NatuREcycle - Life of an aluminum can
'When one tugs at a single thing in nature, he finds it attached to the rest of the world.'
John Muir
Project leader: Göncöl Foundation
Contributing partner: IUCN CEC
Contributors: ÖKO-Pack Ltd, Cz&K Consulting Ltd.
Supported by: ALCOA Foundation
2014
The NatuREcycle project is the follow-up to the Pass the Can initiative of 2013 with the support
of Alcoa Foundation. The project is implemented by Hungarian IUCN Member Göncöl
Foundation jointly with ÖKO-Pack, with the contribution of the Commission on Education and
Communication of IUCN. The aim of the project is to develop an educational game designed to
call attention to the environmental impact of aluminum production, from the mining of bauxite,
through the production of the raw material to manufacturing and packaging. The concepts of
individual responsibility and conscious consumer shopping, as well as appropriate waste
disposal and the modes of aluminum recycling are introduced in the context of shopping and
the household. The game demonstrates where the individual has a choice in this complex
process and the extent to which our decisions affect our environment.
The guidelines of the game are developed with the input of IUCN CEC members. The game will
be piloted during a three-day playing house at the end of April in Hungary. The guidelines will
be finalized based on the feedback and experiences of the playing house.
Dimensions of the game:
Who can play? The game was originally developed for students aged 8-14, it can be adjusted
to fit the needs of both the older and younger age groups.
Duration: 20 minutes, including the closing discussion, but it can vary depending on the type
of the lesson and group.
Required accessories, conditions: The game can easily be played in school, necessary
conditions:
 the pictures of each stop printed in A4 size,
 a board, table or flipchart of adequate size to create the empty flowchart with arrows
(see the draft of the board below) where students can place the pictures of each stop,
 the game sheet (see page 8), which can be printed in multiple copies for the students
(laminating the game sheet is recommended for repeated uses, so the answers can be
written with markers and erased at the end of each occasion of playing the game)
 The answer sheet and guidelines (see page 9) for teachers/referees containing the
solutions and answers to the game sheet.
The aims of the game:



Promoting the recycling of aluminum, thereby protecting and improving the natural
environment,
Raising awareness of the individual’s responsibility, demonstrating the consequences of
decisions, sensitizing,
Illustrating systems thinking.
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Steps of the game:
How to play?
1. Print the pictures illustrating each stop. If you plan to use the game regularly, we
recommend laminating them or attaching them to a wooden board.
2. Prepare the board by creating the „empty” flow chart – draw the elements (arrows) on
a flipchart, board, or print and place them on a table or wall.
3. The answer sheet containing the solutions and answers help the teacher/referee start,
lead and evaluate the game.
4. The first task of the students is to work in a group, discuss their decisions and put the
printed stops in their appropriate places with the help of the illustrations, infographics,
visual elements, the game sheet and the teacher/referee.
5. The students follow the life of an aluminum can through 8 stops on the board in a given
order according to the game sheet. The game sheet contains the tasks and questions
connected to each stop, which they solve and answer with the help of the infographics
and illustrations, working in a group or individually.
6. In the next to last stop, the chart separates into two directions, the students are also
separated into two groups. One group chooses selective waste collection, thereby
closing the chain of the aluminum can’s life, while the other chooses the communal
landfill, leaving the chain open.
7. After successfully following every stop, students summarise their experiences with the
help of the teacher/referee, reflecting on the differences in the consequences of the
decisions of the two groups, drawing the conclusion that every activity has an
environmental impact, and our decisions influence the whole process. The answer sheet
contains recommended questions for the teacher/referee to lead the discussion.
The market, situated on the right side of the game board, is worth a special mention. Even
though it is not organically related to the life of an aluminum can, its importance in conscious
consumer shopping makes it impossible to leave out. The market is a space for the community
and economy, where customers meet producers directly, and they can shop in an
environmentally conscius way, unlike in a store (see refilling, packaging, etc.)
The joint summary helps to call attention to the connection between nature conservation and
aluminum recycling, providing the knowledge the children of the present need to make
responsible decisions in the future. Besides recycling, the game also conveys the message that
even though every activity has an impact on the environment, the extent of the impact can be
influenced.
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Description of stops:
No.
1
Name
Nature
Description
Aim
The first stop of the game is an untouched natural area (hill) with triple
canopy and its characteristic flora and fauna. A schematic cross-section of
the as yet untouched soil where the bauxite is easy to detect also appears in
the illustration.
Informative texts surround the illustration, such as “The production of
aluminum requires the mining of bauxite”,
“Does nature generate waste?”
