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http://dnr.wi.gov
Wisconsin Department
of Natural Resources
PO Box 7921
Madison, WI 53707

PUB-WA-1526 2011

[email protected]

The Wisconsin Department of Natural Resources provides equal

opportunity in its employment, programs, services and functions under
an Affirmative Action Plan. If you have any questions, please write to
Equal Opportunity Office, Department of Interior, Washington, D.C. 20240.

This publication is available in alternative formats (large print, Braille,

audiotape etc.) upon request. Please call (608) 266-2111 for more information.
 Table of Contents

Introduction........................................... 2–8 Plastics Everywhere!

educators' guide............................ 36–37
Trash Talk: glossary of terms........... 9–10 student pages................................ 38–41

It's Your Trash! Out of Sight, Out of Mind

educators' guide............................ 11–12
Part 1: It All Adds Up
Follow That Plastic Bottle educators' guide..................................42
educators' guide..................................13
Part 2: Class Trash.
student worksheet...............................14
educators' guide..................................43
Race to Recycle student pages................................ 44–45
educators' guide............................ 15–16
Understanding Waste
picture cards.................................. 17–20
educators' guide............................ 46–47
Making a Model Landfill
educators' guide.............................21-23 Classroom Compost
educators' guide............................ 48–50
Small Bag Bust
educators' guide..................................24 Packaging: Is It a Waste?
educators' guide..................................51
Follow the Flow: Recycling Maze
student worksheet...............................25 Part 1: Rate That Package!
educators' guide..................................52
Trash It or Recycle It? student page.......................................53
student worksheet...............................26
Part 2: Grocery Store Scavenger Hunt
Where Do Things Come From? educators' guide..................................54
student worksheet...............................27 student page.......................................55

Part 3: Pick Your Potato

Reduce, Reuse, Recycle educators' guide..................................56
educators' guide..................................28
student page.......................................57

Life Cycle of Electronics Part 4: What's At My House?

Part 1: What is E-waste? educators' guide..................................58
educators' guide..................................29 student page.......................................59
student pages................................ 30–33
What Can I Do? (student page)................60
Part 2: Where Does It All End Up?
educators' guide..................................34 Resources........................................... 61–62
student page.......................................35
 Introduction
EDUCATORS' GUIDE

TO EDUCATORS:
Waste, and how we choose to handle it, affects the world’s lessons to learn what they already know and what they
environment—everything that surrounds us—including think about it. Where are their trash and recyclables
the air, water, land, plants and man-made things. Waste taken? Have they ever visited a landfill? What did people
management is so important because we need to live in do before there were plastic bags, aluminum cans or
a healthy environment. The waste we create has to be trash removal services? Do people in other countries
carefully controlled to ensure that it does not harm the make as much trash or recycle as much as Americans
environment and our health. do? By finding out your students’ thoughts and opinions,
you can help them connect new concepts with what they
This study guide is designed to help you and your already know.
students begin thinking about recycling—why it’s
important and how resources can be conserved and We encourage you to adapt the activities to meet your
protected. It is intended to help you and your students students’ needs. You are welcome to reproduce any
understand what solid waste is, where it comes from, why part of this guide for distribution to students and other
it’s a problem and what can be done about it. This guide educators.
includes an overview of solid waste and recycling, a
glossary of terms, suggested activities, and a list of related Note:
Wisconsin Model Academic Standards (WMASs) for • Words that appear in bold and italics are
Science, Environmental Education, Social Studies, Math, defined in the Glossary of Terms.
Family and Consumer Education and Health. There is
• Sections marked with an ❋ are based on
also a resource section with a list of books, environmental
materials from the A-Way With Waste curriculum
education curriculum materials, composting publications
guide, a program of the Washington State
and recycling organizations and resources.
Department of Ecology, or from materials of the
Consider talking with your students about solid waste, California Integrated Waste Management Board.
recycling and waste reduction before beginning your

The recycling activities in this guide are written for Kindergarten to 8th grade students;
however, many of the activities are suitable for older or younger students.

At the beginning of each activity you will find a list of relevant Department of Public
Instruction (DPI) Wisconsin Model Academic Standards. The following letters are
used to identify the appropriate subject(s): SC=Science, EE=Environmental Education,
SS=Social Studies, M=Math, FCE=Family and Consumer Education and H=Health.

2
People in Wisconsin throw out everything from Where does it all go?
toothbrushes to, food scraps, plastic bags to About 60 percent of Wisconsin’s trash
broken toys. If you add up all the waste from or municipal solid waste ends up in
the state’s 41 or so licensed municipal
your house, the store you shop at and the
landfills. A landfill is a place where trash
restaurant where you eat, it would amount is dumped, compacted and covered with
dirt. Covering the trash controls blowing
to 4.7 pounds per person each day. Multiply
paper, odors, insects and rodents and
that by 365 days per year, then by 5.4 million keeps water out of the landfill. All of
the licensed landfills in Wisconsin are
Wisconsin citizens, and your results would
sanitary landfills—designed, built and
show that operated according to state-of-the-art
standards to prevent pollution problems.
wisconsin generates more than Approximately 40 percent of the rest
4.6 million tons of our trash gets recycled, composted
or combusted with energy recovered.
of trash each year . It’s taken from your house or a drop-off
site to one of the 150 or so material
This is called municipal solid waste, the recovery facilities throughout the state.
Here cardboard, newspaper, magazines,
residential and commercial waste we personally office paper, bottles and cans are
produce every day. This much trash is enough sorted and sold to manufacturers who
make new products out of them. Tires,
to pile a typical city street 3 feet deep, curb to vehicle batteries, motor oil and major
curb, for 500 miles—more than the distance appliances are also recycled, and
about half the yard waste is managed
from Superior to Chicago! Or, if compressed, “at home” by people who leave grass
the way it is in landfills, that much waste would clippings on their lawn and compost
leaves and herbaceous plants.
bury a 200-acre farm under 28 feet of trash
Unfortunately, some waste is still
each year. Another category of waste is called
dumped along roadsides, in public
non-municipal waste or industrial waste. This parks, or in other non-approved
is the waste industries, power plants and paper locations. Except for household wastes
discarded on the homeowner’s property,
mills generate as they produce the products it is illegal to discard or burn garbage,
we use. It represents about 9.31 pounds per trash, industrial waste, farm chemicals
and other waste in places that aren’t
person per day. The good news is… we recycle approved by the state.
49 percent of the industrial waste we generate.

3
 What’s the Problem?
The open burning of
garbage and recyclables Over the last three decades, public awareness of
is prohibited in the environmental problems has increased; stricter federal
state of Wisconsin. regulations regarding the siting, construction, daily
Burn barrels and burn operation, closure and post-closure monitoring of
piles often emit acid landfills have been developed; and the amount of
vapors, cancer-causing municipal solid waste generated in the United States
tars, and “heavy has increased at a rate faster than our population
metals” such as lead, growth. This combination of factors has caused the
cadmium and chromium, as well as cost to operate a landfill to increase, the number of
unhealthy levels of carbon monoxide. landfills to decrease and a subsequent shortage in
These toxins are spread to us when landfill capacity in many parts of the country.
they fall on crops we consume and The public believes that we are running out of space
also directly through the air we for landfills. Technically, we have many sites to locate
breathe. modern, sanitary landfills that will meet state and
Discarding waste in unsafe ways and federal requirements. These new sanitary landfills
in non-approved places can endanger are designed to be clean and to contain and collect
the environment upon which we leachate and methane gas that result from the
depend. Thus, each of us becomes decomposition of organic materials or the gradual
responsible for what we throw away breakdown of inorganic materials. However, the
and the impact this waste may have, economics of landfill operation and the politics of
on our environment and ourselves. landfill siting make it difficult to get new landfills
built—as no one wants a landfill near them, and
FOR MORE INFORMATION everyone hates to pay more for trash disposal.
on open burning, please visit the The amount of natural resources we throw away is
WI DNR website: http://dnr.wi.gov/ another part of the solid waste problem that is not so
environmentprotect/ob/ apparent. Wisconsin’s trash contains enough energy
to heat over 350,000 homes a year, and even though
not in my backyard!
we’re recycling tons of metals, glass, plastic and paper,
we are still throwing away a lot of valuable natural
Finding places to put landfills is not easy. Few people
resources. Not only do we need to recycle more,
are eager to live near a landfill, an attitude sometimes
called the NIMBY phenomenon—“Not In My Back Yard!”
we need to move beyond recycling and do more to
reduce waste before it is produced.
Many people believe that the construction and
operation of a landfill results in traffic, noise, dust, litter,
aesthetic loss, declining property values, groundwater
contamination and other hazardous waste pollution.
While these fears may have been justified in the past,
modern landfill design, construction and management
are now able to minimize most of these problems.
Unfortunately, the NIMBY phenomenon also applies
to the siting of recycling centers and municipal
composting facilities.
Wisconsin’s trash
contains enough energy

4
 WISCONSIN’S RECYCLING SUCCESSES
Wisconsin’s nationally recognized recycling program was signed into law on Earth Day
April 22, 1990 and fully put into action by 1995. Wisconsin was the first state to have
statewide bans on landfilling large appliances, used motor oil, vehicle batteries,
yard waste, steel containers, aluminum cans, corrugated paper, glass containers,
magazines, newspapers, office paper, and plastic containers. Over 90 percent of
households in Wisconsin recycle, which helps divert 1.6 million tons of materials from
landfills each year. Not only is recycling the right thing to do, it adds to the 5.4 billion
dollar environmental industry in Wisconsin and supports thousands of jobs.

What should be
recycled in Wisconsin?
• Aluminum, glass, steel (tin) and • Major appliances including air
bi-metal containers conditioners, clothes washers and
dryers, dishwashers, refrigerators,
• Plastic containers #1 and #2,
freezers, stoves, ovens,
including milk jugs and detergent,
dehumidifiers, furnaces, boilers
soda and water bottles*
and water heaters
• Magazines, catalogs and other
• Yard waste, including grass
materials printed on similar paper
clippings, leaves, yard and
• Newspaper and office paper garden debris

• Corrugated cardboard • Lead acid vehicle batteries, auto–

motive waste oils and waste tires
• Computers, televisions, desktop
printers, computer peripherals, • Oil absorbents over one gallon
DVD players, VCRs, digital video and used oil filters
recorders, fax machines and
phones with video displays *Currently a DNR variance allows plastic
containers #3 through #7 to be landfilled or
incinerated. If at some future time, the DNR
determines that adequate markets for these
plastics exist, they will be banned from disposal.

to heat over 350,000 homes a year

5
 Who has to recycle?
Wisconsin’s recycling requirements apply to
everyone in the state, and at all locations. This
includes schools, public places, businesses,
special events, homes and apartments.

EVERY YEAR IN WISCONSIN

1 MILLION DOLLARS
OF RECYCLABLE OR REUSABLE

MATERIALS IS THROWN AWAY.

THE BENEFITS Recycling saves natural resources, contributes to improved air and
water quality, and reduces the need for landfill expansion and construction by “saving”
landfill space. Recycling also benefits Wisconsin’s economy through the creation of new
industries, business opportunities and thousands of good paying jobs.

THE FUTURE Wisconsin has a strong, successful residential recycling program.

However, it is clear that more effort is needed to improve and increase recycling in
non-residential places. Areas for improvement include business recycling (offices, gas
stations, stores), construction and demolition waste, electronics, recycling when people
are traveling and at special events. As Americans progressively generate more waste,
traditional methods of waste diversion—recycling, reusing and composting—need to be
improved by alternative approaches to waste reduction.

6
 What else can we
do with waste?
Wisconsin already reuses, recycles, composts Compost organic wastes.
or recovers energy from almost 40 percent Gardeners know both the ease and the
(by weight) of its residential and commercial value of composting food and yard wastes
waste each year, and 49 percent of its to create rich humus that improves soil
industrial waste (that figure would increase fertility and texture. Some businesses
if you add the 1,167,300 tons of municipal also can compost their organic wastes.
waste water sewage sludge that is land For example, cheese whey, organic sludge
spread annually). This reduces the need for from paper mills and sewage treatment
landfill space, saves the cost of disposal and plants, and the remains from processing
reuses valuable natural resources. The overall fish can be composted. Food wastes from
goal of Wisconsin’s recycling law is to reduce grocery stores and restaurants are also able
the volume of discarded items. to be composted.

The following list includes options for Incineration of waste with energy
managing solid waste, and are listed in recovery. Each ton of solid waste has
order from most to least desirable: the energy equivalent of 70 gallons of
gasoline—that’s pretty valuable considering
Reduce the quantity of waste produced.
the rising costs of gasoline worldwide.
For example, some products and packaging
are designed to use less material, to be Landfill non-recoverable items. We may
recyclable or to contain fewer hazardous always need landfills, but Wisconsin is
chemicals. We can produce less waste working to decrease this need. Using the
through selective shopping. Also, we can techniques described above, Wisconsin
encourage reduction by expressing our aims to reduce the need for landfills.
views about products and packaging to
Incineration of waste without energy
retailers, industry and government.
recovery. Though this may be the lowest
Reuse. Food containers, old furniture, ranking option for disposal of waste, it is
clothes, tires, appliances and automobiles, sometimes the only option for safe disposal
or their parts, industrial shipping containers of medical and hazardous wastes.
(barrels, pallets, cardboard boxes) and many
None of these options is the sole solution to
more items can be reused.
our waste disposal problem. Each option has
Recycle. For instance, recycled newspaper side effects that must be considered when
can be made into newsprint, paper bags, we are selecting the best solution to each
house insulation, egg cartons, animal solid waste problem.
bedding or cardboard. Glass and aluminum
from beverage containers can be made into
new containers. Cooking oils and meat fats
can be made into chemicals and cosmetics,
coal ash into shingles, and concrete and
plastic bottles into artificial lumber, carpeting
and winter jackets.

