Earth Issues:
Our Lifestyles and
the Environment
An Environmental Education Manual
For Children Grades K Through 5
Produced by CVRD Engineering Services
Written and Compiled by Kelly Tradewell, 2006
Introduction
Purpose of the Program
This manual was put together on the belief that children can make a difference! The intended
outcome for students is a better understanding of their individual actions and related impacts on
the environment. At present, we must respond to the challenging issues of waste reduction, water
quality, water conservation, and air quality improvements. Through the use of this manual we hope
to give children incentive to ‘do their part’ and the power to influence others to do the same.
Goals of the Program
•
•
•
•
Provide useful background information on a wide variety of current environmental issues
allowing educators to instruct comfortably and in a relatively short period of time.
Supply current, local and accurate information, in addition to background facts on today’s
environmental issues.
To present separate sections on different environmental topics to allow instructors to focus
on a subject of choice if time is limited.
Offer grade-specific activities and worksheets that are easily implemented and linked to the provincially prescribed Integrated Resource Packages (IRP’s).
Why We Do It
•
•
•
•
•
It’s good for the environment!
It conserves non-renewable natural resources such as fossil fuels and minerals.
It preserves the integrity and availability of renewable natural resources.
It reduces the need for landfills and other disposal options.
Each of us has a moral obligation to preserve the environment and its resources for
future generations.
For Additional Information Please Contact:
CVRD Engineering Services Phone: 746-2530 Fax: 746-2543 www.cvrd.bc.ca
1
Table of Contents
Theme 1: Solid Waste
Solid Waste Vocabulary & Definitions _ _ _ _ _ _ _ _ _ _ _ _ _ page 5
Background: Our Garbage, Our History _ _ _ _ _ _ _ _ _ _ _ _ page 7
Landfills _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 8
How Landfills are Designed _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 9
HANDOUT: Garbage Pizza (in colour and black & white) _ _ _ _ _ _ _ _ _ _ _ _ page 15
ANSWER KEY: Garbage Pizza_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 16
Zero Waste and The Ecological Footprint _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 17
The 3R’s _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 18
Handout: The 3R’s (in colour and black & white)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 19
Reduce _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 20
Reduce: Mind Map _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 21
Reduce Activity #1: Bag It! (K-1) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 22
Reduce Activity #2: Lunch Boxes (1-3)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 23
REduce Activity #3: All Wrapped Up! (3-5) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 24
REDUCE Activity #4: Advertise, Advertise, Advertise (4-5) _ _ _ _ _ _ _ _ _ page 26
Reuse _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 28
Reuse: Mind Map _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 29
REUSE Activity #1: Graph the Goods (1-5)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 30
HANDOUT: Garbage Free Lunches (in colour and black & white)_ _ _ _ _ _ _ _ page 31
REUSE Activity #2: Trash to Treasure (2-5)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 32
REUSE Activity #3: Toys, Clothes and Sharing (K-5) _ _ _ _ _ _ _ _ _ _ _ _ _ page 33
REUSE Activity #4: Wisdom From the Past (4-5) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 34
Recycle_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 38
Recycle: Mind Map _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 41
The Life of Aluminum Cans _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 42
The Life of Corrugated Cardboard _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 43
The Life of Newspaper _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 44
The Life of Plastic Bottles _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 45
2
The Life of Glass Containers _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 46
RECYCLE Activity #1: Inspect Your Items (K-1) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 47
Handout: Inspect your Items (in colour and black & white)_ _ _ _ _ _ _ _ _ _ page 48
RECYCLE Activity #2: Ready Set Recycle! (1-3)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 49
RECYCLE Activity #3: Closed Loop Recycling (4-5)_ _ _ _ _ _ _ _ _ _ _ _ _ page 50
Theme 2: Composting
Composting Vocabulary & Definitions _ _ _ _ _ _ _ _ _ _ _ _ _ page 52
Background: The Dirt_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 54
In Vessel Composting_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 55
Backyard/School Composting _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 56
Worm Composting _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 57
Composting: Mind Map _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 58
COMPOSTING ActivitY #1: Bury and Wait (K-3)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 59
COMPOSTING ActivitY #2: Compost Recipe (2-5)_ _ _ _ _ _ _ _ _ _ _ _ _ _ page 60
COMPOSTING ActivitY #3: Green Vs. Brown (4-5) _ _ _ _ _ _ _ _ _ _ _ _ _ page 61
COMPOSTING ActivitY #4: Build a Worm Bin (K-5) _ _ _ _ _ _ _ _ _ _ _ _ page 62
COMPOSTING ActivitY #5: Worm Search (K-2) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 64
COMPOSTING ActivitY #6: Forest Foray (K-5)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 65
Common Worm Composting Problems Reference Sheet_ _ _ _ _ _ _ _ _ _ _ _ _ _ page 67
Theme 3: Our Water
Water Vocabulary & Definitions _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 68
Background: The Water Cycle_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 69
Handout: The Water Cycle (in colour and black & white)_ _ _ _ _ _ _ _ _ _ _ page 70
The Earth’s Water: Mind Map_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 71
Water Quality - It’s In Your Drink, What Do You Think?_ _ _ _ page 72
Where Does the Water Go? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 73
A Common Sewage Treatment Facility _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 74
Handout: ...And Back to the Ocean (K-2) (in colour and black & white)_ _ _ page 76
3
WATER QUALITY Activity #1: Make Greener Cleaners (1-5)_ _ _ _ _ _ _ _ page 78
WATER QUALITY Activity #2: Hazardous Materials (4-5) _ _ _ _ _ _ _ _ _ page 80
Water Conservation - Dripping With Solutions _ _ _ _ _ _ _ _ _ page 81
Handout: Water Wonders (K-1) (in colour and black & white)_ _ _ _ _ _ _ _ _ page 82
WATER CONSERVATION Activity #1: A Mini-Water Cycle (4-5)_ _ _ _ _ page 83
WATER CONSERVATION Activity #2:
Where Does Your Water Get Used? (K-5) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 84
Handout: How Water Wise are You? (in colour and black & white)_ _ _ _ _ _ page 85
Theme 3: Air Quality
Air Vocabulary & Definitions _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 87
Background: I Smell Trouble _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 88
The Earth’s Air: Mind Map_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 90
Backyard/Open Burning _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 91
AIR QUALITY Activity#1: Crud Catcher (K-3) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 92
AIR QUALITY Activity#2: True or False? (4-5) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 93
Handout: True or False? (in colour and black & white)_ _ _ _ _ _ _ _ _ _ _ _ _ page 94
Answer Key: True or False? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 95
Handout: What Belongs In the Air? (K-2) (in colour and black & white)_ _ _ page 96
Handout: Did You Know? (K-2)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 97
Vocabulary & Definitions
Vocabulary & Definitions _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 98
Resources
Websites _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 102
Books_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ page 103
4
Solid Waste Vocabulary & Definitions
Climate Change See Global Warming.
Conserve To save or protect something from harm or overuse and to avoid waste. For example, turning the tap off while brushing your teeth, or reusing a plastic bag instead of getting a new one at the store.
Consumer Someone who eats, drinks, uses up, wastes, and buys goods and services is a consumer.
Ecological Footprint The amount of land and water required to produce the things we consume and absorb the waste we dispose of.
Environment All the trees, soil, air, plants, animals and people around us, and on earth that affect how we live.
Global Warming A process that causes an increase in the earth's
temperature due to the build up of fossil fuels in the atmosphere. Driving a car, burning branches in the
backyard, or methane produced from landfills produce gases that all contribute to global warming.
Incinerator A building or machine that burns solid waste into ashes. The burning can sometimes pollute the air.
Landfill A large piece of land where solid waste is dumped
and buried.
Leachate A liquid that forms in landfills. As water drips down through the garbage it picks up pollutants making it very
harmful to the environment and people if it gets into the water or soil.
Methane A gas produced from the breakdown of garbage in landfills.
Natural Resources A material such as trees, water, or the gas that runs your parent’s car. These materials are worth money and are used to make useful things for people. They can be all used up if we don't try to conserve the amount we use.
10
5
Pollution Something that is harmful to humans, animals, plants, and trees. Pollution can get into our air, water or food. The smoke from burning, exhaust from a car, or leachate from landfills are examples of pollution.
Recycle A process where materials are collected, sorted and
remade into the same or different materials to save
natural resources. For example, putting a pop can into
a recycling bin so it can be made into a new pop can.
Reduce
Limiting the amount of garbage you produce by not
making it in the first place. Using the library instead of buying new books, or using both sides of the paper when you draw or write are examples of reducing.
Reuse
Limiting the amount of garbage you produce by using items over again instead of using new ones. For example, using reusable drink containers instead of drink boxes, or finding new uses for things you don't use anymore.
Stewardship The careful and responsible management of something
in your care.
Sustainability The idea of helping to protect the earth and its
resources for the future, by practicing environmentally friendly habits.
6
Theme 1: Solid Waste
Objectives
After this theme, students should be able to:
ª
•
•
•
•
Define the principles of the 3R’s - reduce, reuse and recycle - in that order, and apply them to solve solid waste problems.
Understand the sources of solid waste, and the principles of disposal.
Identify what is being done in the Cowichan Valley to help residents reduce waste (i.e. curbside recycling programs).
Learn what is and is not acceptable for curbside recycling.
Briefly describe the history and current waste disposal methods of the CVRD.
Our Garbage, Our History
From 1975 to 1998, two thirds of the CVRD’s waste was managed through
five incinerators. However, after 23 years, incineration within the CVRD was
discontinued due to human health concerns and pollution levels. 1998 began
with the closure of the local landfill. Started in the 1950’s, the landfill had finally
reached its maximum capacity and would never again accept waste. Following the completion of
the CVRD’s Solid Waste Management Plans, the incinerators were closed as of January 1st, 1999.
When the new replacement landfill site was cancelled, due to First Nations land claim concerns,
the CVRD was forced to export its solid waste to the Cache Creek landfill site, some 500 km
away in the interior of BC. Presently all non-recyclable, solid waste generated within the CVRD
gets exported to Cache Creek. (See pictures on pages 11 - 13. It may be useful to show the
students a map of where Cache Creek is in relation to Duncan.) The Cache Creek landfill
has been operating since 1989. An ever-increasing number of waste reduction programs are now in
place in order to save money on solid waste export and to help achieve the provincial waste reduction goal of 50%. As of 2002, waste production in the CVRD was reduced by 51.8% compared to
1990 levels. Unfortunately, since then waste reduction rates have declined. It is now more important than ever to reduce waste and recycle more.
Instructor
Background
Information
Within the CVRD, waste export makes sense. Disposal facilities cost millions to build and more
to operate. Unless we want to accept imported waste like Cache Creek, the idea of having our
own facility may cause local concern. Continued reduction of our waste through reducing, reusing and recycling will help keep waste export within the CVRD possible. The cost of disposal is
increasing, while the cost of recycling is continuing to decrease. The less we send the less we spend.
7
Solid waste comes from 3 main sources:
•
•
•
Residential: from homes
Industrial/Commercial/Institutional: industrial waste from factories, refineries and mills;
commercial waste from offices, retailers, restaurants and hotels; institutional waste from
schools, universities, libraries, hospitals and clinics
Demolitions/Land Clearing/Construction: from new land developments, demolition or deconstruction of existing buildings, home renovations, etc.
Landfills
In the CVRD, solid waste is collected at the Bings Creek Solid Waste
Management Complex. There, it is compressed by a bulldozer and pushed into
trailers awaiting transport to Cache Creek. In Cache Creek, solid waste arrives
directly from homes and businesses or from a transfer station (e.g. Bing’s Creek)
and is spread over a small, active area of the landfill. As with most landfills, this layer
of garbage gets compacted with machinery and covered with gravel, sand or soil at the end of each
day. This covering controls birds and insects, and minimizes odour. The bottom of the landfill is
often lined with one or two synthetic, plastic liners that prevent leachate (the liquid that comes
from the garbage) from seeping into the soil and groundwater. The garbage is piled over top of this
liner until it reaches a maximum height (set by the provincial government). As soon as it reaches
maximum height, the landfill is 'closed' and covered with another of the same synthetic liners. The
liner is then covered with gravel and soil to minimize any further leachate discharge. However,
landfills must be monitored for decades after closure to ensure that leachate and gases are properly
managed and kept to a minimum. Gas emissions from the breakdown of garbage can be potentially
hazardous because they mainly consist of carbon dioxide and methane, both of which contribute to
global warming. Capturing these emissions is beneficial for the environment as they can be used as
a source of fuel. See page 9 for a diagram of a generic landfill.
Instructor
Background
Information
Locating a site for a landfill is difficult because of concerns over polluting the surrounding
environment and the ‘NIMBY’ (Not In My Backyard) syndrome. Nobody wants to live next to a
pile of garbage.
10
8
Soil
Plastic Liner
Garbage
Gravel
Plastic Liner
Groundwater
How Landfills are Designed
Groundwater - Modern landfills are created to keep waste and contaminants out of the
groundwater. When a landfill site is selected and excavated, it is important that the bottom
of the landfill does not go into the underlying groundwater supply.
Plastic Liner - The job of the plastic liner is to make sure that the overlying garbage and
resulting leachate does not come in contact with the groundwater or outside soil. It is usually
made of polyethylene or some other tear and hole-resistant plastic.
Gravel - A layer of gravel is placed on top of the plastic liner to act as part of the leachate
collection system. As water drips through the garbage, it collects contaminants and pollutants,
much like water dripping through coffee grinds creates coffee. This leachate drips to the gravel
at the bottom of the landfill. Here, any large garbage items or other materials picked up along the
way, are stopped at the gravel layer (like how coffee grinds are stopped at the filter and only the
coffee ends up in the pot) and the leachate makes its way down into a set of many pipes that are
built to collect it. These pipes pump the leachate away from the base of the landfill and into a
collection pond for treatment.
10
9
Garbage - Layer of garbage dumped by garbage trucks, over the ‘active layer’ of the landfill. Here,
heavy machines roll over the garbage and flatten it to save space. At the end of each day, the ‘active
layer’ of garbage is covered over with 15cm of soil. The next day starts the same as the first!
