrenewable and nonrenewable. Renewableresources are those which can be replaced over andover again. With conservation and propermanagement, renewable resources such as solarenergy, water and trees can last indefinitely.Nonrenewable resources such as iron ore, bauxiteore and natural gas cannot be replaced. The earthonly contains a finite or limited supply ofnonrenewable resources.

As a result of advances in manufacturingtechnology, population growth and increasingconsumer demands, the consumption ofnonrenewable resources has steadily increased inthe past four decades. If current trends continue,global supplies of many nonrenewable resources,including aluminum, iron ore, lead, tin, natural gas,oil and uranium, will be depleted within the nextcentury.

Potential desirable strategies for extending the lifeexpectancy of valuable nonrenewable resourcesinclude using recycled materials rather than rawmaterials in the manufacturing process wheneverpossible, substituting products made fromrenewable resources for products made fromnonrenewable resources and reducingconsumption for products made fromnonrenewable resources. A less desirable strategyfor extending the life expectancy of nonrenewableresources consists of developing new technologiesto obtain and use supplies of resources that arecurrently difficult and/or expensive to acquire (suchas mineral supplies in environmentally sensitiveareas, like Antarctica). Consumers need to considertheir personal rates of consumption and identifyways they can help stem the depletion ofnonrenewable resources.

2. Review the raw materials and processes used inthe manufacture of glass, paper, metal cans andplastic. (Distribute copies of the manufacturingsheets following this lesson or maketransparencies and display them to the class.


Teachers may distribute copies to the class or, tosave paper and foster cooperative learning, havethe class work in groups and distribute copies toeach group.)

3. Distribute copies of the Energy and ResourcesWorksheet. Review the table in Part 1. Explainthat one Btu (British Thermal Unit) is the amounto: heat energy needed to raise the temperatureof one pound of water, one degree Fahrenheit.It :s a common unit of energy used by engineers.

4. Instruct students to refer to Part 1 of theworksheet and discuss the following questions:

Which manufacturing processes are moreenergy intensive?

Which manufacturing processes are lessenergy intensive? What are the Bturequirements for manufacturing each productwhen recycled materials are used in place ofraw materials?

What product saves the most energy whenrecycled materials are used for manufacture?

What product saves the least energy whenrecycled materials are used for manufacture?

What happens to the energy in these productswhen they are thrown away? Burned?Recycled?

Have groups (or students) answer queit;ons 1 and 2 on theworksheet.

5. Define the term "resource." Review thedifference between a renewable resource and anonrenewable resource; and provide examplesof each. Ask the following questions:

What clothing materials come from renewableresources? Nonrenewable resources? Whatpackaging materials come from renewableresources? Nonrenewable resources?

6. Review Part 2 of the worksheet. Explain that theresources used to manufacture many products

62

are: nonrenewable, in limited supply and notfound in the U.S. Conduct a whole classdiscussion addressing the following questions:

What is static use?

Why are projected rates of use greater thanstatic rates of use?

Is the actual use of these materials static orincreasing at the projected rates?

What influence does an increase in humanpopulation have on the rate of use ofresources?

What resources are not found in the UnitedStates?

What country or area has the greatest overallreserves of these resources?

What is the U.S. present relationship withsome of the countries which contain theseresources? Why is dependence on othercountries for resources a problem at times?

How can we as individuals help stem thedepletion of nonrenewable resources?

List all the ideas generated by students on theboard. Have studeats answer questions 3 and 4 onthe worksheet.

7. Tell students that our earth is so rich in resourcesthat some people say there actually may beplenty of resources available -- for a price. Butit may take more energy, equipment andenvironmental degradation to get these lesseasily obtained resources out of the earth. Askstudents to identify the pros and cons of locatingand acquiring less obtainable resources.

This lesson adapted and included with permissionfrom:

Florida Department of Education, Educational Materials.Room BI, Collins Building. ThIlahassee, FL 32399-0400.(904) 487-7900.


GLASS MAN U FACTO RI N6

Lime

Cullet

et

ctZs.7.(1.

Recycled Glass

Gullet and raw materials aremelted together. The melted

mixture is poured into molds andinjected with air. The mold is

removed and the glass is cooledand shipped.

w " 0

Alig&11Mrrottja~404°

DEPARTMENT OF CONSERVATION Division of Rerycling 63

PAPER MANUFACTURING

It takes 17 trees to make1 ton of paper.

0 Used paper is de-inked bywashing and rinsing it in large

vats of water.

0

Wood waste from lumberyardsis recycled to make paper.

Sometimes used paper and wood wastesare combined, mixed to a pulp andpoured onto large rollers. Othertimes, mostly used paper isprocessed again.

The rolls of new paper are used to makenewspapers, drawing paper, computer paperand many other kinds of paper.

64 DEPARTMENT OF COMERVATION Division of Recycling

ALUMINUM CAN MANUFACTURING

/"., N

Bauxite is mined...

shipped to the U.S. and... transportedto factories.

Electrolysis separatesthe aluminum from

bauxite.

11:11

Aluminum is pouredinto flat sheets and

later...

...shaped into cans.

DEPARTMENT OF CONSERMT1ON Division of Recycling 65

STEEL CAN MANUFACTURING

Iron ore and other mineralsare dug from mines and...

111111 'pad.Nimc

tP"?' )

1111111111112:111111111111.2111111E,21,

Ela ER BE

Zzfulmar!:

MOW tAftiora!;

transported tosteel mills.

The minerals are heated in large vatsand poured onto sheets.

Is

...ea. A.-The steel is coated with tin and shaped into cans.

r 4


PLASTIC MANUFACTURING

Fuels (oil) and natural gas arerefined and changed with heat and

chemicals to make resins.

Thermoplastics (soft &moldable when subjected

heat)

411111111111111111Milik

"0 Most plastics are thrown

away even though they arerecyclable,

Resins make...

Thermoset plastics(permanently shaped)

I0DEPARTMENT or. CONSERVATION Division of Recycling

Rae rgyReeve. ry

sagRecycling

Some plastics are taken torecycling centers andothers arc burned torecover their energy.

67

Student's SheetPart 1ENERGY & RESOURCES

Energy Requirements UsingRaw Materials for Manufacture

Energy Savings UsingRecycled Materials for Manufacture

Paper 20,373 Btu/lb Paper 30-55%

Glass 7,611 Btu/lb Glass 8-32%

Steel 14,778 Btu/lb Steel 47-74%

Aluminum 98,560 Btu/lb Aluminum 95%

Plastic 18,532 Btu/lb Plastic 60-70%

1. Which industries will be hard hit in the next energy crisis? Why?

2. In what two ways would the plastics industry be affected if oil prices rose sharply?

Part 2NONRENEWABLE NATURAL RESOURCES:Life Expectancies and Prime Consumers

Resource Reserve Base Countries orAreas withHighest Reserves

PrimeConsumers

Life ExpectancyStatic use at Use growing atcurrent level projected rates

Aluminumin Bauxite

23.2 Billionmetric tons(metric ton=2,200 lbs.)

Guinea 25%Australia 20%Brazil 13%Jamaica 9%

USA 42%USSR' 12%

312 years 63 years

Iron in Ore 98 billionshort tons

(short ton =2,000 lbs.)

USSR' 26%Australia 21%Brazil 11%Canada 10%S. Africa 7%USA 6%

USA 28%USSR' 24%W. Germany" 7%

172 years 62 years

Lead 142 millionmetric tons

Australia 20%USA 12%Canada 10%

USA 25%USSR' 13%W. Germany's 11%

37 years 25 years

Tin 4.2 millionmetric tons

Malaysia 26%Indonesia 16%Brazil 15%China 9%

USA 24%Japan 14%

41 years 31 years

3. List the prime consumer of each resource. Aluminum:

Iron ore: Lead: Tin:

4. If consumption grows at projected rates, which resource will be the first to be depleted? Next? List in

order. Next to these, list how old you will be when the resource is depleted.

1. 2.

3. 4.* Referring to the former USSR prior to 1993.

** Referring to West Germany prior to its unification with East Germany,


Teacher's SheetPart 1ENERGY & RESOURCES

Energy Requirements UsingRaw Materials for Manufacture

Energy Saving1 UsingRecycled Materials for Manufacture

Paper 20,373 Btu/lb Paper 30-55%

Glass 7,611 Btu/lb Glass 8-32%

Steel 14,778 Btu/lb Steel 47-74%

Aluminum 98,560 Btu/lb Aluminum 95%

Plastic 18,532 Btu/lb Plastic 60-70%

1. Which industries will be hard hit in the next energy crisis? Why? All industries, especially aluminum; it rakes a

lot of energy to manufacture aluminum fom raw materials.

2. In what two ways would the plastics industry be affected if oil prices rose sharply? I) Plastics are made from

petroleum. 2) It takes energy to make plastic.

Part 2NONRENEWABLE NATURAL RESOURCES:Life Expectancies and Prime Consumers

Resource Reserve Base Countries orAreas withHighest Reserves

PrimeConsumers

Life ExpectancyStatic use at Use growing atcurrent level projected rates

Aluminumin Bauxite

23.2 Billionmetric tons(metric ton=2,200 lbs.)

Guinea 25%Australia 20%Brazil 13%Jamaica 9%

USA 42%USSR' 12%

312 years 63 years

Iron in Ore 98 billionshort tons

(short ton =2,000 lbs.)

USSR' 26%Australia 21%Brazil 11%Canada 10%S. Africa 7%USA 6%

USA 28%USSR' 24%W. Germany**7%

172 years 62 years

Lead 142 millionmetric tons

Australia 20%USA 12%Canada 10%

USA 25%USSR' 13%W. Germany** 11%

37 years 25 years

Tin 4.2 millionmetric tons

Malaysia 26%Indonesia 16%Brazil 15%China 9%

USA 24%Japan 14%

41 years 31 years

3. List the prime consumer of each resource. Aluminum: USA

Iron ore: USA Lead: USA Tin: USA

4. If consumption grows at projected rates, which resource will be the first to be depleted? Next? List in

order. Next to these, list how old you will be when the resource is depleted.

1. Lead 2. Tin

3. Iron 4. Aluminum

Referring to the former USSR prior to 1993." Referring to West Germany prior to its unification with Fast Germany.


TAKE A BITE OF THE FINITE

OBJECTIVES

Students will discover that some resources,including resources lost towaste disposal, are finite.

MATERIALS

LIColored beads (seechart that follows)

PROCEDURE

1. Select beads ofdifferent colors torepresent resourcesthat often end up aswastes (refer to1993 Estimates ofGlobal ReserveBase).

2. Hide beads and coinsthroughout the classroom andhave students divide intoteams representing countries.(Hide some beads in bunchesand others in smallergroupings, representing largeand small findings. Make sure some of thebeads are hidden well so that they will not beimmediately found.)

3. Perform two separate explorations to findbeads. Allow teams time intervals of twominutes for the first exploration and one minutefor the second.

4. After exploration have students:

Separate and identify the mineral representedby each color of bead.

Discuss the greater difficulty in findingresources during the second exploration.

Discuss what is required to explore for andobtain resources (i.e., energy).

Is energy a renewable or nonrenewableresource?

What is happening to world population?

What effect will rapid population growth haveon the future availability of nonrenewablenatural resources?

Is competition for resources emerging amongother countries? Think of examples.

5. After exploring, have students jumble theresources together. Ask:

What is this jumble of resources like? (Adump.)

What did it take to get these resources intousable condition in the first place? (Energy,refining, separation.) What is necessary tokeep these resources in the cycle of use?(Separation, reusing and recycling.)

For older students:

What is entropy? Why is jumbling resourcestogether and throwing them away an example ofentropy? What is the Second Law ofThermodynamics? How is wastefulness relatedto the Second Law?

If students have completed the exercise"Running Out Of Resources" they will havepredicted their approximate age whennonrenewable resources are projected to bedepleted. What effect do students predictresource depletion will have on their lives?

6. What can students do to extend the life of finiteresources? What are the advantages of extendingthe life of these resources?

Adapted and included with permission from:

4-way With Waste. Washington State Department ofEcology 629 Woodland Square Loop SE, P.O. Box 47600,Olympia, WA 98540-7600.


1993 ESTIMATES OF GLOBAL RESERVE BASE

Color Beads Finite Resource 1993 Estimates of Global Reserve Base

Red 200 Iron in ore 100 billion metric tons

Blue 100 Bauxite 28 billion metric dry tons

Yellow 1 Tin 10 million metric tons

Coin (nickel) 1 Silver 13.5 billion troy ounces

Coin (penny) 3 Copper 590 million metric tons

Orange 1 Lead 130 million metric tons

Purple 28 Chromium 6.8 billion metric tons

Coin (dime) 1 Platinum 2.1 billion troy ounces

Black 400 Oil 1 trillion barrels'

Sources:

1993 Estimates of Global Reserve Base taken from U.S.Bureau of Mines. Mineral Commodity Summaries 1993.Washington, D.C. U.S. Government Printing Office.

California Energy Commission, Energy Forecasting andPlanning Division - Fuels Planning Office, 1516 NinthStreet, Sacramento, CA 95814.


!MISOLID WASTE:WHAT'S MY RESPONSIBILITY?

OBJECTIVES

Using solid waste as an example, students willexamine how their perception of a problem affectstheir response to that problem. They will examinethe individual's and government's responsibility insolving social problems. Students will define waysthey can take responsibility for solutions.

METHODS

Students read the article "My Twenty Foot Swath" andconsider meanings and reactions to ResponsibilityAssumption Overload (RAO).

MATERIALS

Copies of the article "My Twenty Foot Swath"(follows this lesson).

PROCEDURE

Part I

1. Read the following article, "My Twenty FootSwath".

2. Ask questions about the man in the article:

What worries this man?

What does he try to do about it?

Does he think his response is effective?

What response do students make when facedwith a problem of this kind?

What is RAO (Responsibility AssumptionOverload)? Have students ever felt RAO?What were the circumstances?

3. Use the problem of solid waste as an example ofan area where RAO may have occurred for somepeople.

Have students consider the following facts:

Caiifornians create about 46 million tons of trash

72

every year; enough to fill two freeway lanes 100feet deep from Oregon to Mexico. (1)

Americans make more than twice as much trashper person as people of other countries such asJapan and Germany. (1)

The EPA predicts that by the year 2000, morethan half the remaining 6,000 municipal landfillsin the U.S. will be dosed (full). (2)

4. Discuss possible solutions to theproblem ofwaste.

Ultimately,who isresponsiblefor solvingour solidwasteproblems?County, state,or federal governments?Those we elect?Onlythosewho generate thewaste? Individuals?

Should government strictly regulate disposal ofall types of household waste?

Should government force people to recycle?Should government give greater incentives?

Is it reasonable to expect that individual actionhas a chance of solving a problem of this size?If not, what do students see happening?

We do not have the luxury of creating moreand more landfills. Should we ship our wasteto other countries? Dump it in the oceans orsend it into space? Require manufacturers toreclaim their products after the product hasreached the end of its useful life?

ij


Part II:

OTHER LARC1E ISSUES ANDPERSONAL RESPONSIBILITY

1. Ask students to identify other large economic)political/social issues they perceive they can donothing about. Some examples might be:

Depletion of natural resources

Industrial pollution

[:1 Overpopulation

Unemployment

Homelessness

Violence

2. Have students pick one of these topics (or pickone you are currently studying) and list allpossible solutions. Identify individual responsesthat can help solve this problem. Ask:

How do individual solutions differ from largeorganized solutions (i.e., governmental orinstitutional efforts)?

How do the benefits differ? Is there any goodto be realized from an individual action evenwhen it won't be sufficient to solve theproblem?

3. What is the legislative (the development of laws)role in determining individual responses toproblems? Can students think of any laws thatdemand or encourage personal or corporateresponsibility?

What legal problems might result fromrequiring industries to take back usedproducts; or requiring industries to providerecycling instructions on packaging?

Do students think the California state lawestablishing fines for littering has beeneffective in reducing the litter problem?

What responsibility do companiesmanufacturing hazardous waste have for itsdisposal? Should the government regulatedisposal? (Regulating businesses can beexpensive. Would tax payers finance the costsof regulating disposal; the consumers usingthe products; the company producing theproducts?) What are the company'sresponsibilities if wastes are discovered yearslater?

4. Can students think of a serious local problemthey feel responsible for doing something about(i.e., a reaction to seeing hungry or homelesspeople on the streets in their cities)?

Did students do something about the problem?Why or why not? If not, what keeps peoplefrom being the solution? What keeps peoplefrom taking that final step to action?

5. Are there any community problems whichstudents have helped resolve (no matter howminor)? If there are, what problems were solved?

What benefits did they derive fromparticipating in the solution (i.e., madefriends, learned something, opened doors foremployment, gained satisfaction in doingsomething worthwhile, learned to approachproblems in a positive, active way)?

Ask students to compare their responses tothose of the man in "My Twenty Foot Swath."

Part. III:

A PERSONAL RESPONSIBILITYACTIVITY

1. Have the class identify a waste, litter, or recyclingproblem (as the man in the article did) and


determine what to do about it. The solutionsmay or may not be immediately obvious.

Individual action they can take right now:

Start source separation and recycling at homeor at school.

Be a responsible buyer. Look for productspackaged in reusable and recyclablecontainers. Buy products that use lesspackaging or have packaging made of recycledmaterial.

Compost waste.

Reduce waste going into the garbage can byusing reusable rather than disposable (i.e.,cloth towels instead of paper towels, glass/ceramic/plastic reusable plates instead ofpaper plates, etc.)


£1-way With Waste. Washington State Department ofEcology 629 Woodland Square Loop SE,P.O. Box 47600, Olympia, WA 98504-7600.

Source:

Lundberg, Kenneth V 'Nfy Twenty Foot Swath,"Covenant Companion. Chicago, IL Covenant Press (5101N. Francisco Ave.), October 1982, pp.8-9.

Notes:

1. San Diego County Office of Education. (1991). Rot,Recycle and You Save. A curriculum for KindergartenThrough Sixth Grade. San Diego County Office ofEducation, San Diego CA (619) 974-2661

2. Glad Wrap and Bags. The Solution is in Your Hands.(Products of First Brands Corporation d. Keep AmericaBeautifub Inc.)

8?


MY TWENTY FOOT SWATH,

Kenneth V. Lundberg

(Covenant Companion, Reprinted by permission of theCovenant Press)

I worried so much about world hunger today, that Iwent home and ate five cookies. Did personal orglobal problems ever become so overwhelming thatyou were immobilized or driven to some action thatactually aggravated the problem? Have youexperienced such frustration about thehopelessness of solving the problems of poverty,environmental pollution, or human suffering thatyou could avoid it only by deciding that you werepowerless to do anything about their alleviation?This is called Responsibility Assumption Overload(RAO). Here's how I dealt with this feeling.

I park my car away from my building at work. Thatway I get both exercise and a parking space, aseveryone else competes for spots next to theentrance. My morning and late afternoon strollstake me on a stretch of lawn between the tenniscourts and the soccer field, and across anoccasionally used softball diamond. The lawn istwenty feet -,:de, more or less. Soft and green, it

was originaiiy very littered. Tennis players discardtennis ball containers (and their flip-tops), worn outsweat socks, broken shoelaces and energy candybar wrappers. Soccer game spectators leave behindbeer bottles and junk food cellophane.

In my early days it disgusted me, and my thoughtscentered on ways of correcting the situation:writing letters to the campus newspaper (no doubttotally ignored); campaigning for anti-litterregulations (who would enforce them?); organizinga 'Zap-Day' cleanup (leaving 364 days for littering).All noble efforts would have demonstrated myindignation, raised my blood pressure, and attractedattention, but they would not have changed theappearance and/or condition of the area.

So, I decided to take ownership. I would be thesolution. I did not tell anyone of this; it wasprobably against some rule or another. I decidedthat I would be responsible for the environmentalquality of this twenty foot swath. I did not carewhat other parts of the ca:npus were like. Theywere someone else's problem. But each day, goingfrom and to my car, I picked up litter.

At first, it was as much as I could convenientlycarry. Then I made a game of it, limiting mypicking to ten items each way. It was an excitingday when I realized I was picking faster titan "they"

were littering. Finally, the great day arrived when Ilooked back on my twenty feet of lawn nowperfectly clean.

Where did I put the litter? At first, I brought it into awastebasket in the building, or took it to the car tobring home. Then a curious thing happened. Oneday, large orange barrels appeared at each end ofmy swath. Someone in maintenance had becomemy silent conspirator periodically emptying andreplacing the barrels. He, too, knew the wisdom ofkeeping a low profile about it all.

I've done this for several years now. Has generalcampus appearance changed? Not much! Havelitterers stopped littering? No! Then if nothing haschanged, why bother?

liere lies the secret. Something has changed. Mytwenty foot swat:, and me! That five minute walk isa high spot of the day. Instead of fussing andstewing and storing up negative thoughts, I beginand end my workday in a positive mood. Myperspective is brighter. I can enjoy my immediatesurroundings and myself as I pass through avery special time space.

"It" is better because of me. I am better because of"it". "We" enjoy the relationship. Maybe, even, "I"look forward with anticipation to my coming. Witha brighter outlook, I have learned a lot of thingsthat would have gone unnoticed. For instance, Ihave learned that tennis players grunt a lot. Thereseems to be some correlation between the qualityof the grunt, especially on the serve, and the qualityof one's game. Maybe I have discovered the secretof the game. I have also learned that soccer playerscurse a lot, but there does not seem to be anycorrelation between that ability and soccer skills. I

have even learned that most soccer spectators, atleast at my college, come to eat, drink and talknot to watch the game.

My learning and the twenty foot swath doesnot stop at the building door. There is an importantprinciple that follows wherever I go. I cannot solveman's inhumanity to man, but I can affirm, with asmile and a word of appreciation, those who feelburdened by the need to work at lowly jobs. Icannot right the imbalances of centuries ofdiscrimination, but I can "lift up" someone whofeels the weight of a poor self-image. I can treatwomen as equals without solving the problems ofsex discrimination. I can seek out the social and

DEPARTMENT OF CONSERVATION Division of Rerycli ngc. 75

economic litter in my own "twenty foot swath"without demanding of myself that I "clean up thewhole world".

I now practice a discipline of leaving each time-space capsule of my life a little better than when Ientered it. Each personal contact, each event, eachroom I enter becomes a small challenge. I want toleave it improved, but more important, I amresponsible to myself to be improved; and thereby,maybe i,,st maybe my having been there willmake life better for someone else.

I am becoming more and more disenchanted andsuspicious of revolutionaries, crusaders, militantsand do-gooders. Many, if not most, seem to be

more concerned about being right than beingloving or effectual. The zealot, no matter how well-intentioned, often leaves a trail of wounded peoplewhile in pursuit of the cause.

Is this all too myopic shutting one's eyes to thegreater concerns? It does not need to be! I nowhave a "twenty foot q-vath". Next year it may beforty, or sixty, or eignty feet wide. Ten talents werenot required of him who had been given only one.Too many people stumble by taking on causes toogreat for their :evel of discernment and discipline.They need to begin to catch the vision of theimportant promise, that the meek shall inherit theearth, not the indignant or frustrated.

8,1


GARBAGE: ACHIEVING ITSPOTENTIAL

OBJECTIVES

Students will evaluate current and future plans forsolid waste disposal in their community. They willdevelop a plan which includes recycling as part ofthe garbage collection policy.

METHODS

Students conduct a survey of wastemanagement government officials, businessrepresentatives and community members.Afterwards, they evaluate findings and makerecommendations regarding future courses ofaction.

MATERIALS

lQuestionnaires (developed by students)

PROCEDURES

1. Discuss with students the fact that landfills arerapidly filling and by the year 2000, the EPApredicts that more than half the remaininglandfills will be full. Ask students if they knowof activities occurring in their community torecycle, reuse and reduce waste products.

7

v,

2. Split the class into groups. Advise one set ofgroups that they will contact recyclers, landfillsite managers, disposal company representatives,sanitation department officials, countyenvironmental health officers and planningofficials to obtain information on wastemanagement issues in their community.(NOTE: The Local Government and CommunityResources Section of this publication contains alisting by county and city of some of thepre )usly mentioned groups.)

Advise the other set of groups that they willinterview people in the community concerningtheir feelings and ideas about present and futureimprovements and alternatives to garbagecollection.

3. Have students develop questionnaires to usewhen obtaining information. Questions toconsider asking arc:

'1

(NOT& Students will have todetermine which questions are

appropriate for their questionnairer-spondents.)

Officials and Business Representatives' Questionnaire

What are the quantities and types of materialsdiscarded?

Where are waste materials disposed of?

What is the life expectancy of the nearest landfill?

What is the expense of solid waste disposal to thecommunity?

What is the expense to the individualhomeowner?

Is garbage collection ma.idatory?

Does the community have curbside recycling/pickup or a resource recovery plant?

Is recycling encouraged or discouraged? Whatarc the quantities and types of materials recycled,reused and recovered?

DEPARTMENT OF CONSERV4TION Division of Recycling 77

What is the market for recycled materials?

Are there any existing market developmentactivities for recycled materials?

AB 939 (1989) mandated that local governmentsreduce landfill usage 25% by 1995 and 50% by theyear 2000. What impact has this bill had on thereduction of landfill usage and the developmentof source reduction and recycling element plans?

Community Members' Questionnaire

Do you know what happens to your garbage?

Do you recycle?

If you could get a lower collection rate forreducing the amount of garbage you generate,would this motivate you to recycle?

What incentives would motivate you to recyclemore?

Which of the following solid waste managementoptions do you favor in dealing with thiscommunity's solid waste?

C) Reduction

CI Recycling

CI Resource recovery plants

0 Landfills

Do you sec any other options for solid wastemanagement in your community?

4. Have students record and evaluate their findingsbased on the following:

Officials and Businesses Questionnaire Results

At the present and for the future, do students feelthat their community has made adequatepreparations?

If students had the ability to change any aspectsof the plan for future solid waste disposal in theircommunity, what would they do?

Based on their research, make recommendationson how individuals in their community mightbecome involved in determining future courses ofaction regarding solid waste disposal.

Community Members Questionnaire Results

How do community members view solid wastemanagement practices?

What options do they tend to favor with regard tosolid waste? (Reduction, recycling, resourcerecovery plants, landfills.)

Do community members know what happens totheir garbage?

What do students think would motivatecommunity members to become more proactivein waste management issues?

5. Have groups present findings to the class. Basedon their group findings, have students considerthe following:

What do the two different surveyed groupshave in common?

Where do the two groups differ?

Do officials and business groups consider andaccommodate the views of communitymembers regarding waste management issues?Should they?

Do community members know how officialsand business groups view waste managementissues?

Is there a need to develop markets for recycledproducts?

6. Usc the results from both surveys to develop aplan suggesting improvements in thecommunity's current recycling programs andwaste reduction practices. Send the surveyresults, evaluation and possiblerecommendations to community decisionmakers.


Washington State Department ofEcologyA-way With Waste. Garbage: Its Possibilities and 2001: ATrash Odyssey. 3190 160th Avenue S.E., Bellevue, WA98008-5452. (206) 649-7043.


AS THE WORM CHURNS

OBJECTIVES

Students will discover a beneficial, low-technologyway to reduce household waste; understand thenatural process of biodegradation and soilproduction and learn how to improve soil throughworm cornposting.

METHODS

Students acquire a bin for worm composting. Theymaintain the bin and analyze results.

MATERIALS

wooden box (2' x 2' x 1')

paper (about 6 pounds)

water (about a gallon)

dirt (1-2 handfuls)

redworms (Eisenia Foetida)

calcium carbonate (egg shells are a goodsource)

food waste

PROCEDURE

Background information

In the U.S., yard trimmings and food scraps makeup about one-fourth to one-third of our wastestream. (1) Organic composting is an effective wayto convert these waste products back into fertile soilano decrease landfill usage.

This project uses redworms to process kitchenwaste into high-quality garden compost. Properlyconstructed and maintained, worm bins lo not giveoff an offensive odor. Worm bins provide thefollowing benefits:

Reduce household waste

Save garbage disposal costs

Produce an excellent soil amendment

Provide worms for fishing

Demonstrate one of u mostimportant natural processes:biodegradation and soilproduction

1. Ask the school's shop classto build a 2' x 2' x 1'wooden bin. Woodshopclasses could make a wormbin as a first project. For a 4cu. ft. bin, four 2' x 1' sheetsof plywood for the sides andtwo 2' x 1' sheets of plywood forthe top and bottom need to be cut.After the sides and bottom arenailed, the top can be hinged.About nine to twelve holes should bedrilled into thebottom and sidesof the box. Theholes provide airfor the worms.(May use wood, metal or other containerslong as they are not filled deeper than 1').

as

NOTE: Specifications for a larger compost binfollow this lesson.

2. Discuss the impact of food wastes on the solidwaste stream. Discuss the loss of valuablenutrients to the earth's thin layer of top soil.Discuss alternative methods of handling foodwastes (including garden composting bins).Introduce the idea of using redworms.

3. Ask students to look for and collect redworms(not nightcrawlers). Places to look include:barnyards, under mulch, in compost piles, underdecomposing lumber. You will need 4.5 ouncesof redworms for each cubic foot of bin. (Youmay need to slipplement the redworm find byobtaining redworms from commercial growers orbait dealers.)

4. Set up the worm bin.

Shred the paper by tearing it into strips about 2"wide, put the paper in a bucket, slowly pourwater in while fluffing the paper occasionally.Let the paper segments drip until it subsides; putwet strips of paper in the worm box and sprinkle

SDEPARTMENT OF CONSERVATION Division of Recycling 79

in several eggshells (for worm reproduction).Add several handfuls of soil. (Worm bins shouldnever be more than 1 foot deep or anaerobicconditions may develop.)

Gently place the worms in the box, leave the topopen unti' Lne worms burrow down; close the lid orcover with black plastic sheet. (Since worms do notreact to red light, a red plexiglass side panel or lidwould allow direct observation of worm activity.)

5. Feed worms once a week by burying foodwastes in the bin. For a 4 cubic-foot. bin, buryfour pounds of food waste in the bin each week,making sure to rotate the location of the burial(mentally dividing the bin into nine squareswould probably be helpful).

Foods that work well in the worm bin are: apples,apple peels, baked beans, banana peels, biscuits,cabbage, cake, cantaloupe (a worm favorite),celery, cereal, cheese, coffee filters, coffee grounds,cornbread, cottage cheese, cream cheese, Cream ofWheat cereal, cucumbers, deviled eggs, egg shells,farina, grapefruit peels, grits, lemon, lettuce,Malt-O-Meal cereal, molasses, oatmeal, onion peel,pancakes, pears, pineapple, pineapple rind, pizzacrust, potatoes, potato salad, tea bags, tea leaves,tomatoes, turnip leaves and watermelon (anotherfavorite). Avoid putting meat products, plastic,bottle caps, rubber bands, sponges, aluminum foil,or glass in the box. Fruit flies can be avoided byburying the food waste completely.