7
 What can You can start by looking at what you throw away at
we do? home. Each person’s “drop in the bucket” adds up
to create the trash problem. If each drop becomes
What could you do smaller, the problem will be reduced.
to voice your opinion
about solid waste issues Everyone produces some waste, but you don’t have
in your community? to be a “super consumer.” One way to help the issue
Here are some ideas to consider: is to think about the goods, services and activities
• Buy long-lasting products rather you buy or support. In what ways do they contribute
than items that have a shorter life to the solid waste problem? How could you purchase
span and end up as waste sooner.
and dispose of items in other ways that would
• Buy goods in returnable and
generate less trash?
recyclable containers.

• Learn where you can take items to

be recycled and show your support
by recycling and buying items IN FACT
made with recycled content.
In 2004,
• Composting food wastes, two-thirds
leaves and grass clippings. of beverage
containers used
•Find other people in your town
were not recycled
who are interested in reducing
in the United States.
waste, promoting recycling,
Had they been, the
inventing new uses for old Source: Waste Management World,
energy saved could
materials and fighting litter. September-October 2005
have supplied power
Work together with these
for more than 2 million .
people to promote waste
homes for one year.
reduction and recycling.

• Take an active interest in how

your solid waste management
dollars are spent. Compare your Wisconsin’s solid waste management goal is
community’s hauling and disposal to find the best political, economic, social
costs with those of neighboring
towns. Investigate the quality of and personal ways to manage our waste while
your local landfill and the measures keeping the environment healthy. Each of us
being taken to make it as safe and
long-lasting as possible. contributes to the solid waste problem.

• Learn how nature recycles

materials. Is much wasted? (e.g., EACH OF US
mushrooms recycling soil nutrients)
CAN HELP SOLVE IT.
8
 Tr a s h Ta
(g lo s s a r
y
lk Garbage: spoiled or waste food that is thrown
of term away. Generally defined as wet food waste and
s)
excludes dry material (trash). The term is often used
interchangeably with the word “trash.”
Biodegradable: the property of a substance that Groundwater: water beneath the earth’s surface that
permits it to be broken down by microorganisms fills the spaces, and flows in between soil particles
into simple, stable compounds such as carbon and rock. Supplies wells and springs. Two out of every
dioxide and water. (see decompose) three Wisconsin citizens drink groundwater.
Bottle Bill: a law requiring deposits on beverage Hazardous materials: toxins that can cause special
containers like aluminum cans and plastic bottles problems for living organisms or the environment
which may discourage littering and landfilling. More because they are poisonous, explosive, burns or
accurately called a Beverage Container Deposit Law. dissolves flesh or metal, ignites easily with or without
a flame, or carries disease.
Composting: a waste management process that
creates an optimal environment for decomposition Humus: organic material consisting of decayed
by layering organic wastes like food scraps and grass vegetable matter that provides nutrients for plants
clippings so they will decay into a fertile humus. and increases the ability of the soil to retain water.
Conserve: to protect from loss or depletion. Hydrocarbons: an organic compound (such as
Conservation is the wise use of natural resources acetylene or butane) containing only carbon and
to minimize loss and waste. hydrogen and often occurring in plastics, petroleum,
natural gas, and coal.
Consumer: one who uses up or expends goods,
such as food, electronics, textiles, and other products. Industrial waste: the waste that industries
(e.g., power plants and paper mills) generate as
Decompose: to break down into component parts or
they produce the products we use.
basic elements; to rot. Decomposition is an organic
process necessary for the continuation of life since it Incinerator ash: the sometimes hazardous bi-product
makes essential nutrients available for use by plants from incinerators that burn waste. Incinerator ash can
and animals. contain levels of lead, cadmium, benzene and dioxin.
Disposable: usually made for one-time use, or limited Inorganic: being or composed of matter other than
usage before disposal. (e.g., disposable paper cups) plant or animal organisms.
Dump: an open, unsanitary disposal site used before Landfill: a site for the controlled burial of solid waste.
the existence of present day licensed and controlled
Leachate: liquid that has percolated through
burial sanitary landfills.
solid waste and/or been generated by solid waste
Durable: designed to last a very long time. decomposition, and contains extracted, dissolved
or suspended materials. May contaminate ground or
Energy recovery: the generation of energy by
surface water.
burning solid waste.
Litter: waste materials discarded in an inappropriate
E-waste: electronic items that are at the end of their
place. Littering is illegal in Wisconsin.
useful life.
Materials recovery facility: a facility designed to
Fossil fuels: an energy source such as coal, oil or
sort and transport recyclable materials such as paper,
natural gas, formed in the earth from plant or animal
aluminum, glass and plastic to facilities where they
remains, and are considered to be finite, or non-
will be reused.
renewable natural resources.

9
Methane gas: a colorless, odorless, flammable and Renewable resource: a natural resource derived
potentially dangerous, gaseous hydrocarbon (CH4) from an endless or cyclical source (e.g., sun, wind,
present in natural gas and formed by the decomposition water, fish, trees, cotton). With proper management
of organic matter. Can be used as a fuel. and wise use, the replacement of these resources
by natural or human-assisted systems can equal or
Municipal solid waste: all solid, semi-solid, liquid
exceed their consumption.
and gaseous wastes; including trash, garbage, yard
waste, ashes, commercial waste, and household Reuse: to extend the life of an item by using it again
discards such as appliances, furniture and equipment. in some way, such as, repairing it, modifying it or
creating new uses for it.
Natural resource: a valuable, naturally occurring
material such as soil, wood, air, water, oil or minerals. Reusable: see reuse

Non-renewable resource: a natural material that, Sanitary landfill: a specially engineered site for the
due to its scarcity, the great length of time required disposal of solid waste on land. These landfills are
for its formation, or its rapid depletion, is considered constructed in a way that reduces hazards to health
finite in amount (e.g., coal, copper, petroleum). and safety.

Non-municipal waste: see industrial waste Solid waste management: the controlling, handling
and disposal of all solid waste. One goal of solid
Open burning: the burning of any combustible
waste management is to reduce waste to a minimum.
material outdoors without any air pollution controls in
place. Burning in an unconfined area, a container or Source reduction: a reduction in the amount of ,
a pile are all considered to be open burning. Open and/or toxicity of a waste before it enters the waste
burning of recyclables is illegal in Wisconsin. stream; also called waste prevention.

Organic: derived from living organisms. Sustainable: a method of harvesting or using a

resource so that the resource is not depleted or
Pollution: harmful substances deposited in the
permanently damaged.
environment that can lead to a state of dirtiness,
impurity or unhealthiness. Toxins/toxic: a poisonous substance that is usually
very unstable, or harmful when introduced into
Recycle: the collection and reprocessing of
human, animal or plant tissue.
manufactured materials for remanufacture, either in
the same form or as part of a different product. Trash: material considered worthless, unnecessary
or offensive, that is usually thrown away. Trash is
Raw material: an unprocessed natural resource or
generally defined as dry material and excludes food
product used in manufacturing.
waste (garbage) and ashes. However, the term is
Recycled: to have been passed again through a series often used interchangeably with the word “garbage.”
of changes or treatments in order to regain material for
human use.

Reduce: to lessen in extent, amount, number or n

cle
other quantity. t e recy mpos
was ble co age t
s e- ra b
umu ate du ter gar se op
e a c h
c e lit it reu sou
l
edu e un e re
ial r onsibl ewabl ns san
s p re n x i
re to
ning mp
bur nic du
rga

10
 It’s Your Trash!

EDUCATORS’ GUIDE
Much of what ends up in our trash was once considered Learning Objective: To help students
become aware that everybody contributes
valuable, necessary or desirable by us because of what was
to the solid waste problem and that
wrapped in it. Once discarded, it loses its value and becomes we should work together to solve it.
part of a messy, dirty problem called “trash.” There are many To introduce the practices of reducing,
reusing, and recycling as a means to help
kinds of trash and many different ways to help alleviate our reduce the amount of waste we generate.
trash problem. Since we all generate trash, all of us need to do Subjects: Science, Environmental Science,
our part to help solve the problem. Family and Consumer Education.
Wisconsin Model Academic Standards:
SC C.4.2, C.4.5, EE A.4.1, A.4.2, E.4.2,
Procedure:
FCE A.2, D.2
1. On the day before this lesson is taught, ask your students to help their family Grades: 2-3
make supper that night. Have them save all the containers that any food
Materials: small magnet, four boxes or
came in and bring the containers to school. Send a note home with each
grocery bags labeled: Reduce, Reuse,
student to request adult assistance. Also, before you start this activity, Recycle, and Trash
find out what items can be recycled in your community.

2. At the start of class, have each child bring his/her empty food packages to
the front of the room and put them in a pile on the floor. Ask students
to explain what they had for supper and how the food was packaged.

3. Ask your class what they usually do with all of this • Are all of the cans the same? Using the magnet, give
packaging. They probably will say, “Throw it away.” several students the opportunity to sort the magnetic
metal (steel) from the aluminum.
4. Ask your students what they might call this pile of stuff. • Were these items trash when you first bought them?
Write a definition of trash on the blackboard. Trash: things • Why did you buy them?
we throw away because we don’t want them anymore. • What makes them trash now?
• What do you think about trash? What words can you use
5. Ask them what this pile of ‘stuff’ would be called if it was
to describe trash? Write their responses on the blackboard.
scattered all over the playground. Write a definition of litter
on the blackboard. Litter: trash that’s been thrown in an 7. Next, ask them:
inappropriate place, such as the floor or ground.
• Whose trash is this?
6. Have
 two or three volunteers sort the trash into several • What should we do with it? Put it in your desk?
piles of similar items. Ask your students these questions: Keep it in this room? Why not?
• Where should we put it?
•W
 hat are these things made of? (glass, paper, plastic,
• Whose job is it to take care of trash?
metal, etc.)
• Do we make too much trash?
SH
E
SE

CL
CE

EU

A
Y
U

TR
EC
R
ED

R
R

11
8. For older students, write “Throw Away” on the blackboard. packaging, buy food in containers that can be recycled or
Ask: Where is “away?” What happens to trash? reused, etc.) Put items that could have been reduced in the
‘Reduce’ container.
9. Place four boxes or shopping bags labeled: Reduce, Reuse,
Recycle and Trash, next to the pile of trash. 11. Put what is left in the ‘Trash’ container. Ask the class:
• Discuss with your class what each of these terms means. • What can you do to reduce, reuse, and recycle at home?
• Ask students to help you sort out items that can be • Is it better for the environment to reduce, reuse, and
recycled and reused. recycle? Why?
• Discuss how each can be recycled and reused as you place
12.Finish the activity by properly placing the recyclables and
it in the appropriate container.
the “trash” to their appropriate containers.
10.Next, ask them how the amount of trash that’s left could be
reduced. (e.g., buy food in bulk so there won’t be as much

SINCE WE ALL GENERATE TRASH, WE ALL NEED TO DO OUR PART

GOING BEYOND
1. Copy and give your students the “Recycling Maze” worksheet found in this guide. Ask them to follow the
path from their house to the recycling center, collecting all the recyclable items along the way.

2. Encourage your students to recycle at home. Find out what is recyclable in your community and how to
sort and prepare those items for recycling. Contact your local municipality for more information.

3. C
 opy and give your students the “Trash It or Recycle It?” worksheet. Ask them to draw a line from each
item to the proper container it should be placed in.

4. Set up a “Reuse Box” in the classroom for paper that has been used on only one side and encourage
students to use it.

5. C
 ollect aluminum cans, plastic soda, milk and detergent bottles, and other items that can be recycled
in your community. Take them to a recycling center and use the money to support your school recycling
project or to take an environmental field trip.

6. A
 sk the custodian not to empty the waste basket for several days (do not put food waste in basket).
What are your students’ reactions? Discuss these with the class.

family Letter
Dear Family,

Tomorrow we will be learning about recycling in class, and we need some examples of
food packaging. Please ask your child to help you make supper tonight and save all of the
packaging or containers that your food came in. Assist him/her with opening, emptying,
rinsing, and drying the containers, and please send them to school with him/her tomorrow.

Thank you for your assistance.

Sincerely,

12
 Follow that
Plastic Bottle

EDUCATORS’ GUIDE
Many of the things we use in our daily lives are made from Learning Objective: To introduce
the concept of recycling and reuse.
resources that can be recycled or reused—saving energy
Subjects: Environmental Education,
and allowing us to use these resources over and over again..
Family and Consumer Education
For example, beverage containers are made from a variety of
Wisconsin Model Academic Standards:
resources and the process of making them uses a great deal EE A.4.1, B.4.3, B.4.9, C.4.1 FCE A.2
of energy. Recycling saves these materials and requires less Grades: K-3
energy. Plastic bottles, for instance, can be melted down and Materials:
made into new things like more plastic bottles, fiber filling for • Clay—enough for each student to make
two or three ‘bottles’
jackets, or used to make plastic lumber products.
• Examples of bottles (glass & plastic) and
cans that can be recycled
Procedure: • Fiber filling from an old jacket

1. Show your students the pile of clay. Ask them to pretend this
is all of the clay there is in the world. Once they use it up,
there will be no more. Tell them they will make bottles with WHY IS RECYCLING
the clay and will pretend to drink water from the bottles. ASK IMPORTANT?
Then the bottles will be thrown away.
IT CONSERVES OUR
2. Give each student a small piece of clay and ask him/her to NATURAL RESOURCES ANSWER
make a bottle and to pretend to drink from it.