Plastic Liner - Once a certain section of the landfill is full, it is covered with a plastic liner. The
job of the top plastic liner is to keep any rainwater out of the garbage. Because more water creates
more leachate, it is important to ‘seal’ the garbage in the landfill so that there is as little moisture
as possible entering the landfill. The less water entering the landfill, the less leachate there is that
needs to be treated.
Soil - Once the landfill is sealed, 60 cm of soil are laid on top of the plastic liner. Grasses are
planted to keep the soil from washing away in the rain and wind. Trees or other large plants can’t
be used since their roots might punch holes in the plastic liner. This part of the landfill will stay
the same for fifty to hundreds of years (or even thousands of years!). It will need to be checked
and monitored year after year to make sure that the leachate and other contaminants aren’t
harming the environment.
10
A view of Cache Creek Landfill from an airplane. The entire site is
48 hectares - that’s the size of 304 ice skating rinks side by side!
“B-Trains” - These are the trucks that carry our waste all the way to
Cache Creek Landfill. Each B-Train that leaves Bings Creek carries about
37 tonnes of waste - that’s equal to the weight of 25 average sized cars!
11
The B-Train dumping at the landfill. The truck drives onto
a big platform that tips all the waste out of the back.
12
Waste being dumped into the landfill.
A machine rolls over the garbage to compact it so it takes up
as little space as possible. At the end of the day, after all
the newly dumped garbage has been flattened, they cover it all
with a layer of gravel, soil or sand to keep animals out.
13
?
?
Cache Creek is considered an advantageous landfill site because of the arid
climate in which it resides. As a result, leachate is not produced and gas
production from decomposition is minimal.
now?
k
u
o
y
d
i
D
“Fresh Kills” landfill on Staten Island, New York is the world’s
largest landfill. Closed in June 2001, it covers over 1,200 hectares
and holds more than 25 times the volume of the Great Pyramid at
Giza (greater than 193,254,412 m3 of waste!). ‘Garbologists’ have found completely
intact loaves of bread dating back decades, proving that decomposition in landfills is
extremely slow and limited.
It Adds Up
If per capita solid waste generation is 1.7 kg per day, calculate how
much waste your class generates in 1 day, 1 week and 1 year.
Next find out how much it costs to landfill waste from the entire
class if the fee at the landfill is $110 per tonne. What happens if 50%
of those goods are recycled at $50 per tonne? How much would it cost then?
un!
F
r
o
f
t
s
u
J
Garbage Pizza
Have the students look at the blank garbage pizza (page 15, answer key on page
16). Read through the category list with the students and have them cut out
each category from the table provided. For each category, have the students try
to piece together the correct proportions of waste thrown out on the pie chart.
Then ask them to try to think of some alternatives to garbage disposal for
some of the items in the pizza. The ‘Other’ category includes materials such as
diapers, electronics, furniture and appliances.
14
Garbage Pizza
2%
1%
12%
4%
5%
6%
10%
30%
14%
16%
Other (diapers, electronics,
furniture, appliances, etc.)
Construction
and Demolition
Glass
Hazardous Waste
Paper and Paper Products
Organic Waste
Plastics
Wood and Wood Products
Metals
Clothing, Footwear, etc.
15a
10
Garbage Pizza
2%
1%
12%
4%
5%
6%
10%
30%
14%
16%
Other (diapers, electronics,
furniture, appliances, etc.)
Construction
and Demolition
Glass
Hazardous Waste
Paper and Paper Products
Organic Waste
Plastics
Wood and Wood Products
Metals
Clothing, Footwear, etc.
15b
10
Garbage Pizza - Answer Key
Clothing,
Footwear, etc.
5%
Construction
& Demolition
6%
Other
(diapers,
electronics,
furniture,
appliances,
etc.)
12%
Glass
2%
Metals
4%
Wood &
Wood Products
10%
Organic Waste
30%
Plastics
14%
Paper &
Paper Products
16%
16
Hazardous
Waste
1%
Zero Waste and the Ecological Footprint
In 2002, the CVRD committed to achieve Zero Waste for the future.
The idea behind the Zero Waste initiative is to stress the importance of
the first two R’s in the 3R hierarchy: Reduce and Reuse. Simply reducing the
amount of waste you generate can have a far greater impact on lessening your
overall waste production. By not producing it in the first place, there’s no need to worry about
where to dispose or recycle it.
Instructor
Background
Information
Zero waste is based on the concept of ‘Ecological Footprints’. An Ecological Footprint is the
amount of land and water required to sustain us. That means, the land and water required to:
•
•
produce the goods we consume (food or utility) and;
absorb the waste we dispose of (solid or liquid).
Our Footprint here in Canada is 12.5 hectares (30 acres) per person. In densely populated countries
such as China, their footprint, per person, is only 2 hectares (5 acres). Canada and the United States
remain among the number one consumers in the world. Canada alone produces 21 million tonnes of
garbage annually. If everyone in the world lived as we do in North America, an additional 5 planet
earths would be needed to sustain us and our consumption habits!
With an increasing population and ever-growing tendency for industry to wrap consumer goods in
non-reusable packaging, our landfills are receiving more waste than they should be. These methods
of waste disposal degrade our air, water and soil. Unsustainable practices such as these can cause
climate change, collapse of fisheries and a continued loss of biodiversity.
There are hundreds of ways to reduce your consumption and ultimately your waste production.
Things such as avoiding single-use products like plastic film wrap, Ziploc bags, and single serving
foods like yogurt cups and juice boxes. Encouraging parents to buy in bulk and use reusable plastic
containers to transport things in is the best way for kids to reduce their Ecological Footprint. For
example, buying a reusable drinking bottle and a small can of concentrated juice allows children to
take juice to school, yet significantly reduce their lunchtime waste. This way there are only a few
small cans per month instead of 20 juice boxes. Even a small effort can make a world of difference.
17
The 3 R’s
Instructor
Background
Information
The 3R’s of waste management are placed in order of importance: Reduce,
Reuse, Recycle. This order also reflects consideration for actions each of us
should follow. The hierarchy indicates that the more we reduce or reuse, the less
we have to recycle and throw out, which saves even more money and resources.
The Three R’s (K-1)
n!
u
F
r
o
f
t
s
Ju
To demonstrate the importance of the ‘3R’ hierarchy in waste
reduction, get the students to fill out the work sheet on page 19.
Get them to share the ways in which they can reduce and reuse.
18
The 3 R’s
Fill in the missing words from the 3R triangle.
Be sure to put them in the right order!
Ways I can Reuse things
Ways I can Reduce things
19a
The 3 R’s
Fill in the missing words from the 3R triangle.
Be sure to put them in the right order!
Ways I can Reuse things
Ways I can Reduce things
19b
Reduce
Instructor
Background
Information
Reduce, the first and most important R in the 3R hierarchy, is also referred
to as source reduction, or waste prevention. In simple terms, any of these three
words refer to not producing garbage in the first place. Reduce means cutting
down on unnecessary or short-lived purchases or packaging. Source reduction is a
term used in manufacturing and it often starts before any products are produced. It includes the
elimination of packaging or reducing the weight, volume or toxicity of the packaging. If garbage is
not produced, fewer resources are used, and less money is spent to recycle or dispose of the waste.
Reduce can refer to:
•
•
•
Avoiding or not purchasing a product at all;
Reducing the amount of material used to accomplish a task; or,
Using repairable, durable or refillable products that have a longer life span.
Examples include:
• Asking yourself, “Do I really need this?” when shopping.
• Using both sides of the paper when printing or drawing, instead of just one.
•Calculating the exact amount of paint you need to paint your room. If half a gallon of paint
will do the job, buy half a gallon instead of a gallon.
• Using the library instead of buying new books.
• Using a good quality camera instead of numerous disposable ones.
Individual actions can make a tremendous difference when it comes to the amount of garbage
produced in the CVRD. By asking key questions at critical times, waste can be reduced.
Key questions include:
• Do I need this?
• Is the item over packaged?
•Can it be purchased in bulk?
• Is it reusable?
•Can I purchase this item repaired?
•Can I share it with someone?
•Can I borrow it from someone?
•Can I give it away to someone?
•Can a similar item I own be secondhand?
• What will I do with it when it is no longer useful to me?
“There are two ways to get enough: one is to accumulate more, the other is to desire less.”
(C.K. Chesterton)
20
Borrow
Equipment
Garbage
Free
Lunch
Bring Cloth
Bags to the
Store
Needs vs.
Wants
Alternatives
Reusable
Use What You
Already Have
Avoid
Disposables
Buy Only
What You
Need
Durable
Items
Use
Both Sides
of the Paper
Options
Packaging
Lightweight
Packaging
Eco-Redesign
Share Seldom
Used Items
Use Refillable
Coffee/Drink
Containers
Renewable
Reduce
Concentrates
Non-Renewable
Conserve
Natural
Resources
Buy Items
With Less
Packaging
Buy in
Bulk
Save Energy and
Water
Avoid
Excess
Use Cloth
Shopping Bags
Reasons
Refillables
Source
Reduction
Save
Money
Sustainability
50% Waste
Reduction
Goal
21
Extend the Life
of Cache Creek
Landfill
Reduce
Activity #1
Bag It! (K-1)
Materials
Fabric paints, cloth bags (students can bring their own, or teachers can purchase bulk
amounts from a local supplier).
Activity
Discuss all the possibilities for reusing a paper or plastic bag from the grocery store. How
long do they usually last before they fall apart? What happens to them after they are
reused a few times? What options exist for not using a plastic or paper bag (e.g. basket,
cloth bag, backpack)? Students will create and decorate their own shopping bag. They
can use this bag when grocery shopping with their family. Students can think about
appropriate pictures (e.g. food, earth, environmental logos) and/or create a slogan or
environmental message. Students can create their designs with fabric paints. Start on one
side of the bag. Ensure a piece of cardboard or some other strong, flat material is placed
in the bag to prevent the paint from going through to the other side. Once dry, decorate
the other side. How will this new bag help to create less waste? What are other ways for
reusing the paper or plastic bags that you already have at home?
IRP Outcomes
[SS]
Practice responsible behaviour in caring for their immediate environment.
[SC] Describe ways to rethink, refuse, reduce, reuse and recycle.
[PP] Relate consequences to actions and decisions.
22
Reduce
Activity #2
Lunch Boxes (1-3)
Materials
One brown paper bag, one plastic bag, one reusable lunch box, and a variety of different
lunch and snack options. Options should range from over-packaged crackers, to foods in
reusable plastic containers. Examples can include individual yogurt cups versus a yogurt
serving in a reusable container, a sandwich wrapped in tin foil (which is recyclable) versus
one wrapped in plastic wrap (which is not recyclable), etc. Place the most environmentally
packaged lunch in the lunch box and the other less environmentally friendly options in
the paper and plastic bags. The plastic bag should have the least environmentally friendly
lunch in it.
Activity
Have the students look at each item in all three lunch containers and discuss why the
packaging in the plastic lunch bag is the least environmentally friendly, why the paper bag
lunch is better, but the lunch box lunch is the most environmentally friendly. Next, have
the students brain storm other items that they could take for lunch that wouldn’t create
any garbage. If the students can all participate, hold a contest the following day to see who
can bring in the most environmentally friendly lunch. Award the winner with a simple
ribbon or badge denoting them as an “Environmental Champion”, or “Expert in Waste
Reduction” etc.
IRP Outcomes
[SS] Practice responsible behaviour in caring for their immediate environment.
[SC] Share with others information obtained by observing.
[SC] Describe ways to rethink, refuse, reduce, reuse and recycle.
[PP] Relate consequences to actions and decisions.
[LA]Contribute relevant ideas to discussions.
[LA] Demonstrate abilities to follow simple oral instructions.
[MA] Sort objects to one attribute chosen by the teacher.
23
Reduce
Activity #3
All Wrapped Up! (3-5)
Materials
Various packaging materials, one product packaged three different ways.
Activity
Bring in an assortment of clean, empty food packaging or other product packaging. Have
students sort them in a variety of ways. Look at colour, texture, size, weight and durability.
Next, show the students the various types of packaging used for the same item. For
example: cookies, drinks, sugar, cereal and popcorn can be packaged a variety of ways.
Varieties include bulk, concentrate, box, glass, aluminum, tin, plastic and mixed materials.
Ask the students which one they would buy. Why? Does the food need packaging? Why?
How much packaging does it need? Do any of the examples demonstrate excessive
packaging? Why do some companies package their items in more than one type of
packaging or in packaging that is significantly bigger than the item it contains? Which
type of packaging produces the most garbage? Which type of packaging minimizes waste?
Which type of packaging enables consumers to reuse it? What is the price difference of the
various types of packaging? Do you pay more for convenience? Why? How do you know
which one to buy? What do you need to think about before purchasing something at the
store? Make a criteria list. For example: health, containment, safety, 3R hierarchy, amount
of garbage produced and cost. Encourage the students to apply these criteria to products
they consider purchasing on their next shopping trip.
IRP Outcomes
[SS] Describe the influence of mass media on their choices as consumers.
[SS] Demonstrate understanding of their local and global environments.
[SC] Determine how personal choices and actions have environmental consequences.
[PP] Describe a problem-solving model.
[PP] Apply problem-solving models to a variety of situations.
[LA]Contribute relevant ideas to discussions.
[LA] Organize details and information to make simple charts, webs, or illustrations.
24
?
?
Each week Canadians take home more than 55 million plastic bags. Reusing
plastic bags or taking your own cloth bags will not only reduce the number of
plastic bags you have in your house, but will also save resources.
now?
k
u
o
y
d
i
D
North America holds 8% of the world’s total population yet is
responsible for 53% of the waste generated.
Of the 7,000 items in a grocery store, 3,000 are wrapped in packaging that end
up in the garbage. Packaging makes up about 20% of our household waste. Individually
wrapped portions of cheese and single serving juice containers are generally two to four
times more expensive than the bulk options.
25
Reduce
Activity #4
Advertise, Advertise, Advertise (4-5)
Intro
Growth of consumerism - it is estimated that the average child sees between 20,000 and
40,000 commercials every year. Children spend 60% more time watching television each
year than they spend in school. Although advertising can strongly influence our purchasing decisions and blur the line between our needs and wants, it can also be used to convey
powerful messages. Messages that make us think about our actions, their impacts and
the local environment. This activity can be split into two parts if it is too lengthy for
one lesson - have the students stop after looking through magazines and media for ideas.
The following day, or for homework, they can create their advertising message.