Raising awareness of the natural
area that we exploit for our
individual purposes.
Data, info:
It takes 4 tonnes of bauxite to produce 1 tonne of aluminum, a byproduct of
which is 1 tonne of red sludge, which is also rich in heavy metals.
The natural area of the first stop appears again in the second illustration with
a considerably wounded landscape as we face the conditions after mining.
The illustration is a mixture of realistic and cross-section, texts inform us of
the time period it takes to mine a certain area.
On the right side of the illustration, the extracted bauxite is loaded into a
truck, which leads us to the next stop.
Data, info:
1821 – Frenchman Berthier Le Beaux found the new ore first, a hard,
reddish, claylike material, which contained alum. He named the mineral
bauxite after his hometown of Le Beaux in Southern France. The material
contained 52% aluminum-oxide, the most common ore of aluminum.
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Mining
Aluminum was discovered in the 18th century and was even more expensive
than gold at first! Only Napoleon III could afford to stir his tea with an
aluminum spoon. Later, he had a rattle made of the most precious metal for
his young son.
Do you know of sites where bauxite can be found? In the temperate zone,
bauxite is extracted from underground mines, in the case of Hungary, from
karstic stones.
Did you know that due to bauxite mined from karstic rock, the extracted
karstic water (first class drinking water) cannot be utilized because of its
large quantity, and has to be discharged into living waters? As a result, the
exceptionally clean karstic water ends up as fourth or fifth class water.
The decrease of the karstic water level is over 100 meters in some places.
Realizing the impact mining has on
nature.
The truck delivers the bauxite on the left side of the illustration for the
production to begin.
We see the stylized cross-section of a factory, where the graphical display
and text boxes reveal how many soda cans are produced from a certain
amount of bauxite and the amount and nature of byproducts that are
generated in the process.
The illustration contains the packaging plant too, after packaging, the product
is loaded into another truck to be transported to the store.
Data, info:
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Production
Aluminum has become the choice of metal in the automotive industry (cars,
airplanes) because of its small specific weight (only 1/3 of iron’s) and its
advantageous characteristics (elongation, tensile strength, flexibility).
Nowadays, more than 50% of metallic packaging materials are made of
recycled materials.
Recognizing the material waste
inherent in the process of making
aluminum cans from bauxite.
Realizing that harmful byproducts
are also generated, and the
production process is accompanied
by environmental pollution.
The 1,2 kWh of power necessary for the production of a single aluminum can
could power a television for 20 hours !
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Store
The production of 1 kg of aluminum requires 30 times the amount of energy
necessary for the production of 1 kg of glass!
We see a typical store with long shelves filled with household food products.
We are facing a realistic situation, we have to buy a soft drink per the
instructions of the game sheet. The selection of the store is unfortunately
poor as they are out of bottled soft drinks, so our only choice is to buy one in
an aluminum can.
Data, info:
Demonstrating
the
serious
decisions we face while shopping,
even if we do not realize their
consequences immediately.
Only choose the aluminum can if you plan to dispose of it selectively! Its
production uses the most energy, its use is only viable if we recycle.
After we are finished with the shopping, we take the purchased product
home. The fifth stop is the illustration of a kitchen.
We have to decide where to throw out the empty aluminum can, which has
become waste: into the selective waste container, or the litter bin.
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Household
Realizing we have a choice, and the
decision is entirely up to us.
Data, info:
Aluminum is one of the most valuable metals. Light and durable products can
be made of it, many times it serves humanity really well. Unfortunately, our
consumer society tends to go to extremes with aluminum use too, since it
does not limit its usage to the absolutely necessary.
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If we chose selective waste collection, we arrive at the selective waste
collection island, demonstrating this necessary and unavoidable step in
reality.
We learn that as a result of our decision, new products can be made from our
waste without the need to exploit even more natural areas.
The stop raises the question of products that can be made from recycled
aluminum.
Data, info:
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Selective waste
collection island
Aluminum can be recycled again and again, melting it results in saving 95%
of the energy necessary for primary aluminum production. Naturally, not
every type of aluminum can make it back into the cycle, foils layered with
aluminum for example cannot, and only a small percentage of recyclable
products are actually recycled. The aluminum-oxide (alum earth) and dirt in
the melt results in a further loss during the recycling.
Tudatosítani, hogy ezen aprónak
tűnő választásunk következtében
máris sokat tettünk környezetünk
megóvása és állapotának javítása
érdekében.
Aluminum is easily processable. Due to its low melting point (660 Celsius), it
can be rolled well and recycled cheaply.
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Landfill site
The amount of energy used to make a single aluminum can from bauxite can
produce 20 aluminum cans from recycled materials.