3. Collect their bottles and pretend to throw them away. 6. Discuss the term recycle, which means, using the same
Ask them if they want more pretend water. Repeat this materials to make new products.
procedure until all of the clay is gone.
7. Tell your students they are going to recycle their bottles.
4. Ask your students: Collect the bottles and mix them all together again.
• Where did all of the clay go? Give each student a piece of this clay and have him/her
• Where did all of the clay bottles go? make a new bottle. Tell them this is recycling. They made
• How are we going to get more if there is no more clay to new bottles from used bottles. Many materials can be
make bottles, and there is nothing else to make bottles with? recycled over and over again. Show them examples of
• What could we have done to make the clay last longer? bottles (glass & plastic) and cans that can be recycled.

5. Retrieve the clay bottles that have been “thrown away.” 8. You may want to tell your students that some materials can
Give one to each student and make the rest of the bottles be recycled into new things that look different from what
into a pile of clay again. Tell them we are going to start over they originally were. Have them make a clay cup out of
their clay bottle. Show them a plastic water bottle and an
and to pretend they have not thrown their first bottles away.
example of a product made from recycled plastic.
Ask them: What can we do with these bottles so that the
clay will last longer?

GOING BEYOND
1. Have your students complete the 3. Read The Lorax, by Dr. Seuss. Discuss how the “truffula”
“Follow That Plastic Bottle” worksheet. trees could have been saved by recycling “thneeds.”

2. Ask students to bring examples of recyclable items to 4. Collect new leaves, some soil, and dead leaves in several
class for “show & tell.” stages of breakdown. Discuss how nature recycles nutrients.

13
 Name _________________________

FOLLOW THAT PLASTIC BOTTLE

Student Worksheet

Use a red crayon to trace the path the plastic bottle takes to get
from the plastic factory, to the bottling plant, to the grocery store, to
your house, and finally to the landfill. Use a green crayon to trace
the path the plastic bottle will take if it is recycled and it comes back
to you as something new.

plastic factory

recycling bin bottling plant

your house grocery store

landfill
trash

Which is better for the environment: throwing the bottle away or recycling it?

14
 Race to Recycle

EDUCATORS’ GUIDE
People in Wisconsin recycle a lot of stuff at home! Over 90 Learning Objective: To help students
percent of people in our state practice recycling in their houses. learn what is recyclable and what is trash.

Recycling is important because it saves natural resources Subjects: Environmental Education

and energy, and creates less environmental pollution. It’s a Wisconsin Model Academic Standards:
good habit and it’s the law. So, what things are required to. EE A.4.1, C.4.1, C.4.4, D.4.1, D.4.5
be recycled? Grades: K-3

Materials: “Race to Recycle” picture

cards (laminate for durability and reuse),
marker (to label boxes), three boxes for
HERE ARE THE MOST COMMON each relay race team to sort cards into
(label each box set “Compost,” “Recycle”
HOUSEHOLD RECYCLABLES:
and “Garbage” in big letters), gymnasium
• Aluminum cans or level outdoor area

• Plastic containers marked with a #1 .

or a #2 (some communities accept .
#3-#7 plastics)
• Glass containers/bottles
• Newspapers and magazines
• Cardboard
• Steel containers
• Appliances, like air conditioners, .
clothes washers and dryers, dishwashers,
refrigerators, freezers, stoves, ovens,
dehumidifiers, furnaces, boilers, and .
water heaters
• Yard waste (leaves, sticks, grass clippings)
• Tires

EVERYBODY CONTRIBUTES TO
THE SOLID WASTE PROBLEM AND
WE SHOULD WORK TOGETHER
TO SOLVE IT.

15
 WHAT’S RECYCLABLE AND WHAT’S TRASH?

Pre-Activity:
Introduce the concepts of recycling, composting and garbage with the
students. Have the students talk about what they can recycle at home and
how recycling can benefit both people and the environment (saves money,
reduces the amount of raw natural resources that need to be harvested, helps
reduce pollution, saves landfill space, etc.). Be sure that they are familiar with
the information provided in the background section on the previous page.
Or if you would like to test their knowledge of what is recyclable, have them
COMPOST complete the relay before talking about what is recyclable.

Procedure:
Separate the class into relay race teams of at least 4 students. Line the teams
up along an imaginary starting line. Place identical piles of the “Race to
Recycle” picture cards face down next to each team’s front person. For each
team, station the three, labeled, sorting boxes a good distance away from
the starting line. Explain to the students that the team who correctly sorts the
most picture cards quickest wins the relay race. On your command, have the
RECYCLE first person in line pick up a card, turn it over and run to the box they believe it
belongs in. Have the person run back to their team and tag the next person in
line. Continue until all the teams cards are sorted. Keep track of who was done
1st, 2nd, 3rd and so on. The winning team will have the fastest time with the
most cards in the correct bins.

Post-Activity:
After sorting through the picture cards in each of the three boxes, discuss with
the students about what can be recycled or composted, and what is “trash.”
GARBAGE Could any of the items in the “trash” be reused? What does it mean to reuse
something? What other items could you reuse, instead of recycling or throwing
them away? Have the students identify decisions and actions that they can
take to reduce, reuse and recycle in their own lives.
NOTE: When used in a business or institutional setting, computers are considered solid
hazardous waste and are required to be recycled/disposed of properly. Contact your local
DNR office for more information.

WHAT OTHER ITEMS

COULD YOU REUSE
INSTEAD OF RECYCLING
OR THROWING THEM AWAY?

16
17
18
19
20
 Making a
Model Landfill

EDUCATORS’ GUIDE
Every day, each person in Wisconsin throws away Learning Objective: To have students
think about where their garbage goes and
approximately 4.7 pounds of non-recyclable trash at home, to help them understand the problems
school or at work. Where does it all go and what happens associated with waste management.
to it when it gets there? Where is “away?” In the United Subjects: Science, Environmental Education
States, “away” means a sanitary landfill where garbage is Wisconsin Model Academic Standards:
buried in the ground. In Wisconsin, “away” is one of the SC A.4.1, A.4.5, C.4.2, C.4.5, C.4.7, C.4.8,
EE A.4.1, A.4.2, A.4.3, C.4.1, D.4.1
41 licensed landfills located throughout the state. Up until
Grades: 2-3
the 1970’s, Wisconsin had over 2,000 garbage dumps and
Materials: 2 plastic colanders, 2 cake
landfills. However, only a small percentage of these were
pans, 2 half gallon ice cream bucket of
state-of-the-art landfills—designed to prevent pollution garden soil (1 for each colander), 3 feet of
problems. With new state and federal regulations, almost all plastic aquarium hose, 1 rubber band, small
piece of nylon stocking, small pieces of
of the older dumps, incinerators and landfills were closed.. typical home-generated garbage (see family
New sanitary landfills, are now built with clay and other liners letter), modeling clay, grass seed, colored
to decrease the risk of polluting the environment. crepe paper, paper and pencil

This activity will help students understand what happens to their trash
once it reaches a landfill. The students will become familiar with the
term “leachate”—the liquid that has percolated through trash or been
generated by the decomposition of trash in a landfill. This liquid carries
dissolved or suspended materials that may contain toxic chemicals, which
NEW SANITARY
can contaminate ground and surface water. Leachate is one of the major LANDFILLS ARE NOW
problems associated with landfills.
BUILT WITH CLAY
AND OTHER LINERS TO
DECREASE THE RISK OF
POLLUTING
THE ENVIRONMENT.

hose
colander
trash
dirt
clay

21
 EACH DAY, EVERY PERSON IN WISCONSIN THROWS AWAY APPROXIMATELY 4.7 POU

Procedure:
1. The day before you teach this lesson, ask your students to 7. Place trash and soil in colanders in alternating layers until
bring in five items their family throws away. Send a note they are filled. Keep a list of all the items placed in each
(like the one at the end of this lesson plan) home with each landfill, or keep an example of each piece of trash. You may
student to remind her/him and to request adult assistance. want to add a layer of colored crepe paper to represent toxic
waste (the color bleeds out).
2. After completing “It’s Your Trash” or a similar activity, ask
your students the following questions: 8.Build a small mound of dirt in each colander and plant grass
• What happens to your trash after you throw it away? seed. Let your students add miniature toy garbage trucks,
• Where is “away?” front end loaders, graders, and compactors that might be
• Has anyone been to any of these “away places?” used at a landfill site.

9. H
 ave your students water or “rain” on each landfill twice
weekly and observe the changes that take place. Pay
Give them ample opportunity to
particular attention to the seepage or leachate accumulation
share their ideas and experiences. in each cake pan. The seepage from the unlined landfill can
be observed as it collects in the bottom of the pan. This
3. Tell students that most of the trash in Wisconsin ends up in observable phenomenon helps children understand how
landfills. Ask them: What happens to trash once it is buried in ground water can be contaminated. The lined landfill should
a landfill? After you discuss some of their answers, ask them not have any seepage. Where did the “rain” water go in this
to help you build two model landfills. One will be an old landfill? To find out, you will have to siphon leachate out of
fashioned dump, and one will be a modern sanitary landfill. the bottom of the clay liner using the “monitoring well.” To
do this, gently suck on the protruding end of the aquarium
4. T
 o make your landfill: line one colander with flattened
hose while keeping this end below the bottom of the clay
modeling clay. Pat out clay into a thin layer, like a pie crust.
liner. As the leachate is drawn up the hose and starts down
This represents the liner of a sanitary landfill. Do not line
towards your mouth, stop sucking and stick this end of the
the second colander, it represents the old fashioned dump,
hose in the cake pan or a glass jar. This should draw off all
where the policy was to dig a hole, dump in the trash, and
of the leachate. Observe the leachate and discuss what you
cover it with dirt. Place cake pans under the colanders to
have found. Did any “toxins” show up? In modern landfills,
collect the seepage or leachate.
leachates are collected and properly disposed of to prevent
5. A
 ttach the piece of nylon stocking to one end of the plastic groundwater contamination.
aquarium hose with a rubber band. Put this end in the
bottom of the clay lined landfill. This will be your monitoring 10. After a period of time (several months*), open each landfill
well. The leachate that collects at the bottom of the clay liner and see how many items you can find and identify. What
can be siphoned off and examined. changes have taken place? What would have happened to
the leachate if it was not siphoned off or trapped in the pan?
6. H
 ave students cut each different garbage item into small
pieces, about two inches square. You will have to cut or
break metal, glass, or leather items.

*Several months may seem like a long time for young

children to wait. Put the “opening” date on each
landfill and do weekly observations. Have the class keep a
“count down” to the “opening”—make it a big event.

22
UNDS OF NON-RECYCLABLE TRASH AT HOME, SCHOOL OR AT WORK.

GOING BEYOND
1. Place a small sample of each item that you landfilled in a jar of water. Have your students observe
how water changes or doesn’t change things and how things change water.

2. Once a landfill is full and officially closed, a clay “cap” is put over it to keep water out. This also
effectively seals out air. What will happen to the trash if no water or air can get into the landfill?
You may want to add a third colander-landfill with a clay cap to your experiment and observe what
changes may take place.

3. Put examples of items made from materials used 100 years ago (wood, leather, glass, iron, etc.) and
items made from modern materials (plastic, styrofoam, aluminum, etc.) in separate jars of water.
Observe what happens to these items over time. How could disposing of waste in water, like oceans
and lakes, affect the environment?

4. Fill a glass jar two thirds full of water, then add four drops of red food coloring. Place a stalk of celery
into the water, and observe what happens. How can plants filter pollutants out of water?

Developed by Mary Snudden, Eau Claire School District, Wisconsin

family Letter
Dear Family,

Tomorrow we will begin learning about landfills in class, and we will need examples of items that
families throw away. I have asked each child to bring in five small examples of household trash.

Please help your child collect these five items from the following list:
• all types of paper items
• all types of plastic or “styrofoam”
• vegetable matter (potato peelings, carrot chunks, grass clippings, etc.)
• animal matter (chicken wing bones—only a small amount)
• broken small toys—miniature toy car pieces (metal, tires, windshields, etc.)
• aluminum foil
• other—use your imagination

Please put the items in a small plastic bag and send them to school with your student tomorrow.
Thank you for your assistance.

Sincerely,

23
 Small Bag Bust
EDUCATORS’ GUIDE

Learning Objective: To help students Procedure:

learn to reduce waste by buying products
in large packages instead of single serving 1.Buy a large bag of potato chips and the same quantity of chips in single
packages. serving packages. Note what each costs, and make a chart similar to the
Subjects: Social Studies, Environmental one below.
Education, Family and Consumer
Education 2. In class, place the large bag on one side of a table and the small bags
(including all of their packaging) on the other. Ask your students: Which
Wisconsin Model Academic Standards:
SS E.4.10, EE A.4.1, A.4.3, C.4.1, D.4.5, side of the table do you think has the most potato chips?
E.4.2, FCE A.2
3. Next, empty the contents of the large bag onto one tray and the contents
Grades: K-3
of the small bags onto another. Place their respective packaging in two
Materials: large bag of potato chips, separate piles. Ask: Which tray has the most chips? Which pile has the
same quantity of potato chips in single
most packaging?
serving packages, two trays

For older students:

4. T
 ell your students what you paid for each package of
chips and what the chips cost per ounce for each
tray of chips.

5. Lead a discussion on packaging based

on your potato chip example. Talk about
the merits of buying in bulk versus single
serving packages. Ask your students to
make a list of ways to reduce packaging
with snacks and lunches.

6. Finally, divide up the chips and eat them!

TYPE OF PACKAGE SIZE PRICE COST PER POUND

bag of potato chips 12 oz $3.19 $4.25/lb

multi-pack chips 24 oz $8.49 $5.66/lb

Source: Pick and Save, Oconomowoc, WI July 2007

REDUCE PACKAGING WITH SNACKS AND LUNCHES

GOING BEYOND
1.Bring in other examples of bulk versus single serving packages.
Discuss the advantages and disadvantages of each.
2. Encourage your students to investigate ways that they can reduce waste,
reuse things and recycle at home.