6. Maintenance and harvesting worm castings:

The worm bins need little routine maintenance.Depending upon the desired outcome, the beddingshould be changed every three to six months. Afterthree months, one will find the number ofredworms is high; after four months, the number ofredworms will still be high, plus the quality ofcompost will be fairly good; after six months, manyredworms will have died, but the quality of thecompost will be very good. The resulting compostwill be primarily worm castings (worm manure).

To change worm bedding, either dump the contentsof the bin under a bright light and brush the layersof compost away (the worms will move away fromthe light and gather at the bottom of the pile); orpull the compost plus worms to one side of the binand add new bedding to the vacant side.

An alternative is to use only one-half of the box at atime; put your bedding and worms in one side of

the worm bin. Continue to bury food in thebedding until it is composted. Then, add newbedding to the empty half of the bin. Begin buryingfood on the new side. Allow one month for theworms to migrate to the new side. Remove theworm castings. Use the soil formed by the castingson potted plants or in the garden.

7. Suggested follow up activities:

Calculate the amount of household food that classmembers throw away in a day.

Discuss: Why, in a hungry world, do we throwaway so much food? (Americans dump theequivalent of more than 21 million shopping bagsfull of food into landfills every year.) (2)

Study the effects of various mixtures of vermi-compost, peat moss, soil and perlite on pottedplants.

Study the reactions of worms to different colors oflight. Study the food preferences of young vs.mature worms. Using four worm bins, study thereactions of the worms to the four food groups.

Keep records of the temperature of the compost,room temperature, amount and types of food fedto the worms, and total volume/weight of thecompost. Relate these variables to each other andto any variables you identify.

Study the worm's life cycle. How do wormsreproduce? Can young worms be seen? Howlong do the worms seem to live? Is there anyevidence of dead worms?


A-way With Waste. Washington State Department ofEcology 629 Woodland Square Loop SE. P.O. Box 47600,Olympia, WA 98504-7600.

Notes:

1. State of California ia Department of Health Services, ToxicSubstances Control Program. Handbook fi-om the ToxicSubstances Control Program. Available from Office ofPublic Government Liaison, Education andInformation Unit, 400 P Street, P.O. Box 942732Sacramento, CA 94234-7320.

2. Earth Works Group. (1990). The Reveler's Handbook,The Earth Works Press. Berkeley CA.

80 DEPARTMENT OF a/NSERVATION Division of Recycling

As the

1. Build or obtain a container.Drill holes in 2 sides and on the bottom.

2. Shred paper for bedding.

rm Churns

3. Wet the bedding and squeeze out excess water inthe sink.

4. Sprinkle in 1 or 2 eggshells,and 1 or 2 handfuls :)f. dirt.

5. Place worms in the box.

rimo 10 woluc!

BEDDING. MATEMAL

cots 10 tiorrom of SOX

6. Bury garbage for food once a week.(Be sure you rotate the placement of thegarbage).

7. Change the bedding every J-6 monthsand remove the newly made soil.

DEPARTMENT OF CONSERVATION Division of Ray-ling 81

1-2-3 Worm Composting Bin

2

This system is designed for composting vegetable food wastes using redworms. Food andworms are "bedded" in shredded and moistened newspaper, cardboard, peat or brownleaves. The worms turn both food wastes and bedding into a high-quality compost suitablefor use on house plants, seedlings or general garden use.

To maintain this system simply rotate food wastes throughout the bin. Every 3-6 months,compost should be moved to one side of the bin and new bedding added to the emptyhalf. At this time start burying wastes in the new bedding only. Within one month wormswill populate the new bedding; finished compost may be harvested and the rest of the bincan be rebedded. During the winter, worm bins should be kept in a cool indoor spacesuch as a basement or warm garage to avoid freezing. A properly maintained worm bin isodorle'ss. Bins may be placed in a shady outdoor space the remainder of the year. Fliesmay be controlled by placing a sheet of plastic over the bedding.

This bin can be built for about $35 with new wood and hardware, or less using reusedmaterials. Worm bins can also be made from wooden boxes or other containers. Anyv rm bin must have drainage in the bottom and a tight fitting lid to keep moisture in andpests out. A starter batch of worms can be purchased at a small additional cost, or findsome in an old compost pile! For more information, see Mary Appelhors book, Worms EatMy Garbage.


Materials

1- 1/2" treated sheet of plywood

2- 12' 2 x 4s

1 - 16' 2 x 4s

2 lbs. - 6d galvanized nails

1/2 lb. - 16d galvanized nails

2 galvanized door hinges

Tools

Tape measure, skill saw or rip hand saw,hammer, saw horses, long straight edge orchalk snap line, screwdriver and drill with1/2" bit.

Use eye and ear protection.

Construction Details24' 24' 23° 24"

20

16'

16"

16'

23'1

4'x 8' SHEET OF 1/2" PLYWOODf.41-- 39' --101

20"

fi

12:

END BASE BOARDS CANBE NOTCHED FOR

HANDHOLDSBASE FRAME 2 x 4s ON EDGE

TOP LID 2 x 4 FRAMEWITH PLYWOOD

COVER

Measure and cut plywood as indicated in drawing above. Cut one 12 foot 2 x 4 into fivepieces: two 39", two 23" and one 20" long. Nail the 2 x 4s together on edge with two 16dnails at each joint as illustrated in the base frame diagram. Nail the plywood base pieceonto the 2 x 4 frame.

Cut four one-foot lengths out of the sixteen-foot 2 x 4. Take each plywood side piece andplace a one-foot 2 x 4 under each of its ends so that the 2 x 4 is flush with the top and sideedges of the plywood and nail the boards into place. Nail the side pieces onto the baseframe. To complete the box, nail the ends onto the base and sides. To reinforce the box,be sure there is a nail staggered at least every 3 inches wherever plywood and 2 x 4s meet.Drill twelve 1/2" holes through the bottom of the box for drainage.

"lb build the lid, take the remaining twelve-foot 2 x 4 and cut it into two 45" pieces and two20" pieces. Lay them flat, short pieces on the inside as indicated in diagram above, so thatthe plywood top is inset from the edges of the 2 x 4 by 1 1/2" all the way around theperimeter. Nail the plywood onto the 2 x 4s and on the underside of the 2 x 4 lid frame, sothat the lid will stand upright when opened.


MORE IS NOT BETTER.

OBJECTIVES

Students will learn about excessive/wastefulpackaging and the rationale behind it. They willlearn how to express their opinions in an objectiveand productive manner. As consumers they willbecome familiar with their impact on themanufacturers of products.

METHODS

Students choose an excessively packaged product.They write to the product's manufacturerexpressing their opinions and concerns regardingthe product.

PROCEDURES

1. As a class discuss the following:

All too often, people believe "the more there is, thebetter." Unfortunately, this is not always the casefor product packaging. In many instances,packaging is a necessity. The need for sanitation(health care products), freshness (food), safestorage and transportation (fragile products) andlabeling information (warnings, ingredients),necessitates some packaging. However, if we wishto save depleting resources, we should search forpurposeful and less wasteful ways of packaging ourproducts.

Today, numerous manufacturers are aware ofdecreasing resources and strive to produce andpackage environmentally-sensitive products. Byconservatively packaging products or usingrecyclable /reusable materials, manufacturers savevaluable resources.

However, not all manufacturers consider theenvironment when packaging their products. Someare driven by marketing strategies (influenced byconsumer demand) to produce excessivelywrapped products. Others may simply haveneglected to consider environmental impacts.What can we, as consumers, do?

2. As a homework assignment, ask students tochoose a product they feel is excessivelypackaged. (Look at home, in stores, inmagazines or newspapers, or at televisionadvertisements.)

3. After students choose a product, have themanalyze the packaging. Things to considerinclude: the reasons they feel it is excessivelywrapped (i.e., the product is wrapped, boxed,and wrapped again.); the resources (water,trees, oil, minerals) required to manufacture thewrapping; if any components of the packagingare made of recycled materials; if the packagingcan be recycled or reused; if the packaging willend up in a landfill.

4. Have students develop alternatives to theirpackaging. They should design and diagramtheir concept of a less wasteful method forpackaging the product. Ask students to providea written explanation and justification for theirpackaging idea (i.e., refillable container, lesspackaging, recyclable materials, etc.).

5. Have students prepare letters to send (alongwith their designs) to the manufacturers of theirproducts. Emphasize to students thatgrammatically correct, objectively written lettersarc much more credible than verbal assaults.They are also more likely to be heard. Ascomumers, we all have the right to express ouropinions as long as we do it constructively.

92


SUGGESTIONS FOR WRITINGLETTERS:

Address the correct party. Many largemanufacturers have presidents, chairpersons, orother designated heads. Students will want toaddress a person in the company with the powerto affect change.

Include students' name, home address and otherpertinent information to facilitate themanufacturer's response (some schools may wishto have their names included in student letters).

Accurately and clearly describe the product inquestion. (This is especially important with largen.anufacturers.)

Add factual information (i.e., charts, diagrams,and statistical information about either thepackaging or the resources used in itsproduction.) obtained during researching theproduct.

Include student feelings of how the product'spackaging affects them, their family and theenvironment.

Request a response to the letter. Askmanufacturers what actions they are taking torecycle, reduce, reuse and close the loop (buyingproducts made from recycled materials).

6. Share unique student letters and manufacturerresponses with:Department of ConservationDivision of Recycling - Education Section801 K Street, MS 22-57Sacramento, CA 95814

Adapted from:

Ventura Regional Sanitation District, Waste Web, OverPackaging: An action oriented environmental curriculum.1001 Partridge Drive, Suite 150, Ventura, CA 93003-5562

9 3


SETTING UP AN IN- SCHOOLRECYCLING PROJECT

OBJECTIVES

Students will acquire skills in researching,organizing, coordinating and promoting recyclingactivities.

METHODS

Students make community contacts performingresearch. They enlist approval and cooperationfrom principals and teachers. In addition, theyorganize and operate their own recycling project.

PROCEDURES

1. Establish a Recycling Task Force. Ask studentsto form a core group to be responsible forplanning, researching, organizing, coordinatingand promoting a recycling program in theschool. (Five to ten students are probablyenough.) Be sure to inform students that this issimply the beginning. Many more students willbe enlisted to actually make the program work.

2. Have the Recycling Task Force decide uponmeeting times (or allow class time). It is helpfulto encourage the group to set aside regularmeeting times and agree to arrive at the meetingsprepared.

Their first meeting should consist of establishinggoals and objectives. Are students setting up aprogram to make money? to reduce the use of

natural resources? to reduce campus litter? tolearn how to establish and run a businessventure? What will any proceeds be used for?

3. Identify school materials that typically end up aswaste. Paper, cardboard, aluminum cans,polystyrene trays and metal cans from cafeteriasare examples. Also, determine if they want tosolicit recyclable materials from the community.

4. If your community has a Recycling Coordinator,contact him/her to obtain technical assistanceand information. Contact recycling centeroperators to determine which of the school'stypical waste materials are recyclable in yourcommunity. (See the Local Government andCommunity Resources Section of this publication forlistings of recycling coordinators and operators.)

Students may also contact the CaliforniaDepartment of Conservation's Division ofRecycling at 1-800-RECYCLE (in CA only) forassistance with identifying a local recycler.

5. Contact material processors or recycling centeroperators directly to determine what assistancethey may be able to provide. (i.e., if you have apaper processor in your area, they may bewilling to provide collection boxes for eachclassroom. They may even be willing to pick upon a regular basis). Find out if the communityhas a curbside program and what materials/quantities they accept.

6. Determine the requirements of the recyclingoperator or processor; i.e., should glass productsbe separated by color? What paper isacceptable? Do metal cans need to have labels

9.186 DEPARTMENT OF CONSERVATION Division of Recycling

removed? What quantities and limits do studentshave to adhere to (i.e., currently, recyclingcenters cannot receive more than 500 lbs. ofaluminum cans at any one time without thecustomer being certified)? Will recycling centersor processors pick up materials or will studentsneed to make provisions for transportingrecyclables to the centers/processors?

NOT The "Recycling in Schools" section alsoprovides valuable information on setting up schoolrecycling programs.

7. Obtain an adult advisor(s) for support andguidance. The advisor(s) should be willing toassist and advise without being expected to "run"the project.

8. Decide how many students will be required tokeep the project going. Some successfulstudent-run programs incorporate assistancefrom many different school groups. Once thetask force establishes the project, differentgroups could assist in managing the workload.They might rotate the responsibility for collectionand delivery of recyclables with each groupkeeping the prcceeds received during theircollection periou.

9. Students develop a business plan based on the

information obtained during their research.(Reinforce the concept that successful venturesbegin with well-thought out plans.) Include:

a student training plan (for recruits).

locations for collection sites; i.e., studentsmight write in their plan "plastic garbage cansfor collecting aluminum cans will be placednear the gymnasium, the cafeteria, the lunchquad, in the main halls and near portableclassrooms."

methods for advertising the project; i.e., schoolnewspaper, posters in high traffic areas, schoolrally, etc.

10. Present the proposal to the principal andteachers for their approval and cooperation.

11. Recruit volunteers to help run the project. Forsuccessful recruitment, students might considerorganizing a rally. Present the ecological andpersonal benefits of joining such an effort.

12. Develop work schedules and a plan forreminding groups or students when they are :owork.

CI

DEPARTMENT OF CONSERVATION Division ofRecycling 87

HITTING THEAIR

OBJECTIVES

Students will focus on what to tell theirschool about recycling. They will gainexperience in promoting a cause.

METHODS

Students work in groups developingpublic service announcements(PSAs). The PSAs are shared with thestudent body.

MATERIALS

Writing paper, tape recorders

PROCEDURES

1. Lead a discussion on the benefits of recycling;i.e., reducing the drain on the earth's naturalresources, extending the life of nonrenewableresources, extending the life of landfills, cleaningup the environment, etc. Encourage students tobe creative in this discussion. Let them knowthey will use these ideas to develop PSAs.

2. Break the class into small working groups. Havestudents brainstorm different topics they mightfocus on in developing a PSA. For example,their topic might be recycling beveragecontainers. Or, students might focus on the topicof recycling school materials.

If students have completed the activity, "SettingUp An In-School Recycling Project," their subjectmight be even more focused (i.e., studentsmight concentrate on getting the student body toplace only aluminum cans not other trashin designated receptacles or defining appropriatepaper types for their recycling paper bins).

3. Have students develop the text for their PSAs.Prepare an outline or script of what to say.NOT Pre-recorded PSAs can range in lengthfrom: 10; :20; :30; and :60 seconds, for radio andTV broadcast. PSA text can be longer ifsubmitted with the intention that the radio or TVstation will edit it down to the aforementionedlengths.

411

Reduce,Reuse.:

4. Have groupsdecide who will speak. Therecould be one voice or several talking,singing a song or catchy jingle, reciting a poem,having a conversation or making sound effects.

5. Rehearse or recite the script. Edit the script if itlasts longer than one minute. Be sure to speakdearly.

6. Record the PSAs, allowing a pause between eachone. Begin each with "This is [student'sname(s)l, of [school namel, for recycling."

7. Broadcast the recycling messages on the schoolpublic address system.

SUGGESTED ACTIVITIES

Contact local radio stations and ask if they areinterested in hearing the best of the PSAs. Sendtext (poems, songs, stories, etc.) to newspapers orother publications.

Use this same activity idea to make videos ofPSAs.

Share your ideas with:California Department of ConservationDivision of Recycling - Education Section801 K Street, MS 22-57Sacramento, CA 95814

Source:

Wisconsin 4-H, Recycle for Reuse 4-H, 57 FairgroundsDrive, Madison, WI 53713-149Z (608) 2664156

9 6

88 DEPARTMENT OF CONSERVATION Division of Rerycling

Recycling inSchools

9 'i

HOW TO SET UP A SCHOOLRECYCLING PROGRAM

INTRODUCTION

This section has been written to provide you withinformation about recycling programs in schools.Included are a step-by-step process for establishinga school recycling program and examples ofrecycling programs and ideas from other schools.

We understand that implementing a recyclingprogram can seem like a monumental task. So,please take a moment to skim through this material.See for yourself how easy it can be to start aprogram and the benefits of doing so.

SETTING UP A RECYCLINGPROGRAM

When setting up a recycling program, a littleplanning and research goes a long way. Begin byfollowing these simple steps:

1. Get some help.

2. Determine the program goals.

3. Decide on the type of program or programs youwill use.

4. Decide what kinds of materials you can or wantto recycle.

5. Contact your local recycler.

6. Get certified.

7. Design the collection an storage system.

8. Develop a promotional otogram and decidewhat incentives you witi use to encourageparticipation.

9. Close the loop.

1. Get Some H4

Establishing and operating a recycling programrequires the cooperation and participation of manydifferent people. To help facilitate this, we

encourage you to establish a recycling programcommittee of representatives from groups that willbe involved in the program. At a minimum, thecommittee should include the school principal,teachers, students, custodial staff and parents. Wealso recommend that the committee select arecycling coordinator who can direct the committeeand provide everyone with a focal point whenquestions need to be answered and decisions needto be made.

In addition to a committee, several volunteers maybe needed to help with the collection andtransportation of recyclable materials. Thefollowing is a synopsis of potential volunteers tohelp you with your program.

Students: Individual Classes, Ei.vironmental Club,Trash Patrol, Science Club, Newspaper, StudentCouncil, Recycling Monitor

School Staff. Administrators, Teachers,Maintenance, Custodial, Cafeteria,Gardening

Schools: District Office, Other SchoolsIn District, Other Public and PrivateSchools In Area, Networking

Parents: PTA, Parent Clubs,Booster Club, Individual ParentVolunteers

Community: RecyclingCenters, WasteHaulers, CityRecyclingCoordinator,


98

County Recycling Coordinator, EnvironmentalOrganizations

The Division of Recycling's (Division) EducationSection is also available to provide technicalassistance by calling (916) 322-0952. In addition,the Division maintains a resource library withmaterials your school may borrow, includingbooks, videos, games, fact sheets, curriculumguides, film strips and other materials to enhanceyour curricula. For more information, contact theDivision's Resource Center at (916) 445-1490 or bycalling the toll-free hotline at 1-800-RECYCLE (inCA only).

In addition, the California Integrated WasteManagement Board at 1-800-553-2962 hasinformation on recycling items other than beveragecontainers as well as hazardous waste (oil, batteries,pesticides, etc.) collection information.

2. Determine the Program Goals

There are many different reasons why schools haverecycling programs, but most reasons fall into twoareas--financial and educational.

Some schools establish recycling programsprimarily as a means of raising funds for a schoolprogram. Many schools have realized that they canuse recycling to make as well as save money.Money can be -tamed by selling collected materialsto a recycler, io will pay scrap value and/orCalifornia Refund Value (CRV). Recycling can alsosave money through decreased waste disposalcosts.

Some school recycling programs are establishedprimarily to allow students to actively contribute tothe preservation of the environment. Becauserecycling saves natural resources, decreasespollution, saves landfill space and saves energy, arecycling program can be used as a means ofteaching students to be responsible for theirpersonal impact on the earth and its resources.

Determining the goal of your program, be itfinancial, educational or both, will assist you indetermining the type of recycling program that bestsuits the needs of your school.

3. Decide on the Type of Program or Programs YouWill Use

An in-school collection system recycles materialsused daily at your school. With this system, youcan start small and add to it as your school growsaccustomed to recycling and as you identify

recyclers that can take different types of materials.Receptacles can be located in classrooms,administrative offices, the cafeteria and any otherselected sites. Materials are collected from thosereceptac:. ; and stored at a central location fortransportation to a recycler. Because most materialsgenerated at a school do not have a high marketvalue, this type of program is not a big moneymaker, but it is one of the best ways to developstudent awareness of waste management andrecycling.

A dropoff program is one where receptacles arelocated in a convenient, accessible area and arealways available for students, staff and members ofthe community to " dropoff" their recyclablematerials. When the receptacles are full, thematerials are transported to a recycler. This type ofprogram can either be a fundraiser by choosing tocollect materials with a high market value or it canprovide a service to your community by collectingmaterials that are often times not saved because oftheir low market value.

A drive is similar to a dropoff program except thatcollection occurs over a shorter period of time,usually a couple of days every few months. Binsare set up on campus during the selected period oftime, the drive is advertised in the community, andmaterials are dropped off and taken to the recycler.Sometimes recyclers will donate the use ofrecycling bins and pick up the materials at the endof the drive. Because a recycling drive is usuallyconducted to raise funds, it could replace one ofyour sales-type fundraisers. Relatives and thecommunity could make a contribution to the schoolwithout having to buy anything and get rid of someof their trash at the same time! (And maybe theywould pick up a good habit.) A good time toconduct a recycling drive is in September, to benefitfrom the seasonal heavy consumption of beveragesduring the summer months, in April to coordinatewith Earth Day and California's Recycle Week and&t the end of the traditional school year when theschool cleans house. We recommend that you haveseveral a year so that your community gets into thehabit of bringing you their materials on a regularbasis.

An Adopt-a-School program is the least labor-intensive program and is typically used as afundraiser. With this type of program, you ask therecycling center located nearest to your school toadopt your school. The recycler sets up an accountunder your school's name which allows thecommunity to donate recyclables for your schoolright at the recycler. You don't have to monitor binsor transport the materials. Recyclers are generally

CI


very willing to set up this type of program becausethe school will be advertising for them.

Recycling events are typically one-day affairs andinclude, but are not limited to, the following:

environmental fairs or carnivals (traderecyclables for game tickets, games haverecycling theme)

trash pickups (school grounds, vacant lots,roadsides)

recycled art show and auction (art made fromrecycled materials)

recycling assembly with a dumpster dive(students sort through the school trash to"mine for recyclable treasures")

clothing and furniture rummage sale

reusable items sale/swap meet

The possibilities are limited only by the extent ofyour imagination.

4. Decide what kinds of materials you can or want torecycle

When deciding which materials to include in yourprogram, consider the following:

Which materials will my local recycler accept?

Does the material fit the type of program I haveselected?

How will I collect and store the materials?

How can I control contaminants? (Thosematerials that are donated, but notintended to be collected.)

How will I transport the recyclables?

In the past, many programs began by recyclingnewspaper and/or aluminum cans because it waslucrative and the materials were easy to transport.However, with the increased interest in recycling,markets have opened for many other types ofmaterials. It is now economically feasible to recyclemany other materials. A preliminary waste audit(simply checking your trash receptacles to see whatis being thrown away and in what quantities) canhelp you decide which materials to recycle. Thefollowing is a sampling of recyclable materials

common to many schools and the surroundingcommunity:

Aluminum (other than cans)

Aluminum beverage containers

Batteries

Drink boxes and milk cartons

Glass food containers

Glass beverage containers

Lunch trays

Plastic food and household supply containers

Plastic beverage containers

Polystyrene foam or food containers

Paper (including white, mixed, computer,newspaper, magazines, junk mail,paperboard, cardboard, phone books)

Steel/tin

Yard waste

Food waste

Remember, this is a list of common materials beingrecycled at this time. Recycling markets areevolving quickly, so it is important to stay infL-medof what materials are recyclable in your communityand the prices paid for those materials. What is notrecyclable today, may be recyclable tomorrow.

5. Contact Your Local Recycler

Your local recycler can play an important role inyour program. They can provide you withinformation that will help you design your program,decide what materials to recycle, and determineyour method of storing materials and transportingthem to market. Sometimes, if it is cost-effective forthe recycler, they will provide recycling containersand/or transportation for your program. If theycannot pick up from a single school, check withother schools in your district or in the area to see ifyou can offer pickup from multiple sites; either ateach site or consolidated at one location.

Be sure to contact more than one recycler.Recyclers vary widely in the materials they collect,

DEPARTMENT OF CONSERVATION Division of Recycling 1. ' I 0 93

the prices they pay and their ability to provideservice, so do some comparative shopping. Yourlocal waste hauler is another possible source ofpickup service and your city or county recyclingcoordinator is a source of information on recyclingservices in your community. Use the LocalGovernment and Community Resources Section in thisguide to identify recyclers and local governmentrecycling coordinators. The recyclers listed arerequired to accept beverage containers andgenerally accept otaer materials as well. You canalso call the Division's tell-free hotline at1-800-RECYCLE (in CA only) to find out whichrecyclers are in your area, their hours of operationand what kind of recyclables they accept. Yourtelephone book's yellow pages lists local recyclersunder the heading, "Recycling Centers".

6. Get Certified

If your program is going to collect beveragecontainers at your school, then you should getcertified as a dropoff program. This will allow youto collect any volume of beverage containers andreceive CRV for those containers. To becomecertified, request a dropoff application from theDivision of Recycling's C,ertilication Section byeither calling 1-800-RECYCLE (in CA only) andleavie.2 a message or by calling (916) 324-8598.Becomieg certified is easy to do and it's free!

Z Design the Collection and Storage System

To collect your in-school recyclables, locatereceptacles such as boxes, bins or bags in eachclassroom. Use desk trays in the administrativeoffices. Provide separate receptacles in the lunchroom for deposit of drink containers and lunchtrays; identify storage near the food preparationarea for cardboard and large steel cans. Assign arecycling monitor in each class to watch forcontaminants and to disseminate new information.Ask the Environmental Club, Trash Patrol, a specificclass or custodial staff to collect the materials usinglarge rolling bins, carts or trash receptacles. Youcould also have a member from each class take theclass-collected materials to the storage area on adaily or weekly basis. Store your recycled materialsnear the school trash bins, outside the cafeteria o- atsome other convenient location. Be sure yourstorage receptacles are clearly marked so that thecontents are not mistaken for trash. Also make surethat your more valuable materials are either in a binthat locks or can be stored in an area that can belocked. Transport the materials to the local recyclerby having the Ecology Club or Trash Patrol usevolunteer transportation, by having the custodialstaff use a school-owned vehicle or by arranging forthe local recycler or waste hauler to provide pick-up service.

For dropoff, drive and event programs, use garbagedumpsters, boxes, bags or any other type of bin thatis large and easy to empty. Receptacles can belocated in a parking lot, near the school athleticfield or at any other location that makes itconvenient for people to drop off their recyclables.Collection and transportation can be facilitated byyour local recycler, waste hauler, environmental orbooster club members, maintenance or custodialpersonnel, parents or maybe an old-fashioned goodsamaritan.

8. Develop a Promotional Program and Decide WhatIncentives You Will Use to Encourage Participation

Advertise, advertise, advertise!!! Let students,faculty and the community know your program isthere for them. Enlist the help of students withartistic talent to design notices and flyers that can besent home as well as distributed in yourcommunity. Include information about theprogram in the school newsletter. Ask a reporterfor the school newspaper to write an article on theprogram. Submit a program notice to your localnewspaper and public access cable channel.

Incentives are also a very important aspect of asuccessful recycling program because they givepeople a reason to donate their recyclables to yourprogram. Here is a list of a few ways to motivateyour students and community members.

Form a competition between classes, gradelevels or schools in the district or area. An awardsuch as a circulating trophy could be given to thegroup that collects the most recyclables duringthe year, passing to a new winner each year.

Offer a reward when bins are filled to capacitywithin a predetermined amount of time.

Designate a purpose for the funds that are raised.Announce at the beginning of the program thatearnings will be used to purchase sportsequipment, computers, library books, musicalinstruments, outdoor benches, items for campusbeautification or donation to a charitableorganization.

Track the progress being made by showing howmany trees have been saved (1 ton of recycledpaper saves seventeen 35-foot trees) or howmuch energy is saved (recycling 1 aluminum cansaves enough energy to run a TV set for 3 hoursand recycling 1 glass bottle saves enough energyto light a 100 watt bulb for 4 hours.)


9. Close the

While recycling is a big step in the right direction, itis not the only step you can take. We urge you toconsider your current procurement policies. Manycommonly ordered school supplies made ofrecycled material are available, including:

Classroom Supplies: paper (binder, computer,construction, craft, scantron forms, butcher,newsprint, graph), composition books, lessonplan books, paint brushes, pencils and pens,folders and binders, rulers, scissors, glassand plastic labware

Office Supplies: memo pads, desk trays,envelopes, Post-its, address labels, clipboards,file boxes and folders, index cards and boxes

Bathroom Supplies: toilet seat covers, facial tissue,toilet paper, hand towels, plastic trash barrelliners, sponges, brooms, mops, rubber gloves

Food Service: reusable plates, cups, and utensils,trash and recycling barrels, cooking utensils,sponges, rubber gloves, floor mats, plastic bags

Ask your suppliers what products they carry thatare made from recycled materials. If they can't helpyou, find a supplier that can.

The Division of Pecycling is also available to assistyou with procuring school supplies made ofrecycled materials. To receive purchasing adviceas well as a free brochure, California ia Guides toProducts with Recycled Content, call 1-800-RECYCLE(in CA only).

, 2DEPARTMENT OF CONSERVATION Division of Recycling 95

DISTINGUISHED SCHOOLS

The following California schools are considered"distinguished" by the Department of Conservation,not for winning a recycling award (although somehave), but rather for implementing and maintainingcreative and innovative recycling programs. Theseschools were selected from returned surveyscontained in the Department's recycling educationpackage. The Department acknowledges theseschools for their outstanding efforts and hopes thatthey provide examples of inspiration to otherCalifornia schools for establishing their ownrecycling programs.

If you feel your school is "distinguished," theDepartment of Conservation would like to hearfrom you. Please call our toll-free recycling hotlineat 1-800-RECYCLE (in CA only) or our InfoCycleelectronic bulletin board at (916) 445-0518(accessible by IBM-compatible or Apple computers)or write: Department of Conservation, Division ofRecycling, Education Section, 801 K Street, MS 22-57, Sacramento, California 95814.

Rio Linda Union School District (RLUSD), Rio Linda

Since 1990, the RLUSD Food Service Departmenthas been recycling almost half a million polystyrenelunch trays per school year, as well as cardboard,from each of its 20'school sites. Some schools inthe district also recycle paper and most recyclealuminum cans. The district will begin asepticcontainer recycling, including milk cartons anddrink boxes, in the spring of 1994. The Districtestimates that it saves approximately $400 permonth on its garbage bill and has reduced wastegoing to the landfill by at least 25 percent.

Los Angeles Unified School District (IAUSD),Los Angeles

LAUSD recycles all types of paper, cardboard,aluminum cans and lunch trays, glass, plasticutensils and sporkettes, milk and juice cartons,polystyrene, automotive oil, tree trimmings,concrete and asphalt, tires, batteries, scrap metalssuch as brass, copper and steel, and silver fromphotographic emulsions. Collection of recyclablesfrom over two-thirds of the district's 700 locations isprovided by the district, which contracts with awaste hauler to service the remaining locations.Recyclables are picked up three times per weekfrom recycling bins provided by the district.Materials are sold to local recyclers with whom thedistrict has contracts. The District also participates

in the City of Los Angeles' curbside recyclingprogram. Schools located in areas of the City whichhave curbside recycling put specified recyclablesout on the curb with other neighborhood residentsfor pickup and recycling by it 'it). The District'srecycling program has contributed significantly to a28.6 percent reduction in waste disposal costs since1989, for a savings of approximately $850,000.