If we chose the litter bin, we arrive at our next and last stop, a landfill site.
A settlement is visible in the background, the illustration and texts call
attention to the enormous amount of waste which could be reduced with
selective waste collection.
Data, info:
One person generally disposes of 50-60 aluminum cans into the litter bin in a
year.
+1
Market
Do you remember what aluminum was worth the same as in the 18th
century? Is it worth to just throw it out ?
Shopping at the market is an alternative to the store. This stop is a positive
dead end outside the flowchart, but it cannot be ignored. Products in
aluminum packaging are unavailable at the market, therefore the problem is
circumvented.
Emphasizing the fact that we
contributed significantly to the
deterioration of our environment
with this seemingly small decision.
Realizing we can meet producers
directly at the market and make
significantly more environmentally
conscious purchases.
Sources:
http://environment.about.com/od/recycling/a/The-Benefits-Of-Aluminum-Recycling-Why-Recycle-Aluminum.htm
http://hulladekboltermek.hu/cikk/0827/630202/20080701_fem_alumini_1.htm
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Alternative versions of playing the game:
1.
In the playing house, the game is installed on a wooden board of 90x130 cm, where
pictures illustrating the connection between nature and the production, use and
recycling of aluminum follow each other linked together with visual elements and
complete with infographical solutions. Each stop is set up on a separate wooden disk,
which physically stand out from the board and can be taken out and inserted. The game
sheet contains the tasks and questions to be solved and answered by the players, it
also helps to facilitate the discussion at the end of the game.
2.
In another possible version of playing the game, students work in a group, and answer
the questions on the game sheet stop by stop at the same time as placing the pictures
in their correct spot on the flowchart, before they complete the flowchart. The final
summary of their experiences remains the same.
3.
If we have enough time, the class can follow both directions together (following the
consequences of both the selective and communal waste collection), simultaneously
discussing the differences with the help of the teacher/referee.
4.
It is also possible to produce a labyrinth version of the game. In this case, each stop is
a stop in a labyrinth, printed on a textile and stood on the ground, forming corridors
and decision points, where the corridors separate. Students can physically follow the
stops in the life of an aluminum can instead of following on a board. The labyrinth has
several exits, the market is a realistic choice, which leads students out of the chain of
the aluminum can’s life. Following the stops, students can experientally see the
consequences of their decision to throw the aluminum can in the selective waste
container, or the litter bin. The labyrinth version makes it possible to play the game in
different ways, for example by separating student into two groups and giving them
different instructions, so they can compare their experiences at the end.
Further reading:
-
Ecological footprint
-
Negative externality
-
Product life cycle
-
Conscious consumer shopping guide
NatuREcycle - Life of an aluminum can
Game sheet
Each stop in the game has one or more questions, which help to convey the message of the
game and understand the parts of the process demonstrated at each stop. They also guide the
teacher/referee how to approach and detail the topic.
1) Nature
Does nature generate waste/garbage/rubbish?
2) Mining
What do you think happened to the animals and plants from the previous picture?
3) Production
How much bauxite has to be mined to produce a single aluminum can that weighs 32
gramms?
4) Store
You are thirsty, walk to the store and buy a soft drink.
What types of packaging can you buy soft drinks in?
Which would you choose?
5) Home
You drank your soft drink, what will you do with the empty aluminum can?
(a) Walk to the selective waste collection island
(b) You don’t feel like walking, so you just throw it in the litter bin
Where can you take the empty aluminum cans in your area?
6) Selective waste collection island
What kind of products can be made from recycled aluminum cans?
7) Landfill site
Where are landfill sites situated?
What do you think, how can the quantity of garbage transported to landfill sites be
reduced?
8) Market
How is the market different from the store?
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NatuREcycle - Life of an aluminum can
Answer sheet and guidelines for teachers
Before starting the game, explain to students that what they can see is an empty flowchart
illustrating the stops in the life of an aluminum can and their connection to the natural
environment. Their task is to look at the printed pictures, and place each of them in their
correct place in the cycle. Hand out the game sheet(s), and lead them through each stop,
discussing the graphic depictions and the information in the text boxes. Encourage discussion
and group work throughout the game. The answers to each question are as follows:
1. Nature does not generate unnecessary materials and byproducts, everything is part of
the cycle. Natural biomes are in a constant state of near balance, which changes slowly,
therefore the animals and plants that live in it can adapt easily. Nature is a system that
has been functioning well for millennia, it is characterized by a great diversity of
species, mankind has only become a part of it in the near past in Earth’s history. As a
contrast, recently humankind has generated and operated processes during its work to
serve its needs that result in byproducts unknown in nature: garbage and waste.