24
Name _________________________

follow the FLOW:

recycling maze
Student Worksheet
With a pencil or crayon, follow the path
from your house to the recycling center.
Collect all six recyclables along the way.
Be sure to not cross any lines.
star t

your house

finish

recycling center
25
 Name _________________________

TRASH IT OR RECYCLE IT?

Student Worksheet

Draw a line from each item to the bin it should go in.

compost bin trash can

recycle bin

26
Name _________________________

WHERE DO THINGS COME FROM?

Student Worksheet

Draw a line from each item to where it originally came from.

27
 REDUCE, REUSE. recycle
Here’s how you and your students can help the environment:

REDUCE
• Take small
portions of fo
for “second od and go b
s” if you are ack
Put leftover
food in reus
st ill hungry.

c yc l e
re
containers to able storage
eat later. ble
•A fter you buy y valua
a small item u m is a ver s
home in your , take it . Alum in an s ve
a
pocket, bec in u m cans a lu m inum c
au se you do alu m on e
not really ne recycle cycling ours!
ed a bag. If
yo ur items are C
 o ll e ct and o re c y cle. Re t for 12 h part by
too large for • e a s y t b u lb li o your
your pocket a n d is a li g h t il it y . D
reusable sho , th en bring a metal to keep respon
sib
pping bag yo u g h energy ro b le m and ems
•Buy in bulk u’ve made. e n o
ody’s p per . ly ronic it
or buy larger is everyb g of it pro n t e d elect .
packages an • Lit t e r disp o s in un w a ga es
m
put the amo
unt you need d
g it up and a y t o recycle c t ro n ic video
for school o pick in da w le ele ed b y
snacks in reus r mily fin portab furbish
able containe
rs. Buying 
H e lp your fa p h o nes or re u s e d or re wise, if
you
in bulk is usua •
p u t e rs, ce ll
m s c an be w a y . Other r
lly cheaper th
like co m
lectron
ic it e hrown
a ith y uo
individually
wrapped se
an buying
Many e r a t h e r than t fo r it , check w n g
ne else er cli
rvings, and
someo ther us y’s recy
requires less
packaging. le t o fi nd ano
o u r c o mmunit
b ry
are una store o
a l e le c tronics o ptions.
loc re cycling
m fo r
progra

Can you think of lp

other ways to he

reuse ol d clo th es fo r a garage sale

or give them to
ire
a
d,
de • Save your and cannot be re
pa
to one also. Inclu e ripped or torn
nc h bo x, an d get your friends th es e charity. If they ar (cut off an d sa ve th e
• Use a lu
es , and silverware.
Look for
en us e th em fo r cleaning rags
ps , pl at th
in it, reusab le cu le cont ners
ai
le s. Pa ck yo ur food in reusab buttons first). and a dish cloth
or
items at garage
sa
ch bags or alum
inum foil. It
nd to we l fo r dr ying your hands d us ed
pe r, sa nd wi • Use a ha aned an
instead of waxe
d pa
t “squished!” pi ng up sp ills . They can be cle
sponge for wi
e fre sh and will not ge and thrown away
.
will stay m or writing letters or being used once
of a pi ec e of paper when ag ai n in st ea d of
ture colorin g or art
•U  se both sid es e side, save the s in a can for fu
ly need to use on  ave brok en cr ay on
doing homew or k. If yo u on
ur paper •S r to make points
use to make yo crayon sharpene
a “reu se ” box for future paper projects. Buy a
pa pe r in with a piec of
e crayons.
as lo ng . M ake your plane on rounded used
last tw ice mpletely do .) ne
e bo x! (R ecycle when co
from your re us need a perfect
d er as e an y mistakes. If you
• Use a pencil an “reuse” box
on e of th e pa pers from your
copy, practice on draft.
over for the final
and then copy it

28
28
 Life Cycle
What is E-waste? Discarded electronics–generally referred to as
'e-waste'–can include any of our electronic waste items such as CDs, of Electronics
DVDs and DVD players, computers, television sets, video games
and cell phones. In 2003, the United States had over 3.2 million tons
of electronic waste! The e-waste pile is growing around the world

EDUCATORS' GUIDE
and statistics show that it runs into millions of tons annually. More Learning Objectives: Students will be
and more countries are drafting legislation for the environmentally- introduced to the concept of life cycle
friendly disposal of this waste. Disposal techniques vary widely from analysis and will learn about the embodied
country to country because it includes materials which are valuable energy associated with consumption.

and recyclable, as well as toxic. While modern technologies allow for Subjects: Science, Social Studies,
Environmental Education, Family and
nearly hazard-free recycling of e-waste, precautions must be taken to
Consumer Education
control harmful emissions and toxins that cause detrimental impacts on
Wisconsin Model Academic Standards:
health and the environment. Electronic circuit boards, batteries, and C H.8.2, SC C.8.2, SS D.8.11, SS A.8.11,
Cathode Ray Tubes (CRTs) can contain hazardous materials such as EE A.8.2, EE A.4.4, EE A.8.2., FCE
lead, mercury and chromium. If improperly handled or disposed, these intermediate A.2, A.3.
toxins can be released into the environment through landfill leachate Grades: 6-8
or incinerator ash. Businesses and large generators of electronic waste Adapted from Scholastic and US EPA's life cycle
analysis of electronics activities
are already required to comply with federal and state laws concerning
the proper disposal of electronics.

More and more countries are drafting legislation for the environmentally friendly disposal of e-waste.
In 2009, Wisconsin passed an electronics law. Now everyone in Wisconsin, including businesses,
schools, and households can no longer throw out their e-waste and instead can easily recycle it.

Materials: Procedure: Afterward, lead a

Electronics background 1. Provide a copy of the electronics recycling background class discussion asking
information, easels information to each student and have the students read the all or some of the
with chart paper or background information. following questions:
butcher paper, markers
2. Break the class into small groups of 3-5 and distribute one • How was your life
piece of chart paper and marker to each group. cycle analysis (LCA)
3 Tell the students to come up with a life cycle analysis (LCA) different from the
Preparation: poster?
Create a poster, slide of a computer. Give them as much guidance as you feel
necessary. You may want to tell them to try to think of all the • What did you forget
or overhead of the
steps that go into the process of manufacturing to disposal to add?
following pdf:
of a computer give them the following information:
http://content.scholastic. • What did you choose
a. The steps in a life cycle are: materials acquisition,
com/content/collateral_ not to add? Why did
materials processing, manufacturing, packaging,
resources/pdf/h/hp_ transportation/distribution, useful life and reuse/recycle/ you make this choice?
poster.pdf disposal. Keep in mind that the more guidance you give • Did you include the
but do not show it to them, the more similar their life cycle analysis will be to energy that it took
the class until they are Scholastic’s. to make the trucks
finished with their 4. Note that the students’ and Scholastic’s LCA could be very that transported the
life cycles. different, depending on the boundaries students use. If you computer? Why not?
would like the students’ LCA to match Scholastic’s more (This is referred to as
closely, you may want to start out with a class discussion of defining the “scope”
how far back they should go for each step of the process. of the product.)
5. Once every group is finished, display the posters in front • What are some ways
of the room. Have each group stand by their posters, and to decrease the
go around the room having each group answer one or two environmental impact
questions from students in other groups. of each step in the life
6. Show the students the life cycle poster developed by cycle of electronics?
Scholastic.

29
 LIFE CYCLE OF ELECTRONICS
E-WASTE WHAT?
Student Handout no.1

what is e-waste? what recyclable materials

E-waste is electronic waste (electronic equipment) that are in electronics products?
is thrown away. It includes many types of electronics Consumer electronics contain a variety of recyclable
from computers and their monitors, to cell phones and materials like metals, glass and plastics. All of these
stereos. Unfortunately, electronic waste is among the materials can be reused to create new products, which
fastest growing waste types in the United States. decreases the need to mine the earth for raw resources.

why is e-waste a problem? are electronics manufacturers doing

As technology quickly develops, people get new anything to make a change?
equipment and stop using their old equipment. An Manufacturers are taking action to help with e-waste
electronic product may contain more than 1,000 in a number of ways, from changing product designs
different substances, some of which can be harmful to offering reuse and recycling programs. Many
to human and environmental health. If old equipment manufacturers are working to “design out”
is not properly recycled, these substances could hazardous materials and “design in” environmentally-
get into the air, soil and water. sound materials, including recycled content. They
are also always changing product designs in order
what are my options? to make electronics easier to recycle. Finally, many
If your old electronics can still be used, consider manufacturers offer recycling services free of charge
selling or donating them. Using equipment again or for a small fee. Manufacturers who sell electronics
extends the life of the product and makes it available in Wisconsin must pay a fee to help make recycling
to others who can still use it. However, sometimes electronics easier and less expensive for
reuse is not an option. E-Cycle Wisconsin is an Wisconsin residents.
electronics recycling program that helps Wisconsin
residents recycle their e-waste. This program also where does e-waste go now?
ensures that electronics are recycled properly to In Wisconsin, people are not allowed to throw out
decrease negative impacts to the environment and most electronic devices. 37 percent of non-working
human health. Together, we can make a difference in computers are recycled, 25 percent are donated or
the fight against e-waste! reused and 23 percent of non-working computers
are stored. Wisconsinites only throw out 6 percent of
what hazardous materials their old computers. We should try to decrease the
are in electronic products? number of computers and other electronics thrown
Electronic products such as printed circuits, Cathode in the garbage or sent to incinerators. According to
Ray Tubes (CRTs) and Liquid Crystal Displays (LCDs) a US Environmental Protection Agency (EPA) report
screens often contain a lot of heavy metals and other from 2002, up to 70 percent of heavy metal (lead,
substances. These substances are known to cause mercury, cadmium, etc.) contamination in US landfills
harm to humans and the environment when thrown comes from electronic products that are disposed
away and not reused or recycled. Cadmium, lead,
of incorrectly.
mercury and arsenic are some of these substances.

30
 W hat’s inside?
A brief look at the materials
that can be recovered from
your computer.
how much e-waste is produced each year?
There are over 4 million computers, 7 million TVs and
5 million cell phones in Wisconsin. Many of these will
become useless very soon and will be replaced by battery
newer models.
Source: DNR Household Electronics Recycling Survey, 2010
drive circuit
what electronic equipment is recyclable? board
Many components of electronic equipment–including
metals, plastic, and glass–can be reused or recycled,
while others may present environmental hazards if not
managed correctly. Many places in Wisconsin recycle
old electronics including computers, printers, cell power
phones, DVD players and computer accessories. supply

plastic

i Retired
what can
it?
Computer
do about
plastic

Reduce: Maintain and keep equipment as long

as possible. A typical computer’s life span is 2-3 copper
yoke
years, but can be extended by 1-2 years with some
upgrading. Buy a good monitor; it can last 6-7 years
or more, and keep it for use with your next computer. plastic
Consider leasing a computer so you can trade it in
for a new one at the expiration of the lease. Be sure cathode
to always use a surge protector power strip with all ray tube
electronic equipment.

Reuse: A more recent computer can often be fixed,

upgraded and reused instead of being replaced.

Recycle: Electronic equipment can be recycled for

the recovery of metals, plastics, glass and other marketable materials that
materials. You can ship your equipment directly to a can be recovered from e-waste:
recycler, or you may also be able to take advantage of Crushed glass Power supplies
manufacturer trade-ins to get credit towards buying Circuit boards Copper yokes
Scrap metal Fluorescent tubes
new products. Also, old, rechargeable batteries can Wire Batteries
be recycled through many stores that sell new ones. Hard drives and other Ink jet and laser cartridges
types of drives Plastic

31
 LIFE CYCLE OF ELECTRONICS
e-waste in the united states
Take Home Worksheet, pg. 1

In the year 2000, over 2 million tons of electronic waste was generated
in the US. These items included DVD’s, cell phones, computers, and
video game cartridges. If only a few castoff computers or gadgets
had to be disposed of, it wouldn’t be much of a problem. But by
2010, an estimated 250 million computers will become
obsolete and 300 million TVs will be chucked out,
creating a growing environmental and health problem.

S I T ION
PO
C O M A STE
-W
OF E e USA
h
IN t State
s: These figu
res are sho
wn in
e ight.
nited and in w
in t h e U
lid W
a ste percentage
li d W aste
fic e of So 0 - 1 60.
ic ip al So S E PA Of a g e s 15
un s. U 2. p
ce: M igure e 200
Sour s a nd F s e . Jun
Fac t n
2000 espo
ncy R
E m erge
and
4.40% PC’s > 93,474 tons

5.90% Monitors > 125,340 tons

6.10% Household Electronics > 129,588 tons

10.10% Commercial Electronics > 214,564 tons

17.90% Electronics Packaging > 380,268 tons

55.60% TV’s > 1,181,166 tons

Total > 2,124,400 tons, for the year 2000

32
Name _________________________ LIFE CYCLE OF ELECTRONICS

e-waste in the
united states
Take Home Worksheet, pg. 2

1 Looking at the graph "Composition of E-waste in the USA," what were the top two categories
for electronic waste in the United States for 2000?

2 How do you think these percentages will change in the next 15 years as more electronics are sold?

3 The total electronic waste weight for the United States was 3,160,000 tons in the year 2008.
How many pounds is that?

4 The United States population was 308,745,538 in 2010. Using the 2008 tonnage rate listed in
question #3, how many pounds of electronic waste is that per person?

5 If the amount of e-waste is projected to grow 60% in the US from 2000 to 2010, how many
tons and pounds would that be for 2010? (use weight figure in question #3 to calculate 2010 estimate)

6 Name two hazardous substances that may be found inside a TV.

7 What effect on the environment could these substances have if not disposed of properly?

8  ame the electronic items on the pie chart that your family has disposed of in the last year.
N
What are the options for your family’s electronic waste disposal in your community?