Materials
Samples of advertising (e.g. magazines, newspapers, posters, TV ads on video tape), video
camera, if desired.
Activity
Have students look through magazines and newspapers to observe various advertisements.
Bring in a number of posters with specific messages and have them observe this form
of advertising as well. Discuss different forms of advertising. What messages do they get
from the ads? What elements make a good advertisement? What catches your eye? List the
ideas. Divide the class into groups. Each group will be asked to promote, reinforce or
educate younger students about the need to reduce, reuse and/or recycle using an advertising
format of their choice. Students must determine what format would best catch the
attention of their audience while effectively relaying their message. Will the format they
select be a skit, play, poster, video advertisement or model? Was it hard to come up with a
message or slogan or logo? What steps did your group take to come up with an agreement
on what that message or slogan or logo would be? What information did you consider to
make your decision? As a group, brainstorm what other pieces of information could be
used to make such a decision. Why is advertising so important to businesses? What impact
does advertising have on you? Why?
26
IRP Outcomes
[SS]
[SC]
[PP]
[PP]
[LA]
[LA]
[LA]
[LA]
Analyze how people are influenced by and affect mass media messages.
Determine how personal choices and actions have environmental consequences.
Apply problem-solving models to a variety of situations.
Identify and apply the steps in a decision-making process.
Apply various strategies to generate and shape ideas.
Share what they know about chosen topics.
Select and shape information appropriate for specific audiences and purposes.
Demonstrate an awareness of the positive and negative influences of the mass media on
individuals and society.
27
Reuse
Instructor
Background
Information
Reuse involves reusing items over and over again, either in their original
form or some modified version. Buying durable and reusable products means
that there is less to throw away and less to replace. Reusing is the second most
important R of the 3R hierarchy and is preferable to recycling because the packaging or item can be used again without being reprocessed. By reusing, resources are conserved and
energy is saved because fewer new products need to be manufactured.
Reuse can refer to:
•
•
•
•
•
•
•
•
donating old clothes and toys to a secondhand store
having a garage sale to sell your old clothes, toys or household items
reusing containers for snacks, lunches or drinks
finding new uses for old things
sharing seldom used items, such as sports equipment and camping gear
using durable items instead of disposables
repairing and maintaining durable products
returning refillable containers
Examples include:
•
•
•
•
•
•
?
taking your own cloth bag on your next shopping trip
using an old shoebox to store your crayons, felts or pens
making gift wrap with a scarf, tea towel or fabric scrap
making gift containers with baskets, plant pots, boxes, handled paper bags or interesting bottles
purchasing refillable pens and ink cartridges and refilling them when empty
exchanging books, magazines and comics with your friends
?
Many of us seem to wear 20% of our clothes, 80% of the time. The question
arises, what do we really need? By taking a look around our house and in our
closets, we may see that there are some things we could pass along to those
that are less fortunate.
now?
k
u
o
y
d
i
D
If every person in the CVRD used one disposable drink container a day,
over 75,000 beverage containers per day would need to be recycled. Consider
using a reusable drink container to reduce energy required for recycling.
28
Repair
Trade
Magazines
Refurnish
Clothes
Charity
Donations
Swap
Meets
Containers
Items
Toys
Options
Reinvent
Secondhand
Stores
Packaging
Refillable
Containers
Seldom
Used
Items
Share
Crafts
Lunch Bag
and Lunch
Containers
Books and
Comics
Rent
Garage or
Yard Sales
Renewable
Reuse
Non-Renewable
Conserve
Natural
Resources
Labeling
Save Energy
and Water
Increase
Life Span
of Item
Reasons
Product Reminders
to Refill or Reuse
Save
Money
Sustainability
50% Waste
Reduction
Goal
29
Extend the
Life of Cache
Creek Landfill
Reuse
Activity #1
Graph the Goods (1-5)
Materials
Chart paper, student lunches, copy of student worksheet on page 31, “Garbage Free Lunches.”
Activity
This activity will need to take place before lunchtime. Enlarge the chart provided for this
activity or make your own. Place it on a table or floor (horizontal surface). Have a few
students get their lunches from their packs. Observe the different ways students bring
their lunches to school. Next, look at the various types of packaging and containers used
for the lunches. Discuss what happens to the packaging once they finish their lunch.
Ask students to place their lunch on the large chart, in the appropriate category. Ask the
students to comment on where most of the lunchtime packaging will end up.
Why do some people bring water bottles, juice boxes, plastic box containers, etc?
Brainstorm the advantages and disadvantages of each. Explain that there is a lot of
garbage produced daily by each and every one of us. Let the students know that there
are useful ways to avoid unnecessary packaging. What types of packaging (referring to
lunch containers) can we use to decrease lunchtime garbage? How can we make our
lunches produce no waste at all?
IRP Outcomes
[SS] Practice responsible behaviour in caring for their immediate environment.
[SS] Identify and clarify a problem.
[SC] Share with others information obtained by observing.
[PP] Relate consequences to actions and decisions.
[LA] Identify connections between ideas and information and their own experience.
[LA]Create simple charts, webs, or illustrations as a way of organizing information.
[LA] Demonstrate a willingness to present relevant ideas in discussions.
[MA] Sort objects to one attribute chosen by the teacher.
30
Garbage Free Lunches
Many of us already bring garbage free lunches!
This helps to reduce packaging waste that goes to the landfill.
Let’s see how our lunch packaging stacks up today!
Reusable
Recyclable
Compostable Most packaging was
The least amount of packaging was
31a
Garbage
Garbage Free Lunches
Many of us already bring garbage free lunches!
This helps to reduce packaging waste that goes to the landfill.
Let’s see how our lunch packaging stacks up today!
Reusable
Recyclable
Compostable Most packaging was
The least amount of packaging was
31b
Garbage
Reuse
Activity #2
Trash to Treasure (2-5)
Materials
None required
Activity
Think of a few things that some people would consider garbage that other people might
consider treasure. Have the students write a story about something thrown away that they
thought was valuable. Where can people go to find treasures from people’s trash? (Garage
sales, secondhand stores, used bookstores etc.)
IRP Outcomes
[SS]
[PP]
[LA]
[LA]
Draw simple interpretations from personal experiences.
Relate consequences to actions and decisions.
Identify connections between ideas and information and their own experience.
Apply various strategies to generate and shape ideas.
32
Reuse
Activity #3
Toys, Clothing and Sharing (K-5)
Materials
One box for each participating classroom (reuse paper, computer or other boxes), a copy of
the CVRD Environmental Guide and Recycling Directory for a list of local charities.
Activity
Have a class or school-wide event to collect donated toys or clothes for a local or overseas
group or organization in need. Have a box in each class to encourage students to bring old
or unneeded toys or clothes for others. Toys will need to be clean and in working condition.
There are a variety of local community charities in need of toys and clothes (refer to
CVRD Environmental Guide for a list of local charities). During the holiday season,
primary students can discuss the spirit of giving to others after reading Franklin’s
Christmas Gift by Paulette Bourgeois (Canadian author, ISBN 1-55074-4666-6). In this
story, Franklin has a hard time finding something at home that he can donate to the toy
donation box at school. Discuss other options for dealing with items at home that you no
longer need. What can you do? Brainstorm. What have you done? For example: selling/
buying at secondhand/consignment stores, asking friends if they need the item that you
no longer need, trading your item for something you need that someone else has, or
having a garage/yard sale. Debate the pros and cons of each option. Divide the students
into groups and have them fill in a pro/con chart. Have the class try to organize a
school-wide yard sale or swap meet (possible spring or fall).
IRP Outcomes
[PP] Relate consequences to action and decisions.
[PP] Identify thoughtful, caring behaviours.
[PP] Relate support services available in the school and community to personal needs.
[PP] Describe empathetic responses in a variety of situations.
[LA] Demonstrate an understanding that print conveys meaning.
[LA] Describe the main topics or ideas in communications they read and view.
[LA]Create simple charts, webs, or illustrations as a way of organizing information.
33
Reuse
Activity #4
Wisdom from the Past (4-5)
Materials
Photocopy one set of ‘Activity Cards’ found on pages 36 and 37, 5-6 dictionaries.
Activity
British Columbia’s indigenous people lived off the land and existed in harmony with their
natural environment. In essence, they were the true environmental stewards. So much can
be learned from their experiences, their routines and their lifestyles.
Divide students into groups of four. Each group of students will be asked to work on one
activity card at a time, rotating stations during designated work time. As an alternative,
use the activity cards as a basis for group discussions. After completing the card activities,
discuss the differences between the past and present:
• use and value of resources
• basic needs and wants
You may want to check out more information on the Haida from your local library.
Discuss other ways of life. What can we learn from the past?
Visit the ‘Hornby Recycles’ website (www.hornbyisland.com) to see why they were awarded
the 2001 Merit Award from the Recycling Council of BC. Discuss if a sustainable society is
still possible today.
34
IRP Outcomes
[SS]
[SS]
[SS]
[SS]
[SS]
[SS]
[SS]
[SC]
[SC]
[SC]
[LA]
Demonstrate an understanding of aboriginal people’s relationships with the land and natural resources.
Describe how people’s basic needs are met in a variety of cultures.
Analyze how people interact with the environment, in the past and in the present.
Describe empathetic responses in a variety of situations.
Design, implement and suggest strategies to address community problems or projects.
Analyze the influences of technology and work.
Demonstrate an understanding of sustainability, stewardship and renewable natural resources.
Describe potential environmental impacts of using BC’s living and non-living resources.
Analyze how the aboriginal concept of interconnectedness of the environment is reflected in responsibility for caretaking of resources.
Demonstrate awareness of the aboriginal concept of respect for the environment.
Apply dictionary skills, manually or electronically, to determine the meaning, correct
pronunciation, and accurate spelling of unknown words.
35
Activity Card 1
The Haida people were hunters and gatherers. They ate salmon, halibut, cod, sea
mammals, shellfish, seaweed, wild animals and a variety of plants. They made their
baskets, blankets, mats, capes, clothes, hats and fishing tools out of material such
as animal hair, feathers, bark from cedar and cherry trees, and stems of water reeds.
Think about where we get our food, clothing and tools. Why do you think the
Haida people produced little waste? Make a list of at least five reasons.
Activity Card 2
The Haida people used every part of a tree including the roots, inner bark, twigs
and trunk. Trees were used to build houses, canoes, winter storage boxes and tool
handles. Clothing, baskets, mats and rain hats were woven from spruce tree roots
or the inner bark of cedar trees. Later, they added art to their tools with carvings
and designs. They were able to meet most of their basic needs from the complete
use of a natural resource, leaving very little waste.
Discuss the difference between the Haida’s use of natural resources compared to
use of natural resources today.
Activity Card 3
The Haida people lived in balance with the environment. There were plenty of
natural resources, but the Haida only took what they needed. Their needs were
simple and included food, shelter, clothes, and religious clothing and objects.
While most of their time was taken up with meeting their basic needs, their
limited free time was often spent creating art.
How is it different today? What are our basic needs? What do we do in our
spare time?
36a
Activity Card 1
The Haida people were hunters and gatherers. They ate salmon, halibut, cod, sea
mammals, shellfish, seaweed, wild animals and a variety of plants. They made their
baskets, blankets, mats, capes, clothes, hats and fishing tools out of material such
as animal hair, feathers, bark from cedar and cherry trees, and stems of water reeds.
Think about where we get our food, clothing and tools. Why do you think the
Haida people produced little waste? Make a list of at least five reasons.
Activity Card 2
The Haida people used every part of a tree including the roots, inner bark, twigs
and trunk. Trees were used to build houses, canoes, winter storage boxes and tool
handles. Clothing, baskets, mats and rain hats were woven from spruce tree roots
or the inner bark of cedar trees. Later, they added art to their tools with carvings
and designs. They were able to meet most of their basic needs from the complete
use of a natural resource, leaving very little waste.
Discuss the difference between the Haida’s use of natural resources compared to
use of natural resources today.
Activity Card 3
The Haida people lived in balance with the environment. There were plenty of
natural resources, but the Haida only took what they needed. Their needs were simple and included food, shelter, clothes, and religious clothing and objects. While
most of their time was taken up with meeting their basic needs, their
limited free time was often spent creating art.
How is it different today? What are our basic needs? What do we do in our
spare time?
36b
Activity Card 4
The definition of stewardship is the careful and responsible management of
something in your care. For example, we must practice stewardship of our
environment and natural resources for us today and for the future. Stewardship
can mean planting a tree in your backyard for you to enjoy today and others to
enjoy in the years to come. Stewardship can also involve a community project
such as saving a large forest from logging and turning it into a provincial park.
Discuss this definition with your group. List two ways you personally have been,
or could be, a steward in your home, school or community.
Activity Card 5
Using a dictionary, find and record the definition of sustainability. Think of
this word in terms of the environment. How did the Haida people maintain a
sustainable living? Provide four examples.
37a
Activity Card 4
The definition of stewardship is the careful and responsible management of
something in your care. For example, we must practice stewardship of our
environment and natural resources for us today and for the future. Stewardship
can mean planting a tree in your backyard for you to enjoy today and others to
enjoy in the years to come. Stewardship can also involve a community project
such as saving a large forest from logging and turning it into a provincial park.
Discuss this definition with your group. List two ways you personally have been,
or could be, a steward in your home, school or community.
Activity Card 5
Using a dictionary, find and record the definition of sustainability. Think of
this word in terms of the environment. How did the Haida people maintain a
sustainable living? Provide four examples.
37b
Recycle
Instructor
Background
Information
Recycling is a process whereby materials are collected, sorted and reprocessed
into the same products or completely new ones. The process is only truly
complete when the materials made with recycled content are purchased. These
stages create a loop or closed system, and for that reason, the Mobius Loop was
adopted as the international recycling symbol during the 1970’s. However, a lot of energy and
resources still go into making old cardboard into new cardboard again. That’s why ‘Recycle’ is that
last of the 3 R’s, stressing that ‘Reduce’ and ‘Reuse’ should be exercised first before something is
put into the recycle bin.
Recycling can refer to:
•
•
•
•
•
using curbside blue and yellow bags for recycling particular paper products, containers and
corrugated cardboard
using school recycling programs for paper products and containers
returning beverage containers for a refund
purchasing products or packaging with recycled content
composting fruit and vegetable peelings
Why recycle?