Sequoia Union High School District (SUHSD),Redwood City

SUHSD has been recycling white and coloredpaper, aluminum cans, waste oil, antifreeze, oilfilters, offset fluids from the print shop andpolystyrene foam since 1989. In 1990, SUHSDbegan to provide their schools with products madefrom recycled materials, including xerographicpaper, toilet paper, paper towels, memo pads,"post-it" notes, calendar pads, printed and plainenvelopes, scratch pads, adding machine tape andletter-quality bond paper. SUHSD is constantlylooking for new products that can be recycled.

Nevada Union High School (NUHS), Grass Valley

NUHS has been recycling white, colored andcomputer paper, aluminum cans, cardboard andlunch trays for the past five years. Classroomrecyclables are transferred weekly during 7thperiod to a centralized collection site. Classroomsrotate staffing of the collection site weekly so thatall students are involved. Special educationstudents sort and transport the paper t le countyrecycling center. Aluminum cans are placed in red-topped receptacles located next to trash cansaround campus. The student body uses moniesearned from its aluminum can recycling to send thespecial education students to Marine World AfricaUSA. Nevada Union has decreased the number ofdumpsters it uses from 55 to 11 weekly for a savingsranging from $60,000 to $110,000 annually,depending on disposal fees charged. Savings havebeen used to retain 3 teachers.

NUHS believes it is important to involve as manystudents as possible in the program every week. Toemphasize the importance of recycling, janitors didnot pick up trash for one week to show students theseriousness of the trash problem and to promoteresponsibility and recycling. The program becomeseasier to operate each year because more studentsare learning about recycling and wastemanagement in the primary grades.

1'' 396 DEPARTMENT OF CONSERVATION Division of Recycling

San Hedrin High School (SHHS), Willits

SHHS recycles aluminum cans, newspapers, glassbottles and paper. The paper is cut, made intonotepaper packets and sold at school and in town.The school also picks up trash dumped in thestreams that run through town. Monies raised fromrecycling are used for materials for the school's1,750 gallon artificial stream environment. Theartificial stream environment consists of 3 fiberglasstanks containing catfish, insects and amphibians.The water from the tanks empties into a naturalunderground filtration system, which drains into a

sump and is recycled back into the tanks.

Jack London High School (JLHS), Van Nuys

In addition to , cling all classroom paper,newspapers and aluminum cans, JLHS also recyclesrainwater for school irrigation.

Vacaville High School (VHS), Vacaville

Although VHS does not have an official schoolcycling program, the associated student body'srecycling chairman and a group of students havepainted trash cans and placed recycling bins inclassrooms. At dances, the student council sellssodas and recycles the aluminum cans. DuringHomecoming, three large bins were set out, eachrepresenting a queen nominee. Aluminum canswere placed in these bins, and the nominee withthe most aluminum cans had to kiss a pig in front ofthe entire student body.

Orestimba High School (OHS), Newman

The OHS environmental science class established aschool recycling program to collect classroompaper, cardboard and aluminum cans. Thealuminum can collection barrels were painted tolook like soda czns and distributed throughout thecampus. The monies earned from these recyclingefforts have been designated for the planting andmaintenance of a botanical garden at the school.

Costa Mesa High School (CMHS), Costa Mesa

CMHS's teacher for the hearing-impairedbeganrecycling in the classroom to earn money forclassroom supplies and field trips. Announcementswere sent to faculty i-nd staff notifying them of theprogram and many joined in. Staff began bringingrecyclables from home and students began

stopping by with recyclables, too. Students evenbring in non-typical materials to find out if they canbe recycled. The school is now recycling paper,newspapers, aluminum cans, cardboard,paperboard, glass, plastic, "junk" mail and metal.Instead of delivering recyclables to the recyclingcenter once a month, the school now deliversrecyclables twice each week!

Calaveras Hills High School (CHHS), Milpitas

CHHS has been recycling for more than six years.The school's annual aluminum can drive collectsover 700 pounds of cans, with proceeds from lastyear's drive netting the student body over $1,000.Monies raised in the past three years have fundedscholarships, guest speakers to discussenvironmental issues and an annual springbarbeque.

E. V Cain Middle School (EVCMS), Auburn

EVCMS's community service class is responsible forcoordinating the school's recycling program. Theirefforts have saved the school the use of onedumpster per week, for a savings of $100 eachweek. The community service class has also beentrained by the Placer County Resource ConservationDistrict to made recycling presentations to all K-6

classes at the five elementary schools in the district.

Spurgeon Intermediate School (SIS), Santa Ana

SIS's exploring technology class includes units onconservation and recycling, where the studentslearn to identify and sort recyclables. The recycledmaterials are turned into the local recycling centerand the monies are used to buy materials andequipment for the class which the class could nototherwise afford. Materials recycled includecomputer, white and colored paper, chipboard,cardboard, newspaper, glass, aluminum cans, scrapmetal, and plastic bags and bottles.

Cabrillo Middle School (CMS), Ventura

Students in CMS's life science classes collect,classify and count trash picked up throughout theschool campus before and after lunch. After theresults are compared and discussed, students makeplans for protecting their local environment andprint announcements in the school bulletin.

DEPARTMENT OF CONSERVATION Division of Recycling 1 4 97

Las Posas Elementary School (LPES), Camarillo

LPES begins the school year with assemblies thatremind the students of what is recycled on thecampus. Third graders study recycling as part oftheir science unit at the beginning of the year,including a field trip to the local landfill. Theschool has been recycling all types of paper,cardboard, bottles and aluminum cans for threeyears. Last year, every student contributed a pageto a school recycling book, which is kept in theschool library.

A. E. Arnold Elementary School Cypress

The A. E. Arnold Environmental Club, comprised ofa boy and girl elected from each class, meets everyother week. Members learn about recycling andrelay this information back to their classmates.They also monitor classroom, cafeteria, andplayground recycling and litter cleanup. Theseefforts have been videotaped to educate the othereight schools in the district about recycling.

Capistrano Avenue School (CAS), West Hills

Robin Mundhenk, a teacher at CAS, has recycled inher classroom for the past five years. Each year thestudents decide on one large item they want to

obtain for their classroom with the monies theyearn by recycling. To date, the students havepurchased a 20-inch color television, a dual-cassetterecord player, a VCR, large speakers for the recordplayer and an entertainment center to store all theequipment. The classroom gains valuableequipment, and the students learn they can make adifference by recycling. The entire school recyclesclassroom paper, aluminum cans and plastic sodabottles, and milk cartons, foil, plastic, andcardboard from lunch and breakfast.

Braddock Drive Elementary School (BDES),Culver City

BDES has participated in the Los Angeles UnifiedSchool District's "School Beautiful Contest" for thepast six years. The school has won Ole MostOutstanding School Award for the past five years.Contest emphasis is on litter reduction, graffitielimination, conservation and creativity. This year-round school holds contest assemblies and ralliesfor all tracks which include skits, posters, essays,songs and dances related to recycling, anti-graffitiand conservation. Winners were awarded with goldand silver cups, ribbons and certificates. Theschool recycles polystyrene foam trays, milk andjuice cartons, plastic forks, paper and aluminumcans.

1 t


Trivia, FaCts6; Other Stuff

TRIVIA, FACTS AND OTHER STUFF

The numbers following each trivia piececorrespond to the numbers in the"Works Cited"section.

ALUMINUM:

D ecycling 1 ton of aluminum saves1the equivalent of 2,350 gallons ofgasoline. This is equivalent to theamount of electricity used by thetypical home over a period of10 years. (17)

Americans throw away about 35billion aluminum cans every year. If all of these

cans were recycled, we would save an amount ofenergy equivalent to 150 Exxon Valdez oil spillsannually. (29)

AmeriAmericans discard enough aluminum to rebuildcans

entire commercial air fleet every3 months. (1)

T Tsing recycled aluminum beverage cans toproduce new cans allows the aluminum can

industry to make up to 20 times more cans for thesame amount of energy. (3)

Tf aircraft carriers were made of aluminumbeverage cans, more than 15 aircraft carriers

could have been built in 1992 from the 1,070,331tons recycled. (3)

The aluminum beverage can returns to thegrocer's shelf as a new, filled can in as little as

90 days after collection, remelting, rolling,manufacturing and distribution. Consumers couldpurchase the same recycled aluminum can from agrocer's shelf every 13 weeks or 4 times a year. (3)

Li very minute of every day an average of 119,29212/aluminum cans are recycled. (3)

According to the U.S. Environmental ProtectionAgency (EPA), aluminum cans represent less

than 1% of the nation's solid waste stream. (3)

Aluminum can recycling saves 95% of the energyneeded to make aluminum from bauxite ore.

Energy savings in 1992 were enough to light a citythe size of Pittsburgh for 6 years. (3)

Tis estimated that since 1972 some 13 million tonsof aluminum cans have been recycled. These

534.7 billion aluminum cans placed end-to-endcould stretch to the moon some 170 times. (3)

Recyclinga six-pack of aluminum cans could

save enough energy to drive a car 5 miles. Onecan equals the amount of energy a can half-full ofgasoline would produce. (26)

nc recycled aluminum can saves enoughelectricity to operate a TV for 3 hours. (28)

COMPOST:

I n test corn plots in Minnesota, fields treated withboth compost and fertilizer achieved yields 17%

higher than fields spread with only commercialfertilizer. (23)

I n the U S., yard trimmings and food scraps makeup about one-fourth of our waste stream.

Composting is an effective way to decreaselandfills. (29)

I n Sacramento County, 150,000 cubic yards ofgrass clippings (or the equivalent of a 7 story

building the size of a football field) are sent tolandfills every year. (25)

A mericans throw away about 10% of the food.L they buy at the supermarket. This results indumping the equivalent of more than 21 millionshopping bags full of food into landfills everyyear. (10)

ne pound of red worms can consume half apound of food waste every day. (15)

GLASS:

Recycling 1 ton of glass saves theequivalent of 10 gallons of oil. (17)

About 75% of the "...'nited State'sglass is used for packaging. (10)

Americans throw away enough glassbottles and jars every 2 weeks to

fill the 1,350-foot towers of the WorldTrade Center in New York. (10)

L

M.ost bottles and jars contain at least 25%recycled glass. Glass never wears out it can

be recycled forever. (10)

DEPARTMENT OF CONSERVATION Division of Recycling ,-1 i

101

Recyclinga glass bottle saves enough energy to

light a 100-watt bulb for 4 hours. (26)

LANDFILLS:

The EPA predicts that by the year 2000, less thanhalf of the remaining 6,000 municipal landfills

in the U.S. will still be in use. (12)

Landfill gas has been used to carbonate softdrinks. 00)

We dump most of the magazines printed in theU.S. each year (about 8 million tons) into

landfills. If we recycled just half of them, we couldsave over 12 million cubic yards of landfillspace. (10)

The largest landfill in the world is located in ruralAlabama. (13)

More than two-thirds of the material going intolandfills is degradable. However, very little

change occurs because moisture is the mostimportant environmental variable of degradation.Landfills are kept as dry as possible to help preventgroundwater contamination from runoff. Forexample, newspapers are still readable more than20 years after being thrown away. Food, such as T-bone steaks and hot dogs, remain relativelyunchanged for more than a decade. (7)

OIL:

The world will needtwice the raw materials

in 2010 that it does today.Maintaining the same levelof oil usage, will requirediscovering as much in thenext 10 years as has beenfound in all of history. 09)

Aquart of motor oil can pollute 250,000 gallonsof water. (10)

Americans throw away enough used motor oilevery year to fill 120 supertankers. (10)

Vne quart of oil has the potential to pollute 1acre of land 1 inch deep. (26)

D o-it-yourself oil changes in the U.S. produce atleast 200 million gallons of used oil each year.

More than half of it is wasted. Recycling canprovide enough power for 360,000 homes a year orproduce 96 million quarts of high-qualitymotor oil. (6)

Itis easier and cheaper to recycle used oil than to

make new oil from crude. One gallon of used oilcan produce the same amount of motor oil as 42gallons of crude oil while requiring about a thirdof the energy. (6)

PAPER:

If you're an average American,its going to take 465 trees to

provide you with a lifetime ofpaper. (31)

A mericans throw away theI-I-equivalent of more than 30 million trees innewsprint each year. (10)

Rmericans discard 4 million tons of dace paperevery year. That's enough to build a 12 foot-

high wall of paper from New York toCalifornia. (10)

I n 1988, Americans used enough kraft paper for aperson to take a brown bag lunch to school or

work for 64 million years. (10)

The averages for white paper recycling ineducational institutions were high schools-5.3

pounds per student; middle/junior high schools-2.91 pounds per student; and elementary schools-1.41 pounds per student. (32)

1f Americans recycled their phone books for ayear, an estimated 650,000 tons of paper could be

saved. (10)

D ecycling half the world's paper would free 201million acres of forest land. (10)

Recyclingone stack of newspapers about 6 feet

tall saves the life of one tree 35 feet tall. Recyclingapproximately 1 ton saves 17 trees. (26)

If you stacked up all the paper an averageAmerican uses in a year, the pile would be as tall

as a two-story house. (9)

Thejunk mail Americans receive every day could

produce enough energy to heat 250,000 homesfor I day. (18)

Americans use about 30 billion cardboard boxesa year. That's enough to make a pile as big as a

football field and as high as the World Trade Centerin New York. If every person in America recycledjust 1 box a month, more than a billion boxes a yearcould be kept out of landfills. (18)

10)6102 DEPARTMENT OF CONSERVATION Division of Recycling

If

you and your family recycled a ton of writingpaper, you would save as much as 7,000 gallons

of water. How much water is that? You would haveto drink 130 glasses every day for more th.a a yearto get that much water. (18)

Prhe EPA has found that making paper from1 recycled materials results in 74% less air

pollution and 35% less water pollution. This meansthat every ton of recycled paper keeps almost 60pounds of pollutants out of the atmosphere thatwould have been produced if the paper had beenmanutactured from virgin resources. (20)

More than half million trees arc used to producethc 88% of Sunday newspapers that are never

recycled. (//)

Livery ton of recycled paper saves approximately4 barrels of oil, 4200 kilowatt hours of energy

and enough energy to heat and air-condition theaverage North American home for almost6 months. (28)

PLASTICS:

P lastics arc made frompetroleuma limited,

nonrenewable resource. It ispredicted that by the year 2040, theEarth's usable petroleum reserveswill have been depleted. (29)

lf the Pilgrims had six-packs, we'dstill have the plastic rings from

them today. (10)

Ittakes 1,050 recycled milk jugs to

makc a 6-foot plastic parkbench. (10)

Although polystyrene foam is completely non-biodegradable, it is recyclable. (10)

T f you lined up all the polystyrene foam cups1 made in just one day, they would circle theearth. (9)

D lastics are the fastest growing share of the U.S.r wastestream accounting for 5% of householdthrowaways. Every American uses almost 200pounds of plastic in a year 60 pounds of it forpackaging. (26)

According to Dr. Jack Milgram, a plastics analyst,"Recycling plastics saves twice as much energy

as burning them..." (26)

T n 1987, the U.S. used almost 1 billion barrels of1 oil (enough to meet the nation's oil demand forimported oil for 5 months) just to makeplastics. (26)

\Vhen buried, some plastic materials may lastfor 700 years. (Manufacturers add inhibitors

that resist the decomposition process necessary tobreak down the plastic.) (26)

Over 46,000 pieces of plastic debris float onevery square mile of ocean. (26)

Americans use 4 million plastic bottles everyhour ! -- yet only 1 bottle out of 4 is

recycled. 08)

Americans make enough low densitypolyethylene (LDPE) plastic every year to

shrink-wrap the state of Texas. Most of it ends up inlandfills. (18)

plastics are part of the wastestream: althoughr they account for only 8% of the waste byweight, they occupy about 20% of the volume in alandfill due to their low bulk density. (1 I )

eing inert, plastic bags do not emit methar gas1.) or liquid Icachate two commonenvironmental problems of improperly managedlandfills. (21)

STEEL:

About 70% of all metal is usedjust once and then

discarded. The remaining30% is recycled. After 5cycles, only one-fourth of1% of the metal remains incirculation. (16)

E.very year enough energy is savedby recycling steel to supply Los Angeles with

nearly a decade's worth of electricity. 00)

Livery day Americans use enough steel and tin1 cans to make a steel pipe running from LosAngeles to New York and back again. (10)

Rmericans use 100 million tin and steel cansevery day. Every minute, more than 9,000 tin

cans are recovered from the trash withmagnets. (10)

During the la' : decade, world steel makersrecycled almost 2.5 billion tons of steel. (10)


Tn 1988, about 9 million steel automobile bodies1 more than the U.S. auto industry produced thatyear were recycled. (10)

A mericans use 100 million steel cans a day. Werithrow away enough steel every year to build allthe new cars made in America. (18)

Malcing tin cans from recycled steel takes onlyone-fourth of the energy needed to make them

from new steel and creates only one-fourth of thewater and air pollution created by making cans fromnew steel. (18)

TIRES:

An estimated 2 to3 billion tires are

currently stockpiled inthe United States. (10)

'crude

takes half a barrel of'crude oil to produce therubber in just 1 truck tire. (10)

Aii.""kt,

putting old tires around tomato plants can help1 the plants grow faster. (10)

People in Third World countries know the valueof used tires. In India, they cut up tire scraps to

make inexpensive shoes. (10)

About eight out of every ten tires in the U.S.wind up in landfills or "stockpiles." (10)

At one site near Modesto, California, 42 milliontires are stockpiled. "Mount Goodyear," as it is

nicknamed, is still climbing at 20,000 tires a day. (26)

ne discarded tire can produce sufficientelectricity for one home for a day. (28)

Artificial reefs, breakwaters and erosion controlbarriers made with whole tires can preserve

precious natural habitats. (27)

WASTE:

'almost1987, Americans generated

lalmost enough trash to fill a 24-lane highway 1 foot deep fromBoston to Los Angeles. (5)

'awaythe United States we throwlaway 18 billion disposablediapers per year at a cost of 15-35cents a piece (diaper services only charge 7-20cents per diaper). (17)

104

'amount

the United States we throw away the same1 amount of trash per person as we did in 1910 (alot of coal ash was produced from heating homes).(17)

Americans throw away enough aluminum torebuild the entire American air fleet 71 times,

enough steel to reconstruct Manhattan and enoughwood to heat 5 million homes for 200 years. (26)

In 1990, cities in California paid over $1 billion toget rid of their trash. Some cities have resorted to

shipping their waste hundreds of miles away.Developing countries are being contracted asdumping grounds for U.S. trash. (15)

Americans represent only 5% of the world'spopulation, but generate 30% of the world's

garbage. (30)

'garbage

the United States we throw away enoughlgarbage per day to fill 63,000 garbage truckswhich hold 7-14 tons of trash. On an annual basis,we fill up enough garbage trucks to form a line thatwould stretch from earth halfway to the moon. (17)

EstimEstimates indicate that over 14 billion pounds ofatesare dumped into our seas each year by

commercial and recreational boats. (1)

'awaya lifetime, the average American will throwlaway 600 times his or her adult weight ingarbage. If you add it up, this means that a 150pound adult will leave a legacy of 90,000 pounds oftrash for his or her children. (10)

T T rifted States waste disposal is expected to cost1.) $100 billion by the year 2000. (10)

The average baby generates a ton of garbageevery year. (10)

For every $1,000 of fast food sales, 200 pounds oftrash is created (26)

Every day the average person creates 5 - 6pounds of trash. (26)

alifornians create about 46 miilion tons of trashV....every year, enough to fill 2 freeway lanes 100feet deep from Oregon to Mexico. (26)

AmeriAmericans make more than twice as much trashcans

person as people of other countries such asJapan and Germany. (26)

f the garbage Americans throw out, half couldV...) be recycled. That's enough to fill a footballstadium from top to bottom every day. (15)


.;

MISCELLANEOUS:

nly about one-fourth of the paper, aluminum,LJ iron and steel used in the world is recoveredfor recycling. (4)

Only Japan and the Netherlands collect morethan half of their aluminum, paper and glass

for recycling. In effect, these two countries requireno raw materials for making paper and glass every1 year out of 2. (23)

Our Litter d Its Decomposition Time:

Glass Bottles /jars 1,000,000 years

Aluminum Cans 80-100 years

Rubber Boot Soles 50-80 years

Leather Items up to 50 years

Nylon Material 30-40 years

Plastic Bags/Disposable Diapers 10-20 years

Plastic Coated Paper 5 years

Wool Cap 1-5 years

Cigarette Butts 1-5 years

Orange and Banana Peels 2-5 weeks

Newspaper 2-4 weeks

(24)

A n average American uses 8 times the naturalfiresources of the average world citizen andproduces 5 times the air pollution of the averageworld citizen. (31)

Ihe world's forests are being destroyed at therate of 1 acre per second. Every 16 minutes, a

forest the size of New York's Central Park isdestroyed. Every day, a forest the size ofPhiladelphia (74,000 acres) is lost, and every year,an area the size of Pennsylvania (27 million acres) isruined. (5,31)

krio date, scientist have named 1.4 million species1 of plants and animals, but estimate that between

5-30 million share our planet. Tropical rain forests,which are home to about half of all Earth's plantand animal species, are being destroyed at the rateof 100 acres per minute. (29)

Rechargeable batteries cost more than disposablebatteries, but they save money in the long run

because they can be recharged up to 1000 times ! Ifyou take care of them, they can last up to10 years ! (18)

Sbay percent of the world's lead supply comesfrom recycled car batteries. Virtually 100% of the

car batteries returned to gas stations and batterydealerships get recycled. (10)

T n 1989, enough scrap copper was recycled in the1U.S. to supply the wiring and plumbing for everybuilding constructed already that year. (10)

ecyding has created an estimated 30,000 jobs.1ksince 1970. In 1985, an estimated 2 millionaluminum can collectors earned over 200 milliondollars for their recycling efforts. (2)

HISTORICAL PERSPECTIVES:

Napoleon III is reported to have been thealuminum industry's first customer. The

French emperor backed Henri-Etienne Sainte-ClaireDevile's chemical extraction experiments. Devilledeveloped a practical way to produce aluminumchemically. When the experiments produced thefirst aluminum in any quantity, it went into a rattlefor the emperor's son. (14)

Napoleon had dinnerware made of aluminum.At this time, less important guests had to use

gold and silver. (14)

The first "architectural" use of aluminum was thecast 100-ounce tip of the Washington

Monument (which is still in place). (14)

The all-aluminum can was introducedin 1964. (10)

The biggest advance in glass manufacturing priorto the 19th century occurred in 200 B.C. when

Babylonian craftsmen discovered the art of glassblowing an art used until the 20th century, wheneven window glass is still being blown. (22)

In the mid-1930's, the first "sanitary landfills" werebuilt in California and New York. These were

really only open pit dumps, covered with dirtregularly to hide trash and cut down on flies, ratsand odors. (10)

DEPARTMENT OF CONSERVATION Division of Recycling 111 105

4rom the time of its development in 105 A.D. bythe Chinese civil servant, Ts'ai Lun, to the early

19th century, the raw material of paper was rags. Achronic shortage of rags developed toward the end ofthe 18th century. More people were reading, morebooks were being printed and, consequently, theprice of paper rose while the supply diminished. Theresults of the shortage were new pzpermakingmethods: In 1802, Mathias Koop begin making paperfrom straw and various wood pulps and on it printeda history of paper. In 1844, the mechanical pulperwas developed; a chemical process followed tenyears later. Once pulp could be made in largequantities, papermaking machines were quicklydeveloped and trees began to be "digested" in largequantities. (22)

1n 1868, John Wesley Hyatt invented the firstplastic (celluloid) to make billiard balls during an

ivory shortage that threatened the billiard industry.

T n 1955, the Corvette became the first car builtwith plastic body panels. (8)

I n 1982, the U.S. Army started using a helmetmade of a plastic composite called Kevlar the

same material in bulletproof vests used by policeofficers. The plastic helmet is about 30% moreeffective at stopping shell fragments. (8)*Trademark ofE.I. DuPont c.3- Company, Inc.

rhotographic film made with celluloid (one ofthe first plastics) was perfected in the late

1800's. Celluloid film led to a new era inentertainment, the motion picture. (8)

T n 1989, more than 90,000 African elephants wereikilled for their ivory. Even when most countriesprohibited commercial trade of ivory, poaching stilloccurred. However, the increased use of plastic asan ivory replacement has reduced the demand andprice of ivory, making poaching less profitable. (8)

r'N uring the raw materials shortage of World WarII, virtually all of the world's silk was used up

in the war effort. As a result, women's silk stockingswere replaced with nylon stockings. Today, we justcall them "nylons." (8)

Turing World War I, reducing the weight ofbicycles saved 2,000 tons of steel. (10)

B1915, 89% of all major U.S. cities had..L) municipal garbage collection service. (10)

Curbside recycling originated in 1874 inCurbside(10)

The compacting garbage truck, called the"Packer," was introduced in 1950. (10)

he first incinerator was commissioned in New1 York City in 1885. (10)

WORKS CITED

1. Amoco Foam Products Company. Teacher'sRecycling Kit, Amoco Foam Products Company:1-800-637-3873.

2. "At Glance." (June 1988). Waste Age. p. 3.

3. Can Manufacturers Institute. (1993). The GreatAluminum Can Roundup. Can ManufacturersInstitute, 1625 Massachusetts Avenue, NWWashington, DC 20036.

4. Chandler. (1983). Worldwatch Paper 56. TheWorldwatch Institute, 1776 MassachusettsAvenue, NW Washington, DC 20036 .

5. City and County of Honolulu, Hawaii StateDepartment of Education & RecyclingAssociation of Hawaii. (October 1990). RecycleHawaii - For Kids. 1st ed. RecyclingAssociation of Hawaii, 162-B North King Street,Honolulu, HI 96817.

6. Connecticut Department of EnvironmentalProtection. How to Get More Lift Out of DeadBatteries (And Used Motor 010. ConnecticutDepartment of Environmental Protection, WasteManagement Bureau/Recycling, 165 CapitolAvenue, Hartford, CT 06106.

7. Dow Chemical Company. (1991). Landfills.Dow Chemical Company, 2040 Dow Center,Midland, MI 48674.

8. Dow Plastics. (1991). Recycle This!Environmentalfropardy. Dow Plastics, 2040Dow Center, Midland, MI 48674.

9. EarthWorks Group. (1990). 50 Simple Thingslads Can Do to Save The Earth. Kansas City:Andrews and McMeel.

10. EarthWorks Group. (1990). The RecycleriHandbook. Berkeley, CA: The EarthWorksPress.


11. Exxon Chemical Company. (May 15, 1992).Chentalle. Exxon Chemical Company,Chemtalk - Public Affairs Department, 13501Katy Freeway, L3-369, Houston, TX 77079.

12. First Brands Corporation & Keep AmericaBeautiful, Inc. The Solution it in Your Hands.First Brands Corporation & Keep AmericaBeautiful, Inc., 9 W. Broad Street, Stamford, CT06902.

13. Goldberg, D. (March/April 1992). "The Questfor Environmental Equity." MSW Management.p. 27.

14. Golden Aluminum Company. (1989).Aluminum Trivia. Golden AluminumCompany, 3000 Youngfield, Ste. 230,Lakewood, CO 0215.

15. Haystad, C., Nelson, C., & Shaffer, S. (Nov.1991). Compost! A Teacher's Guide to Activitiesdr Resources in the East Bay. Alameda CountyHome Composting Education Program:ROTLINE (510) 635-6275.

16. Hayes, D. (1978). "Repairs, Reuse, Recycling- First Steps Toward a Sustainable Society."Worldwatch Paper 23. The WorldwatchInstitute, 1776 Massachusetts Avenue, NW,Washington, DC 20036.

17. Indiana Department of Education. (1992).Waste Reduction Guide. Indiana Department ofEducation, Room 229, State House,Indianapolis, IN 46204-2798.

18. Newman, S., & Schwarz, M. (1993).50 Simple Things lads Can Do to Recycle.Berkeley, CA: EarthWorks Press.

19. "Saving the Earth." (March 29, 1993).Newsweek -Just for Kids. (Supplement).

20. Paper Stock Institute. (1990). "Why RecyclePaper?" Recycling Paper.

21. Plastic Bag Association. The Life ofa PlasticBag. The Plastic Bag Association, 355Lexington Avenue, New York, NY 10017.

22. Punnett, P. A. & Thomas, M. Let's Recycle LessonSuggestions for Teachers of K-3. The RecyclingCouncil of British Colombia, *503, 660 FortStreet, Victoria, BC, Canada V8W1G8.

23. R. W. Beck and Associates. (1998). Solid WasteIssues and Answers. R. W. Beck and Associates,2121 Fourth Avenue, Seattle, WA 98121.

24. Refuse Industry Production, Inc. (1988).Garbage In America - The Choice is Yours.(Educational Packet, Jr. High Grades.) RefuseIndustries Productions, Inc., P.O. Box 1011,Grass Valley, CA 95945. 1-916-272-7289.

25. Sacramento County Utilities - CompostingProgram. Sacramento County Utilities, 9700Goethe Road, Ste. C., Sacramento, CA 95827.Steve Harriman 1-916-855-5666.

26. San Diego County Office of Education. (1991).RAYS - Recycle and You Save. San Diego CountyOffice of Education, San Diego, CA. 1- 619 -974-2661.

27. Scrap Tire Management Council. (1992).Retreading and Repairing. Scrap TireManagement Council, 1400 K Street, NW,Washington, DC 20005.

28. South Carolina Electric & Gas Company.(1991). Recycle - Save Energy. South CarolinaClean & Beautiful, 1205 Pendleton Street, Ste.517, Columbia, SC 29201.

29. State of California Department of HealthServices, Toxic Substances Control Program.Handbook from the Toxic Substances ControlProgram. Department of Health Services,Office of Public Government Liaison -Education and Information Unit, 400 P Street,P.O. Box 942732, Sacramento, CA 94234-7320.

30. Thurston County Public Works. (Oct. 1992).Trash Flash. Thurston County Home Waste.Thurston County Public Works, Olympia, WA.

31. Town of Islip. (1988) 'WRAP: Town of Islip,Department of Environmental Control, 401Main St., Islip, NY 11751.

32. Washington State Department of Ecology.(1992). "Best Recycling Award Summary."1991-1992 School Waste Reduction and RecyclingAwards Program Summary. p. 12.

1 1 3


SupplementaryMaterials

ACTIVITY BOOKLETS, CCLORING6.4. COMIC BOOKS

Adventures of the Garbage Gremlin: Recycle andCombat a Lift of Grime.Grades 4-Z Fret.(comic book that introduces students to recyclingconcepts)US Environmental Protection Agency, 401 M St. SW,Washington, DC 20460. Contact: PublicInformation Office (202) 260-2080.

Become an Environmental Shopper - It's Fun.Grades 2-6, $295.(an activity book that teaches waste reduction)Pennsylvania Resources Council, P.O. Box 88, Media,PA 19063. Contact: Mrs. Becker (215) 565-9131.

Coloring Books Featuring "Trash Can Dan."Grades K-6, Free.(coloring books come in a series of five; character"Trash Can Dan" teaches waste reduction)Delaware Solid Waste Authority, P.O. Box 455,Dover, DE 19903. Contact: Teren Gordon(302) 739-5361.