33
2 Life Cycle of Electronics:

Where does it
all end up?
EDUCATORS' GUIDE

Learning Objectives: Students will Materials: "Where Does It All End Up?" take home worksheet
heighten their awareness of the number
of electronic items in their homes and
explore where these products go when Procedure: Have students predict what electronic items they’ll find
they are done being used. the most of in their homes. Then have students fill out the worksheet
Subjects: Science, Social Studies, at home to discover how many consumer electronic products their
Mathematics, Environmental Education, family uses. Once students have completed their worksheets, have
Family and Consumer Education them bring the worksheet back to class for a group discussion.
Wisconsin Model Academic Standards:
SC A.4.5, B.4.3, C.4.5, C.4.6, C.8.2,
Pre-Activity Questions:
C.8.6, SS H.4.2, D.4.7, D.8.11, M A.4.2,
E.4.2, E.4.3, EE A.4.1, A.4.2, A.8.2, A.8.5, 1. W
 hat types of electronic products do you use at your house? Make
B.8.20, C.4.2, C.8.2, D.4.2, D.4.3, D.4.4, a class list. What electronic items do you think you'll have the most
D.4.5, FCE introductory A.2. of at home?
Grades: 4-6
2. W
 hat do you use these products for? (i.e., watching TV, calling a
friend, playing video games)
3. Pick
 a couple of products listed and talk about what life might have
been like before these products were invented. What did people
use as an alternative to the product? (i.e., video games and board
games)
4. Ask
 the students where these products go when we are done using
them. What are some alternatives to throwing them away (reuse,
recycle)? Talk about the different components of some of the
products and what might be recyclable in them (plastic, aluminum,
glass, steel, other metals).

Post-Activity Questions:
Did you know?
5. W
 hat electronic items did everyone have in their homes?
➥ Nearly
 250 million computers will
become obsolete between the years 6. H
 ow close were you with your predictions for what electronic items
2005 and 2010. you have the most of at home?
➥ Many
 people discard computers 7. T
 ally up your class’s electronic items totals and put them on
every 3 to 5 years. the chalkboard.
➥ In
 2001, only 11 percent of personal 8. F
 or each item, have students calculate the average number of
computers retired in the US were recycled.
products per person in the class (for example 2.4 TVs per student).
➥ M
 obile phones in the US were discarded
at a rate of 130 million per year in 2005, 9. Using the per person average you found from your class, try to
resulting in 65,000 tons of waste. calculate how many TVs there might be in the municipality (city/
town/village) you live in. Take your municipality’s population and
➥ T
 Vs and computers can contain an
average of 4 pounds of lead (depending
multiply it by the average number of TVs per person you found. Do
on their size, make, and vintage) as well the same for cell phones and computers.
as other potential toxins like chromium, 10. Find out what recycling options are available in your
cadmium, mercury, beryllium, nickel, zinc, community for used electronics items. Identify short-term
and brominated flame retardants. These
and long-term solutions to the electronic waste problem and
materials need to be handled carefully.
discuss the consequences (both positive and negative) of the
Source: US EPA, 2005
proposed solutions.

34
Name _________________________
LIFE CYCLE OF ELECTRONICS
where does it all end up?
Take Home Worksheet

1. U
 se these charts to count how many of each item you have in your home.
Ask a family member to help tally all of the electronic items you can find.

Number Number
Item Item
of items of items
(Other items continued)
TV

Phone

Cell phone

DVD/VHS player

Stereo/radio

Video game system

Computer

Fax machine/copier

MP3 player (iPod and similar)

Camcorder

Camera Total number of

electronic items in my home:
GPS hand held navigation system

(Other items)

2. O
 n a separate sheet of paper, make a bar graph
or pie chart showing what you recorded on the
chart above.

35
 ❋
Plastics
Everywhere!
EDUCATORS' GUIDE

Learning Objectives: Students will Whether you are aware of it or not, plastics play a big
increase their awareness of the use of
plastics in their lives and learn more about part in your life. Plastic is used in everything from car
which plastics are recyclable.
Subjects: Science, Social Studies,
parts to doll parts and from soft drink bottles to the
Environmental Education, Family and
Consumer Education
refrigerators they are stored in. From the car you ride
Wisconsin Model Academic Standards: in to school to the television you watch when you get
SC B.4.1, SC C.4.5, SS D.4.7, SS D.8.11,
EE A 4.1, EE A.4.2, EE A.4.3, EE A. 8.2, EE home, plastics are everywhere.
A.8.4, EE D.8.5, EE E.4.2, EE D.4.3, FCE
introductory A.2, FCE intermediate A.3.
Plastics are made up of building blocks called hydrocarbons,
Grades: 4-8
which are derived from petroleum or natural gas, also called
fossil fuels. They are considered non-renewable resources
❋ Section is adapted from waste and
recycling curriculum by the California because the conditions under which they were formed no
Integrated Waste Management Board. longer exists. Also, the mining, transportation and refining of
petroleum creates a lot of pollution. By reusing plastics again
and recycling, we can slow down the production of new plastic
products from raw materials.

There are seven types of plastic, all with different scientific

properties. Because of the differences in their properties, they
cannot be melted together to form new plastic. It is difficult
(with current technologies) to collect and properly sort the
different types of plastics from one another, which makes
recycling opportunities for plastics more limited than some
other materials. Today, plastics with codes #1 and #2 are
commonly accepted in community recycling programs. In the
future, technology and innovation will hopefully lead to greater
collection, recycling and the remanufacturing of plastics into
other usable products.
GOING BEYOND
1. Find out which plastics are recycled
in your area. Plastic containers
marked with plastic number codes
#1 and #2 are commonly recycled.
2. Discuss the negative aspects of
using a non-renewable resource and
ways to slow our consumption of
these resources.
3. Assign the activity “Plastics In Your
Home” as homework. Share reuse
possibilities with the class.

36
 t e re p h t h a late
e
polyethylen

ne
polypropyle

Note: About a week before you begin this lesson, ask Core Activity Procedure:
students to bring to class a variety of plastic containers that Assign students to scientific teams of three to four people.
are empty and clean (#1-#7). Cut pieces approximately 2 Distribute plastic pans or buckets filled with water to each
inches square from each plastic sample. Be sure to label team for the float test.
one master key set for yourself with a permanent marker.
Provide a set of unlabeled plastic samples from as many
types of plastic that you could find and the worksheet
Materials: “Test Your Plastic Polymers” for each group.
Optional introductory activity: a plastic sandwich bag
Ask students to record each sample’s plastic properties on
(soft film, not thick Ziploc), a pencil, water
the chart.
Core activity: "Test Your Plastic Polymers" and "Plastics
Distribute a copy of “Plastics Codes: Determine
Codes: Determine Their Identity" handouts; cut up plastic
Their Identity” to each group.
containers #1–#7, several plastic dishes/pans or buckets for
the float test Have students complete their charts by deciding which
type of plastic each sample represents.
Optional Introductory Activity Procedure:
Post-Activity Reflection/Response:
Fill a plastic sandwich bag with water. Then ask for a
student volunteer who is brave enough to stand under 1. Encourage students to share their results. Discuss the
the bag while you push a sharp pencil through it. different properties of the different types of plastics
(i.e., stiff, light, flexible).
Hold the bag over the volunteer’s head. Slowly rotate the
sharp pencil in through one side of the bag and out the 2. W
 hy are there many different kinds of plastics in use?
other side. No water should leak out. (Do not push the Different resins are suited to different uses, depending
pencil through completely.) on their strength, flexibility, and resistance to specific
chemicals or heat (some bottles are filled with
Ask the students to hypothesize why the bag did not leak hot liquids).
when the pencil was pushed through.
3. W
 hy do some plastics have to be separated before
Explain where plastics come from and that in the they can be recycled? Each plastic has a different set
production of plastics, petroleum hydrocarbons are of properties and is used for specific purposes. Various
chemically altered from a monomer (one) into polymer plastics have different melting points, so if they are
(many) molecular chains. As the pencil is pushed through mixed together, the process becomes contaminated
the bag, it slips between these chains. Unbroken, the and no longer results in a reusable new plastic.
chains slide around the shape of the pencil, sealing in the
water. A dull pencil, however, breaks the chains and causes 4. E
 xplain to students that the recycling process for plastic
the bag to leak. When the pencil is removed, the polymers containers includes: (1) sorting the containers by their
may move somewhat towards their original shape, but not resin types; (2) cutting the plastic into tiny pieces, called
enough to close the large pencil hole. pellets; (3) melting the pellets; and (4) reshaping into
new plastic objects. Students should be advised to
Have the volunteer carefully dispose of the water. never melt plastic themselves because the fumes are
very dangerous to your health and to the air quality.

37
 Name _________________________
plastics everywhere!
test your
plastic
p o ly m e r
Class Worksheet

Use the "Plastic Codes" .

handout to test your plastic samples.

Semi-rigid Flexible Clear Opaque Floats Glossy

Number
Y/N Y/N Y/N Y/N Y/N Y/N

38
 plastics everywhere!
plastic codes:
determine their identity
Student Handout

Code Type Name Description Some examples

usually clear or soda bottles, .

polyethylene
PETE 1 green, sinks in peanut butter jars,
terephthalate
water, rigid, glossy vegetable oil bottles

semi-rigid, .
high density usually sinks in milk and water jugs,
HDPE 2
polyethylene water, cloudy bleach bottles
colored plastics

semi-rigid, glossy,
polyvinyl detergent/cleanser
PVC 3 usually sinks in
chloride bottles, pipes
water

very flexible, not 6-pack rings, .

low density
LDPE 4 crinkly, usually bread bags, .
polyethylene
floats in water sandwich bags

margarine tubs, straws,

semi-rigid, .
yogurt containers,
PP 5 polypropylene low gloss, usually
reusable food storage
sinks in water
containers

styrofoam, packing
dull appearance,
PS 6 polystyrene peanuts, egg-cartons,
floats in water
foam cups

often brittle, glossy

multi-layer reusable water bottles,
Others 7 and clear, usually
plastics baby bottles
sinks in water

39
 Name _________________________
plastics everywhere!
plastics in your home
Take Home Worksheet, pg. 1

You’ll be using this worksheet to poll family members about their plastics recycling
knowledge and also for an inventory of what type of plastics your household uses.
Wisconsin state law requires that all plastic types #1–#7 are recycled, but currently
#3–#7 are exempt because there aren’t any good cost-effective options available for
them to be reused.

Use the "Plastic Codes: Determine Their Identity" handout as a guide as you check
your home for different types of plastics. Be sure to check your pantry, refrigerator,
laundry room, bathroom and under your kitchen sink. Write your findings in the table
on the next page. Attach an extra sheet if necessary. After you have completed your
investigation of plastics at home, answer the questions below.

1. What was the most common type of plastic you found in your home?

2. Does your household recycle this plastic type or is it discarded in the trash?

3. Ask your family which plastics they recycle and which are discarded, and write down their responses.

4. What is the percentage of #1 and #2 plastics you found compared to the

other plastics? (example: 11 out of 20 would be, 11 divided by 20, which is
.55 or 55 percent)

5. What are some ways you can increase that percentage in your home?

40
 Name _________________________

plastics everywhere

plastics in your home

Take Home Worksheet, pg. 2

Plastic Number Item Reuse Possibilities

(Example) #2 HDPE Laundry detergent bottle a watering can (be sure to rinse well)

Going Beyond
1. Find out which plastics are recyclable in 2. Research what some plastics are made into
your community (note: all communities are after they are recycled. Write a one-page
required to recycle plastics #1 and #2, but summary about a recycled plastic product
some will collect other numbers like #3). you find interesting.

41
1 Out of Sight, Out of Mind:

It All
Adds Up
EDUCATORS' GUIDE

Note: Read the definitions for solid Materials: 14 pound bag of miscellaneous trash and recyclables
waste, trash and garbage in the Glossary (wash containers and avoid items with sharp edges), gloves, tarp to
of Terms. For these activities, initially place trash on (optional)
consider recyclables as part of the trash.
Once items are identified and recycled,
they will no longer be trash. Procedure:
Learning Objectives: To help students First: Describe trash and list some examples.
visualize how much solid waste is
generated for each person in Wisconsin Ask the students: What qualities does an item have that makes you
and understand how the number of people decide it is trash? What different kinds of trash are there?
living in our state and country affects this Next: Dump the 14 pound bag of trash (and recyclables) on the tarp
amount.
on the floor.
Subjects: Mathematics, Social Studies,
Science, Environmental Education Discuss with the students: Does this seem like a lot of trash?
Wisconsin Model Academic Standards:
This much trash is thrown out each day for every person in Wisconsin.
SC C.4.2, SC C.8.1, M A.4.3, M D.4.2, M How do you feel about the fact that you are responsible for 14 pounds
D.4.5, M D.8.4, SS D.4., D.8.11, EE A.4.1, of trash that is thrown out each day?
EE A.4.2, EE B.8.20
Continue the discussion: If you make 14 pounds of trash each day,
Grades: 4-8 how many pounds do you make every week, month and year? Convert
the annual number from pounds into tons. How many tons of trash do
you make each year?
To help you visualize how much a ton weighs, ask if a student would
like to volunteer how much they weigh. How many of that student
would it take to make one ton? How many “students-worth” of trash
do you make each year? How many people are in your family? If 14
pounds of trash are generated each day for every person, how many
pounds or tons of trash does your family make every week, month and
year? How do your buying habits affect the amount of trash
you produce?