•
•
•
•
•
•
meet provincial waste reduction goal of 50%
save landfill space (extend the life of landfills utilized by the district)
conserve renewable resources (trees) and non-renewable resources (petroleum)
reduce energy and water use by using recycled materials rather than virgin materials
save money on garbage collection costs
comply with landfill regulations (material bans)
Recycle is the third ‘R’ of the 3R hierarchy and, by far, is the most visible and most commonly
understood. In order to continue to reduce the amount of waste entering Cache Creek landfill,
recycling programs need to remain successful and people need to consider implementing more reduce
and reuse activities. These two latter activities can have a significant impact on waste reduction.
A successful recycling program is when people:
•
•
participate in their local recycling program
become familiar with what can be recycled in their curbside program and what else can be
recycled through local recycling depots or private recyclers
38
•
•
properly prepare their materials for recycling
purchase products made from recycled materials
The CVRD’s Curbside Collection Program
The curbside recycling program started in 1999. Now an unlimited amount of recyclable
materials can be set out for collection at the curbside. Materials are placed in two reusable
yellow and blue bags.
Are You A Recycling Master?
Get the class to generate a list of what can be recycled through the
CVRD curbside program. What goes in the blue bag? What goes in
the yellow bag? What has to happen to some of these goods before
they can be recycled? How many recyclables (other than what’s
taken by the curbside program) can you list in 45 seconds? Check the
CVRD Recycling Directory index of the CVRD Environmental
Guide for a full listing of what can be recycled. The guide can be found at
www.cvrdrecycles.bc.ca. Items can include printer cartridges, antifreeze,
batteries (disposable and rechargeable), asphalt, motor oil, appliances, etc.
un!
F
r
o
f
t
s
u
J
General curbside collection items include:
Blue Bag
Yellow Bag
• Newspapers
and all inserts
• Magazines and
catalogues
• Any plastic containers with # 1 through 7 stamped on the bottom
(yogurt containers, soap bottles, milk jugs, shampoo bottles, etc.).
• Plastic bags and wrapping sheets
• Tin cans, foil pie plates
• Unwaxed, flattened cardboard
• Cereal, laundry soap and shoe boxes (boxboard)
• Miscellaneous mixed paper
Requirements:
All materials must be free from food stains. Plastics must be rinsed out and clean. Lids can be
included, but must be removed from containers. Cans must be clean with labels removed. No
chemical containers (e.g. oil or pesticide bottles etc.). No glass is allowed.
39
The Recycling Process
While there are many similarities between the recycling processes for various materials, the
methods, the energy requirements and the end products vary from material to material.
Similarities
•
•
All recyclables must be collected, sorted and all contaminants must be removed. Contaminants are any material other than what is being recycled. For newspaper, a contaminant could be
plastic bags or cardboard boxes.
There are various products each recyclable material can be remanufactured into.
The following pages have diagrams demonstrating the various steps involved in the recycling of
aluminum cans, corrugated cardboard, newspaper, plastic bottles, and glass containers. Glass
containers, although not accepted at curbside, can be taken to any one of the numerous multi-bins
in the region for recycling.
?
?
Environmental logos or environmental labeling can be very misleading,
especially when it comes to environmental claims. It is important to have a basic
understanding of which symbols to seek out, what they mean and where you
can expect to find them. The key is knowing what to look for.
now?
k
u
o
y
d
i
D
40
Tires
Fruit and
Vegetable
Peelings
Tin
Pre-Consumer
Mobius
Loop
Municipal
Bylaws
Drywall
Items
Scrap
Metal
Plastic
Antifreeze
White Goods
(Fridges,
Freezers)
Labeling
Symbols
Materials
Banned from
Disposal
Glass
Paper
Products
Post-Consumer
Recycled
Content
Aluminum
Fluorescent
Light Bulbs
Motor
Oil
Non-Renewable
Regulations
Renewable
Recycle
Beverage
Deposits
Conserve
Natural
Resources
Bottle
Depots
Return to
Store
Save Energy
and Water
Save
Disposal
Fees
Private
Collection
Program
Options
Residential
Collection
Program
CVRD
Drop-Off
Depots
CVRD
Curbside
Program
Worm Bin
Peerless
Road
Save
Money
Sustainability
Meade
Creek
Composting
Reasons
Bings
Creek
Outdoor/
Backyard
41
50% Waste
Reduction
Goal
Comply with
Waste Stream
Material Bans
Beverage Can
Can Making Plant:
new cans made
from 50% recycled
aluminum
Sheet Aluminum:
sheets made
from ingots at
rolling plant
Cast Into Ingots:
ingots are massive
aluminum casts
weighing up to
27,000 kgs
Collection:
cans collected
and taken to a
sorting facility
The
Life of
Aluminum
Cans
?
Shredding:
shredded at
processing
facility
Decoating:
paints and
coatings removed
when heated
Melting:
furnaces melt
scraps to
molten state
?
Sorting
Facility:
cans baled
for shipping
• It takes about 30 to 45 days for a pop can to be recycled, refilled and returned
to the store.
• Recycling an aluminum can takes 95% less energy than making a new can
from raw materials.
• A TV can run for three hours on the energy saved by recycling just
one aluminum can.
w?
o
n
k
u
o
y
Did
42
Cardboard
collected
cardboard is
taken to a
sorting facility
Rolling:
paper is wound on
a reel and sized
for shipment
Drying:
sheets are passed
over a series of
hot rollers
Pressing:
water is squeezed
out of sheets
The
Life of
Corrugated
Cardboard
Forming:
the pulp is
pressed through
formers to make
sheets
Cleaning &
Screening:
the pulp is moved
through a final
cleaning process
?
?
Sorting & Baling:
cardboard is
separated from
other paper
products and
baled
Hydropulping:
cardboard is
mixed with water
until the right
consistency is
achieved
Cleaning:
contaminants such
as plastic, string and
dirt are removed
Disperger:
pulp is run through
insulated pipes
that melt any wax
or adhesives
• Corrugated Cardboard is recycled into new cardboard, and boxboard for cereal,
shoe and cookie boxes, and more!
w?
o
n
k
u
o
y
Did
43
Newspaper
Baling:
sheets are baled and taken
to mills for printing bales weigh about 300 kgs
Collection:
newspaper is collected and
taken to a sorting facility
Sorting & Baling:
newspaper is sorted
and either baled
or shipped loose
to a processor
Cutting:
sheets are cut into
specified sizes
Pressing:
pulp is formed
into sheets
and water is
squeezed out
The
Life of
Newspaper
Bleaching:
in a bleach tower,
hydrogen peroxide
is used to whiten
the paper pulp
De-Inking:
air is pumped
into a flotation
Screening:
cell - the ink
screens remove
attaches to
more dirt like
the bubbles
glue, staples, and
which
float to
other materials
the top and are
skimmed off
?
?
Pulping:
material is mixed
with water to
produce a slurry
- this is the first
stage in the
de-inking process
Cleaning:
the slurry is
moved through
heavy cleaners
and screens
• Until 150 years ago, paper was often made from cloth rags.
• Recycling paper uses 60% less energy than manufacturing paper from
new timber.
w?
o
n
k
u
o
y
Did
44
Pelleting:
plastic strands are
cooled and cut into
pellets which are sold
to plastic manufacturers
Extruding:
molten plastic is
forced through an
extruder creating long
strands of plastic
Melting:
flakes are
melted
Drying:
clean flakes are
spun to remove
excess water and
are sent through
a dryer
?
?
Collection:
plastic bottles
are collected and
taken to a sorting
facility - sorted
plastics are baled
or shipped loose
to a processor
The Life
of Plastic
Bottles
Filtering:
the flakes are
passed over
a screen to
remove any last
dirt particles
Shredding:
bales are shredded
into small flakes
Cleaning:
flakes are heated
to loosen glue
and other sticky
substances
Heating & Scrubbing:
flakes are heated
to loosen the glues
and adhesive
Cleaning:
in a flotation tank,
flakes float on top of
the water, while dirt and
grit sink to the bottom
and are removed
• Plastic containers are recycled into everything from insulation to polar fleece,
detergent bottles to office equipment and toys to drain pipes.
w?
o
n
k
u
o
y
Did
45
Cooling:
containers are
cooled slowly to
increase strength
Packing &
Shipping:
mew glass
bottles are ready
to be refilled
and returned to
grocers’ shelves
Glass
Containers
Collection:
collected glass is
taken to a processor
The Life
of Glass
Containers
Sorting:
glass is sorted,
cleaned and
broken into
pieces
Molding:
molten glass is
poured into molds
Melting:
mixture is melted
to a molten state
in a furnace
?
?
Crushing:
broken glass is
crushed into
tiny pieces
called cullet
Mixing:
the cullet is mixed
with raw resources like
limestone and silica
• Coloured glass is recycled into: road aggregate, reflective material in road
paint and concrete products
• Clear glass is recycled into new glass bottles.
• Recycling one glass bottle saves enough energy to power a light bulb
for four hours!
w?
o
n
k
u
o
y
Did
46
Recycle
Activity #1
Inspect Your Items (K-1)
Materials
Copy of Mobius Loop symbol, copy of ‘Inspect the Items’ worksheet found on page 48.
Activity
Students will be presented with a Mobius Loop symbol. What does this symbol mean?
Have you ever seen it? Where? Where would you look to find it? As detectives, instruct the
students to go in search of this symbol to see if they can find it on anything. Have them
search around the classroom. Teachers are encouraged to plant items in the room that have
the symbol on them (e.g. glass or metal containers). Ask students to return with items or
have them leave them where they found them but ensure they remember where they saw
the symbol. What did they find? What kind of material did they find it on? Using the
worksheet provided, have students draw at least four items under the Mobius Loop symbol.
It may be important to stress that not all recyclable items have a Mobius loop on the
bottom. Provide some examples.
Extension Activities
Return to the discussion of what this symbol means. If students do not know, have them
guess. Make your own paper. Include the phrase “this is made from recycled paper.” Have
the students look at home for empty containers or packaging that show the Mobius Loop
symbol. Have the students bring them to class. Graph them.
IRP Outcomes
[SS]
[SC]
[LA]
[LA]
[LA]
Draw simple interpretations from personal experiences, oral sources, and visual
representation.
Share with others information obtained by observing.
Identify connections between ideas and information and their own experiences.
Demonstrate an understanding that print conveys meaning.
Demonstrate abilities to follow simple oral instructions.
47
Inspect Your Items
Find and draw four items that have
this symbol, the Mobius Loop.
48a
Inspect the Items
Find and draw four items that have
this symbol, the Mobius Loop.
48b
10
Recycle
Activity #2
Ready Set Recycle! (1-3)
Materials
Rubber gloves, various household recyclables (tin cans, plastic bottles, cereal boxes,
newspaper, corrugated cardboard, etc) and a 1 litre ice-cream container.
Activity
Divide the students into small working groups. Give each group the challenge of seeing how
many items they can fit into a 4 litre ice-cream container. Each group should be provided
with the same items (i.e. 2 tin cans, 1 cereal box, 3 plastic bottles, etc.) Using rubber gloves
(possibly done outside to avoid a mess), have the students take the recyclables from the
pile and begin the challenge. Once finished, students can weigh the containers to determine
mass. What strategies did the groups use to make the items smaller and to make room for
more recyclables? For example, flatten or fold them, remove lids from plastic containers
and step on them. What sort of materials do the students have at home? Have them make
a list. How can these items be prepared at home so that they will fit in the curbside
recycling bin or bag?
For a complete list of materials accepted for recycling in the CVRD’s curbside
program, refer to the CVRD website: http://www.cvrdrecycles.bc.ca and click on
“CVRD Multi-Product Neighbourhood Recycling Bins, Curbside Collection Information.”
Extension Activities
Provide the students with two containers to put recyclables in. One container should be for
magazines, newspapers and inserts, while the other should be for plastics, tins and other
paper products. Tour a recycling depot or create a poster to remind others how to prepare
various items for recycling.
IRP Outcomes
[SS]
[MA]
[LA]
[LA]
Identify strategies to address problems.
Recognize that the size and shape of an object does not necessarily determine its mass.
Demonstrate connections between ideas and information and their own experiences.
Demonstrate a willingness to participate actively in oral activities.
49
Recycle
Activity #3
Closed Loop Recycling (4-5)
Intro
Packaging is as varied as the product it contains. Packaging is the material used to market,
transport, contain, protect, or convey information about a product or commodity. Packaging
can be made from a wide range of materials such as glass, metal, paper, plastic or wood, in
various combinations and in a wide range of forms. Closed loop recycling refers to the process of recycling a product and then purchasing a similar product made with recycled materials and continuing the cycle. When recycled content products or packaging are
continually purchased, a market for the materials collected in the yellow & blue bag
recycling programs is established. Each purchase has a positive impact. Recycling is not
simply the process of putting the materials in coloured bags every two weeks; it also
includes the purchase of products or packaging made with recycled materials (styrofoam
does not count as a recyclable material).
Materials
Paper tags (approx. 4 cm x 6 cm pieces), fine tip black pens, colouring felts or pencil crayons.
Activity
Begin with a discussion on the various types of packaging available, the advantages and
disadvantages of each and the different uses for packaging. Ask partnered students to
select one type of packaging (glass, mixed materials, plastic, natural, paper, aluminum, tin,
other metals) that they will research. Have the students research whether the material is
recyclable in the CVRD curbside program. With the information they discover, students
will create a promotional card to inform the general public on a specific type of packaging
and how that particular material is recycled. The promotional card should be double-sided
with the front including an eye-catching title indicating the type of packaging material
featured with a slogan, phrase or illustration. The other side should illustratively depict
the recycling process, identify the stages and include any relevant facts.
Extension Activity
Another aspect of packaging is quantity. Over-packaging is a big problem with certain
products as it is a waste of valuable resources. Often certain items are double or even
triple wrapped in various types of packaging. Choose different examples of packaging such
as cereal boxes, plastic wrapped vegetables, oranges (or other fruit with it’s own wrapping),
50
instant noodles in a styrofoam bowl, etc. After students have chosen the best types of
wrappings for recycling, have them compare those items and some new ones and choose
which item has the least amount of packaging. Why is less packaging better for the
environment? Do most products need to be wrapped as much as they are? What items
don’t need to be wrapped at all? Give some ideas how to wrap these items in a more
environmentally friendly way.