Comic BookNo grade specified, Minimum order of 10 / Minimum priceof$10.00.(16-page full color San Diego edition comic bookfeaturing Archie and his friends battling the six mostcommon toxic products found in the home)Environmental Health Coalition, P.O. Box 85261,San Diego, CA 92186-5261. Contact: Pam Jackson(619) 338-2175.

Don't Mess With Texas Beaches.Grades K-12, Free.(coloring book that teaches children about marinedebris and its harmful effects)Adopt-a-Beach Program, General Land Office,Stephen F. Austin Bldg., Rm. 620, 1700 N. Congress,Austin, TX 78701. (512) 463-5052.

Garbage Math.Grades K-6, Free.(a one-page sheet with fun activities that teachchildren about waste management)Group for Recycling in Pennsylvania, P.O. Box4806, Pittsburgh, PA 15206. Contact: Julie Murphy(412) 661-4447.

The Great Glass Caper.Grades 4-6 Free.(an educational program designed to teach studentsabout the benefits of recycling)Glass Packaging Institute, 1627 K St., Ste. 800,Washington, DC 20006. (202) 887-4850.

Hands-on Recycling.Grades 3-4, 2 week loan.(reproducible worksheets and activities with somebackground information)Snohomish County SWMD, Wall Street Bldg., 2930Wetmore Ave., Everett, WA 98201. Contact: JanetTracy (206) 388-6485 or (800) 562-4367.

Increasing Solid Waste Awareness in the Classroom:Lessons in Resource Recovery.Grades K-12, $225.(a series of 15 activities plus games and puzzlesdesigned to promote awareness of solid wasteissues)MSU Extension Service, G-4215 W. Pasadena Ave.,Flint, MI 48504. Contact: Francis X. Rosica (313)732-1470.

The Land We Depend On.Grades 5-12, Free.(activity and informational booklet on solid wastesand recycling)Illinois Environmental Protection Agency, Office ofPublic Information/Division of Land PollutionControl, 2200 Churchill Rd., P.O. Box 19276,Springfield, IL 62794-9276.Contact: Kathy Shrake (Public Information *5)(217) 782-5562.

Let's Learn About Recycling.Grades 5-Z $1.00.(activity book that teaches recycling)Channing L. Bete, Inc., 200 State Rd., SouthDeerfield, MA 01373. (800) 628-7733.

Let's Recycle.Grades 14, $1.00.(coloring and activity book for young children)Channing L. Bete Inc., 200 State Rd., SouthDeerfield, MA 01373. (800) 628-7733.

DEPARTMENT OF CONSERVATION Division of Recycling 1.1, j 111

Mister Rogers' Activity Book for Young Children.Preschooh $1.50.(teaches children lessons on reuse and recycling;also has words and music to songs in companionvideo [see video section for listing] )Keep America Beautiful, 9 West Broad St., Stamford,CT 06902. Contact: Becky Lyons(203) 323-8987.

Mobius Fun BookGrades K-3, $0.35.(a fun book full of educational puzzles andactivities for children)Browning-Ferris Industries, 333 Shoreway Rd., SanCarlos, CA 94020 Contact: Laurie Moore(415) 637-1411.

Nature's Recyclers: An Activity Guide.Grades K-5, $0.50.(a guide with exciting activities that stress theimportance of saving the environment; please bulkorder)Wisconsin Dept. of Natural Resources, P.O. Box7921, Madison, WI 53707. Contact: Joel Stone(608) 266-2711.

Nature's Reyclers Coloring Book.Grades K-3, $0.15.(a fun coloring book that shows what should bedone with our waste; please bulk order)Wisconsin Dept. of Natural Resources, P.O. Box7921, Madison, WI 53707. Contact: Joel Stone(608) 266-2711.

Protecting Our Planet.Grades 4-8, 2 week loan.(reproducible student activity pages withbackground information; also, gamesheet withreproducible playing cards)Snohomish County SWMD, Wall Street Bldg., 2930Wetmore Ave., Everett, WA 98201. Contact:Janet Tracy (206) 388-6485 or (800) 562-4367.

Recycle It.Grade 4, Free.(an activity booklet that teaches recycling)Florida Dept. of Education, Office of EnvironmentalEducation, 325 W. Gaines, Rm. 224-C, Tallahassee,FL 32399. Contact: Robert Raze (904) 487-7905.

Rodney Recycle Comic BookGrades K-5, Free.(a comic book for elementary ages featuring"Rodney Recycle")Browning-Ferris Industries, 333 Shoreway Rd., SanCarlos, CA 94020 Contact: Laurie Moore(415) 637-1411.

Sleuth: Educational Activities on the Disposal ofHousehold Hazardous Waste.Grades 4-12, Cost unlisted(collection of classroom activities that present theissues of household hazardous waste disposal;activities include "Master Sleuth," where thestudent, as detective, tracks down where wastegoes, problem solving exercises, a disposal game, aseries of activities designed to get the studentthinking about the bigger picture, and supplementalactivities and worksheets)METRO, Water Resources Section, HHW Project,821 Second Ave., Seattle, WA 98104-1598. Contact:Linda Balagot (206) 684-1233.

Solid Waste Activity Packet.Grades K-12, Free.(an activity packet that teaches solid wastemanagement)Illinois Dept. of Energy & Natural Resources, Officeof Solid Waste & Renewable Resources with theUniversity of Illinois Cooperative Extension Service.325 W. Adams St., Rm. 300, Springfield,IL 62704-1892. Contact: Timothy Warren (Director,Office of Solid Waste & Renewable Resources)(217) 785-2800.

Splish Splash.Grades K-2, Free, plus $2.00 shipping and handling.(an activity guide on water quality)North Carolina Big Sweep, P.O. Box 550, Raleigh,NC 27602. Contact: Susan Bartholemew(919) 856-6686.

Steel Recycling Learning Sheets.Grades K-12, Free.(individual master copies of activity sheets focusedon steel recycling)Steel Recycling Institute, 680 Andersen Drive,Pittsburgh, PA 15220. Contact: Mary Norton(412) 922-2772 or (800) 876-7274.

Wee Recyclers.Grades preschool-K $12.70.(an activity binder with stickers, magnets, coloredstories, masters for a felt board and eleven posters;please bulk order)Wisconsin Dept. of Natural Resources, P.O. Box7921, Madison, WI 53707. Contact: Joel Stone(608) 266-2711.

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50 Simple Things lads Can Do to Save the Earth.Grades 2-12 (not limited to these specific grade levels),$6.95.(a booklet of eco-experiments for children,including background information and the how-to'sof community involvement)The EarthWorks Group. Andrews and McMeel,P.O. Box 419242, i:ansas City, MO 64141.Contact: Customer Service (800) 826-4216.

53 Simple Things Universities and Colleges Can Do toReduce Waste.College level $10.00.(this guidebook is intended to help colleges anduniversities improve waste :eduction and recyclingactivities on campus)Integrated Solid Waste Management Office, Boardof Public Works, City of Los Angeles, City Hall East,Rm. 580, 200 N Main St., Los Angeles, CA 90012.Contact: Joan Edwards, Director (213) 237-1444.

ABC of Ecology.Grades K -1.Womsak, F. (1982). Los Altos Hill, CA: Davenport.

About Garbage and StuffGrades K-1.Shanks, A.Z. (1973). New York, NY: Viking.

Challenge for Survival, Land Air and Water for theMan in Megalopolis.Grades 7-12.Dansereau, P. (ed.). (1970). New York, NY:Columbia University Press.

City and Suburb: Exploring Our Ecosystem.Grades 5-6.Pringle, L. (1975). New York, NY: Macmillan.

Clean Air, Clean Water for Ibmorrow's WorldGrades 7-12.Millard, R. (1977). New York, NY: J. Messner.

Clean Streets, Clean Water, Clean Air.Grades K-1.Chapin, C. (1970). Chicago, IL: A. Whitman.

The Closing Circle: Nature, Man and Technology.Grades 7-12.Commoner, B. (1971). New York, NY: Knopf.

Conservation and Pollution.Grades 2-4.Santrey, L. (1985). Mahwah, NJ: Troll Associates.

Conservation: The Challenge of Reclaiming OurPlundered LandGrades 7-12.Harrison, C.W. (1973). New York, NY: J. Messner.

Deciding How to Live on Spaceship Earth.Grades 7-12.Rodney, A. (1973). Evanston: McDougal-Littel.

Dreams of a Perfect Earth.Grades 5-6.Milne, M. (1982). New York: Atheneum.

Earth Book for lads.Grades 2-12, $9.95.(book includes earth-friendly activities for children,parents and teachers)The Learning Works, P.O. Box 6187, Santa Barbara,CA 93160. Contact: Rae Arronoff (805) 964-4220.

Earth, the Great Recycler.Grades 7-12.Russell, H.R. (1972). Nashville: 1'. Nelson.

The Ecological Conscience: Values for SurvivalGrades 7-12.Disch, R. (1970). Englewood Cliffs, NJ: Prentice-Hall,

Ecology.Grades 7-12.Gutnik, M.J. (1984). New York, NY: F. Watts.

Ecology and Pollution - Water.Grades 7-12.Gutnik, M.J. (1973). Chicago: Children's Press.

Ecology, Science ofSurvivaLGrades 7-12.Pringle, L. (1971). New York, NY: Macmillan.

The Environment.Grades 7-12.Adler, I. (1976). New York: John Day & Co.

Every Day is Earth Day.Grades 2-4.Podcndorf, I. (1971). Chicago: Children's Press.

Everyone's Trash Problem.Grades 7-12.Hyde, B.G. & Hyde, M.O. (1979). New York:McGraw-Hill.

DEPARTMENT OF CONSERVATION Division of Recycling I ( 113

Garbage Delight.Grades K-I.Lee, D. (1978). New York: F. Watts.

Garbage - Where It Comes From, Where It Goes.Grt les 3-6, 2 week loan.(a Nova book, with color photographs, illustrationsand information in a readable style)Snohomish County SWMD, Wall Street Bldg., Ste.101, 2930 Wetmore Ave., Everett, WA 98201.Contact: Janet Tracy (206) 388-6485 or (800) 562-4367.

Good Planets are Hard to FindGrades 6-8, $Z 00.(an environmental information guide, dictionaryand action book)Earth Beat Press, P.O. Box 8110-729, Blain, \VA98230. Contact: Roma Dehr (604) 736-6931.

How Do They Get Rid of It?Grades 7-12.Hilton, S. (1970). Philadelphia: Westminster Press.

The Importance of Being a Garbologist.No grade specified $1.25.(a twelve-page booklet on understanding garbage)Group for Recycling in Pennsylvania, P.O. Box 4806,Pittsburgh, PA 15206. Contact: Julie Murphy(412) 661-4447.

Industrial Pollution.Grades 7-12.Stwertka, A. & Stwertka, E. (1981). New York, NY:F. Watts.

It's Your Environment.Grades 7-12.Environmental Action Coalition. (1976). New York,NY: Scribner.

Just a Dream.No grade specified(about a boy who is indifferent to recycling andcontemptuous of trees and his dream of adepressing future world that results from attitudeslike his)Allsburg, C.V. (n.d.) Boston, MA: Houghton.

JunkGrades K-1.Ward, N. (1984). Bridgeport, CT: Merrimack.

Keeping Our Cities Clean.Grades 5-6.Olney, R.R. (1979). New York, NY: J. Messner.

Kid Heroes of the Environs tent Simple Things RealKids are Doing to Save the Earth.Grades 4-12, $4.95.(real life stories of kids ranging in age from 6-15and what they are doing to help save the earth)The EarthWorks Group, 1400 Shattuck Ave. *25,Berkeley, CA 94709. (510) 841 -5866.

IGds Ecology BookGrades 3-5, $8.00.(an environmental information guide, dictionaryand action book)Earth Beat Press, P.O. Box 8110-729, Blain, WA98230. Contact: Roma Dehr (604) 736-6931.

Laying Waste: The Poisoning ofAmerica by ToxicChemicals.Grades 7-12.Brown, M. (1980). New York, NY: Pantheon.

Let's Be Nature's Friend!Grades K-1.Stokes, J. (1977). New York: H.Z. Walch.

Likeable Recyclables.Grades 6-9, $9.95.(book that shows fun ways to make things withrecyclables)The Learning Works, P.O. Box 6187, Santa Barbara,CA 93160. Contact: Rae Arronoff (805) 964-4220.

Litter: The Ugly Enemy.Grades 2-4.Shuttlesworth, D.E. (1972). New York, NY:Doubleday.

Lives at Stake: The Science and Politics ofEnvironmental Health.Grades 7-12.Pringle, L. (1980). New York, NY: Macmillan.

The Long, Long Pollution Crisis.Grades 7-12.Petit, T.S. (1975). New York, NY: Putnam.

Man's Mark on the LandGrades 5-6.Gregor, A.S. (1974). New York, NY: Scribner.

Miss Rumphius.No grade specified(about a girl named Alice Rumphius who travels theworld over, but before she settles down in herhouse by the sea, she keeps her childhood promiseto do something to make the world a morebeautiful place)Cooney, B. (1982). New York, NY: Viking.

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The Mud Grump.Grades K-1.Greene, J. (1980). Lexington Park, MD:Golden Owl.

Natural Resource Conservation.No grade specified(discusses the degradation of various ecosystems,and solutions to the problem)Owen, O.S. (1980). New York, NY: MacmillanPublishing Company, Inc.

Nature's Assistant.Grades 2-4.Cox, V. (1974). New York, NY: Golden Press.

Naturescope.Grades K-8, $7.95 per issue, $99.00 for complete library(separate publications concentrating onenvironmental issues such as insects, geology,reptiles, weather birds, trees, astronomy,endangered species, oceans, wild rainforests andinsects, astronomy, discovery pack, wetlands,mammals and pollution)National Wildlife Federation, 1400 16th St. NW,Washington, DC 20036. (800) 432 -6564.

The New Environmental Handbook.Grades 7-12DeBell, G. (ed). (1980). San Francisco, CA:Friends of the Earth.

The New York Times Encyclopedic Dictionary of theEnvironment.Grades 7-12Sarnoff, P. (1971). New York, NY:Quadrangle Books.

Now or Neva:. The Fight Against Pollution.Grades 7-12.Halacy, D.S. (1971). New York, NY:Four Winds Press.

Once There Was a Stream.Grades 2-4.Rothman, J. (1973). Merrick, NY: Scroll Press.

Only Earth We Have.Grades 7-12.Pringle, L. (1970). New York, NY:Macmillan Publishing Company, Inc.

Only One Earth:Small Planet.Grades 7-12.Ward, B. (1972).

The Care and Maintenance ofa

Glendale, CA: Norton.

Our Dirty Water.Grades 5-6.Elliott, S.M. (1973). New York: Grosset & Dunlap.

Our Polluted World Can Man Survive?Grades 7-12.Perry, J. (1972). New York, NY: F. Watts.

Poisoned Land The Problem of Hazardous Waste.Grades 5-12.Kiefer, I. (1981). New York, NY: Atheneum.

Pollution.Grades K-1.Breiter, H. (1978). Milwaukee, WI: Raintree.

Pollution.Grades 2-4.Breiter, H. (1978). Milwaukee, WI: Raintree.

Pollution.Grades 5-6.Woods, G. & Woods, H. (1985). New York,NY: F. Watts.

Pollution: The Waters of the Earth.Grades 7-12.Jones, C. (1971). Minneapolis, MN:Lerner Publications.

Protecting Our Environment.Grades 7-12McClellan, G.S. (1970). New York, NY:H.W. Wilson.

Ranger Rick's Answer Book.Grades 2-4.Robinson, H. (ed). (1981). Vienna, VA:National Wildlife Federation.

Reaching for Connections - Creative Ideal forTeachers, Parents and Interpreters.Grades K-12, $5.50 per volume.(two volumes full of educational ideas)Schlitz Audubon Center, 1111 E. Brown Deer Rd.,Milwaukee, WI 53217. Contact: Robert Nichols(414) 351-4220.

Recycling.Grades 6-9, 2 week loan.(comprehensive look at solid waste issues andsolutions, with black and white photographs)Snohomish County SWMD, Wall Street Bldg.,Ste. 101, 2930 Wetmore Ave., Everett, WA 98201.Contact: Janet Tracy (206) 388-6485 or(800) 562-4367.

Our Dirty LandGrades 5-6.Elliott, S.M. (1976). New York: J. Messner.

DEPARTMENT OF CONSERVATION Division of Recycling 1 1 S 115

Recycling: Reusing Our World's Solid Wastes.Grades. 7-12.Hahn, J. & Hahn, L. (1973). New York, NY:F. Watts.

&cyclopedia.Grades 4-6.(developed at the Boston Children's Museum, thebook explores games, science equipment and craftsfrom recycled materials)Simmons, R. (1976). Boston, MA: HoughtonMifflin Company.

Save the Earth: An Ecology Handbook for Kids.Grades K-1.Miles, B. (1974). New York, NY: Knopf.

The Shrinking Outdoors.Grades 7-12.Jennings, G. (1972). Philadelphia: Lippincott.

Teachables from Trashahles: Homemade Toys thatMach.Grades preschool-2, $14.95.(toys and crafts kids make by reusing trash)Redleaf Press, 450 N. Syndicate, Ste. 5, St. Paul, MN55104. (800) 423-8309.

Terracide: America's Destruction of Her LivingEnvironment.Grades 7-12.Linton, R.M. (1970). Boston, MA: Little, Brown &Co.

Three Drops of Water.Grades 2-4.Kalina, S. (1974). New York, NY: Lothrop, Lee &Shephard.

Throwing Things Away.Grades 7-12.Pringle, L. (1986). New York, NY: Crowell.

Tons of Trash.Grades 5-8, 2 week loan.(reasons why we should recycle and what happenswhen we do)Snohomish County SWMD, Wall Street Bldg., Ste. 101,2930 Wetmore Ave., Everett, WA 98201.Contact: Janet Tracy (206) 388-6485 or(800) 562-4367.

To the Rescue Seven Heroes of Conservation.Grades 7-12.Vandivert, R. (1982). New York, NY: F. Warne.

Too Much Garbage.Grades 2-4.Lauber, P. (1974). Champaign, IL: Garrard.

Toxic Threat.Grades 7-12.Zipko, S. (1986). New York, NY: F. Messner.

Toxic Waste: Cleanup or Coverup.Grades 7-12.Weiss, M (1984), New York, NY: F. Watts.

Trash!Grades 1-5, 2 week loan.(color photographs with explanatory text on solid

waste issues)Snohomish County SWMD, Wall Street Bldg., Ste.101, 2930 Wetmore Ave., Everett, WA 98201.Contact: Janet Tracy (206) 388-6485or (800) 562-4367.

Trash AttackGrades 4-6, 2 week loan.(fun, colorful illustrations in an appealing formatthat presents solid waste information)Snohomish County SWMD, Wall Street Bldg., Ste.101, 2930 Wetmore Ave., Everett, WA 98201.Contact: Janet Tracy (206) 388-6485or (800) 562-4367.

The Rip ofa Drip.Grades 5-6.Cobb, V. (1986). Boston, MA: Little, Brown & Co.

The Waste Watchers: A Citizen's Handbook forConserving Energy and Resources.Grades 7-12.Purccli, A.H. (1980). New York, NY: AnchorBooks.

Wastes.Grades 7-12.Miller, C.G. (1986). New York, NY: F. Watts.

Water: A Scarce Resource.Grades 7-12.Gilfond, H. (1978). New York, NY: F. Watts.

Water for the Workl.Grades 5-6.Branley, F. (1982). New York, NY: Crowell Jr.

Water Resources.Grades 5-6.Hanmer, T. (1985). New York, NY: F. Watts.

Water, the Life Sustaining Resource.Grades 7-12.Gardner, R. (1982). New York, NY: J. Messner.

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Water: The Nast Great Resource Battle.Grades 7-12.Pringle, L. (1982). New York, NY: Macmillan.

Water: Too Much, Too Little, Too PollutedGrades 7-12.Goldin, A. (1983). New York, NY: Harcourt BraceJovanovich.

We Are the Targets: The Story ofEnvironmentalImpact.Grades 7-12.McKenna, H.J. (1980). New York, NY: RichardsRosen Press.

What a Load of Trash.Grades 4-Z 2 week loan.(a lighter look at household waste through colorful,cartoon-type drawings and written information)Snohomish County SWMD, Wall Street Bldg.,Ste. 101, 2930 Wetmore Ave., Everett, WA 98201.Contact: Janet Tracy (206) 388-6485 or(800) 562-4367.

What Happens to Garbage?Grades 2-4.Beame, R. (1975). New York, NY: J. Messner.

What Shall We Do With the Land?Grades 5-6.Pringle, L. (1981). New York, NY: Crowell.

Where Does the Garbage Go?Grades K-I.Showers, P. (1974). New York, NY: Crowell.

Who Cares? I Do.Grades K-1.Leaf, M. (1971). New York, NY: Lippincott.

Who Is Poisoning America.Grades 7-12.Nader, R. (ed.). (1981). San Francisco, CA: SierraClub Books.

Who Will Wash the River?Grades K-1.Orlowsky, W. (1970). New York, NY: Coward-McCann.

The World You Inherit A Story of Pollution.Grades 7-12.Navarra, J.G. (1970). New York, NY: NaturalHistory Press.

The Wounded Earth.Grades 7-12.Marzani, C. (1972). Reading, MA: Young ScottBooks.


Alameda County Office ofEducation - Catalog ofPublications, Videos and Films.Grades K-12, Free.(catalog of publications, videos and films regardingenvironmental awareness as well as other topics)Alameda County Office of Education,313 W. Winton Ave Hayward, CA 94544-1198.Contact: Media Sales (510) 887-0152.

Brochure.Grades K-12, Free.(simple listing of extra materials available, i.e.,pencils, litter bags, videos, etc.)Refuse Industry Productions Inc., P.O. Box 1011,Grass Valley, CA 95945. Contact: Pat Berger(916) 274-3092.

Disney Educational Programs - Film, Video andFilmstrip Catalogs.Grades K-12, Free.(both catalogs contain programs covering a rangeof curricular subject areas including environmentaltitles)CoronetlMTl Film & Video, P.O. Box 2649,Columbus, OH 43216. (800) 777-8100.

Illinois Department of Educational Programs.Grades K-12, Free.(a catalog of videos and written materials, includinga concentration on recycling)Illinois Dept. of Energy and Natural Resources,100 W. Randolph, Ste. 11-600, Chicago, IL 60601(for videos use the Chicago address).Illinois Dept. of Energy & Natural Resources,325 W. Adams St., Rm. 300, Springfield,IL 62704-1892 (for written material use theSpringfield address). Contact: Alice Lane(312) 814-3895.

McDonald's Educational Resource Catalog.Grades K-12, $0.80.(reference guide for other materials)McDonald's Educational Resource Center,P.O. Box 8002, St. Charles, IL 60174-8002.(800) 627-7646.

National Wildlife Federation Catalog.Grades K-12, Free.(nature discovery kits, books, videos, games,activity kits and gifts)National Wildlife Federation, 1400 16th St. NW,Washington, DC 20036. (800) 432-6564.

Publications Catalog: Educational Resources.Grades K-12, Free.(annotated catalog that includes publications fromall aspects of education)California Dept. of Education, Bureau ofPublications, Sales Unit, P.O. Box 271, Sacramento,CA 95812-0271. (916) 445-1260.

Publications: Materials for Schools, Businesses,Consumers and Municipalities.Grades K-12, Free.(a catalog of publication materials)Pennsylvania Resources Council, P.O. Box 88,Media, PA 19063. (215) 565-9131.

Recyclesaursts.Grades K-8, Free.(a listing of promotional items that can be orderedfor recycling programs, festivals and awarenessdays)Creative Printing and Publishing,757 W. Highway 17-92, Longwood, FL 32750.Contact: Rick Roy or Tom Soost (800) 780-4447.

Refuse Industry Production, Ina 's Catalog.Grades K-12, lire.(a catalog of videos, recycling curricula, teachingaids, promotional items and community-schoolgifts)Refuse Industry Production, P.O. Box 1011,Grass Valley, CA 95945. Contact: Jill Bolus(916) 274-3092 or (800) 576-3092.

Sunburst Wings for Learning.Grades K-12, Free.(listing of videos and software regardingenvironmental issues)Sunburst Communications, 101 Castleton Si,Pleasantville, NY 10570. Contact; Sean Brown(800) 321-7511.

Tools for the Environmental Teacher.Grades K-12, $200 plus $1.00 shipping and handling.(an annotated bibliography of household hazardouswaste educational materials and curricula from theUS and Canada)Household Hazardous Waste Project,1031 E. Battlefield, Ste. 214, Springfield, MO 65807.Contact: Sarah Dewey (417) 889-5000.

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Waste Education Clearinghouse Listing ofMaterialsAvailable.Grades K-12, Free.(a catalog of free waste education materials)Waste Education Clearinghouse, Minnesota Officeof Waste Management, 1350 Energy Lane, St. Paul,MN 55108. Contact: Debra McKinley(800) 877-6300.

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CURRICULA

The 4 R's.Grades preschool-12, $3.00 each (preschool-3, 4-5, 6-8)and $4.50 (9-12).(set of curricula materials; received the SWANAaward for best K-12 curricula in 1991)Florida Dept. of Educa',.:_,n, Office of EnvironmentalEducation, 325 W. Gaines, Rm. 224-C,Tallahassee, FL 32399. Contact: Robert Raze(904) 487-7905.

4th R - Recycling Curriculum.Grades K-5, $10.00.(developed by San Francisco schoolteachers;lessons aimed at teaching students how theiractions and habits can make a difference inpreserving natural resources and saving energy)San Francisco Recycling Program, 1145 Market St.,Ste. 401, San Francisco, CA 94103. Contact: RoopalMayor (415) 554-3411 or (415) 584-9706.

AVR Teacher's Guide fir Solid Waste and RecyclingEducation.Grades K-12, $45.00.(curriculum is applicable to science, social studies,and language arts; it contains 60 activities and aresource section listing publications andorganizations)Association of Vermont Recyclers, P.O. Box 1244,Montpelier, VT 05601. (802) 229-1833.

A-Way With Waste.Grades K-12, $28.50.(curriculum, interdisciplinary activity guide andteacher training workshops)Washington State Dept. of Ecology, 3190 160th Ave.SW, Bellevue, WA 98008. Contact: Jan Lingenfelter(206) 649-7043.

Bags, Beakers and Barrels: An Action CurriculumToward Resolving Hazardous Materials Issues.Grades 6-12, $20.00 with three-ring binder, $15.00without the binder.(a teacher's guide with 35 activities that highlightproblem-solving and critical thinking; curriculumculminates in a class-community action project)Industrial States Policy Center, 17 E. Brickel St.,Columbus, OH 43215. Contact: Scott Spicer (614)224-4111.

Blueprint for a Green Campus.Grades K-12, cost unlisted.(an environmental education resource guide)Project Eco-School, 881 Alma Real Dr., Ste. 301,Pacific Palisades, CA 90272. Contact: Mary Edie(Outreach Director) (310) 454-4585.

The California State Environmental EducationGuide.Grades K-6, $17.95 plus tax.(a curriculum guide for the elementary grades)Alameda County Office of Education,313 W. Winton Ave., Hayward, CA 94544-1198.Contact: Media Sales (510) 887-0152.

Classroom Activities.Grades K-12, Free.(booklet of classroom activities focused on wastemanagement, reduction, and recycling)Maine Waste Management Agency, Office of WasteReduction and Recycling, State House Station *154,Augusta, Maine 04333. Contact: Jody Harris (207)289-5300 or (800) 662-4545.

Classroom Activities Booklet.Grades K-12, Free.(classroom activities for all ages that teachrecycling; limit one copy per school)American Plastics Council, 1275 K St. NW, Ste. 500,Washington, DC 20005. (800) 2-HELP-90.

Classroom Activity Packets.Grades K-2, 3-5, 6-8 and 9-12, $5.00 each.(activity packets focused on recycling; each packetincludes 12 lessons with masters for overheadtransparencies)Oregon Dept. of Environmental Quality,811 SW 6th St., Portland, OR 97204-1390. Contact:Happi Hansen (503) 229-6709.

Completing the Cycle - Up to Me. Responsibilityfor the EnvironmentGrades K-3, $3.50.(classroom activities for understanding significantenvironmental issues)Indiana Dept. of Education, Center for SchoolImprovement and Performance, Office of SchoolAssistance, Rm. 229, State House, Indianapolis, IN46204-2798. Contact: Joe Wright (EnvironmentalScience Consultant) (317) 232-9141.

Completing the Cycle - It's Up to You.Grades 4-8, $3.50.(classroom activities for understanding significantenvironmental issues)Indiana Dept. of Education, Center for SchoolImprovement and Performance, Office of SchoolAssistance, Rm. 229, State House, Indianapolis, IN46204-2798. Contact: Joe Wright (EnvironmentalScience Consultant) (317) 232-9141.

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Compost! A Teacher's Guide to Activities andResources in the East Bay.Grades K-6, $5.00.(guide designed to assist teachers in introducing theconcept of composting to students in the classroom,indoors or outdoors)Alameda County Home Composting EducationProgram, do Alameda County Waste ManagementAuthority, 1933 Davis St., #308, San Leandro, CA94577. Contact: ROTLINE (510) 635-6275.

Connections: A Curriculum in AppropriateTechnology for 5th and 6th Grades.Grades 5-6, $Z00.(curriculum guide for elementary students thatincludes lessons on environmentally acceptabletechnology)National Center for Appropriate Technology,P.O. Box 4000, Buttem, MT 59702. Contact:Dolores Atchison (406) 494-4572.

Curriculum, Grades 4-6.Grades 4-6 $15.00.(curriculum book on environmental health isdivided into 4th, 5th and 6th grade units; each hasan introduction and two lessons, an activitiespacket and a reference section at the end)Environmental Health Coalition, P.O. Box 85261,San Diego, CA 92186-5261. Contact: Pam Jackson(619) 338-2175.

Curriculum, Grades 7-9.Grades 7-9, $15.00.(curriculum book on environmental health isdivided into three units with three related lessons inhistory, social science, science and English/language arts)Environmental Health Coalition, P.O. Box 85261,San Diego, CA 92186-5261. Contact: Pam Jackson(619) 338-2175.

Don't Waste Waste.Grades 4-8, $4.00.(32 activities on waste prevention and recycling;primary focus is social studies and hands-onactivities)Environmental Action Coalition, 625 Broadway,New York, NY, 10012. Contact: Stephen Richardson(212) 677-1601.

Earth Forever.Grades K -12, Free.(encourages student action to improveenvironmental conditions; hands-on activities)Indiana Dept. of Education, Center for SchoolImprovement and Performance, Office of schoolAssistance, Rm. 229, State House, India .is, IN46204-2798. Contact: Joe Wright (EnvironmentalScience Consultant) (317) 232-9141.

Ecology.Grades 4-Z 2 week loan.(thematic unit; reproducible worksheets forstudents with some hands-on activities)Snohomish County SWMD, Wall Street Bldg.,2930 Wetmore Ave., Everett, WA 98201. Contact:Janet Tracy (206) 388-6485 or (800) 562-4367.