NOW THAT YOU’VE DISCOVERED THE AMOUNT

OF TRASH YOUR OWN CLASS GENERATES,

JUST IMAGINE HOW MUCH TRASH IS GENERATED

BY ALL THE CLASSROOMS IN WISCONSIN!

42
 Out of Sight, Out of Mind: 2
Class
Trash

EDUCATORS' GUIDE
Materials: Trash generated by your class on a typical day (note: Note: Students will need to be familiar with
initially include recyclable items like paper, plastic, aluminum and glass the concepts of weight and volume in order
in the trash weight and then subtract recyclables from the total weight to do the following activity and understand
the implications. Consider using this activity
afterward), tarp or sheet of plastic to put trash on (optional), rubber
as part of a mathematics lesson that
gloves, clear garbage bags, bathroom or grocery scale addresses these concepts.
Learning Objectives: Students will
Procedure: Collect and save the trash your class generates (in the calculate the amount and types of trash
classroom, art room, shop, lunch room, etc.) on a typical day. Wash thrown out by their class at school and
jars and cans, place food trash in a sealed container, separate trash investigate where it is taken.
types into clear plastic garbage bags. You can save trash for more Subjects: Mathematics, Social Studies,
than one day if you wish. This will enable you to calculate the average Science, Environmental Education,
amount generated by your class each day. Have students (either as a Family and Consumer Education.
class or in groups) fill out the "Class Trash" worksheet as observations Wisconsin Model Academic Standards:
are made with the class’s trash. SC C.4.4, SC C.4.5, SC C.4.6, M D.4.2,
M D.4.3, M D.4.3, M D.8.4, SS D.4.7,
SS D.8.11, EE A.4.1-4, EE A.84, EE B.8.20,
FCE introductory D.2 and D.3.
Grades: 4-8
Household Hazardous 1%

Waste
Glass 2%
Other 5% Composition
Metal 6% by Major
Materials
Category
Source: Wisconsin DNR, 2007
Problem
materials 8%

Construction
& demolition
materials
29%

Plastics 10%

Paper 21%
Yard, food,
animal 18%

43
 Name _________________________
OUT OF SIGHT, OUT OF MIND
CLASS TRASH
Class Worksheet, pg. 1

1. List the items you throw in the classroom and lunchroom wastebaskets on a typical day.

2. Predict what four types of materials make up the greatest portion of the waste by:

Weight: 1. _______________ 2. _______________ 3. _______________ 4. _______________

Volume: 1. _______________ 2. _______________ 3. _______________ 4. _______________

Number
of items: 1. _______________ 2. _______________ 3. _______________ 4. _______________

3. After you have spread out the class’s trash on a tarp Number of
on the ground, count the number of different items Trash Type items found
for each trash type (i.e., food waste, glass, plastic in trash type
bags), and fill out the chart to the right. Place the
Food waste
trash, by type, in separate bags.
Paper

Pencils/pens

Aluminum
4. What types of trash create most of the total class
trash by number? What types/items could have been
Plastic
recycled instead of thrown into the garbage can?
Glass

Paper bags

Plastic bags

Other (specify)
5. Draw a bar graph to illustrate the amounts of the
different trash types found. Be sure to highlight Other
which types on the graph are recyclable.
Other

Other

44
 OUT OF SIGHT, OUT OF MIND
CLASS TRASH
Class Worksheet, pg. 2

6.Select the four types of trash you estimate make 8. How do your calculations compare with the
up most of the total trash by weight. Use one of predictions you made in question #1?
the following methods to determine the exact or
approximate weight of each type:
a. If you have a grocery scale in your classroom,
9. H
 ow much trash (minus recyclables) does your
weigh the items.
class throw out in a day, week, month and school
b. If you have a bathroom scale you can weigh year by weight, volume? How much recyclables
yourself holding the bag and then just yourself does your class throw out in a day, week, month
and subtract the two numbers to determine the and school year by weight, volume?
weight of the trash.
c. If you don’t have a scale, find objects in the
classroom that are of a known weight. Compare
the weights of your object and the class’s trash
(use a balance if you have one).

10. How much space will one school year’s-worth of

Weight your class’s trash and recyclables fill if they are
Trash type not compressed? Calculate the volume of your
estimate
classroom. If you didn’t remove any of your class’s
#1 trash and recyclables from the classroom, how
much of the room would be filled by the end of
#2 the year? How much room would be left for you?

#3

#4
11. Do you think your class makes a lot of trash?
If not so much, explain reasons for your response.
Estimated weight of
all of your class’s trash:

GOING BEYOND
1. Investigate where your school’s trash .
7. Calculate the volume of the trash and recyclables and recyclables are taken.
in each bag by measuring the width, length 2. Pledge to reduce 5 percent of the
and depth of the items in it. How might volume average daily weight of your class’s trash
differ if the glass, cans or boxes are crushed? by finding ways to reduce waste. (i.e.,
Does weight change if volume changes? composting lunch food waste, using
discarded paper for scrap paper, using
reusable containers in lunches, etc.)

45
 Understanding
❋

Waste
EDUCATORS’ GUIDE

Learning Objectives: To have students Materials:

examine the materials that comprise the
• Eight large clear glass jars
products they use, describe whether these
materials are renewable or non-renewable • Four tight-fitting lids for jars
resources, observe what happens to • Dry soil
materials when placed in an old fashion • Miscellaneous solid waste
dump and a newer sanitary landfill, and • Crayons/markers
decide whether they should be disposed
• Masking tape
of in a different way.
Subjects: Science, Social Studies,
* Procedure and diagram of activity is on the next page.
Environmental Education, Family and
Consumer Education, and Health.
Wisconsin Model Academic Standards: Pre-and Post-Activity Questions:
SC C.4.2, SC C.4.5, SC C.4.7, SC C.8.6, 1. D
 efine and give examples of: organic materials, renewable
SC C.8.10, SS D. 8.11, EE A 4.1-4, resources and non-renewable resources.
EE A.8.4, EE B.4.3, EE C.8.2, FCE
introductory A.2, FCE intermediate A.3, 2. W
 hat do you think will happen to items made of renewable or
H A.4.2, H A 8.2. non-renewable resources when they are put in a modern landfill?
Grades: 4-8 3. L ist four items you use everyday that you could recycle.

❋ Section is adapted from A-Way With

Waste curriculum guide, a program of
the Washington State Department
of Ecology.

Going Beyond
1. K
 eep a record of your family’s purchases from two trips to the grocery store.
• Record what your family does with the waste from its store purchases.
• Is there anything your family could do with the waste from its store purchases besides landfilling?

2. P
 redict how many plastic shopping bags your family brings home in one month (include grocery and retail bags).
Count how many plastic bags accumulated. Was the number more or less than you expected? What are a majority
of these bags made of? What resources are used in the production of the bags? What retail locations in your area
offer plastic bag recycling? Find a way to let others know about these recycling locations (i.e., posters, information
on school mailers, school website).

3. V
 isit a local landfill. A list of Wisconsin’s sanitary landfills is available at http://dnr.wi.gov/org/aw/wm/faclists/
WisLic_SWLandfills.pdf

46
Procedure:
1.Ask students to choose one item you threw away today. 5. Sort each solid waste item into its proper category (a-d).
What is your item made of? Into which of the following Put a small sample of each into the “Set 1” and “Set 2”
four categories of solid waste does your item fit? jars with the corresponding labels and cover with soil.
a. organic (e.g., potato peels) Do the following:
b. renewable resource/recyclable (e.g., newspaper) •“ Set 1,” leave the lids off and keep soil damp
c. non-renewable resource/recyclable with water.
(e.g., aluminum cans) • “Set 2,” put the lids on tight; do not add water.
d. non-renewable resource/hard to recycle •P lace both sets of jars on a shelf away from people
(e.g., toothbrush) and out of direct sun.

2. What happens to the item you threw away? 6. Predict what you think will happen to the solid waste in
Discuss: Where is away? What is a dump? What is a each jar. Record your predictions.
landfill? What is the difference between a dump and a 7. Observe and record what changes, if any, occur during
landfill? List ways you can avoid disposing of your item a 4–6 week period.
in a landfill.
Discuss: What happened to the items made of organic
3. With crayons and masking tape, label two sets of glass and renewable resources in each set? What happened
jars with the four category headings above. Label one to the items made of non-renewable resources in
set of jars “Set 1,” and the other “Set 2.” each set? How did what happened compare with your
predictions? What comparisons can you make between
4. Fill each jar in “Set 1” and “Set 2” about half full the two sets?
with soil.
 Set 1” represents the old fashioned dump; “Set 2”
8. “
represents the newer sanitary landfill. What comparisons
can you make between your mini-dumps and mini-
landfills and a real dump and a real landfill?

renewable non-renewable non-renewable

organic
recyclable recyclable hard to recycle

47
 Classroom
Composting
EDUCATORS’ GUIDE

Learning Objectives: To have students Materials:

learn about recycling in nature and actually
• fish aquarium
recycle organic matter by composting.
• organic waste materials (be sure to add a variety of materials,
Subjects: Science, Environmental
not all one kind, i.e., use sawdust, wood ash and leaves in
Education, Family and Consumer Education
addition to food scraps; avoid meat scraps, fats and oils,
Wisconsin Model Academic Standards:
which inhibit decomposition and in outdoor compost piles can
SC A.4.5, SC A.8.6, SC C.4.2, SC C.4.4, SC
C.4.6, SS D.4.7, SS D.8.11, EE A.4.1-4, EE attract dogs, rats, raccoons and other animals)
A.8.3, EE A.8.4; EE C.8.2, EE E.4.2, FCE • lawn fertilizer that contains nitrogen (but not herbicides or
introductory D.2, D.3. insecticides) or manure and green grass clippings that also
Grades: 4-8 contain large amounts of nitrogen. Be careful, don’t use too
much nitrogen—a carbon: nitrogen ratio of 25-30:1 is ideal.
(Grass clippings already have a carbon: nitrogen ratio of 19:1,
while leaves have a 60:1 ratio.)
• soil
• 1-2 dozen red earthworms (obtain from yard, garden, bait shop
or school grounds)
• thermometer
• trowel or large kitchen spoon (for turning, or aerating the pile)

THE PERFECT COMPOST RECIPE

soil: contains microorganisms that help decomposition.
organic wastes: such as leaves, food scraps, grass clippings. Wastes should be varied, including materials with
both carbon and nitrogen. By alternating layers of high-carbon and high-nitrogen materials, you can create good
environmental conditions for decomposition to occur.
nitrogen: many of the organisms responsible for decomposition need nitrogen, thus nitrogen is necessary for rapid
and thorough decomposition. Nitrogen is found naturally in organic wastes (higher in “green” materials like grass
clippings than in “brown” materials like dry leaves), and in many commercial fertilizers.
worms: they eat the waste, helping to break it down; make droppings, which enrich the soil; tunnel through and
aerate the waste, facilitating decomposition; and eventually die and become part of the compost.
water: necessary for normal functioning of life. Too much water in a compost pile may make it soggy and slow
decomposition by reducing needed oxygen.
air: the biological activity of fungi, bacteria, small insects and other organisms results in decomposition.
Most biological processes require adequate amounts of oxygen.
time: decomposition takes time. To speed up decomposition, aerate (by turning it over) your pile every few days;
otherwise, just leave it and wait.
heat: is produced by chemical reactions resulting from increased biological activity that occurs during decomposition.
Heat helps sanitize compost by killing certain organisms (e.g., weed seeds, pathogens, harmful insect larvae).
mass: in order to generate enough heat for optimal decomposition, the pile must contain at least one cubic meter
of organic material. Thus, the temperatures generated in an aquarium compost pile may be different from those
generated in one that is larger.

48
Procedure:
1. Discuss: What “ingredients” do you think are 4. Place the thermometer in the middle of the pile.
needed to construct a compost pile? Why? Wait an hour or so, then record the temperature.
List ingredients.
5. Record the temperature from the same location
2. Design a plan for making a mini-compost pile and depth, and at the same time each day.
in the classroom. Decide which ingredients the Why is it a good idea to be consistent with
students will provide and which will be supplied location, depth and time of recording? Does the
by the teacher. Set a date for constructing temperature change? Why or why not? Make a
your pile. graph to show your temperature results.

3. Suggestions for creating a mini-compost pile: 6. Gently mix the compost once a week to aerate
a. Chop the organic wastes into small pieces. it. A good time to turn the compost is after the
You can leave some large pieces of the same temperature peaks and begins to drop. Why?
materials to compare rates of decomposition Be sure to record the temperature before you
between large and small items. Why might turn the compost that day.
there be a difference? 7. Be patient. Occasionally check the moisture
b. Alternate layers of the materials as follows and add water if needed.
(amounts are approximate): inch of soil, two
inches of organic waste, sprinkle of fertilizer, 8. Make a chart to help you keep a daily record of
sprinkle of water, repeat. temperature and other observations during the
next month or two.
c. Cover with an inch of soil. Water the pile
enough to make it moist but not soggy. * Procedure instructions continued on next page.
It should feel like a damp sponge (it feels
moist, but you can’t squeeze water out of it).
Note: Air circulation is important to decomposition,
d. Add the earthworms and observe their
thus the best compost bin is one with wire or screen
behavior.
sides. Mass is also important, since approximately one
e. Place your compost pile where it will be cubic yard of compost is needed to generate good
at room temperature (not in direct sun). decomposition temperatures (104°-170° F). Thus, an
aquarium, with its small size and glass sides, is not
the best compost container. Consider constructing an
outdoor compost pile with wire sides on the school
grounds. For instructions on outdoor composting, refer
to Department of Natural Resources publication,
“The Complete Composter” at www.dnr.wi.gov/org/aw/
wm/publications/recycle/PUBWA182-05.pdf.