Nature itself cannot process most if the waste and turn it into raw materials again,
probably not even in millennia.
2. Bauxite is mostly found in the Earth’s crust, therefore it is mostly extracted in surface
mines. In surface mining, there is a layer that covers the minerals, which does not
contain useful materials for miners. To reach the minerals, the flora, the forests there
are destroyed, the upper, fertile layers of the soil and other layers that are unnecessary
fot the mining are cleared away. With the disappearence of the forests and the soil, the
natural habitat of animals and plants shrinks or disappears completely. The opening of
new mines or the extension of existing ones takes away even more areas from nature.
Many animals are forced to inhabit other areas or die. The machines that are used for
the extraction cause considerable soil- and noise pollution. To get the machinery to the
mining area and to transport the extracted raw materials, roads are essential, which
further diminish or bisect natural habitats. The area of the mine has to be
reconstructed, recultivated after it has been exhausted and is no longer in use. Wildlife
can return to the recultivated area slowly, its natural diversity and resilience is low
compared to that of natural areas.
3. From the information displayed near the production stop, students can see that to
produce a given amount of aluminum, four times that amount of bauxite is necessary.
We use this information to answer the question: 4x32 gramms equals 128 gramms of
bauxite.
4. Unfortunately, we can only choose the aluminum packaging in this particular store. We
can buy soft drinks in several types of packaging, for example returnable bottles, nonreturnable bottles, PET bottles, Tetra Pak, aluminum can. The best choice of these is the
returnable bottle. We should bring up the concept of conscious consumer shopping at
this point, and take a short look at the market stop.
5. For this question, students can choose either (a) or (b) and progress to the next stop
depending on their answer. It is important for teacher to look up where aluminum can
selectively be collected in their town or area in order to help students with their
answers.
6. Aluminum drink cans can be recycled practically without a loss of quality any number of
times. They can be produced from recycled aluminum saving 95% of the energy
necessary to produce them from primary raw materials. Apart from drink packaging,
several products are made of recycled aluminum cans, such as bicycle frames, car or
airplane parts. Interesting fact: thanks to continuous recycling, 75% of the aluminum
produced in the world ever is still in circulation and use today. Only a significantly lower
percentage of aluminum cans are recycled.
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7. Dumping it is still the most common way to get rid of our the ever growing amount of
our waste today. More and larger landfill sites are necessary, which take away even
more areas from nature. Landfill sites are often situated very close to settlements.
Pathogens, toxic and pollutant materials get into the soil and groundwater from badly
built or treated or illegal landfill sites, destroying the water supply of the area for a long
time in the process. Today, strict regulations are in place regarding landfill sites to avoid
these environmental problems, which increase waste disposal and transport fees.
Unfortunately, even correctly managed landfill sites can produce unpleasant odours, the
wind can spread the lighter waste in the area, such as nylon bags.
We can all contribute to reducing the quantity of waste by shopping in an
environmentally conscious way (choosing the least possible and the most
environmentally friendly packaging materials and durable goods), using our objects for
a long time, collecting our waste selectively, and composting organic waste.
8. The farmer’s market has many advantages compared to stores from an environmental
point of view. Most products at the market come from the gardens of farmers living
nearby, therefore the amount of fuel necessary for their transport and the
environmental impact is only a fraction of those of products imported from faraway
countries. We can purchase seasonal fruits that were produced without chemicals. By
buying from local producers, we not only buy more healthy products, we also support
their livelihood.
When the students have gone through all the stops, help them summarise their experiences.
First ask them what they thought the point of the game was, then ask them further guiding
questions in order to clarify the importance of selective waste disposal and its impact on the
natural environment. For example:
-
What happened when we disposed of the can selectively?
What happened when we threw it out into the litter bin?
So what is the difference between the two?
Which is the more environmentally friendly way, and why?
How did it feel to act in an environmentally conscious way?
How did it feel to collect your waste selectively?
How did it feel to ignore the possibility of collecting your waste selectively?
What happens to nature if we collect our waste selectively?
What happens to nature if we do not collect our waste selectively?
What happens to the mine if we collect our waste selectively?
What happens to the mine if we do not collect or waste selectively?
Is the market outside the process?
Do we find products in aluminum packaging at the market? How is this connected to nature?
Sources:
http://kornyezetbarat.hulladekboltermek.hu/hulladek/hulladek/
http://www.eger.imami.hu/hirek-ujdonsagok/95-os-energiamegtakaritas-aluminiumitaldobozok-ujrahasznositasa-2
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