Ecology Action Workbook and Dictionary.Grades 9-12, $3.00.(workbook that assists students in setting-upecology clubs and projects; also contains anextensive dictionary of environmental terms)Earth Beat Press, 250 H St. or P.O. Box 8110-729,Blain, WA 98230. Contact: Roma Dehr(604) 736-6931.

Ecology in Action - Recycling Education Curriculum.Grades K-6, $11.00.(educational material on the environment andrecycling for elementary grades)The Ecology Center, 2530 San Pablo Ave,Berkeley, CA 94702. (510) 548-2220.

Educator's Packet on Marine Debris.Grades K-12, Free.(extensive teacher's packet; includes posters,stickers, articles and pamphlets)Center for Marine Conservation. For actualmaterial, write to NOAA's Marine DebrisInformation Office, 312 Sutter St., Ste. 606,San Francisco, CA 94108. Contact: Marci Glazer(415) 391-6204.

Elementary Environmental Science Resource Unit.Grades K-6, $4.00.(curriculum guide on environmental science;bulletin #1722)Louisiana Dept. of Education, Bureau of SecondaryEducation, P.O. Box 94064, Baton Rouge,LA 70804-9064. Contact: Dr. Thomas G. Clausen,(Superintendent) (504) 342-4411.

Environmental Action Packet.Grades K-3, $3.10.(teacher's guide focused on helping students learnabout the food chain, garbage, recycling, global andenvironmental issues)McDonald's Educational Resource Center,P.O. Box 8002, St. Charles, IL 60174-8002.(800) 627-7646.

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Environmental Education - Compendium forIntegrated Waste Management.Grades K-12, Free.(an easy-to-use guide to waste managementeducation materials)Schools Program CIWMB, 8800 CAL Center Drive,Sacramento, CA 95826. Contact: Schools ProgramInformation (916) 255-2296.

Environmental Education Materials for Teachers andYoung People.Grades K-12, cost unlisted.(annotated compendium of educational materialson environmental issues)US Environmental Protection Agency, Office ofEnvironmental Education, A-107, 401 M St. SW,Washington, DC 20460. Contact: Public InforrmtionOffice (202) 260-2080.

The Fourth R: An Action Booklet for Recycling in theClassroom and SchooLGrades K-12, $0.40.(a how-to booklet on waste reduction andrecycling; please bulk order)Wisconsin Dept. of Natural Resources,P.O. Box 7921, Madison, WI 53707. Contact:Joel Stone (608) 266-2711.

Garbage in America.Grades K-12, $2Z 00 per packet or $173.00 for K-12.(curriculum comprised of nine individual packets,one for each grade; it covers the whole spectrum ofsolid waste, including the three R's)Refuse Industry Productions, Inc., P.O. Box 1011,Grass Valley, CA 95945. Contact: Pat Berger(916) 274-3092.

Garbage Reincarnation.Grades 4-8, $8.95.(an interdisciplinary approach to materials,conservation and recycling)Garbage Reincarnation, Inc., P.O. Box 1375,Santa Rosa, CA 95402. Contact: Linda Christopher(707) 584-8666.

Garbology.Grades K-12, Free.(set of student instructional materials containingreuse options for paper, plastic, metal and glassthrow-away containers in the classroom, lab andfield)Florida Dept. of Education, Office of EnvironmentalEducation, Turlington Education Center,325 W. Gaines St., Rm. 224-C,Tallahassee, FL 32399-0400. Contact: Robert Raze(Program Specialist) (904) 487-7900.

Green Box.Grades K-8, $101.52.(can be used as a file box of environmentaleducation activities or the total curriculum packagecan be integr2 into a long-term instructionalprogram; it stresses science and social sciencethrough DO, THINK and SHOW cards)Humboldt County Office of Education,Attn: Green Box, 901 Myrtle Ave., Eureka, CA95501. Contact: Cheryl Ingham (707) 445-7078.

A Guide to Curriculum Planning in EnvironmentalEducation.Grades K -12, $20.00 per book, $5.00 shipping andhandling.(a how-to guide for teachers planning on usingenvironmental education topics with existing lessonplans)For ordering information, call (800) 243-8782.

Hands on Nature.Grades K-6, $18.95 plus postage.(book of information and activities for exploring theenvironment with children)Vermont Institute of Natural Science, P.O. Box 86,Woodstock, VT 05901. Contact: Bonnie Ross(802) 457-2779.

Hazardous Waste School Curriculums.Grades K-2 d 6-8, Free.(compendium of Missouri's, Seattle Mhl-KO's andAlaska's curriculums on hazardous waste)State of Alaska, Dept. of EnvironmentalConservation, Pollution Prevention Office,3601 C St., Ste. 1334, Anchorage, AK 99503.Contact: David Wigglesworth (907) 273-4303.

Here Today, Herr Tomorrow RevistedGrades 4-8, Free.(a teacher's guide to solid waste management)New Jersey Dept. of Environmental Protection andEnergy, Office of Communications CN-402,Trenton, NJ 08625-0402. Contact: Wendy Kaczerski(609) 777-4322.

In: tractions for the Crew of Spaceship Earth.Grades K-12, Free.(student resource card on how to makeconservation a way of life)Florida Dept. of Education, Office of EnvironmentalEducation, Turlington Education Center,325 W. Gaines St., Rm 224-C, Tallahassee,FL 32399-0400. Contact: Robert Raze(Program Specialist) (904) 487-7900.


Iowa Clean SWEEP (Solid Waste EnvironmentalEducation Project).Grades K-12, $5.00.(activities that focus on the four R'srefuse, reuse,recycle, rethink); lessons address the past and thefuture and discuss our primary 'throw-aways")Environmental Conservation Consultant, Dept. ofEducation, Grimes Bldg., Des Moines, IA 50319.Contact: Duane Tempsen (515) 281-3146.

Let's Recycle.Grades K-12, Free.(lesson plans for grades K-6 and 7-12 on recycling)US Environmental Protection Agency, JFK Bldg.,Boston, MA 02203. Contact: Marie Pine (REA)(617) 565-9447.

Let's Recycle! Instructional Worksheets and Activities.Grades 1-8, Free.(basic recycling lessons in the form of individualworksheets and activities)Office of Recycling, Dept. of Waste Management,Town of Brookhaven, 3233 Route 112, Medford, NY11763. Contact: Pana Palermo (516) 451-6220.

List ofSolid Waste Curricula.Grades K-12, Free.(reference list fcr classroom lessons on solid waste)Environmental Action, 6930 Carroll Ave., Ste. 600,Takoma, MD 20912. (301) 891-1100.

Litter Prevention and Recycling.Grades 7-12, $5.00.(a science workbook that promotes studentresearch on litter prevention and recycling withproject ideas submitted by business industries andtrade associations)Ohio Academy of Science, 1500 W. 3rd Ave.,Ste. 223, Columbus, OH 43212, Contact:Done Shaw (614) 488-2228.

Living Lightly in the City.Grades K-3 6.4-6 $19.00 each plus $2.00 postage pervolume.(an environmental education guide consisting oftwo volumes, K-3 and 4-6)Schlitz Audubon Center, 1111 E. Brown Deer Rd.,Milwaukee, WI 53217 Contact: Robert Nichols(414) 351-4200.

Living Lightly on the PlanetGrades 7-9 d- 10-12, $19.00 each plus $2.00 postage pervolume.(an environmental education guide that consists oftwo volumes, 7-9 and 10-12)Schlitz Audubon Center, 1111 E. Brown Deer Rd.,Milwaukee, WI 53217 Contact: Robert Nichols(414) 351-4200.

Mobius Curriculum: Understanding the Waste Cycle.Grades 4-6, $12.50.(a curriculum that focuses on the three R's: reduce,reuse, recycle)Browning-Ferris Industries, 333 Shoreway Rd.,St. Carlos, CA 94070. Contact: Debi Sargent(415) 637-1411.

No Time to Waste.Grades K-6, Free.(a reproducible curriculum packet; limited to onecopy each)City of Mountain View, Solid Waste and RecyclingProgram, P.O. Box 7540, Mountain View, CA 94039.Contact: Diane Dryer (Recycling Coordinator)(415) 903-6227.

The No Waste Anthology -A Teacher's Guide toEnvironmental Activities K -12.Grades K-12, cost unlisted.(compilation of environmental activities forclassroom lessons)California Environmental Protection Agency,Dept. of Toxic Substances Control, Education andInformation, 400 P St., 4th floor, P.O. Box 806,Sacramento, CA 95812-0806. Contact: PublicEducation Coordinator (916) 324-6543.

Operation Separation,Grades K-6 (164 pp) er 7-12 (104 pp), $10.00 each.(a curriculum that integrates materials on resourcerecovery from programs around the country)Onondaga County Resource Recovery Agency,100 Elwood David Rd., North Syracuse, NY 13212.Contact: Susan LaLond (315) 453-2866.

Oscar's Options.Grades 4-8, $50.00 per volume.(supplementary education curriculum presented intwo volumes: Volume 1: natural resources, litterand hazardous household materials andVolume 2: solid waste issues including landfill; g,incineration, recycling, compost, and sourcereduction; each unit includes backgroundinformation, lesson plans, vocabulary,transparencies, supplementary brochures andmagazines)ERIC Clearinghouse for Science, Mathematics, andEnvironmental Education, Ohio State University,1200 Chambers Rd., 3rd floor, Columbus, OH43212. Contact: Stephanie Bwell (401) 277-3434.


Outdoor Classrooms.Grades K-6, $3.00.(lessons and activities for using the outdoors as aclassroom)Indiana Dept. of Education, Center for SchoolImprovement and Performance, Office of SchoolAssistance, Rm. 229, State Ilouse, Indianapolis, IN46204-2798. Contact: Joe Wright (EnvironmentalScience Consultant) (317) 232-9141.

Plastics Debris in Puget SoundGrades 4-6, $5.00.(50 pages of marine science curriculum andactivities; indudes directions on how to make afloorboard game that teaches the hazards of andsolutions to plastic marine debris)Seattle Aquarium, Pier 59, Waterfront Park,Seattle, WA 98101. Contact: Sherry Williams(206) 386-4339.

Plastic in the Oceans: .4 Problem for Us All.Grades 5-10, $5.00.(learning activities aimed at educating youth aboutthe problem of foreign debris in the oceans)California Aquatic Science Education Consortium,Graduate School of Education, University ofCalifornia, Santa Barbara, CA 93106. Contact: JillShinkle (805) 893-3102.

Project Learning Tree.Grades K-12, cost unlisted.(supplementary environmental education programrelated to understanding the interrelationship ofhumans to their environment)Dept. of Forestry and Fire Protection, P.O. Box944246, Sacramento, CA 94244-2460. Contact:Kay Antuney (916) 323-2498.

Rays: Recycle and You Save.Grades K-6, $15.00 including postage.(a curriculum on recycling for elementary grades)County of San Diego, Dept. of Public Works,5555 Overland Ave., San Diego, CA 92123-1295.Contact: Carol Gann (619) 974-2648.

Recycling Study Guide.Grades K-3 ($0.40) and 4-12 ($0.50).(an educational study guide with activities thatintroduce the importance of recycling; please bulkorder)Wisconsin Dept. of Natural Resources,P.O. Box 7921, Madison, WI 53707. Contact:Joel Stone (608) 266-2711.

Recycle Team.Grades 3-4, $70.00-$90.00.(a curriculum packet on recycling)Southwest Regional Educational Laboratory World,3914 Murphy Canyon Rd., Ste. A133, San Diego, CA92123. (619) 573-1716.

Recycle This.Grades 7-12, Free.(curriculum materials and a video on recycling)Customer Information Center, The Dow ChemicalCompany, P.O. Box 1206, Midland, MI 48641.Please send in your request and state how manystudents in class.

Recycle Today: Educational Materials forGrades K-12.Grades K -12, Free.(curriculum consists of classroom activities andhands-on recycling projects designed to raiseenvironmental awareness)US Environmental Protection Agency, 401 M St. SW,Washington, DC 20460. Contact: PublicInformation Office (202) 260-2080.

&cycling Activities for the Classroom.Grades K-6 $11.50.(147 pages of different activities on recycling;Call #034E)ERIC Clearinghouse for Science, Mathematics andEnvironmental Education, 1929 Kenny Rd.,Columbus, OH 43210-1080. (614) 469-5181.

Recycling in the Environment.Grades 4-12, 2 week loan.(reproducible worksheet pages and lesson plans onrecycling; color transparencies for overhead)Snohomish County SWMD, Wall Street Bldg.,Ste. 101, 2930 Wetmore Ave., Everett, WA 98201.Contact: Janet Tracy (206) 388-6485 or(800) 562-4367.

Rethinking Recycling - Teacher Resource Guide.Grades K-12, $8.00.(includes background information and a listing ofother resources and materials)Dept. of Environmental Quality, 811 SW 6th St,Portland, OR 97204-1390. Contact: Happi Hansen(503) 229-6709.

Ripples.Grades 3-5, Free, plus $2.00 shipping and handling.(an activity guide on water quality)North Carolina Big Sweep, P.O. Box 550,Raleigh, NC 27602. Contact: Susan Bartholemew(919) 856-6686.

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Save Our Seas.Grades K-12, Free.(anthology of activities on marine debris andnon-point source pollution for the classroom;reqcst information on the Training Network in yourarea)California Coastal Commission/Adopt-a-Beach,45 Fremont St., Ste. 2000, San Francisco,CA 94105-2219. (415) 904-5200.

Solid Waste: Is There a Solution? Problem SolvingActivities for Middle Level Science.Grades 6-9, $9.00.(an activity guide divided into 6 units: Solid Waste:Defining the Problem, Waste Reduction, Reuse andRecycling, Landfills, Waste-to-Energy and LocalAction)New York Dept. of Environmental Education,New York Science, Technology and SocietyEducation Project, 89 Washington Ave., Rm. 228,Albany, NY 12234 (Please make checks out to the"Research Foundation of SUNY.").Contact: Bill Peruzzi (518) 486 -1726.

Spanish Materials.Grades 6-10, cost unlisted.(Spanish lesson "Chansa Este en la Etiqueta,"[Maybe It's On the Label], for Spanish speakingstudents; curricula aims to teach students to beaware of labels on the products they purchase)Environmental Health Coalition, P.O. Box 85261,San Diego, CA 92186-5261. Contact: Pam Jackson(619) 338-2175.

Spokane County Recycling Education & AwarenessProgram.Grades K-3 a. 2 week loan.(classroom activities and two books; please specifygrade level)Snohomish County SWMD, Wall Street Bldg.,2930 Wetmore Ave., Everett, WA 98201. Contact:Janet Tracy (206) 388-6485 or (800) 562-4367.

Steel - America's Most Recycled MaterialGrades 5-8, Free.(educational program designed to raise studentawareness of the urgent need to recycle allrenewable materials and of the benefits of usingand conserving steel)Steel Recycling Institute, 680 Andersen Dr.,Pittsburgh, PA 15220. Contact: Mary Norton(Director of Public Relations) (412) 922-2772 or(800) 876-7274.

Tacoma Recycles and Saves Habitat CurriculumGuide.Grades 3-5, 2 week loan.(information and classroom activities on howhabitats are affected by garbage and generaldisregard for the environment)Snohomish County SWMD, Wall Street Bldg.,Ste. 101, 2930 Wetmore Ave., Everett, WA 98201.Contact: Janet Tracy (206) 388-6485 or(800) 562-4367.

Teaching About Hazardous and Toxic Materials.Grades K-12, $20.50.(curriculum divided into four levels: K-3, 4-6, 7-9,and 10-12; focuses on hazardous materials andwastes)ERIC Clearinghouse for Science, Mathematics andEnvironmental Education, Ohio State University,1200 Chambers Rd., 3rd floor, Columbus,OH 43212. (614) 292-6717.

Teaching Toxics: Creating Solutions to HouseholdPollution.Grades K-12, $25.00.(comprehensive teachers' resource guide onhousehold hazardous waste, providinginterdisciplinary activities, background informationand resource listings)Association of Vermont Recyclers, P.O. Box 1244,Montpelier, VT 05601. (802) 229-1833.

Think Earth - Environmental Education Program .Grades K-6, variety of costs as follows: $40.00, individualunit with video, $25.00 unit or video onlx $120.00 schoolpack K-3 (one ofeach unit, plus a video) and $95.00 schoolpack grades 4-6 (one of each unit, plus a video).(seven separate units lone for each gradel;intended to help students become more aware ofthe environment and develop a responsible, caringattitude about it)Education Development Specialists,5505 E. Carson St., Ste. 250, Lakewood,CA 90713-3093. Contact: Ann Crafton(310) 420-6814.

Toxics in My Home? You Bet!Grades K-12, $40.00.(curriculum regarding household chemicals;available in English and Spanish)Golden Empire Health Planning Center. Contact:Local Government Commission, 909 12th St.,Ste. 205, Sacramento, CA 95814. Cynthia DeWolff(916) 448-1198.

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Trash for the Long HaulGrades K-12, $10.00.(program includes nine case studies of variousrecycling efforts; each lesson includes an eight-stepplanning method)Missouri Energy Resources Project,7838 Big Bend Blvd., St. Louis, MO 63119.(314) 962-7752.

Trash Today, Treasure Tomorrow.Grades K-6, $12.50.(kit contains model recycling teaching activitiesfrom which teachers can derive lesson plans)Governor's Recycling Program, Office of StatePlanning, 2 1/2 Beacon St., Concord, NI. 03301.Contact: Denise Adjutant (603) 271-1098.

Traveling Resource Center.Grades K-12, cost unlisted.(two different creative, colorful kits, grades K-6 and7-12, that teach about recycling and solid waste;each contains a set of illustrated information panels,books, videos, articles and other reference materialsthat will supplement the AVR Teachers' ResourceGuide for Solid Waste and Recycling Education)Association of Vermont Recyclers, P.O. Box 1244,Montpelier, VT 05601. (802) 229-1833.

Using Recyclables.Grades 4-6 2 week loan.(individual, group and classroom activitiesdemonstrating reuse of everyday throw-aways andrecyclables in arts and crafts)Snohomish County SWMD, Wall Street Bldg.,2930 Wetmore Ave., Everett, WA 98201. Contact:Janet Tracy (206) 388-6485 or (800) 562-4367.

Virginia Curriculum - Operation Waste Watch.Grades 1-6, cost unlisted.(curriculum packet on litter control and recycling)Virginia Division of Litter Control,1215 Washington Bldg., Richmond, VA 23219.(804) 786-8679.

Visit the Triple R Ranch - Reduce, Reuse, Recycle.Grades K-6, Free.(teacher's activity book designed to be used withWaste in Place from Keep America Beautiful)Texas Natural Resource Conservation Commission,P.O. Box 13087, Austin, TX 78711.Contact: Sue Bumpous (512) 908-1000.

Waste: A Hidden Resource.Grades 7-12, $50.00 plus postage.(curriculum provides an overview of solid wasteand activities on handling waste)Keep America Beautiful, 9 W. Broad St.,Stamford, CT 06902. Contact: Becky Lyons(203) 323-8987.

Waste Away: Information and Activities forInvestigating Trash Problems and Solutions.Grades 5-8, $21.95 including postage.(curriculum consists of information andinterdisciplinary activities used to investigate solidwaste issues, causes and solutions)Vermont Institute of Natural Science, P.O. Box 86,Woodstock, VT 05901. Contact: Bonnie Ross(802) 457-2779.

Waste in Place.Glades K-6, $40.00 plus postage.(curriculum package is designed to introduceresponsible waste handling practices to elementarystudents)Keep America Beautiful, 9 W. Broad St.,Stamford, CT 06902. Contact: Becky Lyons(203) 323-8987.

Waste is a Terrible Thing to Waste.Grades K-6, $35.00 plus tax.(curriculum consists of classroom activities forelementary grades)Exegetics, P.O. Box 191895, Sacramento,CA 95819-1895. Contact: Gary Rominger(916) 381-7795.

Waste Wise - Concepts in Waste Management.Grades K-12, Free.(resource guide for teachers using concepts ofcritical thinking and decision making; includescurriculum and activities for classrooms)Aseptic Packaging Council, 1000 Potomac St. NW,Ste. 401, Washington, DC 20007. (800) 277-8088.

Watch Your Waste - Let's Talk Trash.Grades K-12, Free.(curriculum is designed to introduce students at alllevels to the importance of waste management;there are five curriculums: K, 1-3, 4-6, 7-9, 10-12)City of Albany, Dept. of Public Works,1 Conners Blvd., Albany, NY 12204.Contact: Kevin Byng (518) 432-1144.

Wecology.Grades 6-10, $11.10 (includes the teacher's guide and apacket of35 magazines).(this magazine shows students how they can getinvolved in environmental solutions)McDonald's Educational Resource Center,P.O. Box 8002, St. Charles, IL 60174-8002.(800) 627-7646.


What's It Made Of?Grades 3-8, cost unlisted.(curriculum kit that includes a storybook, Lots andLots of Pippindots, an audio tape, teacher guides,activity sheets, a poster, stickers, etc.; targetsteaching children about recycling plastic)Dow Chemical Company and Scholastic, Inc.Contact: Partners for Environmental Progress,MLAB *4112, P.O. Box 1925,Saginaw, MI 48605-9919. Contact: Tony Kingsbury(517) 636-7155 or (800) 553-4012.

'Map Sessions: Town of Islip Recycling Curriculum.Grades K-6, Free.(curriculum designed to bring about an ecologicalconsciousness in elementary school children;topics include interdependence, recycling andscarcity)Town of Islip, Dept. of Environmental Control,401 Main St., Islip, NY 11751. Contact: Mr. Daley(516) 224-5653.

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EXTRAS

180 Million Tons of Trash: What Can We Do With It?All ages, $2.75.(a full-color poster depicting disposal options)Keep America Beautiful, 9 W. Broad St.,Stamford, CT 06902. Contact: Becky Lyons(203) 323-8987.

The ABC's About Beverage Containers.Grades 4-Z Free.(reprint from Ranger Rick's, Nature Magazine;publication reviews refillable vs. throwawaycontroversy)National Wildlife Federation, 1400 16th St. NW,Washington, DC 20036. (800) 432-6564.

Acc&s EPA.Grades K-adult, $21.00.(a book of nine directories of environmentalreferences, i.e., listing of libraries, organizationsand offices that supply environmental informationto the general public)US EPA, Government Printing Office (GPO),Washington, DC 20402. Contact: PublicInformation Office (202) 260-2080.

Coloring Posters.Grades preschool-1, Free.(coloring posters with a steel theme, with basicquestion/answer section on steel recycling on theback [appropriate for young children with theguidance of a teacher or parent])Steel Recycling Institute, 680 Andersen Drive,Pittsburgh, PA 15220. Contact: Mary Norton(Director of Public Relations) (412) 922-2772 or(800) 876-7274.

Computer Disc.Grades K -3. $5.00.(Macintosh touch screen interactive computer gamethat educates students through a toxic tour of ahome; must have a hypercard with Macintosh orApple computer)Environmental Health Coalition, P.O. Box 85261,San Diego, CA 92186-5261. Contact: Pam Jackson(619) 338-2175.

Eco-News.Grades 4-8, $0.50 per cop) plus 25¢ for postage.(an informative, cartoon illustrated newsletter aboutthe environment)Environmental Action Coalition, 625 Broadway,2nd floor, New York, NY 10012. Contact:Stephen Richardson (212) 677-1601.

Ecosystems.Grades K-12, Macintosh $99.00 and Apple $75.00.(computer software that introduces children to theelements of the relationships within ecosystems;emphasis on food chains and webs)Sunburst Communications, 101 Castleton St.,Pleasantville, NY 10570. Contact: Sean Brown(800) 321-7511.

Environmental Book Mark.All ages, $6.15 (pack of 100).McDonald's Educational Resource Center,P.O. Box 8002, St. Charles, IL 60174.(800) 627-7646.

Five audio tapes.Grades preschool-6, $11.00 each, songbooks are $4.00 extra(there is no songbook available for "Singing in OurGarden").(five different audio tapes [ "Slugs at Sea", "DirtMade My Lunch", "Singing in Our Garden with theLife Lab curriculum", "Adventure on the Air Cycle"and "Songs for the Earth"1 with optional songbooks)The Banana Slug String Band, P.O. Box 2262,Santa Cruz, CA 95063. (408) 476-5776.

Garbage - Understanding Words in Context;Opposing Juniors Viewpoints.Grades 5-8, 2 week loan.(articles presenting two sides to solid waste issuesand word definition exercise; some entertainingcartoons also included)Snohomish County SWMD, Wall Street Bldg.,Ste. 101, 2930 Wetmore Ave., Everett, WA 98201.Contact: Janet Tracy (206) 388-6485 or(800) 562-4367.

Home Hazardous Product Survey.Grades 4-adult, $0.75 plus $1.00 shipping and handling.(survey of the household to take a closer look athazardous wastes in the home; formatted forteachers)Household Hazardous Waste Project,1031 E. Battlefield, Ste. 214, Springfield, MO 65807.Contact: Sarah Dewey (417) 889-5000.

Lessons on Recycling and Using Plastics in the 90's.Grades 1-6, Free.(reprint from Scholastic magazine; limit 1 per school)American Plastics Council, 1275 K St. NW, Ste. 500,Washington, DC 20005. (800) 2-HELP-90.


Manual for the Household Hazardous MaterialsAudit.All ages, $3.00,(a self-audit to mark toxic products in the home)Alaska Center for the Environment, 700 H St., Ste 4.Anchorage, AK 99501. (907) 274-3621.

Plastics Recycling by the Numbers.Grades 3-4, $0.50 each.(material covers plastics' uses, the Plastic ContainerCoding System and how to separate plastics forrecycling)Keep America Beautiful, 9 W. Broad St.,Stamford, CT 06902. Contact: Becky Lyons(203) 323-8987.

Pollution Pointers for Elementary Students.Grades K-6, first copy free, additional copies $0.20.(Twenty-four things children can do to help stoppollution)Keep America Beautiful, 9 W. Broad St.,Stamford, CT 06902. Contact: Becky Lyons(203) 323-8987.

Recycled Treasures Crafts Kit.Grades preschool-Adult, $16.00 plus $3.50 per kit forshipping and handling (plus 8.5% sales tax. for Californiadeliveries).(kit contains unused materials such as paper, wood,plastic, rubber, wire and fabric recycled frombusiness and individuals for creative reuse;includes educational project booklet)Recycled Treasures, P.O. Box 591059,San Francisco, CA 94159-1059.Contact: Karen Powell (415) 922-8759.

Recycling for the Birds.Grades 4-Z Free.(reprint from Ranger Rick's, Nature Magazine; articledescribes how to turn throwaways into new itemssuch as empty plastic bleach bottles into birdfeeders)National Wildlife Federation, 1400 16th St. NW,Washington, DC 20036. (800) 432-6564.

Ride the Wave of the Future: Reryck Today.Grades K-12, Free.(a colorful poster that promotes recycling)US Environmental Protection Agency, 401 M St. SW,Washington, DC 20460. Contact: PublicInformation Office (202) 260-2080.

Trash Goes to SchoolGrades K-12, $35.00.(a set of seven IBM compatible computer discs onsolid waste activities covering waste reduction,recycling, composting, incineration, landfilling andthe environment)Cornell University Resource Center,7-8 Business & Technology Park, Ithaca, NY 14850.(607) 255-2091.

What Your Home Haz: A Household HazardousWaste Game.Grades 4-adult, $0.75 plus $1.00 shipping and handling.(an activity similar to a jeopardy game that teachesabout household hazardous wastes)Household Hazardous Waste Project,1031 E. Battlefield, Ste. 214, Springfield, MO 65807.Contact: Sarah Dewey (417) 889-5000.

DEPARTMENT OF CONSERVA770N Division of Recycling 129

MAGAZINES

Biocycle(month y).(a technical journal on recycling, composting andwaste resource management)JG Press Inc., 419 State Ave., 2nd floor, Emmaus, PA18049. (215) 967-4135.

E Magazine - The Environmental Magazine(bimonthly).(this magazine discusses various environmentalissues)Earth Action Network Inc., P.O. Box 5098,Westport, CT 06881. Contact: Circulation Manager(203) 854-5559.

Environmental Action(bimonthly).(a general environmental magazine that discussestopics such as environmental injustice, grassrootsactivism, legislative updates, etc.)Environmental Action, 6930 Carroll Ave., Ste. 600,Takoma, MD 20912. (301) 891-1100.

EPA Journal(bimonthly).(an environmental journal produced by the USEnvironmental Protection Agency that includes awide variety of issues)Superintendent of Documents, GPO,P.O. Box 371954, Pittsburgh, PA 15250-7954.Contact: New Orders (202) 783-3238.

Garbage(bimonthly).(journal that discusses waste management issues)Dovetale Publishers, 2 Main St., Gloucter, MA01930. Contact: Nancy Virgilio (508) 283-3200.

Modern Plastics(monthly).(magazine on plastics-related issues)Modern Plartia, P.O. Box 601, Heightstown, NJ 08520.Contact. Customer Service (609) 426-7070.

Ranger RickGrades K-6.(nature magazine for elementary grades)National Wildlife Federation, 1400 16th St. NW,Washington, DC 20036. (800) 432-6564.

Recycling Today(monthly).(magazine on a variety of topics dealing with recycling)Recycling Today, 4012 Bridge Ave.,Cleveland, OH44113-3320. Contact:Mr. John Bruning (216) 961-4130 or (800) 456-0707.

Resource Recycling(monthly).(a magazine that discusses a variety of topics withinthe recycling realm; topics include industrialrecycling, plastics, solid waste management, etc.)Resource &cycling P.O. Box 10540,Portland, OR 97210. (503) 227-1319.

Scrap - Processing d Recycling(bimonthly).(magazine discusses a selection of topics on sc.,-apmaterials including industry, safety, commodities,equipment, etc.)Scrap - Processing 6- Recycling. 1325 G St. NW,Ste. 1000, Washington, DC 20005-3104.Contact: Jackie Tyler (202) 466-4050.

Solid Wasted Power(7 times per year).(publication covers issues within the solid wastemanagement realm, i.e., waste energy and landfillgas)HCI Publications, 410 Archibald Si,Kansas City, MO 64111-3046. (816) 931-1311.

Waste Age(monthly).(publication discusses issues on solid wasteincluding landfills, recycling, waste-to-energy,source reduction, collection methods andcomposting; also has business updates and specialfeature sections)Waste Age, 1730 Rhode Island Ave. NW, Ste. 1000,Washington, DC 20036. Contact: John Aquino(202) 861-0708.

World Wastes(monthly).(the oldest magazine in the garbage business,discusses waste issues that deal with collection,transportation, and processing disposal industries)World Wastes, 6151 Powers Ferry Rd., Atlanta, GA30339. Contact: Bill Wolpin (404) 955-2500.

Your Big BackyardPreschool(nature magazine for very young children)National Wildlife Federation, 1400 16th St. NW,Washington, DC 20036. (800) 432-6564.