49
 9. Observe: Which materials break down the landfill a gigantic natural compost pile, or are
fastest? Slowest? Why? Are there any odors? there problems with placing large amounts
Why do you think decomposition has an odor? of organic material in landfills? (no air, limited
Does the texture of the compost change? moisture, etc.)
In what ways? Once the materials in your
compost pile have decomposed into humus, 12. N
 ow that you have constructed and maintained
conduct the same feel, smell and look test that a mini-compost pile in the classroom, how would
you did in Part 1, #2. you go about constructing and maintaining one
at home?
10. Now decide what your class should do
with this rich soil. When you clean out the Pre- and Post-Activity Questions:
aquarium, should you dump the humus in the
1. What are the necessary “ingredients” for a good
trash; take it outside and dig it into the soil;
compost pile?
or use it for growing plants in the classroom?
2. H
 ow is composting related to the concept
11. Discuss: How does composting reduce the of recycling?
amount of waste you would have thrown
3.How can composting reduce waste?
out? What do you think happens to organic
wastes that end up in the landfill? Is the

GOING BEYOND
1. Create a compost pile as in Part 2, but also add 5. Investigate what happens to the leaves your
manufactured items like a soda can, paper clip, community discards each autumn. What do you
bottle cap, aluminum foil, iron nail, pencil, crayon, think should be done with them?
paper, plastic bag, rubber band, etc. Predict rates 6. If
 your community has a municipal composting
of decomposition or lack of decomposition and center, take a field trip to it. Be sure to prepare
observe actual changes, if any. questions to ask the guide.
2. Take a field trip to a local woods or park. Examine 7. Have
 students design experimental compost piles.
a rotting log or leaf litter. Place a sample of rotting For example, make a pile that is low in nitrogen;
humus in a white enamel pan and sort through it lacks moisture; has little air circulation; or is made
carefully, looking closely for “decomposers.” What of a single ingredient (e.g., just grass clippings).
decomposers (insects, mites, fungi, etc.) can you Also create a good compost pile for comparison.
find? What do you think they are doing? Read about Compare rates and temperatures of decomposition
their life histories. between piles.
3. Make a worm composter. (for more information 8. F
 ill flower pots with different soil types, including
on worm composting, see DNR publication one type that has your humus mixed in. Plant seeds
"The Complete Composter" at www.dnr.wi.gov/ or grow seedlings in the pots. Make 4-5 pots with
org/aw/wm/publications/recycle/PUBWA182-05.pdf each soil type so that you’re comparing more than
and DNR website Environmental Education for Kids one plant grown in each type (i.e., so that you
(EEK!) Composting www.dnr.wi.gov/eek/recycle/ have a large enough sample size to make a valid
composte_waste.htm and Composting with Worms judgment). Do the plants in different soil types grow
dnr.wi.gov/eek/earth/recycle/compost2.htm. at different rates, with different vigor, color, etc?
4. Visit someone who maintains a compost pile. What are possible explanations for any differences?
Why do they compost? What do they do with the
compost? Have they had any problems? Would they
recommend composting?

50
 Packaging:
Is It a Waste?

EDUCATORS’ GUIDE
Most recycling and waste reduction programs focus on packaging There are four parts to this section.
since it is a very large and visible portion of the waste stream. Each part will have it's own list of
Learning Objectives, Subjects, WMASs
Consumers have the opportunity to significantly reduce the and grades covered.
amount of packaging they buy and throw away if they make
Part One: Rate That Package!
purchasing decisions with waste reduction in mind. Every day
Part Two: Grocery Store Scavenger Hunt
consumers make decisions about what to buy, and how to buy it,
Part Three: Pick Your Potato
based on a number of factors—value, quality and convenience.
Part Four: What’s At My House?
An increasing number of consumers are also trying to evaluate
the environmental consequences of purchasing certain products
and the packages in which they are contained. They want to know Oil saved by recycling 1 ton of.
which package is best for the environment. Unfortunately, there plastic packaging: 16.3 barrels
is no environmentally perfect package that fits all situations of
Landfill space saved by recycling 1 ton.
use. Consumers need to understand the functions of packaging of plastic packaging: 30 Cubic Yards
and have some guidelines for evaluating packaging before they
can make sound decisions. With this background, they’ll be able Number of plastic bottles Americans.
throw away every hour: 2.5 million
to select products with the least amount of packaging for their
needs, and in most cases, save money too!

Beneficial, safe & healthy for

individuals and communities
Is sourced, manufactured,
throughout its life cycle
transported, and recycled
using renewable energy as
much as possible
Maximizes the use of
recyclable materials
Is manufactured using clean QUALITIES OF
production technologies SUSTAINABLE PACKAGING
and best practices Source: www.smartcycle.com, 2006

Is designed to make the best

use of materials and energy
Meets manufacturers needs for
performance and cost

IN FACT
In 2003, the Environmental Protection Agency estimated that the .
United States produced 11.9 million tons of plastic packaging. .
Over 90 percent of this was sent to a landfill after just one use.

51
1 Packaging: Is It a Waste?

Rate that
package!
EDUCATORS’ GUIDE

Learning Objectives: This activity will Materials: "Rate That Package!" worksheet and a variety of
help students think about the functions packaged food and personal care products purchased from your
of packaging and will encourage them to local grocery store. Product variety should include items with
give equal consideration to quality, value,
packaging made from recycled materials (e.g., recycled paperboard
convenience, and environmental impact
when making purchasing decisions. in cereal boxes), packaging that is recyclable (plastics marked with
#1 or #2), non-recyclable packaging (foam, plastics marked with #7),
Subjects: Science, Social Studies,
Environmental Education, Family and and convenience items that may have multiple layers of packaging
Consumer Education. (individually wrapped candy bars, travel items).
Wisconsin Model Academic Standards:
SC C.4.5, SC C.8.4, SC C.8.2, SS D.4.7, Procedure: Divide the students into groups of 4-6. Have each
SS D.8.11, EE A.4.1-4, EE A.8.4, FCE group of students sit at a table with a variety of the packaged
introductory A.2, D.2. products. Give each student a "Rate That Package" worksheet and
Grades: 4-8 have them fill it out as they examine several products from their table.
After they have finished with the worksheet, have them complete the
following questions to discuss with the rest of their workgroup/class:
1. Which product at your table scored the highest?
2. Which products scored the lowest?
3. Pick a product that scored lower than others and make
suggestions on how the packaging could be changed to
score higher.

Going Beyond
With waste reduction in mind, have students
make a shopping list for one of the events below.
Have students share their ideas on their list
with the class.
• Birthday party of 10 guests
• Family reunion of 100 guests
• Dinner and sleepover at friends house
• Class party for about 30 students

52
Name _________________________
packaging: is it a waste?
rate that package!
Student Handout

Closely examine the packaging samples provided by your

teacher. For each packaging sample answer the yes or no
questions below to rate it.

#1 #2 #3 #4

Product:

Brand Name:

Types of Packaging:

Yes No Yes No Yes No Yes No

Does the packaging…

provide useful information?

protect product during transport & storage?

protect product from spoilage?

protect against tampering?

provide convenience in opening and using?

provide the right amount of product for me?

Is the packaging…

refillable or returnable?

reusable?

recyclable in your community?

made from recycled material?

using the minimum amount of .

materials to meet packaging needs?
Assign one point for each 'yes'
answer and add up for the total score. Total Score:

53
2 Packaging: Is It a Waste?

Grocery store
scavenger hunt
EDUCATORS’ GUIDE

Learning Objectives: Students will Materials: "Grocery Store Scavenger Hunt" worksheet, packaged
consider problems associated with grocery product (optional)
energy and resources expended in
food packaging and the complexity of
promoting and storing food in our society. Procedure: Use the Pre-activity Questions/Discussion items in class
before assigning the “Grocery Store Scavenger Hunt” worksheet.
Subjects: Science, Social Studies,
Environmental Education, Family and Have students go to the grocery store with the family member in their
Consumer Education. household that does the shopping. Fill out the worksheet and then
Wisconsin Model Academic Standards:
complete post-activity questions/discussions in class.
SC C.4.5, SC C.8.4, SC C.8.2, SS D.4.7,
SS D.8.11, EE A.4.1-4, EE A.8.4, FCE Pre-Activity Questions and Discussion:
introductory A.2, D.2.
1. Name
 as many types of materials you can think of that grocery store
Grades: 6-8
foods are packaged with (paperboard, foam, plastics, etc).
2. W
 hat are some reasons products are packaged? (product safety,
product appeal)
3. P
 ick a product example. What do you think the product’s
manufacturer looks for when they choose the packaging type?
What do you think consumers look for with packaging this product?

Post-Activity Discussion:
4. W
 hat were some of the products that you found to be over-
packaged or had more layers of packaging than necessary?
5. W
 hich did you find more of during your scavenger hunt—recyclable
or non-recyclable packaging?
6. Why
 do you think some manufacturers choose to have their
products in multiple layers of packaging?
7. Which
 products seemed to be more expensive per pound—
the ones with lots of packaging or little to none?

54
Name _________________________
packaging: is it a waste?

s grocery store
cavenger hunt
Take Home Worksheet no. 1

Plan a visit to a grocery store to see if you can hunt down all of the packaged items described below.
Remember: recycling symbols are normally found on the bottom of a packaged item. Recyclable items
include aluminum, paperboard (cereal boxes), cardboard, glass (salad dressing bottles), plastic #1 (peanut
butter, water bottles), plastic #2 (detergent bottles, other non-food containers) and steel (vegetable and fruit
cans). You may have to use an additional sheet of paper to complete your scavenger hunt worksheet.

1. Find an item packaged in a clear #2 plastic 8. L ook for a grocery item that is in a refillable container.
and list the product name. List the product and describe the packaging.

2. F
 ind an item that is wrapped in plastic and  ind an example of a product that is packaged
9. F
cardboard, and list the product name. two different ways—one way packaged in a non-
recyclable container, and the other in a recyclable
container. (example: applesauce in glass jar versus
3. F
 ind an item that has three layers of packaging applesauce in six individual, non-recyclable plastic
and list the product name and describe the #5 cups)
packaging.

10. L ook for a grocery item that can be bought in

 ind an item in the grocery store with no
4. F bulk, instead of smaller serving sizes that have
packaging at all and list the item’s name. more packaging. List the product.

5. Find a product that is made out of the item 11. T

 ake one of the products you found above that
(entirely or partially) in question #4, but is had non-recyclable or excessive packaging and
packaged. Name the product and describe redesign the packaging. List how you’d design the
the packaging (example: apples, applesauce). package and draw a sketch of how it would look.
Which product costs less per pound?

Going Beyond
 ind a grocery item with packaging made from
6. F
100 percent recycled material. List the product’s Purchase the product you described in
name and describe the packaging. question #11 above and bring it to class for
a presentation. Show the class the product,
share what the packaging consists of and what
7. F
 ind a product that is packaged in a reusable resources were used to make that packaging.
container. List the product, describe what the Present the alternative packaging you
container is made of, and list some ideas for designed for the product.
reusing the container.

55
3 Packaging: Is It a Waste?

Pick your
potato
EDUCATORS’ GUIDE

Learning Objectives: Students will

Materials: "Pick Your Potato" worksheet
examine the relationships between the
cost of products and the amount of Procedure: Use the Pre-Activity Questions to guide a classroom
processing and packaging. discussion before filling out the "Pick Your Potato" worksheet. Discuss
Subjects: Science, Social Studies, your conclusions, and answer the Post-Activity Questions afterwards.
Environmental Education, and Family and
Consumer Education
Pre- Activity Questions:
Wisconsin Model Academic Standards:
SC C.4.5, SC C.8.4, SC C.8.2, SS D.4.7, 1. What functions do the various forms of packaging serve?
SS D.8.11, EE A.4.1-4, EE A.8.4, FCE 2. W
 hich of your favorite foods could you buy with no packaging?
introductory A.2, D.2.
Which ones would you have to do without?
Grades: 6-8
3. Why
 should we be concerned with buying products that have less
packaging and less processing?

Post-Activity Questions:
4. What
 will you look for when you buy products in the future?
What criteria will you use for making your decisions about what to
buy and what not to buy?
5. How
 can the packaging of foods be reduced while still addressing
health and safety concerns?

Going Beyond
1. Working with a partner, select a fresh food item to 3. Conduct a survey of several fast food restaurants
investigate, such as a tomato or corn. If possible, go as and record the types of packaging (e.g., polystyrene,
a class to the grocery store (or go independently after paper, aluminum foil) they use for similar items (e.g.,
school). Calculate and/or record the price per pound soda, plain hamburger, fish sandwich, french fries,
of the fresh product as well as 5-10 items that are coffee). Is the packaging necessary? What criteria
processed from that product. Make a chart like the one are you using to make your judgment? If you were
on the "Pick Your Potato" worksheet, for the product concerned about the impacts of solid waste on the
you are investigating. Which form of food item is the environment, which restaurants would you go to
most expensive per pound? Why? What relationships most? Could you influence the restaurant to change its
are there between cost and the amount of processing packaging policies? How?
and packaging? Which form of the food item would 4. Make informative posters that recommend careful
you purchase if you were interested in: Reducing solid selection of food products. Include such ideas, for
waste at home? Saving money? Convenience? example, as: choose products in recyclable, returnable,
2. Contact a food processing company. Find out what or refillable containers; avoid excessive packaging, buy
percentages of their costs are due to the purchasing, products in bulk or in larger sizes, buy unwrapped fruits
processing, packaging, and shipping of the product. and vegetables, avoid snack items in single-serving
Ask them how they dispose of their production wastes. packages, carry products home in cloth bags, support
companies that provide minimal and recyclable
packaging. Look for local areas (with permission) to
post these signs such as grocery stores, laundromats,
and community bulletin boards.