IRP Outcomes
[SS]
[SC]
[PP]
[LA]
[LA]
[LA]
Analyze how people are influenced by and affect mass media messages.
Determine how personal choices and actions have environmental consequences.
Apply problem-solving models to a variety of situations.
Apply various strategies to generate and shape ideas.
Share what they know about chosen topics.
Read, listen and view for specific purposes.
51
Composting Vocabulary & Definitions
Aerobic
Living things that require oxygen to eat and breathe.
Anaerobic Living things that do not require oxygen to eat and breathe.
Biodegradable Something organic that decomposes with the help of
bacteria, fungus, or worms.
Carbon An important element needed by bacteria to decompose organic material.
Composting The process where worms, bacteria and fungus break down organic matter such as food, leaves, and plants, into useful soil.
Conserve To save or protect from harm or overuse and to avoid waste. For example, turning the tap off while brushing your teeth, or reusing a plastic bag instead of getting a new one at the store are good ways to conserve.
Decay See Decompose.
Decompose The breakdown or rotting of organic material such as trees, leaves, food scraps, vegetables, and fruits.
Environment All the trees, soil, air, plants, animals and people around us and on earth that affect how we live.
In-vessel Composting A type of composting that is done in heated rooms. The heat speeds up the composting process and because the rooms are closed off from the outside, all organic matter
can be included without attracting rodents and other pests. Things like fish, meat, bones, cheese, milk cartons,
sewage and vegetable/fruit scraps can all be included in these composters.
Nitrogen An important element needed by bacteria to decompose organic material.
52
Organic Waste Anything that can be composted into soil by bacteria, fungus and worms.
Worm Composting A type of composting that is done by worms. The worms slowly eat away at the food and vegetable scraps and turn them into useful soil.
53
Theme 2: Composting
Objectives
After this theme, students should be able to:
•
•
•
•
Explain the role composting plays in waste reduction.
Make compost from organic wastes.
Describe what compost is made of and what it is used for.
Explain how worms turn organics into soil.
The Dirt
Composting is the natural, biological process of decay, or breakdown of
organic matter. Bacteria, fungi, worms, and beetles are the primary
decomposing organisms. The organic breakdown of kitchen and yard waste
results in a dark, nutrient rich soil conditioner called humus or compost. So why
compost? Composting is an easy way to return organic material to the soils. It improves
the growth of your plants and replaces the need for fertilizers. Fertilizers require the use of fossil
fuels and upset the natural balance of ecosystems (forests, wetland, beaches, lakes, meadows, etc.).
Instructor
Background
Information
Since one third of all solid waste getting thrown out is organic material, composting can shrink
your garbage considerably and reduce the size of our landfills. In addition, composting improves
the soil’s ability to store moisture, thus conserving water.
Four Home/School Compost Essentials:
Surface Area - The more surface area, the faster things will decompose.
Volume - Larger compost piles will insulate themselves better, holding the heat they generate.
Moisture - Decomposition will occur best when the pile is as moist as a lightly wrung-out sponge.
Secure lids are a good solution to moisture loss.
Air - Oxygen must be present to encourage the aerobic breakdown process.
There are three methods of composting practiced in or near the Cowichan Valley that all require
the four compost essentials, though some less than others. They are:
•
•
•
in vessel/biocell composting
backyard/school composting
worm composting
54
In Vessel Composting
Instructor
Background
Information
In 2000, the CVRD put a disposal ban on a number of recyclable items.
Among the list of materials banned from disposal was commercial,
pre-consumer organics. Businesses, and even school cafeterias are obliged
to compost their organics through the use of such places as In Vessel Composting
facilities. Facilities can use composters called biocells, which are closed systems. Because it is a
closed system all organic material can be included, such as meats, sewage, bones, dairy, paper and
wood. Some of those items in your backyard composter would only attract rodents! The temperature inside each biocell can be regulated and kept high to allow for faster breakdown of materials.
In fact, the whole process from banana peel to compost takes only 10 days as opposed to weeks in
your backyard. The entire process consists of five steps. Here’s a typical example of what happens:
1) All organic material is shredded to increase surface area for faster decomposition.
2) Initial Warming Stage - the temperature is raised to 40°C to help the decomposing
bugs multiply and eat faster.
3) Additional Warming Stage - this step
involves heating the materials to 45°C for
a minimum of 48 hrs in addition to
another warm-up to exactly 60 °C.
4) High-Rate Phase - once the
temperature reaches 60 °C the
high-rate phase begins and lasts
for 72 hours.
5)Cooling/Drying Stage this stage lasts for 36 hours and
involves the continual flushing of
air through the compost.
Once all the stages are complete, the compost is taken out of the cell, sifted through machines to
remove any plastics or metal, put into piles on the ground and allowed to sit for a month or until it
is sold. The end product looks like soil and has no unpleasant smell!
55
Backyard/School Composting
Instructor
Background
Information
Residential and school composting should be carried out through an
aerobic process. For aerobic decomposition to occur, oxygen must be present.
Not enough air can result in slow decay and unpleasant odours. Compost must
be regularly stirred and aerated. Besides air, there are three other requirements for
successful outdoor composting.
All organic material is composed of carbon and nitrogen. An equal balance of both is needed
for effective backyard composting. Nitrogen rich substances include vegetable and fruit peelings,
coffee grounds, fresh grass clippings, plant trimmings and houseplants. Carbon rich substances
include dry leaves, dry lawn clippings, shredded newspaper, wood chips/shavings (not cedar) and
pine needles. Kitty litter, barbeque ashes, coals, meat and/or fish should NOT be placed in a home
composter as this material encourages rats and other undesirable pests.
?
?
By composting all your household organics and recycling all paper, cardboard,
plastic and tin you could reduce your waste production by almost 57%. That’s
what the people in Arbutus Ridge in Cobble Hill did!
now?
k
u
o
y
d
i
D
The CVRD is looking at expanding its curbside recycling service to
include organics! The town of Ladysmith has started an organics
collection program - that same program is being considered for the rest
of the valley. That means that all the same material acceptable for in-vessel
composting can go in a bin at the end of your driveway for pick-up. Talk about
waste reduction!
Your school’s cafeteria is already required to compost their pre-consumer organics.
The organic material is taken to local farms or a closed system composter for rapid
breakdown. Why not close the loop and get the rest of your school to compost its
post-consumer organics too?
56
Worm Composting
Worm composting (vermicomposting) is another natural method for
decomposing organic wastes. It can be accomplished indoors or outdoors all
year long. You can decompose your kitchen scraps at home or at work using red
wiggler worms (Eisenia Foetida). This worm species loves living in places with a
high concentration of organic matter. In nature they live in manure piles, leaf piles, and
under fallen logs. If the microclimate, the specific climate under the logs or within those small piles
Instructor
Background
Information
of material, is warm (between 13o to 25oC) and moist, then breakdown can occur.
The Worms
A worm’s weight consists of 75 - 95% water.
Because they don’t possess any lungs, they use their
skin for breathing. Just like humans, worms breathe
oxygen and release carbon dioxide. Red wigglers
range from 5 to 12 cm long and live 4 to 5 years. They
have five hearts, a small brain but no eyes; however, they
are still very sensitive to light. To eat, they draw small amounts of moist food into their mouths and
send it to their gizzard to be ground (they have no teeth to do this). Contracting their abdominal
muscles grinds the food and carries out digestion. What the worm doesn’t need gets excreted as
worm castings (small, round, earth-coloured granules).
?
?
Chopping a worm in half does not produce two new worms. Worms have full
and complete digestive tracts and if cut in half, do not survive.
w?
o
n
k
u
o
y
Did
Worms are hermaphroditic (bisexual) but they do not self fertilize.
Between 2 and 21 worms can hatch from a single cocoon every 12 to 14
days. A worm’s reproductive season occurs mostly during the spring and
fall and in one season a worm can produce 1200 to 1500 offspring!
57
Too
Slow
Raccoons
Decay
Solid Waste
Reduction
Insects
Odours
Problems
Organic
Rodents
Too
Wet
Decomposition
Warm
Benefits
Soil
Enrichment
Gardening
Soil
Amendment
Backyard
Composting
Fungus
Bacteria
Moisture
Versus
Soil
Composting
Microorganisms
Surface
Area
Finished
Compost
VermiComposting
Worms
Compost
Components
Volume
Bins
Carbon
Air
Nitrogen
Bedding
Breeding
Soil
Moisture
Oxygen
58
Procedure
Cocoons
Composting Activities
For the following activities, please refer to ‘Common Worm Composting Problems’ on
page 67 and the following books for further information:
•
•
Appelhof, Mary. Worms Eat My Garbage, Kalamazoo, MI: Flower Press, 1982
Cullen, Mark and L. Johnson. The Real Dirt, Toronto, ON: Penguin Books, 1992.
Bury and Wait (K-3)
Composting
Activity #1
Materials
Solid waste samples (like apple cores, banana peels, plastic bags, melon rinds, napkins or
newspaper), soil, watering can, pail.
Activity
Bury a variety of common solid waste items in a large pail full of moist soil from outside.
Place the pail by a window in a warm area and stir it daily (add water if need be). Make
sure that the container is covered with a lid, or that a layer of moist newspaper is laid on
top of the soil. Predict what will happen to each item over the next 2 or 3 weeks. After 2
or 3 weeks, take the items out and study which items changed and which did not. Why did
some materials change and some not? Make a chart for the class to show what kinds of
materials can/can’t decompose (i.e. which are organic and which are not?). Have them list
some other things that fall under these headings.
IRP Outcomes
[SS] Demonstrate understanding of their responsibility to local and global environments.
[SC] Infer the probable outcome of an event or behaviour based on observations.
[SC]Conduct simple tests and describe observations.
[MA] Sort and organize data by one or more attributes and by using graphic organizers such
as lists and charts.
[LA]Create simple charts, webs, or illustrations as a way of organizing information.
59
Composting
Activity #2
Compost Recipe (2-5)
Materials
Large, clear plastic bag, organic waste samples, plenty of soil, watering can.
Activity
Collect a sample of the class’ organic wastes (paper, lunch scraps, leaves, grass clippings).
Make sure to leave out meat scraps. Chop up the organics before putting them into the
bag. Add an equal amount of soil and mix. Sprinkle enough water to moisten the mixture,
but make sure it doesn’t get soggy. Twist the top and tie an elastic band around the end.
Make sure to record the weight of the bag.
Each day, open the bag and stir up the contents. This is an essential step as the microbes
that breakdown the organics require oxygen. Record the weight of the bag each day as well
as the progress of decay of various biodegradables. Breakdown of these materials should
take about a month. Get the students to make a hypothesis as to which items they think
will break down the fastest. Which organics did decompose the fastest? How does stirring
the contents help it decompose faster? Make a graph of the weight of the bag versus
time. If done properly, the weight of this bag should not change. What does this say about
decomposition?
IRP Outcomes
[LA] Identify connections between ideas and information and their own observations.
[SC]Conduct simple experiments and describe observations.
[SC] Infer the probable outcome of an event or behaviour based on observations.
[SC] Make predictions, supported by reason, that are relevant to the content.
[SC] Explain why air, water, and soil are important for living things.
[MA] Develop charts to record and reveal number patterns.
[MA] Sort and organize data by one or more attributes and by using graphic organizers such
as lists and charts.
60
Composting
Activity #3
Green vs. Brown (4-5)
Materials
None required.
Activity
Organic matter is composed of carbon and nitrogen. Ideally, compost should contain 1-part
nitrogen (green) to 1-part carbon (brown) sources. Have the students research sources of
both nitrogen-rich and carbon-rich compounds suitable for composts. Have them make a
chart, write a report or have a discussion to present their findings.
IRP Outcomes
[SS]
[SS]
[LA]
[LA]
[LA]
Locate and record information from a variety of sources.
Organize information into a presentation with a main idea and supporting details.
Share what they know about chosen topics.
Identify and use sources of information, including people, print, audio-visual media, and electronic media.
Organize information or ideas they have read, heard or viewed in the form of simple charts,
webs, or illustrations.
61
Composting
Activity #4
Build a Worm Bin (K-5)
Materials
Container made of plastic or wood with aeration holes and a lid, red wiggler worms, food
waste, soil, scale, 2 bricks or blocks of wood, a shallow tray, hand shredded newspaper, dry
leaves and a watering can.
Activity
Weigh the classroom waste daily over a period of two weeks. Figure out the average daily
food waste produced by the class. For every kilogram of food waste produced each day, you
will need 1 kilogram of worms. You may want to search for more specific information on
worms and worm compost bins. A normal Rubbermaid bin, approximately 61 x 40 x 22 cm,
is generally a good size for a classroom handling around 1.25 kg of food waste per week.
Pierce holes in the sides and bottom of your bin and place it on the 2 blocks or bricks.
Slide the tray underneath (you can use the drippings from the tray to water plants). Fill
the bin 1/4 full with shredded newspaper and leaves. Wet the bedding and mix, lifting the
bedding gently to create air spaces. Discuss why air is necessary for decomposition. Place
the red wigglers on top of the mixture and watch what happens. Where do they go and why?
Before placing the lid on the bin, make sure that all worms are below the surface.
Bury food waste in one corner of the bin, making sure to record the type of food waste it is.
Food wastes from each week should be buried in a different location in the bin. Make sure
to place it in a relatively cool location and cover the food waste with bedding (or just plain
newspaper, or woven backed carpet) to keep the flies out.
After 6 weeks or so you will begin to notice changes. In 2 to 3 months there should be little
of the original bedding left in the bin. The bedding will be replaced by worm castings. What
happened to the original material? Explain how we can reduce our garbage by composting.
Be sure to consult worm composting resources like the Greater Victoria Compost Education
Centre for more information on problems and maintenance (www.compost.bc.ca).
62
Teachers of Lower Grades
This should be more of a teacher led activity, with class discussion to answer the
questions posed within the activity. It may be advisable to ask students to place their
compostables in a separate bucket to avoid any contaminants, or non-compostable
material ending up in the bin. One randomly drawn student per day can bury the
material in the designated spot.
Teachers of Higher Grades
A take-home, or in-class assignment can be given out at the beginning of the experiment,
asking students to answer the following questions:
•
•
•
Why is air necessary for decomposition?
Why did the red wigglers, when placed on top of the mixture, not stay for very long? Where did they go?