RECYCLING PROGRAMS

Adopt-a-Beach.Grades K-12, cost unlisted.(program in which classes can adopt a section ofthe beach to clean and take care of children receivea certificate of recognition at the close of theprogram)CA Coastal Commission/Adopt-a-Beach,45 Fremont St., Ste. 2000,San Francisco, CA 94105-2219. (415) 904-5200.

Guidelines for the Collection of Recyclable Materialsand Reduction of Solid Waste in the State System ofEducation/Schools and School Districts; CommunityColleges and Universities.All ages, Free.(a program for in-school recycling, Florida'sGuidelines provides background information on staterecycling programs, elements in planning andimplementing a recycling program and sourcereduction recycling options for educationalfacilities)Florida Dept. of Education, Office of EnvironmentalEducation, Turlington Education Center, 325 W.Gaines St., Rm. 224-C, Tallahassee, FL 32399-0400.Contact: Robert Raze (Program Specialist)(904) 487-7900.

How to Set Up a School Recycling Program.Grades K -12, Free.(a step-by-step plan for setting up a schoolrecycling program; limit 1 per school)American Plastics Council, 1275 K St. NW, Ste. 500,Washington, DC 20005. (800) 2-HELP-90.

The Oregon Schools Formula for Success in WasteReduction.Grades K-12, $5.00.(handbook on how to set up waste reductionprograms in schools)Dept. of Environmental Quality, 811 SW 6th St.,Portland, OR 97204-1390. Contact: Happi Hansen(503) 229-6709.

Recycle-a-Thon.Grades K -12, cost unlisted.(school fundraising program through whichrecycling "competition" is conducted)CA Coastal Commission/Adopt-a-Beach,45 Fremont St., Ste. 2000,San Francisco, CA 94105-2219 (415) 904-5200.

School Recycling Programs: A Handbook forEducators.Grades K-12, Free.(curriculum that describes school recycling programoptions and provides step-by-step instructions onhow to set up a program)US Environmental Protection Agency, 401 M St. SW,Washington, DC 20460. Contact: PublicInformation Office (202) 260-2080.

Worms Ea: My Garbage.Grades 7-adult, 2 week loan.(directions on how to set up and maintain a wormcomposting system)Snohomish County SWMD, Wall Street Bldg.,Ste. 101, 2930 Wetmore Ave., Everett, WA 98201.Contact: Janet Tracy (206) 388-6485 or(800) 562-4367.


Some of the following videos are available forreview on a loan basis by contacting:

Margo WildmanDepartment of Conservation,Division of Recycling Resource Center,801 K Street, Sacramento, CA 95814,(916) 445-1490/1-800-RECYCLE (in Cl only)These videos are noted by the abbreviation for theDepartment of Conservation (DOC) following the pricelisting. Others may be acquired by contacting the sourcelisted.

A Kid's Eye View of Ecology.Grades 2-9, $59.95, or rental for $35.00. (DOC).28 minutes.(features children's entertainer, Michael Mish andthree children who present a lively overview ofmajor environmental issues; gives practicalsuggestions for helping the environment andencourages young people to be an active part of thesolution)Distributed by The Video Project,5332 College Ave., Ste. 101, Oakland, CA 94618.(510) 655-9050 or (800) 475-2638.

A Tiske4 A Tasket, Recycling is Fantastic!Grades K-3, $24.95. (DOC). 12 minutes.(reviews the basic concepts of recycling)Ross Campbell Carni. bell Inc., 1707 18th St.,Sacramento, CA 95814. (916) 446-4744.

Aluminum &cycling Your Next Assignment.Grades 4-8, $10.00. (DOC). 18 minutes.(describes the aluminum recycling process and thebenefits of recycling)Aluminum Association Inc., 900 19th St. NW,Washington, DC 20006. (202) 862-5100.

California Nonprofits Cash In.Grades 4-12, $15.00. (DOC). 14 minutes.(discusses four ways nonprofit organizations canearn money through recycling)Distributed by Double Vision, The Media Center,401 S St., Ste. 100, Sacramento, CA 95814.(916) 928-1060.

Cleaning 14,. Taxies: A Two-Part How-To Series.Grades 9-12, $99.95, or rental for $70.00. (DOC).25 minutes.(a two-part series that provides practical guidancefor reducing the health threats posed by commonhazardous chemicals)Distributed by The Video Project,5332 College Ave., Ste. 101, Oakland, CA 94618.(510) 655-9050 or (800) 475-2638.

Closing The Loop.Grades 9-12, available by sending $15.00, a blank tape,and a statement that says the tape will not be used forpolitical or commercial purposes. 27 minutes.(a look at how Florida companies are usingrecycled materials to make new products)Florida Public TV, P.O. Box 20066,Tallahassee, 32316. (904) 224-3784.

Contra Costa County Model School RecyclingProgramGrades K -5, $20.00. (DOC). 10 minutes.(reviews the importance of recycling at schools byshowing the basic steps of how to set up recyclingprograms within schools)Contra Costa County Development Dept., 651 PineSt., 4th floor , North Wing, Martinez, CA 94553.(800) 750-4096.

Convenience RecycledGrades 7-12, Free. 13 minutes.(discusses polystyrene and the solid waste stream;focuses on recycling polystyrene)Polystyrene Packaging Council Inc.,1025 Connecticut Ave. NW, Ste. 515, Washington,DC 20036. (202) 822-6424.

Deterioration Of Water.Grades 7-Adult, $295.00, or rental for $75.00 (freepreviews are available for purchase consideration).20 minutes.(illustrates the sources and hazards of waterpollution as well as prevention methods)Distributed by Coronet/MTI Film & Video,P.O. Box 2649, Columbus, OH 43216.Government agencies need to contact Jan McCabe(800) 777-2400 ext. 2403; schools need to contactBob Cole (800) 777-8100 ext. 2450.

Do The Right Thing - Recycle and Recycling Riddles.Grades 6-12, (DOC). Running time unknown.(first video focuses on recycling polystyrene inLexington schools and serves as a model for otherschools; second video discusses the benefits ofrecycling plastic and how Lexington studentsrecycle polystyrene food trays)National Polystyrene Recycling Company,25 Tri-State International, Lincolnshire, IL 60069.(708) 945-1991.

13 t3


Do You Know Where Your Garbage Is?Grades 5-12, $49.00, or rental for $18.00. (DOC).12 minutes.(discusses waste disposal options; shows the needto "divide and conquer," managing differentportions of the wastestream in ways that protect theenvironment)Cornell University Resource Center,7-8 Business & Technology Park, Ithaca, NY 14850.(607) 255-2091.

Down In The Dumps.G rats 7-AclulA $250.00, or rental for $75.00(fire previews are available for purchase consideration).20 minutes.(examines recycling efforts around the world andilluminates problems that still must be overcome toensure that we will not be overwhelmed by ourown waste)Distributed by Coronet/MTI Film & Video,P.O. Box 2649, Columbus, OH 43216.Government agencies need to contact Jan McCabe.(800) 777-2400 ext. 2403; schools need to contactBob Cole (800) 777-8100 ext. 2450.

E Is For Ecology.Grades 1-6, $210.00, or rental for $75.00 (free previewsare available for purchase consideration). This video is alsoavailable in Spanish. 11 minutes.(introduces young viewers to the concept ofecological cycles and explains the water, air, foodand life cycles; animation shows the operation ofthese cycles and how they are all connected)Distributed by Coronet/MTI Film & Video,P.O. Box 2649, Columbus, OH 43216.Government agencies need to contact Jan McCabe(800) 777-2400 ext. 2403; schools need to contactBob Cole (800) 777-8100 ext. 2450.

Earth Week: Seven Days to a Greener Planet.Grades 1-6, $250.00, or rental for $75.00 (flee previewsare available for purchase consideration). 11 minutes.(shows that even young people can understand theinterrelationships between plants, animals, air,water and land, as well as work to solve oldenvironmental problems and prevent new ones)Distributed by Coronet/Mil Film & Video,P.O. Box 2649, Columbus, 011 43216.Government agencies need to contact Jan McCabe(800) 777-2400 ext. 2403; schools need to contactBob Cole (800) 777-8100 cxt. 2450.

The Energy Savers.Grades 1-8, $155.00, or rental for $75.00 (flee previewsare available for purchase consideration). 9 minutes.(Donald, Mickey and Goofy team up to tezchsimple and effective ways to save energy andmoney every day; students learn what energy is,why it is so important to conserve it and what theycan do to help)Distributed by Coronet/MTI Film & Videos,P.O. Box 2649, Columbus, CH 43216.Government agencies need to contact Jan McCabe(800) 777-2400 ext. 2403; schools need to contactBob Cole (800) 777-8100 ext. 2450.

Foodtervice Disposables: Should I Feel Guilty?Grades 7-12, Free. (DOC). 12 minutes.(lively search for answers to the growingcontroversy over reusable versus disposables theenvironmental trade-offs and the conservation ofnatural resources; examines such issues as litter,family health and the protection of theatmosphere's ozone layer)Foodservice & Packaging Institute Inc.,1901 N. Moore St., Ste. 1111, Arlington, VA 22209.(703) 527-7505.

Garbage in America - The Choice is Ours.Crades 4-Adult, $39.95. (DOC). 20 minutes.(a comprehensive, easy to undertand overview ofAmerica's solid waste problem and how the publiccan help deal with it; emphasis on recycling)Refuse Industry Productions Inc., P.O. Box 1011,Grass Valley, CA 95945. (916) 274-3092.

Go.Grades K-4, $60.00, or rental for $20.00. 10 minutes.(introductory film about how we rely on energy tomake things go, where we get energy from, why wemust conserve it and how children can help)Bullfrog Films, P.O. Box 149, Olcy, PA 19547.(800) 543-FROG.

Going Green.Grades 5-Ad:dr, $175.00, or rental for $40.00.22 minutes.(the Tomachich family discusses ways to reduce theimpact of your household wastes on theenvironment)Bullfrog Films, P.O. Box 149, Olcy, PA 19547.(800) 543-FROG.

3

DEPARTMENT OF CONSERVATION Division. of Recycling 133

The Greenhouse Effect.Grades 7-12, $250.00, or for rental at $75.00(Free previews are available for purchase consideration).20 minutes.(examines the world's changing climate, recognizesthe impact of the greenhouse effect and looks atwhat steps are being taken to counter globalwarming)Distributed by CoronetlMTl Film & Video,P.O. Box 2649, Columbus, 011 43216.Government agencies need to contact Jan McCabe(800) 777-2400 ext. 2403; schools need to contactBob Cole (800) 777-8100 ext. 2450.

Greenbucks: The Challenge of SustainableDevelopment.Grades 9-Adul4 $195.00, or rental for $75.00. (DOC).55 minutes.(designed to inspire businesses and businessschools to consider fundamental changes in theirattitudes towards the environment and economics;looks at the first positive steps major corporationson five continents are taking to change their ways)Distributed by The Video Project,5332 College Ave., Ste. 101, Oakland, CA 94618.(510) 655-9050 or (800) 475-2638.

Hazardous Waste - Priority One.Grades 4-Adult, $59.95. 20 minutes.(an in depth-study of the household andcommercial hazardous wastes in our wastestream,plus what measures must be taken to combat them)Refuse Industry Productions Inc., P.O. Box 1011,Grass Valley, CA 95945. (916) 274-3092.

Help Save Planet Earth.Grades K-12, $14.98. (DOC). 71 minutes.(join Ted Danson and a cast of concernedcelebrities to help clean up our world; videodiscusses toxics, saving energy and money,protecting the ozone layer, conserving andpurifying water and other natural resources andprotecting endangered species)Distributed by MCA Universal,100 Universal City Plaza, Universal City, CA 91608.(818) 777-1000.

Hot Potato.Grades 4-Adult, $175.00, or rental for $75.00.11 minutes.(focuses on treatment of the waste managementdilemma; explores concepts of waste generation,shared responsibility, incineration, land disposal,etc.)Bullfrog Films, P.O. Box 149, Olcy, PA 19547.(800) 543-FROG.

Into Deep Water.Grades 7-Adul4 $250.00, or rental for $50.00.26 minutes.(looks at why clean drinking water is becoming ascarce commodity)Bullfrog Films, P.O. Box 149, Oley, PA 19547.(800) 543-FROG.

Landfills - Options and Solutions.Grades 4 -Adult, $74.95. 26 minutes.(investigates landfills, other options such asincineration, and addresses the fears behind theNIMBY [Not In My Backyard] syndrome)Refuse Industry Productions Inc., P.O. Box 1011,Grass Valley, CA 95945. (916) 274-3092.

Less is More: Pollution Prevention is Good Business.Grades 9-12, $98.00 plus $4.00 shipping. (DOC).22 minutes.(reviews efforts being made to stop pollutionbefore it starts; looks at EPA standards and industryefforts for waste reduction)Government Institutes Inc., 966 Hungerford Dr., *24,Rockville, MD 20850-1714. (301) 921-2300.Bullfrog Films, P.O. Box 149, Oley, PA 19547.(800) 543-FROG.

Let's All Recycle.Grades K-6, $160.00 plus $8.95 shipping. This video isalso available in Spanish (.1Recirculermosa 8 minutes.(introduces children to the concepts of refusedisposal, recycling and the preservation of theenvironment)AIMS Media, 9710 DeSoto Ave., Chatsworth, CA91311-4409. (818) 773-4300.

Lift After the Curb: Recycling Processes.Grades 2-12, $43.00, or rental for $18.00. (DOC).20 minutes.(animated grape juice can, "Grapey," visits metal,glass, plastic and paper recycling plants; discusseswaste prevention, reduction, reuse, recycling andthe need to buy durable and recycled products)Cornell University Resource Center, 7-8 Business &Technology Park, Ithaca, NY 14850.(607) 255-2091.

Making A Difference: Restoring the Earth Around Us.Grades 7-Adult, $195.00, or rental for $45.00.28 minutes.(shows how ordinary people can contribute to therestoration of our environment)Bullfrog Films, P.O. Box 149, Olcy, PA 19547.(800) 543-FROG.


Mister Rogers' Recycling Video.Grades preschool-3, $19.95. 30 minutes.(the PBS series, "Mr. Rogers' Neighborhood,"teaches recycling)Keep America Beautiful, 9 W. Broad St.,Stamford, CT 06902. Contact: Becky Lyons(203) 323-8987.

Name Your Adventure.Grade 4-12, $24.95 plus shipping. 30 minutes.(presented in three segments: tap dancing withGregory Hines, recycling plastic and glass and cattledriving)Big Daddy Productions Inc., 330 Bob Hope Dr.,Rm. C-117, Burbank, CA 91523. (818) 840-7660.

The Next Frontier in Curbside Recycling.Grades 9-12, (DOC). 10 minutes.(discusses curbside recycling of plastic bottles aswell as other recyclable containers)Plastic Recycling Corporation of California,3345 Wilshire Blvd., Ste. 1105, Los Angeles,CA 90010. (213) 487-1544.

One More Time.Grades 7-12, $39.95 plus $5.00 shipping. (DOC).23 minutes.(gives an informal review of Marin County'srecycling program)California Video Production, P.O. Box 1123,Sausalito, CA 94966. (415) 332-5300.

One Second Before Sunrise, Program I.Grades 7-Adult, $175.00, or rental for $85.00.60 minutes.(focuses on solutions to environmental problems;covers five earth-friendly projects around the worldthat all aim to solve different environmentalproblems)Bullfrog Films, P.O. Box 149, Oley, PA 19547.(800) 543-FROG.

One Second Before Sunrise, Program 2.Grades 7-Adult, $175.00, or rental for $85.00.60 minutes.(two segments cover several major environmentalissues; "Cooperating For Clean Air" tackles acid rainand the closely related threat of global climatechange, and "Spiders Help Farmers Grow SaferCrops" deals with the excessive use of pesticides)Bullfrog Films, P.O. Box 149, Oley, PA 19547.(800) 543-FROG.

Our Fragile Earth.Grades 7 -Adult, $65.00, or rental for $30.00. (DOC).38 minutes total.(two-part series, "Recycling" and "Energy Efficiencyand Renewables", emphasizing studentinvolvement and the connection between their livesand the environment)Distributed by The Video Project,5332 College Ave., Ste. 101, Oakland, CA 94618.(510) 655-9050 or (800) 475-2638.

Our Future WorldGrades 7-12, $250.00, or rental for $75.00(free previews are available for purchase consideration).20 minutes.(illustrates our ecological and pollution-relatedpredicaments; urges viewers to become part of thesolution instead of part of the problem)Distributed by Coronet/MTI Film & Video,P.O. Box 2649, Columbus, OH 43216.Government agencies need to contact Jan McCabe(800) 777-2400 ext. 2403; schools contact need toBob Cole (800) 777-8100 ext. 2450.

Plastic It's Fantastic.Grades 6-12, available on loan from thePacific West Communication Group. (DOC). 6 minutes.(the Plastic Recycling Corporation of Californiaillustrates the process of plastic recycling)New Video Teleproductions,Pacific West Communication Group,6301 Sunset Blvd., Hollywood, CA 90028.(213) 487-0830.

Pointless Pollution: America's Water Crisis.Grades 7 -Adult, $250.00, or rental for $50.00.28 minutes.(discusses nonpoint source pollutionencompasses all run-off pollution that does notcome from a single source like the discharge pipefrom a chemical company or sewage treatmentplant)Bullfrog Films, P.O. Box 149 Oley, PA 19547.(800) 543-FROG.

Polystyrene Foam and the Environment September1990.Grades 9-AdulA Free for teachers, $10.00 for the generalpublic. (DOC). 14 minutes.(examines the process of recycling polystyrene;includes the chemical makeup and breakdown ofpolystyrene products)The Council for Solid Waste Solutions, 1275 K St.NW, Ste. 500, Washington, DC 20005.(202) 371-5319.


Polystyrene Recycling and You.Grades 4-12, $7.50 each plus 10% for shipping. (DOC).5 minutes.(aims to educate polystyrene users in food servicesabout the importance and effect of sourceseparation on the entire recycling process; NPRC'sability to recycle protective foam packaging isbriefly mentioned)National Polystyrene Recycling Company,25 Tri-State International, Lincolnshire, IL 60069.(708) 945-1991.

The Pyrolysis Story.No grade specifieth available on loan fiomConrad Industries Inc. (DOC). 7 minutes.(discusses the process of the decomposition ofmaterials exposed to extreme temperatures[pyrolysis) and the benefits of this process)Conrad Industries Inc., 606 Reynolds Ave.,Centralia, WA 98531. (206) 736-0141.

Recycling is Fun!Grades K-4, $195.00, or rental for $25.00. 12 minutes.(involves three young children who explore thethree R's of recycling - reduce, reuse and recycle;they visit a lai,dfill, a recycling center, and theirlocal supermarket to find out what they can do tohelp with the solid waste crisis)Bullfrog Films, P.O. Box 149, Oley, PA 19547.(800) 543-FROG.

Recycle Me!Grades K-6, $95.00. (DOC). 13 minutes.(animated; an aluminum can, a glass jar, anewspaper and a plastic bottle all plead to berecycled rather than discarded)Handel Film Corporation, 8730 Sunset Blvd.,Los Angeles, CA 90069. (310) 657-8990.

Recycle R.Grades K-6, $250.00 plus $600 shipping (free previews areavailable for purchase consideration). The video in alsoavailable in Spanish. (DOC). 11 minutes.(animated video program about a group of dinosaurfriends who learn about recycling firsthand whentheir playing field is in jeopardy of being turned into alandfill)Disney Educational Productions, Distributed byCoronet/MTI Film & Video,P.O. Box 2649, Columbus, 011 43216.Government agencies need to contact Jan McCabe(800) 777-2400 ext. 2403; schools need to contactBob Cole (800) 777-8100 ext. 2450.

Reduce, Reus4 Recycle in Elementary.Gude s .3-8, available on loan fir/771 the Illinois Dept ofEneigy andNatural Rcsourrel (DOC). 18 minutes.(recycling programs unique to Illinois schools)Illinois Dept. of Energy and Natural Resources,325W. Adams, Rm. 300, Springfield, IL 62704.(217) 785-2800.

Replanting the Tree of LiftGrades 7-Adult, $250.00, or rental for $40.00.28 minutes.(reminds viewers of the essential role trees play inour lives and in the life of the planet; remindsviewers not to waste this precious resource)Bullfrog Films, P.O. Box 149, Oley, PA 19547.(800) 543-FROG.

The Resource Revolution.Grades 7-12, Free for teachers, $10.00 for the generalpublic. 12 minutes.(shows students the progress made in recyclingplastics and the role recycling plays in dealing withour nation's garbage crisis)Council for Solid Waste Solutions, 1275 K St. NW,Washington, DC 20005. (202) 371-5319.

Return to Sender: A Story About Littering.Grades 1-6, $280.00, or rental for $75.00 (f re previewsare available for purchase consideration). 13 minutes.(dramatization of idea that each of us can make adifference; teaches viewers anti-littering behaviorthat they can begin practicing in their daily lives)Distributed by Coronet/MTI Film & Video,P.O. Box 2649, Columbus, OH 43216.Government agencies need to contact Jan McCabe(800) 777-2400 ext. 2403; schools need to contactBob Cole (800) 777-8100 ext. 2450.

Rivers to the Sea.Grades 7-Adul4 $285.00, or rental for $75.00 (availablein two parts for schools). 46 minutes.(explores the abundant life in Atlantic coast rivers; itmakes a powerful plea for the care andmanagement of our rivers and shows us how muchwe have to lose)Bullfrog Films, P.O. Box 149, Oley, PA 19547.(800) 543-FROG.

The Rotten Truth.Grades 4-8, $19.95 plus 6% shipping. (DOC). 30 minutes.(takes viewers on an adventure with Stephanie Yu [acast member from "3-2-1 Contact"' as well as surpriseguests like "The Rappin' Wrapper", to learn the"rotten truth" about garbage)Children's Television Workshop, 3-2-1 Contact,Wings for Learning, 1600 Green Hills Rd.,P.O. Box 660002, Scotts Valley, CA 95067-0002.(800) 321-7511.

Save the Earth: A How-To Video.Grades 9- Adult, $19.95. 60 minutes.(takes a look at everyday things individuals can doto help restore the environment)Distributed by The Video Project,5332 College Ave., Ste. 101, Oakland, CA 94618.(510) 655-9050 or (800) 475-2638.

136 DEPARTMENT Of C1001SERVATION Division of Recycling

Steel Cans and Curbside Recycling.Grades 6-12, available on loan from the Steel RecyclingInstitute. (DOC). 20 minutes.(discusses the steel making process andrecyclability of steel packaging in detail)Steel Recycling Institute, 680 Anderson Dr.,Pittsburgh, PA 15220. (800) 876-7274.

Think Earth.Grades K-3 625.00. (DOC). 7 minutes.(animated video that accompanies thekindergarten-3rd grade unit of the "Think EarthEnvironmental Education Program;" "Think Earth"introduces children to the environment and theneed for all of us to conserve natural resources,reduce waste and minimize pollution)Educational Development Specialists,5505 E. Carson St., Ste. 250, Lakewood, CA 90713.(310) 420-6814.

7"nnber.Grades 7-12, $250.00, or rental for $75.00 (free previewsare available for purchase consideration). 20 minutes.(makes a strong case for preserving the world'sforests; the ecological, medical and recreationalconsequences of deforestation and solutions toalleviate forest stress)Distributed by Coronet/MTI Film & Video,P.O. Box 2649, Columbus, OH 43216.Government agencies need to contact Jan McCabe(800) 777-2400 ext. 2403; schools need to contactBob Cole (800) 777-8100 ext. 2450.

7inka's PlanetGrades 1-6, $55.00, or rental for $30.00. 12 minutes.(focuses on the need for recycling; designed forelementary-aged children)Distributed by The Video Project,5332 College Ave., Ste. 101, Oakland, CA 94618.(510) 655-9050 or (800) 475-2638.

The Today Show: Recycling.Grades 7-Adul4 (DOC). 11 minutes.(Jane Pauley's segment of "The Today Show"examines the advantages and disadvantages ofrecycling)Tracy-Locke Inc., 12100 Wilshire Blvd., Ste. 1800,Los Angeles, CA 90025. (310) 207-1002,

We Can Make a Difference.Grades 5-12, $55.00, or rental for $30.00. 16 minutes.(shows how 12 high school students inspire otheryoung people to save the planet; the students 3kquestions about pollution, global warming, ozonedestruction and their ability to make a difference)Distributed by The Video Project,5332 College Ave., Ste. 101, Oakland, CA 94618.(510) 655-9050 or (800) 475-2638.

Why We Conserve Energy: The Witch of tbe GreatBlack PoolGrades 1-6, $99.00, or rental for $75.00. 12 minutes.

(an animated film that stresses the importance ofconserving our natural resources)Distributed by Coronet/MTI Film & Video,P.O. Box 2649, Columbus, OH 43216.Government agencies need to contact Jan McCabe(800) 777-2400 ext. 2403; schools need to contactBob Cole (800) 777-8100 ext. 2450.

Working Together for a Healthier PlanetGrades 6-10, $10.00. (DOC). 15 minutes.(explores the sources of the problem of anunhealthy planet, examines some of ourpreconceptions about solid waste [particularlyplastics] and looks for ways to help preserve ourfragile environment)American Plastics Council, 1275 K St. NW, Ste. 500,Washington, DC 20005. (800) 2- HELP -90.

Yakety Yak - Take It BackGrades 4-12, (DOC). 45 minutes.(music video features well-known musicianssinging their own versions of " Yakety Yak, Don'tTalk Back," with a recycling theme)Vision Entertainment, 75 Rockefeller Plaza,New York, NY 10019. (212) 275-2900.

Yes I Can!Grades K-4, (DOC). 16 minutes.(presents simple ideas to get children into the habitof recycling)Long Beach Main Library, Ann: Film Department,101 Pacific Ave., Long Beach, CA 90802.(310) 590-6181.

Youth Recycling ProjectGrades K-12, (DOC). 12 minutes.(reviews the basics of recycling and explains whatmaterials are accepted under the CaliforniaRedemption Value (CRV) program and how to sortthese materials; also covers what takes placeafter materials have been collected [emphasis onglass processing])KB Video Productions, Professional Videotaping,P.O. Box 2081, Orangevale, CA 95662.(916) 988-9832.

Zort Sorts: A Story About Recycling. Grades 3-6,$280.00 (free previews are available for purchaseconsideration). 15 minutes.(an alien comes to earth to learn about recyding)Distributed by Coronet/MTI Film & Video,P.O. Box 2649, Columbus, OH 43216.Government agencies need to contact Jan McCabe(800) 777-2400 ext. 2403; schools need to contactBob Cole (800) 777-8100 ext. 2450.

DEPARTMENT OF CONSERVATION Division of Recycling! 4 1 137

EnvironmentalOrganizations

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AIR & WASTE MANAGEMENT ASSOCIATIONP.O. Box 2861Pittsburgh, PA 15230(412) 232-3444 FAX: (412) 232-3450

The Air & Waste Management Association & WMA) is a nonprofit, technical, educational and internationalorganization for environmental professionals that supports environmental education at all levels. Founded in1907, the Association provides a neutral forum for the discussion of technical, scientific, social, economic,political and health-related issues involving the environment. The following educational materials are currentlyavailable: (each has been reviewed by an A & WMA committee to ensure technical accuracy of the informationbeing presented).

1. Environmental Resource Guides (ERGS) - Each ERG contains approximately 15 "teacher-friendly" lessons andhands-on activities, a glossary and a series of fact sheets on related environmental topics. The ERGs arecurrently available in two volumes:

Air Quality - Explores acid rain, depiction of the ozone layer, indoor air pollutants, particulate matter, etc.;currently available for grades 6-8 in English, Spanish and French.

Nonpoint Source Pollution Prevention - Includes environmental effects of runoff from agriculture, mining,forestry and urban sources of water pollution; available in individual units for grades K-2, 3-5, 6-8(including a Spanish edition) and 9-12.

2. Information Book: - A & WMA produces a series of information books to supplement the ERGs. Each bookcontains general information about specific environmental topics, inducting air pollution and pollutionprevention. These information books are written on a junior or senior high school level. The informationbooks can also be used as reference materials for the general public.

3. Fact Sheets -A & WMA produces a series of one-page fact sheets on a variety of environmental topicsincluding ozone, recycling, municipal waste, indoor air pollutants, alternative fuels, acid rain, hazardouswaste, hazardous waste management in the U.S., oil spills and the Clean Air Act. The fact sheets provide anoverview of the topics and serve as additional reference materials for educators or the general public.

ALLIANCE FOR ENVIRONMENTAL EDUCATION51 Main Street

4, P.O. Box 368The Plains, VA 22171(703) 253-5812 FAX: (703) 253-5811

The Alliance for Environmental Education (Alliance) supports global environmentalquality and understanding through the development and management of the Network forEnvironmental Education. One of the largest environ rental education associations in thenation, the Alliance maintains a neutral forum for the exchange of views among a verybroad audience. The Alliance has a membership of over 300 professional, business,education, environmental and other nonprofit organizations and government agencies.Members arc linked together by EcoNet, a worldwide computer network. Join withhundreds of other organizations in support of environmental education and participate inthe Alliance Network, a proven vehicle that efficiently develops, pilot tests and distributeseducational materials nationally to schools and the public.


ASEPTIC PACKAGING COUNCIL1000 Potomac Street, NWSuite 401Washington, DC 20007

The Aseptic Packaging Council is the industry association representing the manufacturersof the drink box. Since 1990, they have worked with school districts and communities toset up both school and curbside recycling programs, which indude the collection of milkcartons and drink boxes. As of September 1993, more than 650 schools and more than675,000 households in the state recycle tr.T- cartons and drink boxes.

Drink boxes and milk cartons are plastic-coated paper. In the recycling process, calledhydrapulping, the valuable paper fiber is reclaimed and recovered. The fiber is used inmaking tissues, paper towels, fine grade writing paper and napkins.

For more information on drink box and milk box carton recycling, please contact:

Northern California:Lenny HornAseptic Packaging Council100 Pine Street, #2025San Francisco, CA 94111(415) 777-0725

Southern California:Mike TuleyTetra Pak Environmental Affairs8560 Vineyard Avenue, #306Rancho Cucamonga, CA 91730(909) 980-1373

BUTTE ENVIRONMENTAL COUNCIL708 Cherry StreetChico, CA 95928(916) 891-6424

The Butte Environmental Council (BEC) is a nonprofit environmental educationorganization that serves Butte County. BEC provides the community with informationand referral services regarding solid waste, hazardous waste and recycling. Schools andcommunity organizations are provided with educational programs and presentations."Solid Waste and Recycling" is a 45-minute slide program presented by BEC'senvironmental educator and "Eco-Life" educational programs are games and hands-onactivities that augment a teacher's natural resource unit.

BEC produces a series of community litter abatement events such as the Bidwell ParkClean-Up and Little Chico Creek Cleanup. Each spring, BEC produces the EndangeredSpecies Faire, an environmental education fair that features booths and displays providedby schools, resource agencies and nonprofit organizations, as well as music, drama,dance and animal presentations.

BEC's office is open Monday through Thursday 9:00 a.m. to 4:30 p.m.

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-5 Clinton Hill's KIDS FOR SAVING EARTH TI IE POLLUTION SOLUTION--,..