56
Name _________________________
packaging: is it a waste?
pick your potato
Take Home Worksheet no. 2

Examine the chart on this worksheet and then answer these questions:

1. W
 hich form of the potato is the most highly  hich form of potato do you think might produce
5. W
processed and packaged? the most waste at the processing plant?

2. Which form is the most expensive per pound?  hat do food processors do with their vegetable
6. W
wastes? (spread in fields, compost, sell for animal
feed, etc.) Are these really wastes? How can you
reduce the amount of waste and not throw away
potato peelings?

3. W
 hich form of potato would you purchase
if you were interested in:
a. Reducing solid waste at home?

b. Saving money? Price

Package per
c. Convenience? Product Size Price pound

Individual Fresh Potatoes N/A .79 .79/lb

Bag of Fresh Potatoes 5 lbs 2.29 .46/lb

4. W
 hich form of potato produced the Sliced Canned Potatoes 14.5 oz .99 1.09/lb
most waste (packaging and peelings)
at home? Instant Mashed Potatoes 13.75 oz 2.19 2.54/lb

Microwavable Easy Fries 4.25 oz 1.00 3.76/lb

Boxed Scalloped Potatoes 7.5 oz 2.19 4.62/lb

Box of Potato Chips 12 oz 3.19 4.25/lb

Multi-pack Potato Chips 24 oz 8.49 5.66/lb

Fast Food Large Fries 6 oz 1.49 3.97/lb

Price information from Pick and Save in Oconomowoc, WI,

and McDonalds in Waukesha, WI, July 2006

57
4 Packaging: Is It a Waste?

What's at
my house?
EDUCATOR’S GUIDE

Materials: "What’s At My House?" worksheet

Learning Objectives: Students will
investigate products in their own homes
to learn more about packaging types
Procedure: Use the Pre-Activity Questions/Discussion items in
and making choices as consumers that class before assigning the “What’s At My House?” worksheet.
promote recycling and environmental Have students go through the activity with the family member(s) in
sustainability. their household that does the grocery, personal care and home
Subjects: Science, Social Studies, products shopping. Fill out the worksheet and then complete
Environmental Education, Family and Post-Activity Questions/Discussions in class.
Consumer Education.
Wisconsin Model Academic Standards: Pre-Activity Questions:
SC C.4.5, SC C.8.4, SC C.8.2, SS D.4.7,
SS D.8.11, EE A.4.1-4, EE A.8.4, FCE 1. W
 hat are some of your favorite grocery store products?
introductory A.2, D.2. Name some and put them on the board. Describe and list how
Grades: 4-8 those products are packaged (i.e., paperboard box, plastic wrapper,
etc.) Some items will not have packaging, such as produce items.
2. W
 hat is recyclable in your community? (glass, plastic, cardboard,
paper, paperboard, aluminum, steel)
3. T
 alk about what it means for a product to be durable. Why is it
important to choose products that are durable?
4. W
 hat does it mean when a product is designed to be disposable?
Name some products that are designed to be one-time use only
and then disposed of. How does this type of product affect how
much waste is sent to our landfills?
5. W
 hat types of packaging are recyclable?
6. W
 hat does it mean when a product is reusable?
7. W
 hy do we choose the products we do? Talk about what influences
our purchases such as price, advertising, convenience and durability.

Post Activity Questions:

8. W
 hat packaging types did you find the most of in your home?
9. N
 ote any trends within your observations on your worksheet.
10. A
 s consumers, how can we reduce the amount of packaging
needing to be recycled and disposed of? List some ideas how to
Going Beyond
do this.
1. Pick one product from your worksheet that
11. H
 ow can you look for ways to reduce the amount of packaging
is not recyclable and find an alternative
waste in your family?
for your family. Alternatives might include
picking another brand that has less
packaging, more recyclable packaging,
or stopping using that product.
2. Pick an item from your worksheet that is
not very durable and find alternatives to
that the product.

58
Name _________________________
packaging: is it a waste?
what's at my house?
Take Home Worksheet no. 3

Use items in your home to fill out the chart below. Ask the help of the
person(s) in your household that does the grocery shopping. (Reasons
for purchasing an item might include: on sale, best value, convenience,
preferred brand, best quality, etc.)
Pick a minimum of four products, from each of the
following three categories, to fill out this chart.
1. Grocery/food products
2. Personal care items, like toothpaste and shampoo
3. Home products, such as cleaning, storage or household supplies

Durable Disposable Recyclable Reusable Reason for

Product
Y/N Y/N Y/N Y/N Purchasing

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

59
 packaging, is it a waste?
what can i do?
Student Handout

Grocery shopping with Walking into a grocery store can be an overwhelming experience—
the four R's in mind there are so many choices: What brand? What size? What flavor? .
What packaging? By keeping the four R’s in mind—Reduce, Reuse,
Recycle and Re-buy (or Buy Recycled)—you can reduce waste, and .
save money, all by the simple process of shopping.

How
the fo
do yo
u app
ly 1. r ways
ur R's
m in d . Look fo
shopp when Reduce—
in e dry
ing? h th e first R— o u r m oney. Tak
w it fo r y ized
t to shop ackaging e, family-s
It’s easies uct an d le s s p
availab le in la rg
ore prod most are uying in
to get m in s ta n c e , T h e idea of b
cerea ls fo r r ti m e . tomato
breakfast s p a c k a ging ove m d e te rgents to
ce fr o n’t
o x e s , w hich redu r m a n y p roducts, p ro d u c ts that do
b
es holds
true fo ackaged ples, carr
ots
larger siz o n d , d o n’t buy p p le s . A p
Sec e exam ut in a
d pastes. s are prim ary, be p
sauces an ve g e ta b le if n e c e s s
fruits and ose (or, stic, or
need it— c a n b e bought lo s e y o u r paper, pla t of
n d o th e r produce h o m e ). Third, reu d u c e th e amoun
a t from list to re
g brough shopping waste.
plastic ba fo u rt h , c a rr y a
c in g u n necessary
s. And by redu
cloth bag in g y o u do, there
hopp
impulse s

2. 3.
rtant. Don’t forg
s e — is a lso impo et to also
buy with R
n d R — Reu s u p p li e s mind. If y
o ecycling—
Th e s e c o lu n c h u c a n ’t the third R
s li k e ju ice, t a in e r s m a k e
reuse an it
e m —in
u y g ro c erie u s a b le con sure the it
e m
, or plan to
B w it h re c ardboard, is re c y clable. Ty d is p o s e
diments purchase
d in pically, th of it,
and con c a n b e r F o r example
glass, alum
in u m , tin, or sp is m e a n s it is
Juices in you
in mind. r m t o b e mixed d u c e (I f y
, #1 and #
2 p la s
ecific kind
s o f p
ate fo re o u are not ti cs are rea lastic.
concentr t a in e r s . You can sure wheth dily recyc
y la
able con waste b or #2 plas er the pla ble.
own reus m o u n t of lunch m anageme
tic, and th
e re fo re
stic conta
in e r is a #1
dous a tainers.
can be re
a tremen rv in g c o n nt. If they
don’t kno
cycled, as
k store
single se Recycling w, ask the
avoiding prevent w
is importa
n t, but it is o m to find out!).
aste befo ften more
That’s wh re it is ge e ffective to
y the first nerated in
R—Reduc the first p
e—is the lace.
top priori
ty.
4.
Finally, Re-buy (or Buy Recycled)—buy products made with recycled material.
Purchasing these products helps turn waste reduction strategies into economic
development opportunities. The packaging on many products lists whether recycled
material is used. Buying these products helps “close the loop,” and because these
products use fewer resources, you will be helping the environment. Buying with the four
R's in mind helps reduce unnecessary waste, and can help build up the piggy bank.

60
 Resources

BOOKS • Smash! Mash! Crash!: There Goes the Trash!

2006. Barbara Odanaka. Margaret K. McElderry
The following list is meant to provide resources for Books, New York, NY.
learning more about recycling, composting and
• The Three R’s: Reuse, Reduce, Recycle. 2006.
waste reduction. These books are available at your
Nuria Roca. Barron’s Educational Series, Inc.,
local bookstore or online. This list is by no means
Barcelona, Spain.
exclusive, and simply serves as a starting point for
resources to build and enhance education efforts • Trash And Recycling (Usborne Beginners:
focusing on recycling and waste reduction. Information for Young Readers: Level 2). 2006.
Stephanie Turnbell. Usborne Publishing, Ltd.,
• Nature’s Art Box. 2003. Laura C. Martin. Storey
Saffron Hill, London.
Publishing, North Adams, MA.
• The Wartville Wizard. 1993. Don Madden.Aladdin
• Recycled Crafts Box. 2003. Laura C. Martin.
Paperbacks, New York, NY.
Storey Publishing, North Adams, MA.
• Waste and Recycling (Precious Earth). 2004. Jen
• The Adventures of a Plastic Bottle: A Story
Green. Chrysalis Books Group, North Mankato,
About Recycling (Little Green Books). 2009.
MN.
Alison Inches. Little Simon, New York, NY.
• Where Does the Garbage Go?: Revised Edition
• Composting: Decomposition (Do It Yourself).
(Let's-Read-and-Find-Out Science 2). 1994. Paul
2008. Buffy Silverman. Heinemann Library,
Showers. HarperCollins Children’s Books, New
Chicago, IL.
York, NY.
• Garbage and Recycling (Young Discoverers:
• Why Should I Recycle? (Why Should I?). 2002.
Environmental Facts and Experiments) 2002.
Jen Green. Hodder Wayland, Great Britain.
Rosie Harlow. King Fisher, Boston, MA.
• Michael Recycle. 2008. Ellie Bethel. Worthwhile
ENVIRONMENTAL EDUCATION
Books, San Diego, CA.
CURRICULUM MATERIALS
• My Bag and Me! 2008. Karen Farmer. Penton Kids
EEK!. DNR’s website for kids.
Press, Carlsbad, CA.
http://www.dnr.wi.gov/eek/
• My Big Green Teacher: Recycling (It's Easy
Nature’s Recyclers Study Guide. 1990. Wisconsin
Being Green). 2008. Michelle Y. Glennon. GDG
Department of Natural Resources
Publishing, LLC, Atlanta, GA.
http://dnr.wi.gov/org/aw/wm/publications/recycle/
• Recycle!: A Handbook for Kids. 1992. Gail publie043.pdf
Gibbons. Hachette Book Group USA, New York,
Project WILD/Project Learning Tree/Project WET
NY.
Wisconsin Department of Natural Resources
• Recycle Every Day! 2003. Nancy Elizabeth PO Box 7921, Madison, WI 53707
Wallace. Marshall Cavendish Corporation, (608) 264-6280
Tarrytown, NY. http://dnr.wi.gov/education/pltwildwet/
• Reusing and Recycling (Help the Environment).
2008. Charlotte Guillain. Heinemann Library,
Chicago, IL.

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 Waste and Recycling Educational Materials Recycling Organizations and
(all ages), U.S. Environmental Protection Agency, Resources
Ariel Rios Building, 1200 Pennsylvania Avenue
Associated Recyclers of Wisconsin,
N.W., Washington, DC 20460.
http://www.arow-online.org/
http://www.epa.gov/epawaste/education/index.htm
Keep America Beautiful, http://www.kab.org
and Recycle City: http://www.epa.gov/recyclecity/
Earth 911, http://www.earth911.com
Wisconsin Association of Environmental Education
University of Wisconsin Stevens Point Recycle More Wisconsin, http://
8 Nelson Hall recyclemorewisconsin.org/
Stevens Point, WI 54481 Recycling Education and Outreach Coordinator
(715) 346-2796 Bureau of Waste & Materials Management
http://www.uwsp.edu/cnr/waee/ Wisconsin Department of Natural Resources
PO Box 7921
COMPOSTING Madison, WI 53707
(608) 264-9258
Home Composting – The Complete Composter.
2005. Publ # EI-2003 2006, Recycling Program Coordinator
Wisconsin DNR, PO Box 7921, Madison, WI 53707. Bureau of Waste and Materials Management
http://dnr.wi.gov/org/aw/wm/publications/recycle/ Wisconsin Department of Natural Resources
PUBWA182-05.pdf PO Box 7921,
Madison, WI 53707
Home Composting: Reap A Heap of Benefits.
(608) 267-7550
2001. Publ. WA-072,
Wisconsin DNR, PO Box 7921, Madison, WI 53707. University of Wisconsin-Extension,
http://dnr.wi.gov/org/aw/wm/publications/recycle/ Solid and Hazardous Waste Education Center
publsw072.pdf (SHWEC)
Lowell Hall, 610 Langdon St., Rm. 529
Yard Care: Do Your Share. 2001. Publ.WA-073.
Madison, WI 53703.
Wisconsin DNR, PO Box 7921, Madison, WI 53707.
http://www3.uwm.edu/Dept/shwec/
http://dnr.wi.gov/org/aw/wm/publications/anewpub/
WA073.pdf

Credits and Acknowledgements

2007 Project Coordinator A special thanks to

Shelley Warwick Jim White of Berlin Middle School and Jane Suminski
of Humboldt Park K-8 School, for testing select
Past editions 1987–2003
activities with their classes.
Anne Hallowell, Carrie Morgan, Len Polczinski,
John Reindl, Dan Sivek, Larry Sperling, Design/Illustration
Joel Stone, and Dennis Yockers Cricket Design Works

Thanks for editorial advice to Your comments and suggestions about this study
guide are welcome. Please address your reply to:
Carrie Morgan, Cynthia Moore,
Recycling Educator, Education and Information
Brenda Hagman, Wendy Weisensel, Wisconsin Department of Natural Resources
Jackie Hanzal and Christal Campbell. PO Box 7921
Madison, WI 53707

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EDUCATORS' NOTES
EDUCATOR’S NOTES