What do you think will happen to the material at the end of 2 or 3 months?
IRP Outcomes
[SS]
[LA]
[SC]
[SC]
Practice responsible behaviour in caring for their environment.
Identify connections between ideas, information and their own experiences.
Explain why air, water, and soil are important for living things.
Make predictions, supported by reason, that are relevant to the content.
63
Composting
Activity #5
Worm Search (K-2)
Materials
None required.
Activity
Prepare some red wiggler worm samples in jars for students to observe. Provide the worms
in the jars with dirt, some leaves or other food for them. Have the children study the
worms in the jars. It may be important to emphasize how delicate they are. Explain to the
children that cutting a worm in half does not produce two new worms. Because worms have
a full digestive tract, cutting the worms in half will kill them. See the “Did You Know” box
on page 57 for more worm information. When the children are done examining the worms,
have them search for worms outside. Be careful not to let young students handle the
worms as they may accidentally squish them. Fill in a chart with these headings:
•
•
•
•
Where I Looked For Worms
Did I Find Worms?
Why or Why Not
What Role do Worms Have in the Environment?
Worm samples can be found in manure piles, in your home compost bin, your garden,
etc. You may even be able to purchase them from your local gardening store. However,
make sure the worms you choose are small and red. Regular flesh coloured earthworms
aren’t the same.
IRP Outcomes
[LA]
[LA]
[SC]
[SC]
[SC]
[MA]
Identify connections between ideas, information and their own experiences.
Organize details and information to make simple charts, webs, or illustrations.
Understand where different microclimates exist as habitats for worms.
Demonstrate ability to observe their surroundings.
Describe features of local plants and animals.
Recognize patterns in the environment
64
Composting
Activity #6
Forest Foray (K-5)
Materials
None required.
Activity
Arrange a class field trip to a local forest, park or walking trail. Have the students look
on the ground/forest floor for leaves, berries, logs or dead insects in different stages of
decomposition or for decomposers such as fungus and worms. Have the students answer the
following questions either in a class discussion or a small assignment (for older students):
•
•
•
•
•
What kinds of materials could you find decomposing on the forest floor?
Did you find any fungus?
Did you find any earthworms?
What kinds of materials did you find on the ground?
What sort of environment is best for these processes to occur?
Background
Decomposition occurs in steps. Consider the decomposition of leaves. Earthworms and
other soil animals break the leaves into smaller pieces. Smaller fragments have more
surface area to support the growth of bacteria and fungi. The movements of earthworms
and other soil animals stir the small leaf fragments and mineral soil particles together.
The result of these processes can be seen in the changes in the leaves. Fallen leaves
start out whole, and are green, yellow or red. They are reduced to small dark brown
shreds as the smaller pieces became heavily populated by fungi. Finally, at the end of
the decomposition process, they have become fine black particles of soil organic matter.
All of these processes happen faster in the presence of moisture, warmth, and with an
abundant source of organic material available.
65
IRP outcomes
[SS]
[SS]
[SC]
[SC]
[LA]
[LA]
[MA]
Demonstrate awareness of natural and human-built environments.
Draw simple interpretations from personal experiences, oral sources, and visual and written representations.
Describe ways in which animals are important to other living things and the environment.
Demonstrate ability to observe their surroundings.
Identify connections between information and their own experiences.
Share what they know about chosen topics.
Recognize patterns in the environment.
66
Common Worm Composting Problems
Symptoms
Problems Solutions
Unpleasant Food overload Odours
Gently stir contents,
stop adding food waste
Not enough air circulations; too wet Add fresh bedding, check
drainage holes to see if clogged; drill more if needed
Unsuitable materials remove
Check for meat, pet feces, Worms Leaving Too acidic (too many citrus peels and/or coffee grinds) Add a little lime or egg shells
and cut back on acidic waste
Not enough air Flip bedding on bottom to top
Fruit Flies Not burying enough food or overloading bin Secure lid, bury scraps in
bedding, cover worms and
bedding with sheet of plastic
Worms Dying Not enough food Bury food in bedding
Not enough air Flip bedding on bottom to top
Too dry Moisten until slightly damp
Too wet Add dry bedding
Too hot Put in cool, shady spot
Bedding is eaten (living in castings)
Harvest compost,
add fresh bedding
67
Water Vocabulary & Definitions
Conserve To save or protect from harm or over-use and to avoid waste. E.g. Turning the tap off while brushing your teeth, or re-using a plastic bag instead of getting a new one at the store.
Groundwater Water that comes from the ground. Rain, snow, and hail soak deep down into the soil until it can't go any further. It pools together deep underground and makes groundwater.
Natural Resources A material such as trees, water, or the gas that runs your parents’ car. These material are worth money and are used to make things useful to people, but can be all used up if we don't try to conserve the amount we use.
Pollution Something that is harmful to humans, animals, plants, and trees. Pollution can get into our air, water or food. Smoke from burning leaves in your backyard, or leachate from landfills are both examples of pollution.
Renewable Resource A natural resource that can replace itself as it is used. Trees are an example of a renewable resource. Don't
forget that if a renewable resource is used too much,
the resource may not be able to replace itself in time.
Sewage Used water and other material from toilets, bathtubs, washing machines and sinks that goes down the drain.
Water Cycle A process where water from lakes, oceans and streams, evaporates into clouds. Once the clouds get too heavy they release all the water as rain and snow. The rain and snow falls into the ocean, lakes, rivers and soil only to repeat the cycle again!
68
Theme 3: Our Water
Objectives
After this theme, students should be able to:
•
•
•
•
Understand how water is recycled within the environment.
Describe the impact of human use on water quality and provide examples of source/non-source pollution.
Demonstrate how practices they carry out at home can reduce water consumption and preserve the integrity of this resource.
Explain why saving water and keeping it clean helps protect people and wildlife.
The Water Cycle
Water always circulates through the water cycle (hydrologic cycle). It
Instructor
evaporates from oceans, falls on land as rain or precipitation, and returns to
Background
the sea by groundwater and rivers. Throughout the cycle, water continually
Information
changes from solid to liquid to gas over and over. Water is considered a renewable resource, but it must be conserved since it’s not always returned where and
when it is needed. Also, because the water we do use always returns with some degree of
water quality decline, the less we use, the less we pollute. Using and degrading as little water as possible will allow us to spend less money restoring water to acceptable public standards, as well as
avoid the upset of our natural ecosystems.
?
1.2 billion people in the world have no access to clean water.
?
Water is important to humans because it helps regulate our body temperature,
carries food to organs and oxygen to body parts. It also helps us digest
our food and remove waste from our blood. Without water, none of
these things could happen.
w?
o
n
k
u
o
y
Did
69
Water
vapour
rises.
Rain falls
from the
clouds.
The
Water
Cycle
We water
our gardens.
Plants and trees take
up water through
roots and stems.
Some run-off goes to the sea.
The substances we put in our gardens (like pesticides and herbicides) are soaked up by plants
through roots, but they often soak into the soil and groundwater, or flow into streams, lakes
and oceans. Harmful substances do not go away when you flush the toilet or empty the sink;
they end up in nature where they could potentially harm plants, animals or people.
70a
Water
vapour
rises.
Rain falls
from the
clouds.
The
Water
Cycle
We water
our gardens.
Plants and trees take
up water through
roots and stems.
Some run-off goes to the sea.
70b
10
Global
Available
Frozen in
Glaciers
Seasonal
Fresh
Overuse
Supply
Uneven
Distribution
Problems
Salt
Pollution
The Earth’s Water
Properties
Use
Forms
Solid
(Ice)
Animals
Plants
Gas
(Water
Vapour)
Liquid
(Rain)
Humans
The
Water Cycle
71
10
Instructor
Background
Information
Water Quality
It’s In Your Drink, What Do You Think?
In the natural environment, snowmelt and rain run over the land surface and end
up in one of two places. It can enter surface water sources (streams, rivers and oceans)
or seep into (infiltrate) the soil and become groundwater. Water from soil or streams can travel
into low-lying areas called wetlands. Wetlands are the filters of the water cycle. Wetland plants,
fungus and bacteria absorb the water into their cells and filter out any pollutants or other harmful
substances. Wetlands, often viewed as ‘wastelands,’ are very important to the water cycle for that
reason. For children, wetlands can be likened to giant Brita filters for our rain water.
The water cycle (see page 70, ‘The Water Cycle’) demonstrates where water and run-off go after
we water our gardens. Protection of groundwater is a very important issue. We all rely on water
for domestic and drinking purposes; some of us even obtain our water through wells (direct from a
groundwater source). All living things depend on this resource. Some of us don’t realize how
greatly our daily activities affect water quality. If you live in an urban area, when you wash your car,
the soapy water and debris can drain directly into local water bodies. If contamination of these
water bodies occurs, serious consequences can result, like harm to fish or even humans.
Using harmful detergents to wash your car or dumping toxic chemicals down the sink is an example of ‘non-point source’ water pollution - it comes from many sources, but collectively all these
degrade water quality. The other type of water pollution is ‘point source.’ This type comes from one
definitive source that is traceable. Examples of each type can include:
Non-Point Source Pollution
Point Source Pollution
•
•
•
•
•
•
careless disposal of cleaners and
automobile fluids
improper or excessive application of
fertilizers and pesticides
road salting
landfills
72
industrial leaks and spills
sewage outlets
Where does the water go?
Unless you have your own on-site septic system, whatever you put in the sink or toilet can end up
at a sewage treatment facility. When you spit toothpaste down the drain after brushing your teeth
you’re most likely ready for bed. However, your spit has a long journey ahead. It has to travel through
lengths of pipes to a sewage treatment facility. The diagram on page 74, shows a typical sewage
treatment plant. Other sewage treatment facilities include sewage lagoons, or home septic systems.
1) At the sewage treatment plant, your spit gets put into a grit filter. The grit filter allows dirt, sand, and garbage (or that marble that fell down the drain) to settle out.
2)
After all the grit has settled out it travels to an aeration tank. Friendly bacteria are added to eat the waste while air is bubbled through the sewage to promote the growth of these helpful, aerobic (oxygen breathing) bacteria. If students have completed the composting section of this manual, it may be useful to make a connection between sewage breakdown and
composting. Both utilize helpful bacteria, and oxygen for the breakdown process.
3)
The water at the top of the aeration tank gets pumped into a clarifier where a skimmer comes along and collects any fats or grease that may be floating on the surface. Any leftover grit or sand settles to the bottom. The bacteria are carried over from the aeration tank and when they’re full from feeding on sewage, they become heavy, group together and sink to the bottom of the clarifier. The stuff at the bottom of the tank is called sludge. The water in the middle is drained through pipes and is flushed out to the ocean, a river or onto the ground. Sometimes chlorine is added to kill any bad bugs that may be left in the water.
Whatever you put down the sink ends up in these treatment plants. There are some things that
the machines and friendly bacteria at sewage treatment plants don’t like. Dental floss and ear
swabs, for example, clog machines and make sewage treatment more difficult. Products like this
should be put in the garbage. Bleaches, pesticides, chemicals, paint or solvents kill the friendly
bacteria. Environmentally friendly alternatives to the use of, or disposal of these products are
available and even required in some places.
You may be able to organize a trip to one of the local sewage treatment plants or sewage
lagoons. Contact your local district/town/city office for more information.
73
A Common Sewage
Treatment Facility
1
Water and sewage travel
through lengths of pipes
into a sewage treatment
plant. A screen in the grit
filter traps all solids and
large particles (ear swabs,
etc.) from clogging up the
machines and the rest of
the treatment process.
Screen
Grit Filter
From the grit filter,
liquid is sent to the
aeration tank. A giant
wheel stirs the water
to keep oxygen in it so
good bacteria can eat the
sewage. The water on
the surface is drained off
and sent to the clarifier.
Stirring
Wheel
2
Aeration Tank
Once in the clarifier, the water
settles and all dirt, sand and grit
sink to the bottom. All oil and
grease float on top of the liquid
and is removed by a skimmer.
Treated water is taken from the
middle of the clarifier to avoid
floating grease and sinking sand.
The treated water can be pumped
into the ocean or taken for further
treatment if it’s not clean enough.
10
74
Grease
Skimmer
Clarifier
Water
Sludge
3
This is an aerial shot of the North Cowichan/City of Duncan Sewage Lagoons.
This type of sewage treatment facility works much the same as the diagram provided
where the lagoons act as the aeration tank. There are pipes on the bottom of the lagoon
that bubble air into the sewage to speed up the break down (decomposition) process.
The rectangular building on the bottom left of the photograph is the Grit Filter.
From the grit filter, sewage is pumped underground into one of the lagoons.
75
...And Back to the Ocean
Used water goes down
the drain and into
underground sewer pipes.
Sewers carry dirty water
to wastewater treatment
plants for cleaning.
Treated water flows back into
the river or ocean.
Draw some plants and animals that live near or in the water.
76a
...And Back to the Ocean
Used water goes down
the drain and into
underground sewer pipes.
Sewers carry dirty water
to wastewater treatment
plants for cleaning.
Treated water flows back into
the river or ocean.
Draw some plants and animals that live near or in the water.
10
76b
?
?
The average household contains around 13 to 46 litres of hazardous, corrosive, or
poisonous materials. That’s almost an entire bathtub full of hazardous materials!
now?
k
u
o
y
d
i
D
Water is a finite resource. The same water you drank this morning is
probably the same water someone else used thousands of years ago.
You may even use that water again!
Hazardous Household Substances
Here are some symbols you may find on products around your home. Anything bearing this symbol
can contaminate drinking water, lakes, oceans and soil. In the long term, this may result in higher
water prices due to increased costs of restoring it to public standards. Using biodegradable products
or making your own cleaners will help to keep our waters clean and our animals safe.
Flammable
Corrosive
Toxic
There are several local facilities that accept and responsibly deal with materials that can’t be
replaced by environmentally friendly products. Substances such as paint, solvents, antifreeze, and
oil, oil filters and oil containers can be taken to one of the three CVRD drop-off depots as well as
various other places. Have the students check the CVRD Environmental Guide and make a list of
what hazardous chemicals can be taken for safe disposal, remanufacturing or recycling.
77
Water Quality
Activity #1
Make Greener Cleaners (1-5)
Materials
White vinegar, water, baking soda, lemon juice, cornstarch, several plastic spray bottles
(one for each group of 4 students in the class), measuring spoons/cups, various commercial
cleaners, and rags.