.'-/30,wi ,,--,\ P.O. Box 47247

Plymouth, MN 55447(612) 525-0002 FAX.' (612) 525-0243

The mission of Kids for Saving Earth (KSE) is to educate and empower children of all agesworldwide to unite with friends and take positive, peaceful action to help protect theEarth's environment. KSE supports local community efforts of kids through its manyeducational programs and publication of a quarterly newspaper, KSE News. Teachers andadvisors find KSE educational materials can be easily integrated into their curriculum. Bydesign, the materials provide inspiration as well as stimulate action. Activities areincluded in each newspaper and present environmental issues through a variety of fun,learning experiences. Annual membership fees in KSE are low and are used to coverpostage and printing.

History of KSE - As a fifth grade student, Clinton Hill cared deeply about environmentalissues. He believed that children working together could help protect the health andbeauty of the Earth. Unfortunately, Clinton was unable to realize his dream because at theage of only 11, he died of a brain tumor. Yet his dream lives on through Kids for SavingEarth, a nonprofit organization established by his parents shortly after Clinton's death.What began as a single club of 60 kids has since grown into an international organizationwith hundreds of thousands of kids worldwide.

COPE COUNCIL ON PACKAGING IN TILE ENVIRONMENT(COPE)1001 Connecticut Avenue NW Suite 401Washington, DC 20036-5504(202) 331-0099 FAX.' (202) 466-5447

The Council On Packaging in the Environment (COPE) was organized as anindependent association in June 1989 with the purpose of meeting the followingobjectives:

Increase awareness among policy makers, key opinion leaders, the media andpublic, that the manufacturers and consumer marketers of packaging arecommitted to developing and supporting environmentally sound resolutions tothe solid waste issue.

Promote a balanced combination of source reduction, recycling, waste-to-energyrecovery and landfilling as the most workable approach to solid wastemanagement.

Serve as a primary resource for factual, reliable research-based information aboutpackaging, including its function, attributes and role in the solid waste issue.

Provide a forum for the exchange of technical and scientific information amongindustry, research institutions, environmental groups, government and themedia.

'15DEPARTMENT OF CONSERVATION Division of Recycling 143

BEST COPY AVAILABLE

Earth Island InstituteEARTH ISLAND INSTITUTE300 Broadway Suite 28San Francisco, CA 94133-3312(415) 788-3666 FAX: (415) 788-7324

Purpose: To develop innovative projects for the conservation, preservation and restorationof the global environment.

Current Emphasis: Earth Island Journal, the International Marine Mammal Project, the SeaTurtle Restoration Project, Baikal Watch, Urban Habitat Program and AT-Work, (theAppropriate Technology Working Group) and others.

Members: 20,000

Annual Fees: Individual - $25; Student - $15

Volunteer Programs: Volunteer programs and internships are available in most projects.Send resumes to the attention of:

Volunteer Coordinator300 Broadwax Suite 28Earth Island InstituteSan Francisco, CA 94133

EARTIiit4,

144

SPIRIT)

EARTH SPIRIT2425 Colorado Ave., Suite 204Santa Monica, CA 90404(310) 582-8228 FAX: (310) 315-3007

Earth Spirit is a nonprofit environmental education organization dedicated to informing,entertaining and involving students in recycling and overall environmental appreciation.Thanks to their public/private partnership with government agencies, foundations andcorporations, all their services are provided free to schools.

The Recycle Rex School Mutation ProgramDeveloped in conjunction with the California Department of Conservation(Department), this program is a comprehensive, multidisciplinary program whichbrings curriculum, a 45-minute assembly starring Recycle Rex the Department'sspokesdinosaur and establishes ecology clubs in schools throughout the state ofCalifornia.

The Earth Spirit Computer Bulletin Board System (BBS)This bulletin board is an on-line computer system that links the local environmentalcommunity. Students, ecology clubs, teachers and organizations have free access tothe system for debate of issues, a calendar of events, listings of available curriculum,product guides, etc. To access the system, dial 1-310-264-4785 or call the numberlisted above for more information.

The Earth Spirit Learning Center at Taormina IndustriesLocated at Taormina Industries in Anaheim, Earth Spirit is developing a LearningCenter that overlooks California's largest material recovery facility and teaches thecommunity about where garbage goes and the need for recycling.


'---\\ECO WO/The Great EnvIronmentoi Emporium

ECO Da)0The National Marketplace for the Environment14260 Ventura Blvd., Suite 201Sherman Oaks, CA 91423(818) 906-2700 FAX: (818) 906-0367

Eco Expo coordinates and promotes the country's largest marketplace for environmentalproducts, services and ideas for business and the consumer, with over 350 exhibits and1,000 products displayed at its semiannual trade shows one in Los Angeles and one onthe East Coast . It is an exciting center wherein creative thinking has been put to practiceand guaranteed to spark the interests of young minds. Special features have included anEnvironmental Bookstore, The Young Eco Inventor's Contest, an Environmental FashionShow, Gourmet Food Demos, an Eco Home, an Environmental Office and a wide varietyof nonprofit organizations. A resource directory of past exhibitors is available uponrequest.

Eco-HomE

NETwORK

ECO-HONIE NETWORK4344 Russell AvenueLos Angeles, CA 90027(213) 662-5207

The Eco-Home Network is a nonprofit, tax-exempt organization whose mission is toenhance individual quality of life and planetary well-being through education,demonstration and building a constituency for ecological urban living.

PROGRAMS:

Demonstration Home Tours: Weekly, public tours are given of the demonstration home forecological living, showing energy and water efficiency measures, solar technology,recycling, composting, edible landscaping and non-toxic materials and otherenvironmentally sound features.

Hotline/Information Center: Responds to questions regarding environmental health issuesand ecological living systems and products.

Reference Library: Information resource for Network members on all aspects ofsustainable living.

Newsletter: Subscription to quarterly journal, ECOLUTION, comes with membership inthe Eco-I tome Network, $25 annually.

Eco- Cities Council: Provides educational slide presentations and lectures on sustainablecity planning, design and implementation for City Councils, Housing Commissions,Planning Departments, neighborhood and business groups.

Book: SUSTAINABLE CITIES: CONCEPTS AND STRATEGIES FOR ECO-CITYDEVELOPMENT published in November 1992, is a handbook for all those interested inmaintaining and improving urban quality of life in an ecologically and economicallysound way.


BEST COPY AVAILABLE

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ECOLOGY ACTION OF SANTA CRUZP.O. Box 1188Santa Cruz, CA 95061-1188(408) 662-8681

Founded soon after Earth Day in 1970, Ecology Action of Santa Cruz County is a localnonprofit organization which works jointly with the private and public sectors toconserve resources and reduce waste through education, outreach and recycling supportservices. Ecology Action actively advocates the Reduce-Reuse-Recycle-Buy Recycledethic, and relies on community support to achieve its goals. Ecology Action welcomesyour involvement in the form of suggestions, volunteer time, internships and donations.

Current Activities, Publications and Services:

Master composter training and resource base, home composting education services,compost bin distribution program, annual coastal cleanup, reach-out recycle program(provides in-class presentations for grades 2-12 on the Reduce-Reuse-Recycle-BuyRecycled prioritized approach to waste reduction goals of this program), Ecology ActionNews, "Where to Recycle in Santa Cruz County" guide, County Curbsider t& San LorenzoValley Recycler Bulletin, recycling research library, coordination and promotion of specialevent waste reduction efforts, research and technical assistance for public jurisdictions.

A NAn Prnfit linporatow,

ECOLOGY INFOIMATION, INC.P. 0. Box 4878Walnut Creek, CA 94596(510) 937-INFO

Many people know of Ecology Information, Inc. (Eco-Info) because of its nonprofit sponsorship of the 'ContraCosta Earth Day Festival' since 1990; however, many people do not know of its rich history and current projects.

Eco-Info., Inc. was founded in 1971 as a nonprofa corporation whose primary purpose as stated in the articles ofincorporation is to promote exclusively educational, scientific and charitable purposes by establishing andmaintaining a coordination center of ecology information and activities for the people of the county of ContraCosta and elsewhere".

In recent years Eco-Info has sponsored several interesting programs and events, including "Redwood Rage".This unique event has combined the community planting of redwood trees along the East Bay Regional Parkstrail in Moraga with a free concert and Environmental Education Fair at St. Mary's College RedwoodAmphitheater.

Eco-Info also sponsored the formation and first conferences of the Contra Costa Conservation League (CCCL) in1991 and 1992. CCCL was founded as a loose network of environmentally concerned organizations throughoutthe Contra Costa area. As a service to the community and the CCCL, Eco-Info has published the "ECO Directory"of Environmentally Concerned Organizations in Contra Costa county.

In 1991, Youth for Environmental Action (YEA!) was founded as a network school and junior high schoolecology dubs and individuals dedicated to promoting environmental education and awareness. YEA!, which issponsored by Eco-Info, is dedicated to creating and participating in community activities which have a positiveenvironmental impact such as beach and creek clean-ups, tree planting program; and various educationaloutreach programs. YEA!'s monthly meetings feature guest speakers covering a number of differentenvironmental topics.

Currently, Eco-lnfo is making plans to establish a new Environmental Resource Center in Contra Costa county.This resource center will utilize the technological advances of the past decade to provide the latest informationabout current environmental issues and events.


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EDUCATION GREEN coNstiuriNGDesign d- Development of Environmental Adventures in Learning20701 Lemay StreetWinnetka, CA 91306(818) 992-6732

Education Green Consulting is a group of environmental education consultants thatspecialize in:

Environmental education program design

Educator training

Curriculum writing

Current projects include:

1. The design of a school urban forestry program for TreePeople in Los Angeles,including on-site tours, in-school assemblies and a book of integrated curriculumactivities for teachers.

2. A composting/soil curriculum for K-6 grade teachers.

116101111111110 LDI7(AFIONAI. COMMUNICATIONS, INC.P.O. Box 351419Los Angeles, CA 90035-9119(310) 559-9160

Educational Communications, Inc., a nonprofit, tax-exempt organization founded in 1958,is dedicated to improving the quality of life on this planet while educating the publicabout both the problems and solutions. Its many environmental projects including "TheCompedium Newsletter", "ECONEWS" television series, "ENVIRONMENTALDIRECTIONS" and "ENVIRONMENTAL VIEWPOINTS" radio series, the Ecology Center ofSouthern California (a regional conservation organization), "ECOVIEW" newspaperarticles, Environmental Resources Library and the Directory of EnvironmentalOrganizations. The group works on all environmental issues ranging from the local tointernational level. Services provide a speaker's bureau, award-winning public serviceannouncements (PSAs), radio and television documentaries and input into the decision-making process.


BEST COPY AVAII ARI

educationalvideo center

EDUCATIONAL VIDEO CENTER60 East 13th Street, 4th floorNew York, NY 10003(212) 254-2848 FAX: (212) 777-7940

Educational Video Center (EVC), founded in 1984, is dedicated to empowering New YorkCity public high school students through the creative use of media. EVC is considered aleader in providing training and support services in documentary production and medialiteracy to high school students and their teachers. Through the process of creatingdocumentaries on youth and community issues, students learn valuable skills and gain amore profound understanding of the world around them. The EVC collection containsseveral tapes on issues about environmental concerns along with teacher guides. Theirstudent :iewsletter "YVM - Young Videomakers" - is published every semester,highlighting recently completed tapes and other news pertaining to youth, media andEVC. They also publish a newsletter by and for educators entitled "Video and Learning"which is available through subscription. For a brochure or catalogue of EVC programs,please contact the EVC office.

ENVIRONMENTAL ACTION COALITION625 Broadway 2nd floorNew York, NY 10012(212) 677-1601

Environmental Action Coalition (PAC) works with waste management, urban forestry,water use and environmental education issues. Members receive their quarterly "CYCLE"newsletter, as well as free loan of books and films from EAC's library.

Interdisciplinary Curriculum Guides:

"City Trees, Country Trees" - forestry

"Plant A Tree For Arbor Day" - urban forestry

"Don't Waste Waste" - solid waste management

"Woods and Water" water supply and conservation

(Each curriculum guide costs $4.00)

Environmental Action Coalition's library of 2,000 volumes on environmental topics isopen to the public. Research papers arc available for a small fee. Please call their officefirst to arrange an appointment.


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FiRinpninental Gentt-rki San lIns Oti.po C4)unty

ENVIRONMENTAL CENTER OF SAN LUIS OBISPO COUNTY967 Osos StreetSan Luis Obispo, CA 93401(805) 544-1777 FAX.' (805) 544-1871

The Environmental Center of San Luis Obispo County (ECOSLO) is "dedicated to assistingour community in its pursuit of sustainability". ECOSLO is the county's longest-operatingrecycling center. They are a central clearinghouse for information relating to ecology andreferrals. They also create exciting educational projects which are available to communityschools and children's summer programs. ECOSLO's credo is: 'the more effort that is putinto educating our children and citizens on the wise use of our natural resources, themore likely that we can maintain the lifestyle unique to San Luis Obispo which promotesdean air, outdoor living and respect for our natural environment."

ENVIRONMENTAL VOLUNTEERS2448 Watson CourtPalo Alto, CA 94303(415) 424-8035

Thu Thvironmental Volunteers (EV) wag founded in 1972 as a nonprofit organizationdedicated to promoting understanding of and responsibility for the environment throughhands-on science education.

EnvironmentalVolunteers EV is composed of over 150 docents who have completed a 14-week training course,

accredited through San Jose State University.

The volunteers are business leaders, homemakers, teachers and artists, women and menof all ages, who share their love of nature and science with over 14,000 elementary schoolchildren annually in San Mateo and Santa Clara counties.

The EV's participatory, small group method uses study skins, models, puppets andartifacts in a combination of classroom presentations and field trips to sites that reflect thediverse environments of the Bay area. EV's programs include Bay Ecology, Forest andFoothill Ecology, Marine Ecology, Nature in Your Neighborhood (suburban/urbanecology), Earthquake Geology and Preparedness, Water Science and Conservation andEarly California Native American Culture. Additional topics are available in one-hourclassroom presentations. EV docents lead field trips to sites which reflect the diversity ofour landscape. These include Palo Alto Baylands, Stanford's Jasper Ridge BiologicalPreserve, Stevens Creek Park, Deer hollow Farm, Los Trancos Open Space Preserve,Alviso Interpretative Center and Villa Montalvo.


AL RESPON1E-9

GLOBAL RESPONSEEnvironmental Action NetworkPO. Box 7490Boulder, CO 80306-7490(303) 444 -0306

Global Response (GR) is a nonprofit environmental and action network. GR is aninternational letter-writing network focusing on the transfer of pollution and/or pollutingtechnologies between countries and the exploitation of resources by multinationalcompanies.

Global Response is a dedicated letter-writing network of environmental activists focusingattention on specific planetary threats and mobilizing broad-based campaigns to holdthose responsible, accountable.

Global Response issues "GRActions" on rainforest destruction, ocean dumping andpollution, atmospheric contamination, nuclear disarmament, extinction, and threats tomarine mammals and fisheries. Each monthly "GRAction" highlights a specificenvironmental threat, recommends action to take and gives the names and addresses ofthe corporations responsible.

GR also issues a monthly "Young Environmental Action", (in both English and Spanish) asimplified, larger-print version of "GRActions" for use by elementary and junior highschool students. GR's "Young Environmental Action" is a meaningful, multidisciplinaryresource to increase environmental protection awareness. The Spanish version of"Young Environmental Action" is used in the United States by high school Spanishlanguage classes, bilingual schools and by educators and environmentalists throughoutCentral and South America.

I LOVE A CLEAN SAN Di EGO COUNTY, INC7907 Ostrow Street, Suite FSan Diego, CA 92111(619) 467-0103 FAX: (619) 467-1314

I Love a Clean San Diego County, Inc. (ILACSDC) is a not-for-profit environmentalmembership organization that educates and empowers people to act in ways that areboth economically viable and ecologically sustainable. The staff performs this missionthrough a variety of educational programs. Each year, the agency provides over 200 freeenvironmental assemblies to over 60,000 students and teachers. These presentations arebased on Recycle and You Save (RAYS), a K-6 grade curriculum written by San Diego countyteachers. ILACSDC helps distribute RAYS as well as provide free RAYS in-serviceworkshops for school staff. The agency also publishes "The Junior Recycler", anewsletter for elementary school-age children and helped to develop a graffiti abatementlesson plan for San Diego city schools.

ILACSDC is presently coordinating the development of a 7-12 grade interdisciplinary,environmental curriculum that will be available in 1994. The agency coordinates theJunior I ligh and I sigh School Environmental Awareness Program for the City and Countyof San Diego, helping over 50 secondary schools esta,. sh ecology clubs and carry outenvironmental projects. ILACSDC maintains the largest environmental library insouthern California and operates a recycling hotline six days a week, answering over30,000 calls a year.


INVENTORS WORKSHOP INTERNATIONAL EDUCATION FOUNDATION7332 Mason AvenueCanoga Park, CI 91306-2822(818) 340-4268 FAX: (818) 884-8312

Inventors Workshop International Education Foundation (IWIEF) is a nonprofiteducational foundation founded in 1971. It was established to assist the developmentand commercializations of environmentally related products and services. It is a crusaderfor the public's rights as inventor as well as the largest, most active and most innovative ofthe ethical invention organizations in the U.S.A. Intellectual property protection, 'Green"certification, financing and material sources, marketing and licensing are its focus.

KEEP AMERICA BFAUTIFUI, INC.Mill River Plaza9 West Broad StreetStamford CT 06902(203) 323-8987 FAX: (203) 325-9199

Keep America Beautiful, Inc. (KAB) is a national, nonprofit, public educationorganization with local affiliates, dedicated to improving solid waste handling practices inAmerican communities. KAB, Inc. was founded in 1953 by members of business andindustry out of concern for the environment. In 1976, after three years of research intothe origins of littering, KAB's mission grew and the KAB SYSTEM was launched.

Today, nearly 500 American communities in 41 states are certified to implement the KeepAmerica Beautiful program.

Additionally, thousands of schools throughout the country are using KAB's curricula andresource materials to prepare future generations to act and think responsibly about solidwaste management.

To receive a free catalog of materials available from KAB, please call or write to the aboveaddress and phone number.


KEEP CALIFORNIA BEAUTIFUL, INC,.1601 Exposition Blvd. FB 15Sacramento, CA 95815800-CLEAN-CA (916) 924-5667 FAX: (916) 920-8119

Keep California Beautiful, Inc. (KCB) is a nonprofit, public education organization thathelps keep our state clean by developing and coordinating solid waste management,recycling, and litter and graffiti prevention programs.

KCB is the state affiliate of the National Keep America Beautiful program, which offers asequential elementary curriculum, "Waste In Place," and an in-depth middle andsecondary school curriculum, "Waste: A Hidden Resource."

KCB sponsors the Annual California Cleanup each fall in partnership with the CaliforniaDepartment of Conservation, the California Department of Parks and Recreation, CalTrans "Adopt -A- Highway," Cal EPA and the California Coastal Commission. On the sameSaturday as the Coastal Commission's highly successful Beach Cleanup, local KeepAmerica Beautiful affiliates, KCB and the other state agencies sponsor additional activitiesin state parks and on roadways throughout California for enthusiastic volunteers whocannot reach the coast.

To respond to waste reduction needs at the local level, KCB recently established the KCBNetwork, a partnership of California cities and counties sharing educational programs andstrategies for waste minimization, litter prevention and graffiti removal. Upon joining thenetwork, new members receive a variety of planning and educational materials to be usedthroughout the community and are guided in developing local projects and programs.

KIDS FOR A CLEAN ENVIRONMENT(Kids F.A.CE.)P. 0. Box 158254Nashville, TN 37215(800) 952-3223 or (615) 331-7381

Kids for a Clean Environment is a nonprofit children's environmental organization thatprovides free membership to children and teachers. Included with the membership is amembership guide: "Our World, Our Future: A Kids' Guide to Kids For A CleanEnvironment," and a subscription to the bimonthly newsletter, 'Kids F.A.C.E. Illustrated."These materials focus on environmental topics and offer proactive projects that can beperformed at home or at school. The organization's current project is the KidsInternational Earth Flag. Kids can send in fabric squares with their idea of a cleanenvironment drawn or painted on them. For instructions, send a self-addressed, stampedenvelope to the above address.


MARIN CONSERVATION CORPS446A West Francisco Boulevard1? 0. Box 150089San Rafaeh CA 94915-0089(415) 454-4554 FAX: (415) 454-4595

The Marin Conservation Corps (MCC) is a work-training program dedicated to preservingand restoring natural areas in Marin. The goals of the organization are to provide youth,ages 18 26 with an opportunity to gain skills in conservation work; encourage personalgrowth; assist youth with learning English or attaining their General Equivalency Diplomaand help with job placement.

MCC runs a recycling route which services Marin's public lands and nonprofitenvironmental organizations. They currently pick up recyclable glass, aluminum, tin,plastic and cardboard from the Mann Headlands to Stinson Beach. One of their crewshas created a "Waste Management Presentation" that is appropriate for middle-schoolstudents. It consists of a set of lessons based on the concepts of "Reduce, Reuse,Recycle," complete with games and activities for students. Although these presentationsare currently not being conducted, the MCC education packet is available upon requestas well as a speaker's bureau comprised of MCC members, who go to local schools anddiscuss the benefits of the MCC program.

MARIN CONSERVATION LEAGUE35 Mitchell Blvd., Suite 11San Rafaeh CA 94903(415) 472-6170

Marin Conservation League (MCL) is a nonprofit organization founded to preserve andprotect the natural assets of Mann county for all people. The Marin Conservation Leaguehas an active public education program which offers forums, resource materials forteachers and others interested in environmental issues and general environmentalinformation for the public. Each year they offer two to three educator workshops on avariety of environmental topics. They have a small library of free loan videos, books andclassroom activity guides suitable for educators. An exhaustive clip file on manyenvironmental issues is a boon to any researcher. In addition, throughout the school yearthey distribute well-researched issue-focused newsletters on environmental topics. Theseare suitable for gaining understanding of issues.

4' Those wishing to use their resources must come to their office to check them out - they do not mailmaterials. Interested educators can be added to the MCL mailing list for newsletter and/orworkshops.

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NATIONAL ASSOCIATION FOR PLASTIC CONTAINER RECOVERY3770 Nations Bank Corporate Center100 North Tryon StreetCharlotte, NC 28202(704) 358-8882 FAX: (704) 358-8769

The National Association for Plastic Container Recovery (NAPCOR) is a not-for-profittrade organization founded in 1987 to promote and facilitate the recycling of polyethyleneterephthalate (PET) plastic containers, the most successfully recycled plastic. NAPCOR'sgoals are to help communities recognize the environmental benefits of recycling as partof a solid waste plan and promote the inclusion of PET containers in recycling programs.

Recycled PET containers, primarily two-liter soft drink bottles and other plastic containerswith the number 1 on the bottom, can be made into a variety of products like new softdrink bottles, tennis ball containers, carpet fiber and fiberfill for sleeping bags and jackets.In addition to soft drink bottles, PET plastic is used in containers for juice, water, peanutbutter, edible oils, ketchup, mustard, pourable salad dressings, cough syrup, spices andcleaning products.

NAPCOR recognizes that children play an integral part in the recycling movement andthat the environment is a dominant concern among the young. Toward that end, NAPCORhas developed a series of materials targeted specifically to children, teachers and parents.These materials review the importance of PET plastic recycling and outline how therecycling process works.

THE NATURE CONSERVANCYInternational Headquarters1815 North Lynn StreetArlington, VA 22209(703) 841-5300 FAX: (703) 841-5373

The mission of The Nature Conservancy (Conservancy) is to preserve plants, animals andnatural communities that represent the diversity of life on Earth by protecting the landsand waters they need to survive.

To date, the Conservancy and its members have been responsible for the protection ofmore than 6.3 million acres in 50 states and Canada. It has helped like-minded partnerorganizations to preserve millions of acres in Latin America and the Caribbean. Whilesome Conservancy-acquired areas are transferred for management to other conservationgroups, both public and private, the Conservancy owns more than 1,300 preservesthelargest private system of nature sanctuaries in the world.


PERMACULTURE INSTITUTE OF SOUTHERN CALIFORNIA1027 Summit WayLaguna Beach, CA 92651(714) 494-5843 (Bill Roley)(213) 473-1084 (Eric Werbalowsky)

Permaculture is a science that studies natural systems, such as water, plant and animalguilds, energy, soils and technology. Permaculture focuses on sustainable systems, thosewith no pollution or waste. It maintains the ethic that all systems of human activitiessupport the Earth's ability to sustain a diversity of life; that humans interact with theirenvironment in mutually beneficial ways; and supports a lifestyle that incorporates thisknowledge and ethic into appropriate activities. Permaculturalists may build a differentstyle of house, recycle a variety of "trash," grow their own organic food, ride bicycles,work toward energy self-reliance, consume few products of wasteful systems, support astrong locaValternative economy, and work to protect the environment through politicaland other means.

The Permaculture Institute of Southern California provides public education onsustainable living, urban and rural permaculture design services and referrals, workshops,publications and AV materials, and permacultural property development.

5 1d FIRAWeise0 SAN FRANCISCO CLEAN CITY COALITION900 Seventh StreetSan Francisco, CA 94107

RIM(415) 553-2913

NIP MEP014[ 11EAT CITY

Established in 1991, the San Francisco Clean City Coalition is a nonprofit, non-politicalumbrella organization dedicated to solving the city's litter problem and educating thepublic about progressive waste management practices.

Under the banner, "San Francisco: One Neat City," the San Francisco Clean City Coalitionhas developed six targeted litter abatement programs, each designed to address the city'slitter problem from a different perspective: Community Action encouragement andassistance for individual and grass roots initiatives; the Public Awareness program a majormedia campaign; the Litter Receptacle design program; Civic Awards and Rewards - anincentive program; Legal Advocacy and Networking, and the Litter Abatement andEnvironmental Awareness Education Program.

The purpose of the Coalition's Litter Abatement and Environmental Awareness EducationProgram is to provide elementary and middle school teachers with a comprehensiveeducation package which will lead to the prevention of litter and graffiti, and instill anenvironmental and community ethic in children. This multi-modality learning programincludes a waste disposal curriculum and classroom exercises, lectures by communityvolunteers, school yard cleanups a service learning activity and a field trip to SanFrancisco's one-day waste holdover site, the transfer station and recycling center. Theobject is to provide students with information, experience, and a model for proactivecommunity action, creating awareness not only of the problem, but of a solution and resultin a climate of positive peer pressure and civic and school pride. San Francisco teacherscan enroll their classes in the complete program by calling by mid- September. Teachersmay call anytime for information or to sign up for limited parts of the program,

DEPARTMENT OF CONSERVATION Division ofRecycling-1

PROJECT ECO-SCHOOL88.1 Alma Real Drive, Suite 300Pacific Palisades, CA 90272(310) 454-4585 FAX: (310) 454-9925

Project Eco-School (PES) is a nonprofit resource center for environmental education (EE).PES houses the nation's most comprehensive K-12 environmental resource and curriculalibrary. Founded in 1989, PES is located in the greater Los Angeles area. For the past fiveyears, PES has sought to solve educators' problem of accessing quality environmentaleducation (EE) materials by aggressively researching, locating, acquiring and reviewing EEmaterials from around the country.

PES also networks with and provides information services to educators, students andenvironmental organizations internationally, nationally and locally.

MATERIALS CURRENTLY HOUSEDPES has over 900 teacher-reviewed EE curricula titles and an accompanying library of over5,000 periodicals, books and videos. Their resources can be accessed by phone, mail, apersonal visit and, soon, through the PES reference book, "Blueprint For A Green School".

PROVIDES QUALITY NETWORKING FOR SCHOOLSEvery individual request is important at PES. The staff goes the extra mile to gatherinformation or connect complementary, similar or interested parties.

ACTIVE OUTREACH PROGRAM PES attempts to assess the needs of teachers andstudents. PES also promotes and assists with school recycling programs and "Zero Waste"lunch campaigns.

COMMUNICATIONS`Grapevine," a biannual newsletter, has a circulation of 10,000, to promote workingtogether and student empowerment.

"Action Alerts" go to specific individuals who have requested to be informed of upcomingnew programs, events and workshops that warrant timely notification. It is an excellentmeans of communication and often serves as a bulletin board for available EE.

STOPS DUPLICATION OF EEPES provides a single clearinghouse for K-12 EE to reduce the frequently duplicatedefforts.

DONATED LIBRARIESIndividuals or corporations can donate environmental book libraries of differentsizes to aschool of their choice.

SCHOLASTIC TO PUBLISH "BLUEPRINT FORA GREEN SCHOOL"PES has compiled an EE resource book, "Blueprint for a Green School," (BEGS).Environmental issues impacting schools arc briefly introduced by chapter followed bysuggested activities and many resources.

BFGS provides educators and students with:

The information they need to explore environmental issues and make positive changesat their own school.

Guidance for taking positive action.

A comprehensive listing of environmental curricula, books, videos, products, servicesand other relevant materials.

OFFICES AND RESOURCE CENTERPES is open five days a week, S:30 a.m. to 6:00 p.m. or in the evening and on weekendsby appointment. 1 ,1 ,


SAN FRANCISCO CONSERVATION CORPSEnvironment Community Outreach Center1050 South Van NessSan Francisco, CA 94110(415) 920-7171 FAX: (415) 920-7180

The San Francisco Conservation Corps (SFCC) Environment CommunityOutreach (ECO)Center serves 45 urban young adults aged 18-23 and 96 middle school students. Youngpeople participate in paid work projects that include recycling, landscaping, graffitiremoval, mural painting, refurbishing recycling and reuse facilities, and habitatrestoration. The staff have developed an innovative, interactive curriculum called FieldStudies, targeted at urban middle school youth who require a differentapproach thanmany traditional curricula employ. Field Studies places a strong emphasis on recyclingand also includes related solid waste management and environmental issues. They alsohave a curriculum that complements their Environmental Internship Project, in whichadults are placed at recycling and environmental internships throughout San Francisco.They would be happy to share their resources with anyone who is interested.

REDUCE, RE-USE RECYCLE. RECOVER

SCRAP TIRE MANAGEMENT COUNCIL1400 K Street, NWWashington, D.C. 20005(202) 408-7781 FAX: (202) 682-4854

The Scrap Tire Management Council is an independent organization based inWashington, D.C., created by the North American tire industry in 1990 as a response to its

own growing concern regarding the disposal of scrap tires.

The mission of the Scrap Tire Management Council is to assist in developing andpromoting the utilization of scrap tires as a valuable resource, in an environmentally andeconomically sound manner.

Many tires disposed of as scrap are actually still serviceable in some renewed form, whiletrue scrap tires possess materials and high energy value that are considerablyunderutilized. The education of environmentally concerned audiences on scrap tireissues is the key to halting the waste of these resources.

By offering members of private industry and local, state and federal governmentscomprehensive information on state-of-the-art scrap til.e reduction, reuse, recycling andrecovery techniques, the Scrap Tire Management Council hopes to facilitate theimplementation of sensible scrap tire solutions across the country.