Activity
Designate a recipe card for each group of students and let them make their own cleaners.
Allocate a test surface for each group to clean (create dirty spots if you have to). Allow the
students to compare the homemade products to the commercial products. Which cleaners worked better? How clean did it get? Use these headings: Sparkly Clean, Pretty Clean,
A Bit of Dirt, Not so Good, Didn’t Work. Why is it better to use environmentally friendly
cleaners? Write a creative story about the positive impact you made by choosing these
cleaners (e.g. a fish living in, or animals drinking from a stream). Make sure they do it in
a well ventilated area.
For Teachers of Younger Students
Teachers should have the class gather around a table and make/use the cleaners as a demonstration.
IRP Outcomes
[SS]
[SS]
[PP]
[SC]
[SC]
[SC]
[LA]
Demonstrate understanding of sustainability, stewardship, and renewable versus
non-renewable resources.
Practice responsible behaviour in caring for their immediate environment.
Relate consequences to actions and decisions.
Measure objects and events.
Share with others information obtained by observing.
Determine how personal choices and actions have environmental consequences.
Identify connections between ideas, information and their own personal experience.
78
Recipes
Window Cleaner #1
Window Cleaner #2 All Purpose Cleaner
1 part white vinegar 1 part water
1/4 cup white vinegar
1 T cornstarch
1 cup warm water
Vinegar
Salt
Mix ingredients together and spray onto windows. Wipe off with a cloth or crumpled newspaper. Mix ingredients together and spray onto windows. Wipe off with a cloth or crumpled newspaper.
Mix ingredients
together for a good
surface cleaner and
apply to soiled surface.
Wood Polish Scouring Solution
Warning: Not all
common household
items are safe to mix.
items are safe to mix.
Use
Use only
only published
published recipes and ensure
adequate adult
supervision is provided
with children.
1 part lemon juice 2 parts vegetable oil
Mix all ingredients
together and apply to
wood surfaces with a
clean cloth.
1 part baking soda
1 part water Mix all ingredients
together and apply to
hard surface.
79
Water Quality
Activity #2
Hazardous Materials (4-5)
Materials
None required.
Activity
Get students to research a harmful cleaning product (bearing one of the symbols listed
on page 77 ‘Hazardous Household Substances’) and present some of their findings to the
class. What does the symbol mean? What could it do to fish? Where could this chemical
end up? What is it used for? Get them to provide environmentally friendly alternatives
to this product.
IRP Outcomes
[SS]
[SS] [SS] [SS] [SC] [LA] Demonstrate understanding of sustainability, stewardship, and renewable versus
non-renewable resources.
Gather and record a body of information from a variety of primary and secondary sources.
Organize information into a presentation with a main idea and supporting details.
Assess effects of lifestyles and industries on local and global environments.
Determine how personal choices and actions have environmental consequences.
Share what they know about chosen topics.
80
Instructor
Background
Information
Water Conservation
Dripping With Solutions
The growth of our cities has created a loss of forests and grasslands and an
increase in paved surfaces. As a result, most rain falling on these surfaces doesn’t soak
into (infiltrate) the soil to become groundwater. Less water in the ground means less water for
plants, trees and people who rely on wells. In the Cowichan Valley, the months that receive the
least amount of rain are July through August yet it’s during this time that the demand for water is
the greatest. During dry seasons, a reduced amount of groundwater can mean less water feeding
into creeks and streams. Lower water levels mean reduced habitat for fish and other aquatic species
that rely on streams for survival. Conversely, in wetter seasons, storm water running over roads and
parking lots reaches creeks and streams in a matter of minutes and hours, rather than days, making
water levels rise and fall rapidly. As a result, the high water levels excessively erode banks, damage
vegetation, and harm properties downstream.
?
?
Water covers 70% of the earth’s surface. However, 97% of this it salt water. Of
the remaining fresh water, a 2% portion of this is polluted or held in ice caps.
In total, a mere 1% of the earth’s water is available for human use. Canada
possesses only 7% of this total.
ow?
n
k
u
o
y
d
Di
In forests, less than 1% of rainwater flows directly overland and into
streams. In urban areas with pavement, as much as 25% of rainwater flows
directly overland and into streams causing a rapid rise and fall of water levels.
81
Water Wonders
is important! Without
or
. We need
,
for
,
,
and
use
?
Most of the
is covered in
.
,
some ideas.
, but almost all of that
can’t
like we have lots of
moves from the
and back to the
,
,
.
How else do
is
, there would be no
. So it might
, but really we only have a
to the
in one big
to the
. The
on
today is the same that has been around for millions of years.
might be
the same
that a
82a
drank!
.
Water Wonders
is important! Without
or
. We need
,
for
,
,
and
How else do
use
Most of the
is covered in
is
, there would be no
some ideas.
, but almost all of that
can’t
like we have lots of
moves from the
and back to the
,
.
?
.
,
,
. So it might
, but really we only have a
to the
in one big
to the
. The
on
today is the same that has been around for millions of years.
might be
the same
that a
82b
10
drank!
.
A Mini-Water Cycle (4-5)
Water Conservation
Activity #1
Materials
Aquarium or wide mouth jar with lids (or elastic bands with plastic wrap), gravel, moss,
plants. Enough for each group of students.
Activity
To help students understand the water cycle and its importance to life, ask the students
to construct a mini-water cycle. Place about 3 cm each of gravel, soil and moss (in that
order) into the jar or aquarium. Plant daisies, ferns, buttercups, or other small flora in
the jar. Water the plants with a spray bottle and cover. The plants will absorb moisture
from the soil and discharge it through their leaves. Watch the water droplets collect on
the inside of the container and fall back to the soil. In the earth’s water cycle, this is
known as condensation and precipitation. Get the students to observe their plants for a
few weeks. What would happen if they added something to the water? Explain that this is
a closed system; whatever you put in stays in.
IRP Outcomes
[SS]
[SC]
[MA]
Demonstrate understanding of sustainability, stewardship, and renewable versus
non-renewable natural resources.
Describe potential environmental impacts of using BC’s living and non-living resources.
Recognize patterns in the environment.
83
Water Conservation
Activity #2
Where Does Your Water
Get Used? (K-5)
Materials
A copy of the ‘How Water Wise Are You?’ handout (page 85) for each student.
Activity
For Teachers of Younger Students
Ask each question to the group. At the end of each question ask the students what they
could do better to help the environment.
For Teachers of Older Students
Get the students to fill out the questionnaire thinking of how they use water at home.
After they have finished, discuss what they could do to use less water around their homes.
IRP Outcomes
[SS]
[SS]
[SS]
[SC]
[PP]
[LA]
[LA]
Identify strategies to address problems.
Demonstrate understanding of their responsibility to local and global environments.
Demonstrate understanding of sustainability, stewardship and renewable versus non-renewable resources.
Determine how personal choices and actions have environmental consequences.
Relate consequences to actions and decisions.
Apply various strategies to generate and shape ideas, new habits and choices.
Identify connections between ideas and information and their own experiences.
84
How Water Wise are You?
Fill out the questionnaire by thinking of ways you use water at home.
1) Do you leave the tap running while you brush your teeth?
Yes
No
2) Does your bathroom or kitchen tap leak?
Yes
No
3) Do you run the dishwasher when it’s not full or let the tap
run while doing dishes in the sink?
Yes
No
4) Does your shower last longer than 5 minutes?
Yes
No
Do you use the toilet as a waste bucket and flush the
garbage down each time? Yes
No
If your clothes are still clean do you put them in the
wash again?
Yes
No
Yes
No
5)
6)
7) Do you keep the tap running for cold water to drink instead
of keeping a container in the fridge for cold water?
Your Water Wise Score
For every ‘No’ answer give yourself 2 points. For every ‘Yes’ answer give yourself
0 points. Add up all your points and match your total with a group below.
12 - 14 points
8 - 10 points
4 - 6 points
0 - 2 points Gold Fish
85a
Beluga Whale Sea Otter
Salmon
How Water Wise are You?
Fill out the questionnaire by thinking of ways you use water at home.
1) Do you leave the tap running while you brush your teeth?
Yes
No
2) Does your bathroom or kitchen tap leak?
Yes
No
3) Do you run the dishwasher when it’s not full or let the tap
run while doing dishes in the sink?
Yes
No
4) Does your shower last longer than 5 minutes?
Yes
No
Do you use the toilet as a waste bucket and flush the
garbage down each time? Yes
No
If your clothes are still clean do you put them in the
wash again?
Yes
No
Yes
No
5)
6)
7) Do you keep the tap running for cold water to drink instead
of keeping a container in the fridge for cold water?
Your Water Wise Score
For every ‘No’ answer give yourself 2 points. For every ‘Yes’ answer give yourself
0 points. Add up all your points and match your total with a group below.
12 - 14 points
8 - 10 points
4 - 6 points
0 - 2 points Gold Fish
85b
10
Beluga Whale Sea Otter
Salmon
Based on your results, what could you do at home to help save
water and protect the environment?
86a
Based on your results, what could you do at home to help save
water and protect the environment?
86b
Air Vocabulary & Definitions
Acid Rain Acid rain is produced when gases from smoke enter the air and mix with the moisture in the atmosphere. The gases cause the rain water to become acidic, which is harmful to animals that live in the oceans or lakes. Gases that cause acid rain come from driving cars, and burning leaves in the backyard.
Compost The process where worms, bacteria and fungus break down organic matter such as food, leaves, and plants, into useful soil.
Decompose The breakdown or rotting of organic material such as trees, leaves, food scraps, vegetables, and fruits.
Global Warming A process that causes an increase in the earth's
temperature due to the build up of fossil fuels in the atmosphere. Driving a car, burning branches in the
backyard, or gases produced from landfills produce gases that all contribute to global warming.
Pollution Something that is harmful to humans, animals, plants, and trees. Pollution can get into our air, water or food. Smoke from burning, exhaust from a car, or leachate from landfills are all examples of pollution.
87
Theme 4: Air Quality
Objectives
After this theme, students should be able to:
•
•
•
Explain some of the sources of air pollution and what they contribute to.
Describe how burning organic material (yard wastes, etc.) puts people at risk of health problems.
Understand how air pollution can hurt animals, plants and trees.
I Smell Trouble
Air is one of the most important resources and basic requirements of life.
Without clean air, most plants and animals wouldn’t survive. Easily taken
for granted, air is not usually noticed unless it is polluted. The Cowichan
Valley is particularly susceptible to air pollution because our local mountains
trap air - almost like a bowl holding water. Harmful air trapped within the Valley can
remain for days or even weeks.
Instructor
Background
Information
Particulates, the number one air quality concern in Canada, can cause serious health problems in
young children and seniors. An easy and effective way of reducing particulate pollution in your
community is to avoid open or backyard burning. Wood smoke contains more than 100 harmful
chemical compounds and contributes to global warming. Global warming leads to climate change
and that doesn’t mean warmer summers! It can potentially lead to plant and animal species dying
off, crop damage, heat waves, floods and/or droughts caused by minute temperature changes.
Air pollution can produce acid rain and worsen respiratory diseases such as asthma, bronchitis,
pneumonia, and emphysema. Acid rain is produced when sulfur or nitrogen oxides from smoke
enter the air and mix with the moisture in the atmosphere; when it rains, these compounds fall
on lakes, forests and urban areas, and cause damage to aquatic/terrestrial species and even car or
building paint! Improving the quality of our air will help sustain the health of people, animals
and plants and ensure our earth stays green.
88
Here are some sources that
contribute to air pollution:
• factories/industry (source of
pollution contributing to acid rain)
• power plants burning fossil fuels
like coal (main source of pollution
contributing to acid rain)
• automobile exhaust and airplanes
(source of particulates and pollution
contributing to acid rain)
• open/backyard burning (source
of particulates)
?
Avoiding the use of the air conditioner in your car can help to reduce air pollution.
?
Air pollution causes your heart and lungs to work harder than they have to,
meaning your lungs could age faster than normal. This could mean that
as you get older you may have a hard time breathing.
ow?
n
k
u
o
y
d
Di
Polluted air stunts the growth of plants, shrubs and trees, and increases
their susceptibility to pest infestation and disease.
89
Global
Warming
Plants
Animals
Acid
Rain
Uses
Air Gets
Trapped in
the Valley
Humans
Particulates
Backyard
Burning
Problems
Cars
Fossil
Fuel
Burning
The Earth’s Air
Plant a
Tree
Avoid
Backyard
Burning
Solutions
Benefits
Drive
Less
Compost
Take
the Bus
Avoid the
Use of Air
Conditioners
Walk
Carpool
Bike
90
Healthy
Plants and
Animals
Lower Risk of
Respiratory
Diseases
Clear Skies
- No Smog
Instructor
Background
Information
Backyard/Open Burning
Every year backyard burning needlessly occurs within the Cowichan Valley. Since
it is against the law to burn any type of garbage, the only burnable materials are
leaves, branches, wood and other organic wastes. Burning piles of leaves, branches and
stumps is a waste of what could be a valuable resource. By chipping branches and stumps you
can create a valuable insulative layer that can be used around plants and trees to hold in moisture.
Leaves, grass clippings, and branches can all be composted and used as a friendly alternative to
chemical fertilizers. Decomposed organic material, or humus, will keep your plant and garden green
and healthy! We all share the same air and no one wants to breathe in harmful smoke.
Ban Backyard Burning Brigade
un!
F
r
o
f
t
s
u
J
Make a copy of this burning ticket for students to give to
neighbours that regularly or even occasionally burn their yard
and garden materials. The students can give it directly to the
person or leave it in their mailbox.
You’ve been caught...
backyard burning!
Did you Know?
• It’s illegal to burn garbage.
• Children and seniors are at greatest
risk of developing respiratory problems
due to wood smoke.
• All yard and garden materials are
perfectly compostable and inexpensive
to dispose of at any three of the CVRD
drop-off depots. Please visit
www.cvrdrecycles.bc.ca or see the CVRD Environmental Guide for more info.
• Breathing wood smoke particulates
during high pollution days and is
equivalent to smoking 15 cigarettes a
day.
• Particulates are Canada’s number one
air quality problem.
• Wood smoke worsens the respiratory diseases of your neighbours.
91
Air Quality
Activity #1
Crud Catcher (K-3)
Materials
Slide projector or flashlight, several clean and empty 1L milk cartons, double sided tape,
hole punch, string and magnifying glasses.
Activity
Before allowing groups of students to construct a ‘crud catcher,’ dim the lights and
demonstrate, with a flashlight or projector, that there are always floating particles in
the air. Explain that their ‘crud catchers’ will collect those particles.
After one week, get the students to collect their crud catchers. Allow them to take a
closer inspection with a magnifying glass. The students can pull the tape off if possible,
or inspect it right on the carton. Where do you think these particles come from? Explain
that cars and backyard burning can make more floating particles, ones that could hurt the
lungs of animals and people.
To Construct a Crud Catcher
Get students to wrap double sided tape around the outside of their milk cartons. Punch a
hole on the top and thread a string through it. Instruct the students to put their names
on their catchers and find an interesting place to hang them, preferably where they won’t
get banged.
IRP Outcomes
[SS]
[PP] [SC]
Draw simple interpretations from personal experiences, oral sources, and visual and
written representations.
Relate consequences to actions and decisions.
Determine how personal choices and actions have environmental consequences.
92
Air Quality
Activity #2
True or False? (4-5)
Materials
Copies of the ‘True or False?’ handout (page 94) for students.
Activity
Give each student a copy of the ‘True or False’ handout. Explain that particulates are
tiny, microscopic particles that are emitted when something is burned (e.g. driving a car
or having a fire in your backyard). They are harmful because they can be inhaled by
humans. Ask students to be creative when thinking of alternatives. After they have filled
it out, discuss the answers and talk about why it is important to avoid burning yard waste,
garbage and recyclables.
IRP Outcomes
[SS]
[SS]
[PP]
[LA]
[SC]
Identify and clarify a problem, issue, or inquiry.
Assess effects of lifestyles and industries on local and global environments.
Apply problem-solving models to a variety of issues.
Share what they know about chosen topics.
Determine how personal choices and actions have environmental consequences.
93
True or False?
Open Burning: What do you know?
1) Breathing wood smoke particles on high pollution days
can be equal to smoking 15 cigarettes in one day T
F
2) Particulates from open burning are not considered to
be a serious health risk in British Columbia. T
F
3) The worst pollutants produced from open burning are
often tasteless, odourless and colourless. T
F
4) Organic smoke can harm seniors, children and people
with breathing problems. T
F
5) Open burning does not contribute to global warming. T
F
6) Smoke put into the air gets blown out of the Cowichan
Valley by wind and doesn’t stay for more than a few hours. T
F
7) You’re not allowed to burn garbage even with a burning
permit from the local fire department T
F
8) Yard and garden waste can’t be composted. Burning or
landfilling is the only solution. T
F
9) Air pollution worsens asthma, which is the number one
cause of children missing school. T
F
There are alternatives to burning. What can you do with the following
items, besides burn them, to help protect our air?
Cardboard
Tree Branches
Garbage
94a
True or False?
Open Burning: What do you know?
1) Breathing wood smoke particles on high pollution days
can be equal to smoking 15 cigarettes in one day T
F
2) Particulates from open burning are not considered to
be a serious health risk in British Columbia. T
F
3) The worst pollutants produced from open burning are
often tasteless, odourless and colourless. T
F
4) Organic smoke can harm seniors, children and people
with breathing problems. T
F
5) Open burning does not contribute to global warming. T
F
6) Smoke put into the air gets blown out of the Cowichan
Valley by wind and doesn’t stay for more than a few hours. T
F
7) You’re not allowed to burn garbage even with a burning
permit from the local fire department T
F
8) Yard and garden waste can’t be composted. Burning or
landfilling is the only solution. T
F
9) Air pollution worsens asthma, which is the number one
cause of children missing school. T
F
There are alternatives to burning. What can you do with the following
items, besides burn them, to help protect our air?
Cardboard
Tree Branches
Garbage
94b
10
True or False? - Answer Key
Open Burning: What do you know?
1) T - Wood smoke contains more than 100 chemical compounds and three classes of pollutants, which can be equivalent to smoking 15 cigarettes in one day.
2) F - Particulates from open burning are now considered to be one of the greatest air pollution problems in British Columbia.
3) T - The pollutants are seldom detectable and the harmful gases such
as carbon monoxide and nitrogen oxides are seldom detectable and are known to be cancerous.
4) T - Organic smoke can irritate seniors, children and people with
cardiovascular problems. It can worsen respiratory diseases like asthma, pneumonia and emphysema.
5) F - Open burning contributes to global warming which can create droughts, floods and other erratic weather conditions.
6) F - The smoke emitted from open burning in the Cowichan Valley gets trapped by local mountains and can linger for days or even weeks.
7) T - Garbage cannot be burned at all, it must be taken to the landfill.
8) F - Yard wastes are difficult to burn and perfectly suitable for
composting. Composting can be done without flies or smell and requires little effort.
9) T - Air pollution, aggravating asthma in young children, is the leading cause of children missing school in North America.
The very best thing to do is reduce what you need to throw out. Instead of
relying on landfills, try giving away what you don’t need or buying products with
less packaging. Recycle or reuse your cardboard and try composting your organic
wastes. Use the compost to help your garden grow. There are many more creative
ways to avoid burning and still dispose of recyclables and garbage safely.
95
What Belongs in the Air?
Draw some things you think
really belong in the air.
96a
What Belongs in the Air?
Draw some things you think
really belong in the air.
96b
10
Did you know?
Planting
is
for the air and for
.
breathe gases from the air and breathe out air that
can breathe. Also,
If
would
could plant
keep the
in your
plant them?
your
97a
cool.
yard, where
Did you know?
Planting
is
for the air and for
.
breathe gases from the air and breathe out air that
can breathe. Also,
If
would
could plant
keep the
in your
plant them?
your
97b
10
cool.
yard, where
Vocabulary & Definitions
Solid Waste
Climate Change See Global Warming.
Conserve To save or protect something from harm or overuse and to avoid waste. For example, turning the tap off while brushing your teeth, or reusing a plastic bag instead of getting a new one at the store.
Consumer Someone who eats, drinks, uses up, wastes, and buys goods and
services is a consumer.
Ecological Footprint The amount of land and water required to produce the things we consume and absorb the waste we dispose of.
Environment All the trees, soil, air, plants, animals and people around us, and on earth that affect how we live.
Global Warming A process that causes an increase in the earth's temperature due to the build up of fossil fuels in the atmosphere. Driving a car, burning branches in the backyard, or methane produced from landfills produce gases that all contribute to global warming.
Incinerator A building or machine that burns solid waste into ashes. The burning can sometimes pollute the air.
Landfill A large piece of land where solid waste is dumped and buried.
Leachate A liquid that forms in landfills. As water drips down through the garbage it picks up pollutants making it very harmful to the environment and people if it gets into the water or soil.
Methane A gas produced from the breakdown of garbage in landfills.
Natural Resources A material such as trees, water, or the gas that runs your
parent’s car. These materials are worth money and are used to make useful things for people. They can be all used up if we don't try to conserve the amount we use.
10
98
Pollution Something that is harmful to humans, animals, plants, and trees. Pollution can get into our air, water or food. The smoke
from burning, exhaust from a car, or leachate from landfills are examples of pollution.
Recycle A process where materials are collected, sorted and remade into the same or different materials to save natural resources. For example, putting a pop can into a recycling bin so it can be made into a new pop can.
Reduce
Limiting the amount of garbage you produce by not making it in the first place. Using the library instead of buying new books, or using both sides of the paper when you draw or write are examples of reducing.
Reuse
Limiting the amount of garbage you produce by using items over again instead of using new ones. For example, using reusable drink containers instead of drink boxes, or finding new uses for things you don't use anymore.
Stewardship The careful and responsible management of something
in your care.
Sustainability The idea of helping to protect the earth and its resources for the future, by practicing environmentally friendly habits.
Composting
Aerobic
Living things that require oxygen to eat and breathe.
Anaerobic Living things that do not require oxygen to eat and breathe.
Biodegradable Something organic that decomposes with the help of bacteria, fungus, or worms.
Carbon An important element needed by bacteria to decompose
organic material.
Composting The process where worms, bacteria and fungus break down organic matter such as food, leaves, and plants, into useful soil.
99
Conserve To save or protect from harm or overuse and to avoid waste. For example, turning the tap off while brushing your teeth, or reusing a plastic bag instead of getting a new one at the store are good ways to conserve.
Decay See Decompose.
Decompose The breakdown or rotting of organic material such as trees, leaves, food scraps, vegetables, and fruits.
Environment All the trees, soil, air, plants, animals and people around us and on earth that affect how we live.
In-vessel Composting A type of composting that is done in heated rooms. The heat speeds up the composting process and because the rooms are closed off from the outside, all organic matter can be included without attracting rodents and other pests. Things like fish, meat, bones, cheese, milk cartons, sewage and vegetable/fruit scraps can all be included in these composters.
Nitrogen An important element needed by bacteria to decompose
organic material.
Organic Waste Anything that can be composted into soil by bacteria, fungus and worms.
Worm Composting A type of composting that is done by worms. The worms slowly eat away at the food and vegetable scraps and turn them into useful soil.
Water
Conserve To save or protect from harm or over-use and to avoid waste. E.g. Turning the tap off while brushing your teeth, or re-using a plastic bag instead of getting a new one at the store.
Groundwater Water that comes from the ground. Rain, snow, and hail soak deep down into the soil until it can't go any further. It pools together deep underground and makes groundwater.
Natural Resources A material such as trees, water, or the gas that runs your parents’ car. These material are worth money and are used to make things useful to people, but can be all used up if we don't try to conserve the amount we use.
100
Pollution Something that is harmful to humans, animals, plants, and trees. Pollution can get into our air, water or food. Smoke from burning leaves in your backyard, or leachate from
landfills are both examples of pollution.
Renewable Resource A natural resource that can replace itself as it is used. Trees are an example of a renewable resource. Don't forget that if a renewable resource is used too much, the resource may not be able to replace itself in time.
Sewage Used water and other material from toilets, bathtubs, washing machines and sinks that goes down the drain.
Water Cycle A process where water from lakes, oceans and streams,
evaporates into clouds. Once the clouds get too heavy they release all the water as rain and snow. The rain and snow
falls into the ocean, lakes, rivers and soil only to repeat the cycle again!
Air
Acid Rain Acid rain is produced when gases from smoke enter the air and mix with the moisture in the atmosphere. The gases cause the rain water to become acidic, which is harmful to animals that live in the oceans or lakes. Gases that cause acid rain come from driving cars, and burning leaves in the backyard.
Compost The process where worms, bacteria and fungus break down organic matter such as food, leaves, and plants, into useful soil.
Decompose The breakdown or rotting of organic material such as trees, leaves, food scraps, vegetables, and fruits.
Global Warming A process that causes an increase in the earth's temperature due to the build up of fossil fuels in the atmosphere. Driving a car, burning branches in the backyard, or gases produced from landfills produce gases that all contribute to global warming.
Pollution Something that is harmful to humans, animals, plants, and trees. Pollution can get into our air, water or food. Smoke from burning, exhaust from a car, or leachate from landfills are all examples of pollution.
10
101
Resources
Websites
www.cycleoflife.ca
The Cycle of Life website is full of exceptional tools for educators
including education manuals, lesson plans, music, and activities.
www.unesco.org/education/tlsf
The United Nations Education, Scientific and Cultural Organization (UNESCO) have an
education manual online on global and future sustainability.
www.rdn.bc.ca
Learn about Nanaimo’s Zero Waste initiatives. This site provides links
to other sites committed to Zero Waste. Click on “garbage and recycling”.
www.grrn.org Visit the Grassroots Website Recycling Network for information on
Zero Waste, recycling, landfilling and how to take action in your area.
www.wrwcanada.com Initiate an Waste Reduction Week at School. This site contains
resources and contacts to assist your community, school or business with waste minimization
and conservation initiatives.
www.compost.bc.ca
Learn more about all forms of composting, and environmentally friendly gardening
www.ec.gc.ca
Environment Canada has information on all environmental concerns (by region).
www.cpaws.org Have your students tell their MP’s or Prime Minister what they think
about a current environmental issue in Canada. They can sign petitions and write letters to
show their support.
www.plugintorecycling.org E-cycling should be an important component of everyone’s recycling regime these days. Try this website for resources on electronics recycling.
102
If your school is not participating in the Encorp School Recycling Program, register
on-line at www.encorp.ca
You can also call 1-800-330-9767 or email [email protected]. Encorp
Pacific is a non-profit organization that manages BC’s non-alcoholic beverage container
recovery system. In 2000, Encorp operated a pilot program in the Burnaby School
District and determined that an average elementary school can raise approximately
$50-$100 per month by collecting refundable beverage containers. This program is now
extended to all schools in British Columbia. The program is free of charge to schools and
schools will receive full deposits on all collected containers.
To obtain more environmental education materials for elementary and intermediate
students contact:
Greater Vancouver Regional District.
4330 Kingway
Burnaby, BC V5H 4G8 (604) 432-6339
Capital Regional District 524 Yates St.
PO Box 1000
Victoria, BC V8W 2S6
(250) 360-3030
Books
The 3R’s
Leedy, Loreen. The Great Trash Bash
ISBN 0823416348
Bourgeois, Paulette. Franklin’s Christmas Gift
ISBN 1557446666
Pfiffner, George. Earth-Friendly Holidays: How to Make Fabulous Gifts and Decorations from Reusable Objects.
ISBN 0471120057
Skidmore, Steve. What a Load of Trash! Rescue Your
Household Waste.
ISBN 1878841394
103
Water Quality/
Conservation Donnelly, Andrew. Water Pollution.
ISBN 1567665101
Heindl, L. A. The Water We Live By: How to Manage it Properly
ISBN N/A
Bloome, Enid. The Water We Drink!
ISBN 0385003927
Cole, Joanna. The Magic School Bus: At the Waterworks
ISBN 0590437399
ISBN 0590403613
Air Quality
Miller, Christina G. Air Alert: Rescuing the Earth’s Atmosphere
ISBN 0689317921
Richardson, Joy. Air
ISBN 0531142019
Kidd, Jerry S. Into Thin Air: The Problem of Air Pollution
ISBN0816035857
104