DEPARTMENT OF CONSERVATION Division of Recycling,) 157

SEA SI IEPI I ERD CONSERVATION SOCIETY1314 2nd StreetSanta Monica, CA 90401(310) 394-3198 FAX (310) 394-0360

The Sea Shepherd Conservation Society is a nonprofit organization involved withinvestigation and documentation of violations of international laws, regulations andtreaties protecting marine wildlife species. Sea Shepherd publishes a quarterly newsletterfull of education information, updates on current laws and legislation, addresses forwriting protest letters and updates of SSCS activities.

The Society was founded by Captain Paul Watson. He was one of the original foundingfathers of Greenpeace, but left in 1977 to establish Sea Shepherd. Sea Shepherd issupported to oily by contributions from the public, and has always remained a mobile andnon-bureaucratic organization. Sea Shepherd ships are crewed by volunteers and engagein expeditions armed with cameras and videotape to document any illegal exploitation ofmarine wildlife. With the evidence on film, Sea Shepherd has been able to work closelywith the media to publicize the issues, and turn-in violators to officials, as well as todocument our successes which include ending the seal hunt in the Scottish OrkneyIslands, the dolphin slaughter in Iki, Japan and stopping illegal driftnetters in the PacificOcean. Sea Shepherd is the only organization that enforces the International WhalingCommission moratorium prohibiting whaling. The Society is committed to the goal of"being in business for the purpose of putting ourselves out of business", butunfortunately, illegal operations have not only continued, they have escalated in recentmonths. Sea Shepherd will remain devoted to protecting the citizens of the oceans aslong as is necessary.

158

SIERRA STUDENT COALITION730 Polk StreetSan Francisco, CA 94109(415) 923-5615 FAX: (415) 776-0369

Founded in 1991 by a 17 year-old Sierra Club member in Los Angeles, the Sierra StudentCoalition has quickly blossomed into an activist network of thousands of young peoplestretching across the United States and Canada. They are the only national, student-rungrassroots network working within a major established environmental organization tomove the student agenda. Deeply committed to environmental and social justice issues,they are spreading these priorities into the mainstream environmental movement.

The Sierra Student Coalition initiates and organizes national, regional, and local issuecampaigns, uniting individual students, campus groups and environmental organizationsin efforts to achieve positive change. They are dedicated to making students the mosteffective, responsible activists they can be.

The Sierra Student Coalition publishes "The Student Activist," a bimonthly newsletterdeveloped by students to galvanize individuals and groups toward action by providingupdates, ideas for campaigns, action alerts, tips on organizing and more.

The Sierra Student Coalition conducts leadership training to empower students with thevital skills they need to be effective activists. The training is run by experienced studentactivists from around the country and emphasizes practical, hands-on strategy planningand organizing techniques. r

1 )


STEEL CAN RECYCLING INSTITUTESteel Cycles Program680 Andersen DrivePittsburgh, PA 15220-2700(412) 922-2772 FAX (412) 922-3213

The Steel Recycling Institute (SRI), an industry association dedicated to promoting andsustaining steel recycling, is the primary information and technical resource for recyclers,municipalities, legislators, educators, businesses and other entities with an interest in steelrecycling. Through its seven regional offices, the SRI works directly with city and countyrecycling coordinators and solid waste managers, recycling center operators, intermediateprocessors and end-market buyers.

The Institute believes that students and teachers can make a real difference in solid wastemanagement efforts today and tomorrow, and that what students learn, they take homewith them to share with family and friends. That's why the "Steel Cycles" program isbeing developed. It currently includes printed materials for the classroom, and by 1994,will also include a pre-school program, an elementary videotape and a high schoolscience program with an emphasis on real-life examples to help students better integratescience concepts. Please write to the address above and be sure to include informationregarding the grade(s) you teach, what subject area(s) and how many students you have.Much of the material is provided free of charge; for those items with an associated charge,an order form will be sent.

TRUPEOPLE12601 Mulholland DriveBeverly Hills, CA 90210(818) 753-4600 FAX (818) 753-4625

Tree People's mission is to inspire the people of Los Angeles to take personalresponsibility for improving their immediate environment by:

I. Supporting the planting and care of trees

2. Providing educational tools for environmental stewardship

3. Serving as a catalyst for cooperative action among Los Angeles' diverse neighborhoodsand communities

4. Communicating the importance of the concept of the 'urban forest"

Tree People's School Education Department offers 'The Magical City Forest Curriculum"which provides lessons on the urban forest. The different activities are designed to beginwith nature's cycles, lead to our role and impact on those cycles and finally conclude withactions we all can take to lessen our impact on those cycles.

Includes activities on composting, reducing, reusing, recycling and tree planting. Forinformation on how to receive curriculum, write to Tree People at the address above.

DEPARTMENT OF CONSERVATION Division of Recycling 1 6 1 159

THE UNITED NATIONS ENVIRONMENT PROGRAMMENorth American OfficeRoom DC2-0803/866United Nations PlazaNew York, NY 10017

The "Save the Earth Personal Action Guide For The United Nations EnvironmentProgramme" is an 18-page booklet of information on what each individual can do in theirhome and community to ease the impact on the environment. The booklet is officiallysanctioned by the United Nations Environment Programme and is sold to benefit Friendsof the United Nations, a nonprofit organization whose sole mission is to bring informationfrom the United Nations to the public. Cost of the booklet is $2 plus $1 for postage andhandling. Bulk rates are available. Purchases should be addressed to the publisher:

David Bean Associates37101 Hiway OneMontere7 CA 93940

WILDLIFE WAYSTATION14831 Little Tujunga Canyon RoadAngeles National Forest, CA 91342-5999(818) 899-5201

Wildlife Waystation is a nonprofit facility which rescues, shelters and rehabilitates wildand exotic animals. More than 750 wild animals are 'in residence" at this southernCalifornia facility at any one time, including lions, tigers, leopards, bears, primates,reptiles and a variety of California native wildlife. The primary educational goals ofWildlife Waystation are to teach an appreciation of wild animals through up -doseobservation, provide general information on environmental concerns such as habitatdestruction and to discourage people from owning wild animals as pets. The facility isopen for tours the first and third Sundays of every month, weather permitting. Grouptours and school presentations are also available by special arrangement. A smalldonation is requested for tours and presentations. A 50-minute videotape about thefacility is also available for classroom use ($25). Wildlife Waystation is located just northof the San Fernando Valley of Los Angeles.

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Glossary of Termsdu Common Usages

222

GLOSSARY OF TERMS ANPCOMMON USAGES

Aluminum -

Bauxite Ore -

Bimetal -

Biodegradable -

Bottom Ash -

CFCs -

Close the Loop -

Commingle -

Composting -

Conservation -

Contaminants -

a stroni,, light, silver-coloredmetal made chiefly from bauxiteore. (3,

mineral from which aluminum ismade. (2)

made from two types ofmetals. (2)

material that breaks down ordecomposes naturally. (1)

the ash that remains afterincineration. (2)

(chlorofluorocarbons)a group of manufacturedchemicals found in some plasticfoam cups, packaging, insulation,aerosol containers, and in coolingsystems of most air conditionersand refrigerators. CFCs are notbiodegradable; they destroy thethin layer of ozone at the outerlayer of our atmosphere andcontribute to the greenhouseeffect. (/)

purchasing recycled products orproducts made of recycledmaterials.

to mingle together; intermix; tocombine tike or similar recyclableitems.

process of combining organicmaterials that decay and make arich soil (humus). (2)

the wise use of our naturalresources.

materials that pollute and harmour environment. As the wordrelates to recycling - items in aload of recyclables that are not ofthe same material type as theload.

Corrugated Paper - paper or cardboard that iscorrugated (shaped or contractedinto parallel grooves and ridges)so as to be resilient, used forwrapping or packaging. (3)

Calla - ground or crushed glass. (2)

CurbsideRecycling - residents separate

predetermined recyclablematerials from the trash andplace them near the curb. There,the recyclable materials arepicked up by a recycling truck.

Decompose - to break down and rot away. (2)

Energy - the ability to produce heat ormotion. We use energy to light,heat and cool our homes, and torun our cars and machines. (1)

Environment -

Environmentalist -

Ferrous Metal -

Glass -

all of the conditions,circumstances and influences,surrounding and affecting thedevelopment of an organism orgroup of organisms. (4)

a person working to solveenvironmental problems, such asair and water pollution, theexhaustion of natural resourcesand uncontrolled populationgrowth. (4)

iron-based metal. (2)

a transparent inorganic materialproduced by combining silicasand with burnt lime or limestoneand soda ash. (3)

Glasphalt - similar to asphalt, but usesground glass instead of gravel.(2)

Green - the word and the color green arebecoming symbolic forecology and awareness of theenvironment. (1)


2?3

Hazardous 'Waste-

Humus -

Incineration -

Inorganic -

(toxic waste) harmful materialsthrown away which are toxic,flammable, explosive and/orcaustic. (1)

decayed organic materials (grass,leaves, etc.); rich soil. (2)

process of burning waste. (2)

things not made from livingsubstances. (2)

Integrated WasteManagement - an approach to waste

management that incorporatesreducing, reusing, recycling,composting, transformingand disposing of waste in anenvironmentally safe manner thatprotects public health andsafety. (6)

Landfill -

leachate -

Litter -

Methane -

a place where garbage,rubbish, etc., is disposed of byburying it under a shallow layerof soil. (4)

liquid that has percolatedthrough solid waste and/or beengenerated by solid wastedecomposition and has extracted,dissolved or suspended materialsin it. This liquid .naycontaminate ground or surfacewater. (3)

small quantities of trash orgarbage that are discarded,dropped or scattered withoutconcern for their proper disposal.Litter includes material that fallsout of containers, receptacles,vehicles and packages, and canrange from paper, meal cans,and bottles to auto p9 es andconstruction material.. (3)

gas formed from decomposingwaste. (2)

MunicipalSolid Waste - nonhazardous, nonagricultural

solid waste generated byresidences, businesses andinstitutions. (3)

Natural Resources - those things in ourenvironment which are natural;i.e., plants, water and minerals.(2)

Non ferrousMetals -

No nrecyclable -

metals that contain no iron, suchas aluminum, copper and brass.(3)

inability to turn used productsinto new products byreprocessing or remanufacturing.(3)

PCBs - (polychlorinated biphenyls) -PCBs are a group of toxicchemicals that were used formany industrial productsincluding electrical transformersand fluorescent lights. PCBs arevery poisonous, they are hard todispose of because they are noteasily biodegradable and mayremain in our environment forhundreds of years. (1)

Petrochemical - chemical made from petroleum;used in making plastic. (2)

Plastic - any of a large class of complexorganic compounds formed bypolymerization; capable of beingmolded or cast into variousshapes and films. ( For differenttypes of plastics and their recyclingcodes, refer to page 201 in this guide.)

Pollution - the contaminating of our land,water or air with harmfulmaterials. (2)

Precious Minerals - rare and valuable minerals suchas bauxite ore and coal.

RecoverableResources - materials that after serving a

specific purpose still haveuseful chemical or physicalproperties and can be reused orrecycled for the same or anotherpurpose. (3)

Recycle - to turn something old intosomething new, (i.e., recycledold cans processed into newcans).


Recycling Center - a site where used manufacturedmaterials are collected and resoldfor reprocessing. Types ofcenters include dropoff anddonation; buyback,community service andprocessing. For general andtechnical information, call1-800-RECYCLE (in CA only).

RecyclingCoordinator - the city or county official

responsible for coordinatingwaste reduction and recyclingprograms in the city or county.

RecyclingOperator person responsible for running a

recycling program/center.

Reduce - lessen the amount of wastegenerated.

Refuse - anything thrown away or rejectedas worthless or useless; waste;garbage; trash; rubbish. (4)

Resin - natural, organic substance usedin varnish, ink, plastics. (3)

Resource - something that is found in natureand is useful. A renewableresource is a resource that can bereplaced. Farmland, fish andforests can be renewed if usedwisely. A nonrenewableresource is one that cannot bereplaced. Underground mineralsincluding metals and fossil fuelsare nonrenewable resources. (i)

ResourceRecovery - a process that extracts value from

the wastestream in the form ofmaterials, energy or fuel.Involves use of high technologyto burn mixed solid waste toproduce energy and, in somecases, industrial fuel. Resourcerecovery may involve mechanicalseparation of recyclables beforeor after burning. (3)

Reuse - using products over again, eitherfor the same purpose or foranother use. (2)

Slurry -

Solar Energy -

a thick watery mixture; usuallythe pulpy substance produced forpaper making. (2)

the sun's energy. As our planetrevolves around the sun, thesun's rays warm it and provideenergy necessary to sustain life.Scientists are working on solarcollectors that will capture thesun's energy so that we can use itto power our cars, run ourfactories, and heat and cool ourhomes. Solar energy isre lewable and does not produceharmful wastes, which is why it iscalled clean energy.

Solid Waste - garbage, trash, refuse, rubbish;our throwaway materials. (2)

Solid WasteManagement -

SourceReduction -

management of the safe andsanitary reuse or disposal ofmaterial that has been processedat least once. (3)

reducing the generation of wasteat the source (through propermanagement and planning).

Waste - leftover, superfluous refuse; nolonger of use. (3)

Waste Disposal -

Waste-to-Energy -

Waste Hauler -

Watershed -

DEPARTMENT OF CONSERVATION Division of Recycling 2 ?

controlled assimilation of wastematerials into the environmentwithout causing unacceptabledamage. (3)

process of burning waste toproduce energy/electricity. (2)

specially equipped companywhich picks up solid waste fordisposal. (2)

the area drained by a network ofcreeks, streams, lakes and rivers.Watersheds provide drinkingwater for cities. Somewatersheds have been pollutedby garbage and sewage. (1)

199

WindpowerEnergy - windmills capture the energy of

the wind. When windmills turn,they can make electricity. Thiselectricity can be used directly orstored in batteries and can beused later, even when the winddies down. Some people usewindmills to generate energy intheir homes. Windpower energyis clean, renewable energy. (1)

Woodpulp - wood fiber separated bymechanical or chemical means;used in making paper and otherproducts. (3)

WORKS CITED

(1) Dehr, R. & Bazar, R.M. (October 1990).Good Planets Are Hard to Find (Earth BeatPress: P. 0. Box 33852, Station D, Vancouver,BC., Canada V6J4L6. (604) 736- 6931).

(2) Garbage Vocabulary. (1988). Refuse IndustryProduction, Inc: P. 0. Box 1011 Grass Valley,CA 95945. (916) 272-7289.

(3) San Diego County Office of Education,Department of Public Works. RAYS-Recycle andYou Save. (Curriculum for K-6).(County of SanDiego, Department of Public Works, San DiegoCounty of Education, I Love A Clean San DiegoCounty, Inc. San Diego, CA).

(4) Guralnilc, B. D., & Neufeldt, V. (1988).Webster's New World Dictionary. New York:Prentice Hall.

(5) University of California, County of Lake. 4 - HLeadership Development. University ofCalifornia, County of Lake, 883 Lakeport Blvd.,Lakeport, CA 95453. (202) 263-2281.

(6) California Integrated Waste Management Board.8800 Cal Center Drive, Sacramento, CA 95826.


DIFFERENT TYPES OF PLASTICSAND THEIR RECYCLING CODES

PETE

C43HOPE

C343V

Polyethylene Terephthalate; plastic often used for soda popbottles, sometimes used for cooking-oil bottles and peanutbutter jars.

High Density Polyethylene; plastic used in milk, water andjuice bottles, bleach and detergent bottles, margarine tubsand some grocery sacks.

Polyvinyl Chloride; plastic used for window cleaners, somecooking-oil containers and some detergent powders. (PVChas properties of good clarity and chemical resistance whichis important for holding household detergents and other harshmaterials).

ca43 Low Density Polyethylene; plastic used in food packaging,shrink wrap, carry-out bags and heavy-duty bags.

LOPE

C.5+1Polypropylene; plastic found in butter and margarine tubs,yogurt containers, screw-on caps and drinking straws.

PP

1.6.43 Polystyrene (often incorrectly referred to as Styrofoam, a DowChemical brand trademark); versatile resin with a wide range

PS of physical properties. May be clear, hard or in foam form.Plastic found in cutlery and plates, foam coffee cups, eggcartons, meat trays and yogurt cups.

Other plastics; includes containers made of more thanone resin type, squeezable syrup and condiment bottles andsome microwave food trays.

CL43

OTHER

Definitions adapted fiom National Polystyrene Recycling Company, How-to-RecyclePolystyrene, 25 Tri-State International, Lincolnshire, IL 60069. (708) 945-2139.


Glosario de Terminosy Usos Cornunes

GLOSAR.10 PE. TERMINOS Y USOSCOMUNES

Aluminum - Aluminiounmetal color plateado, ligero yfuerte hecho principalmente demineral de bauxita. (3)

Bauxite Ore -

Bimetal -

Biodegradable -

Bottom Ash -

CFCs -

Close the Loop -

Mineral de Bauxitamineral del cual se hacc elaluminio. (2)

Bimetalicohecho de dos clases de metales.(2)

Biodegradablematerial que se desbarata odescompone naturalmente. (I)

Ceniza InferiorIa ceniza que permanecedespues de la incineration. (2)

(chlorofluorocarbons) -Clorofluorocarbonosun grupo de elementos quimicosfabricados que se encuentran enalgunos vasos de espuma(unicel), empaque, aisladores,envases de aerosol, y en sistemasde enfriamiento de Ia mayoria delos sistemas de aireacondicionado y refrigeradores.Los CFC no son biodegradables;t..stos destruyen la delgada capade ozono en Ia capa exterior dcnucstra aunasfera y contribuyena la retention de calor de la luzdel sol en Ia superficie de latierra. (1)

Completar el Circulola compra de productosreciclados o productos hechos demateriales reciclados.

Commingle - Me-zcthrseunirse conjuntamente;entremezclarse; no separar en losmateriales reciclables mezclados.

Composting - Mezclar (production de terra organica)el proceso de combinarmateriales organicos que sedescomponen y producen unatierra feral (humus). (2)

Conservation - Conservationel use apropiado de nuestrosrecursos naturales.

Contaminants - Contaminantesmateriales que contaminan ydarian nuestro medio ambiente.Cuando la palabra se relaciona alreciclaje: articulos en una cargade materiales reciclables que noson de la misma clase delmaterial de la carga.

Corrugated Paper- Papel corrugado (Acanalado)papel o carton corrugado(formado o contraido en surcos yondas paralelas) como para serflexible, que se utiliza paraenvolver o empaquetar. (3)

Calle -

CurbsideRecycling -

Vidrio de Desechovidrio pulverizado o trituradopara reciclar. (2)

Reciclaje a la Orilla de la Callelos residentes separan de labasura los materiales reciclablespredeterminados, y los colocancerca de la orilla de la calle. Alli,el camion de reciclaje recoge losmateriales reciclables.

Decompose - Descomponersedesintegrarse y pudrirse. (2)

Energy - Energiala habilidad de producir calor omovimiento. Utilizamos laenergia para alumbrar, calentar, yenfriar nuestros hogares, y parahacer funcionar nuestrosautomoviles y aparatos. (1)


)

Environment - Medio Ambienutodas las condiciones,circunstancias, e influencias querodean y afectan el desarrollo deun organismo o grupo deorgartismos. (4)

Environmentalist - Ant bientalistauna persona que trabaja pararesolver los problemasambientales, coma lacontaminacion del aire y delagua, el agot;-miento de losrecursos naturales, y elcrecimiento incontrolable de lapoblacion. (4)

Ferrous Metal - Metal Ferrosometal con base de hierro. (2)

Garbage - Basura"desperdicios" o desechossOlidos; cosas que se tiran a pesarde que se pueden volver a usar ode ser reciclables.

Glass - Vidrioun material inorganic°transparente producido alcombinar silice arenosa con calquemada o piedra caliza y cenizade soda. (3)

Glasphalt - asfidto de vidriosemejante al asfalto, pero utilizavidrio pulverizado en lugar degrava. (2)

Green -

I lazardo us Waste

I I umus -

Verdela palabra y el color verde sonsimbOlicos para la ecologia y elconocimiento del mcdioambiente. (1)

(toxic waste) -Desecbos Peligrosos (desechos toxicos)materiales darlinos quc se tiran,que son toxicos, inflamables,explosivos, causticos. (1)

Humusmateriales organicos endescomposicion (pasto, hojas,etc.); tierra fertil. (2)

Incineration - Incinerationel proceso de quemar desechos.(2)

Inorganic - Inorganicocosas que no estan hechas desubstancias vivientes. (2)

Integrated WasteManagement - Manejo Integrado de Desechos

un enfoque al manejo dedesechos que incorpora lareduction, reciclaje,transformacion, y disposiciOn dedesechos. (6)

Landfill - Basureroel lugar en donde la basura,desperdicios, etc. se desechanenterrandolos bajo una capa detierra poco profunda. (4)

Leachate - Lixiviacion (percolation)liquido que se ha filtrado a travesde los desechos solidos y quehan lido generados por ladescomposiciOn de desechossolidos y tiene materialesextraidos, disueltos, osuspendidos en el mismo. Esteliquido puede contaminar el aguasubterranea o superficial. (3)

Litter - Basura Esparcidacantidades pequefias de basuraque se han desechado, tirado odesparramado sin preocuparsepor disponer de ella de unamanera apropiada. La basuraesparcicia incluye material que secae de envases, recipientes,vehiculos, y paquetes y puedevariar desde papel, latas demetal, y botellas hastarefacciones de automaviles ymateriales de construcciOn. (3)

Methane - Metanogas que se forma de desperdiciosen descomposician. (2)

MunicipalSolid Waste - Desechos Solidos Municipales

dcsechos salidos, que no sonpeligrosos ni agricolas,generados por residencias,negocios c instituciones. (3)


Natural Resources - Recursos Naturalesaquellas cosas en nuestro medioambiente que son naturales; porejemplo, plantas, agua, yminerales. (2)

NonferrousMetals - Meta les que no son de Hierro

metales que no contienen hierro,como el aluminio, el cobre y elbronce. (3)

Nonrecyclable - No Recic tablesla incapacidad de convertirciertos productos usados enproductos nuevos volviendolos aprocesar o a fabricar. (3)

PCBs - (polychlorinated biphenyl) -PCB (bifenilos policlorinados)los PCB son un grupo deproductos quimicos taxicos quefueron usados en muchosproductos industriales,incluyendo transformadoreselectricos y lutes fluorescentes.Los PCB son muy venenosos yson clinches de desechar porqueno son facilmente biodegradables(no se descomponenfacilmente) y puedenpermanecer en nuestro medioambiente durance cientos deafios. (1)

Petrochemical - Petroqulmicosproductos quimicos hechos depetroleo; utilizados para haccrplastic°. (2)

Plastic - Pl4sticocualquier clase grande de mezclaorganica formada porpolimeracion; que se puedemoldear o formar en variasformas o capas. (Para diferentetipos de plasticos y sus cedigos,refierase a pagina 210 en estaguia.)

Pollution - Contaminationla contaminacion de nuestrosuelo y agua o aire conmateriales darlinos. (2)

Precious Minerals - Minerale_s Preciosasminerales raros y valiosos comomineral de bauxita y carbon.

RecoverableResources - Recursos Recuperables

materiales que, despues de servirun prop6sito especifico, auncontienen productos quimicosbeneficiosos o propiedadesfisicas y se pueden volver a usaro reciclar para el mismo u otroproposito. (3)

Recycle - Reciclarconvertir algo viejo en algonuevo.

Recycling Center - Centro de Reciclajeun lugar donde se recogen yrevenden materiales fabricadosusados para volverse a procesar.Estos centros incluyen lugares dedejar y donar, comprar, serviciocomunitario, y procesamiento.(Para definiciones tecnicas, flameal 1-800-RECYCLE (Californiasolamente).

RecyclingCoordinator -


RecyclingOperator -

Coordinador de Reciclajeel funcionario de la ciudad o elcondado responsable decoordinar la reduction dedesechos y programas dereciclaje en la ciudad o elcondado.

Operador de Reciclajela persona responsable deoperar un centro o programa dereciclaje.

Reduce - Reducirdisminuir la cantidad dedesechos generados.

Refuse - Desperdicioscualquier cosa que se tira odesecha por considerarse sinvalor o sin uso; desperdicios;basura; desechos. (4)

Resin - Resinasubstancias organicas, natura'esutilizadas en barniz, tinta,plasticos. (3)

0 -) 1k)

207

Resource - Recursoalgo que se encuentra en lanaturaleza y es titil. Un recursorenovable es un recurso que sepuede reemplazar. El terrenoapto para el cultivo, los peces ylos bosques se pueden renovar sise utilizan debidamente. Unrecurso que no es renovable esuno que no se puede reemplazar.Los minerales subterraneosinduyendo metales ycombustibles fosiles no sonrecursos renovables. (1)

ResourceRecovery - Recuperation de Recursos

un proceso que extrae valor de Iacorriente de desechos en laforma de materiales, energia, ocombustible. Involucra el uso dealta tecnologia para quemardesechos saidos mixtos paraproducir energia y, en algunoscasos, combustible industrial. Larecuperation de recursos puedeinvolucrar la separationmecanica de cosas reciclablesantes o despues de quemarlos.(3)

Reuse - Volver a Usarel utilizar productos de nuevo, yasea para el mismo propOsito 0para otro uso. (2)

Slurry - Pasta Aguadauna mezcla liquida espesa;normalmente la substanciapulposa hecha para hacer papel.(2)

Solar Energy - Energia Solarla energia del sol. Al girarnucstro plancta alrededor del sol,los rayos solares lo calientan yproporcionan la energianecesaria para mantener Ia vida.Los cientificos estan trabajandoen receptores solares quecapturarin la energia solar, paraque podamos utilizarla paraimpulsar nuestros autos, operarnuestras fabricas, y calentar oenfriar nuestros hogares. Laenergia solar cs renovable y noproduce desechos darlinos, porlo que se lc llama energia limpia.

Solid Waste - Desechos Solidosbasura, desechos, desperdicios;los materiales que tiramos.

Solid WasteManagement -

SourceReduction -

Waste -

Waste Disposal -

Waste-to-Energy -

Waste Hauler -

Watershed -

Manejo de los Desechos Solidosel manejo seguro y sanitario delnuevo uso o la disposition dematerial que se ha procesado porlo menos una vez.(3)

Reduction de Recursosla disminucion de la generationde desechos en su origen (pormedio del manejo y planificacionapropiados).

Desechosdesperdicios superfluos,restantes; que ya no tienen uso.(3)

Disposition de Desechosla asimilaciam de materiales dedesechos en el medio ambientesin ocasionar dailos inaceptabies.(3)

De Desecho a Energiael proccso de quemar desechospara producir energia/electricidad. (2)

Acarreador de Desechosuna comparlia especialmenteequipada que recoge desechossolidos para disponer de estos.(2)

Cuencael area desaguada por una red dearroyos, corrientes, lagos, y rios.Las cuencas proporcionan aguapotable para las ciudades.Algunas cuencas han sidocontaminadas por basura y aguasnegras. (1)

9


WindpowerEnergy - Energla por Kent°

los rnolinos de viento capturan laenergia del viento. Cuando losmolinos de viento giran, puedenproducir electricidad. Estaelectricidad se puede utilizardirectamente o almacenarse enbaterias y se puede utilizardespues, aun cuando el vientopare. Algunas personas utilizanmolinos de viento para generarenergia en sus hogares. Laenergia del viento es energialimpia y renovable. (1)

Woodpulp - Pulpa de MaderaLibra de madera separada pormedios mecanicos o quimicos,utilizada para tracer papel y otrosproductos. (3)

OBRAS CITADAS

(1) Earth Beat Press. (octubre de 1990). GoodPlanets Are Hard to Find (Distribuido por EarthBeat Press, P.O. Box 33852, Station D,Vancouver, BC., Canada V6J4L6.(604) 736-6931).

(2) Refuse Industry Production, Inc. (1988).Garbage Vocabulary. Distribuido por RefuseIndustry Production, Inc., P.O. Box 1011, GrassValley, CA 95945. (916) 272-7289.

(3) Dcpartamento de Obras Pirblicas, Oficina deEducaciOn del Condado de San Diego. (n. d.).San Diego County. RaysRecycle and You Save.(Distribuido por San Diego Department ofPublic Works, San Diego County of Education,Me encanta un San Diego Limpio, Inc.) (I LoveA Clean San Diego County, Inc.).

(4) Guralnilc, B. D., & Neufeldt, V. (Eds.). (1988).Webster's New World Dictionary. New York;Prentice Hall.

(5) Univcrsidad de California, Condado de Lake.(n. d.). 4 - H. Leadership Development.Distribuido por la University of California,County of Lake, 883 Lakeport Blvd., Lakeport,CA 95453. (202) 263-2281.

(6) California Integrated Waste Management Board.8800 Cal Center Drive, Sacramento, CA 95826.

ri 3DEPARTMENT OF CONSERVATION Division of RecycEng 209

DIFERENTES CLAS.ES PE PLASTICOSSUS CLAVES DE RECICLA)E

c243 Polietileno Tereptaldtico; plastic° utilizado frecuentemente parabotellas de bebidas gaseosas, algunas veces utilizado para

PETE botellas de aceite para cocinar y envases para mantequilla decacahuate.

aellvL243HDPE

Polietileno de Alta Densidad; plastic° utilizado en botellas paraleche, agua, y jugos, botellas para blanqueadores de cloro ydetergentes, envases para margarina y algunas bolsas paracomestibles.

/NICloruro plastic° utilizado en evases paralimpiadores de ventanas, algunos aceites para cocinar, yalgunos detergentes en polvo. (El PVC tiene caracteristicas debuena claridad y resistencia quimica lo cual es importantepara contener detergentes y otros materiales asperosdomesticos).

C.443LDPE

phC.-543

PP

c24.. -

PS

ph

OTHER

Polietileno de Baja Densidad; plastic° utilizado para elempaque de comida, envoltura que se contrae, bolsas parallevar, y bolsas gruesas y resistentes.

Polipropileno; plastic° que se encuentra en los envases demantequilla y margarina; envases de yogur, tapaderas que seenroscan, y popotes (pajitas o carrizos) para beber.

Polistereno (frecuente e incorrectamente llamado en ingles"Styrofoam" y en espariol "unicel", una marca de DowChemical); resina versatil con una extensa gama depropiedades fisicas Puede ser claro, duro, o en forma deespuma. El plastic, que se encuentra en cubiertos y platos,vasos de espuma para café, cajas para huevos, charolas paracarnes, y vasos para yogur.

Otrosphisticos; incluyen los envases hechos de mas de unaclase de resina, botellas que se exprimen para miel y aderezos(condimentos), y algunas charolas (bandejas) para comida parahorno de microondas.

Definiciones adaptadas de la publicaci6n to Recycle Polystyrene de la Compafita de Reciclaje de Polistereno(National Polystyrene Recycling Company), 25 Tri -State International, Lincolnshire, IL 60069. (708) 945-2139.

210 DEPARTMENT OF CONSERVATION Division of Recycling94 84863 DOR 1/94 3

2`Jri