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Closing The Loop Sam plerFive lessons from the curriculum on Exploring Integrated
Waste Management and Resource Conservation
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The California Integrated Waste Managemen t Board an d the California Depar tment of Edu ca-tion are offering a sam ple of our highly acclaimed integrated w aste managem ent curriculumcalled Closing the Loop: Exploring Integrated Waste Management and Resource Conservation . This isa K6 grade curriculum that w as chosen by California environmen tal educators who evaluateda w ide collection of integrated waste m anagem ent m aterials using California edu cation stan-dards and frameworks.
The Board s first ed ition ofClosing the Loop was originally pu blished by an env ironmentaledu cation organization in Ohio. CIWMB obtained permission to customize Closing the Loop as aK12 curr iculum for California. Most recently, the 2000 edition has been rew ritten into tw omod ules that target K3 and 46 grad e levels. It was again field-tested by Californ ia schoolsand revisions were mad e before it was finalized and printed .
This free sample includes five of the lessons that you will find in the complete curriculum .These lessons, like all others in Closing the Loop, are hand s-on and interdisciplinary and p rovideinstruction on a broad sp ectrum of integrated w aste managem ent concepts. This samplerincludes...
From Mod ule K3:What are N atura l Resources?
Making Recycled Paper by Hand
The Basics of Vermicomposting
And From Modu le 46:
Away to the Landfill
PackagingWhat a Waste!
Give these lessons a try. If you are interested in receiving a full Closing the Loop curriculum toincorporate into your classroom teaching strategies, contact the Integrated Waste Managem ent
Board to schedu le a workshop. Workshops are provided free of charge and all participan ts aregiven a complimentary copy of the complete curriculum. These workshops are interactive andengage teachers in hand s-on activities. Workshops can be coordinated th rough teacher in-services, district training programs, or education association conferences.
Dear Edu cators and Local Government Representatives
Were waiting to h ear from you !Here is our contact information
California Integrated Waste Management Board
Office of Integrated Environmen tal Edu cation, MS14A
P.O. Box 4025
Sacramento, CA 95812-4025
(916) 341-6769
ww w.ciwm b.ca.gov/ Schools/
The energy challenge facing California is real. Every Californian need s to take imm ediate action toreduce energy consumption. For a list of simple ways you can r educe demand and cut you r energycosts, see our Web site at www.ciwmb.ca.gov.
2001 by the California Integrated Waste Mana gemen t Board . All rights reserved . This publication, or parts thereof, may not be
reproduced without permission.
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Office of Integrated Environmental Education
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Table of Contents
Introduction to Closing the Loop i
Introduction to K3 Module 1
Unit 1/ Lesson 1: What are Natural Resources? 3
This is a broad overview of natu ral resources and identification of man mad e items made
from these resources. It utilizes journ als so it can meet multiple grad e levels. It prov ides
a good found ation for the students other studies into integrated w aste management
issues and concepts.
Unit 2/ Lesson 4: Making Recycled Paper by Hand 11This is a lesson on the concept of closing the loop by using w aste pap er to make
recycled-content p aper, thereby conserving natur al resources. This is a pop ular activity
and can be done by all grad e levels, not just K3.
Unit 3/ Lesson 1: The Basics of Vermicomposting 23
This lesson teaches stud ents how to u se worms and lun ch scraps to make rich compost.
This activity is gaining pop ularity in classrooms an d even for school-wide imp lementation.
It can d efinitely be taught to grad es K6.
Introduction to 46 Module 37
Unit 1/ Lesson 2: Away to the Landfill 39
This lesson includ es the experiment landfill in a bottle. This lesson has man y stron g
lesson concepts regard ing landfills and gives stud ents an aw areness of wh ere their
garbage goes.
Unit 2/ Lesson 4: Packaging: What a Waste! 53
This lesson is more involved in that it ha s thr ee parts to it, but it is an excellent follow-up
to Away to the Land fill or used by itself. It has strong math exercises and will get the
kids thinking abou t excess packaging and sh opp ing choices.
Note: No app end ices are included in this Sampler. You may access the complete append ix via ou rWeb site at ww w.ciwm b.ca.gov/ Schools/ Curriculum/ CTL/ default.htm. For an overview of theapp end ix, turn to the last page.
Appendix Table of Contents
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K3 Modu le, Unit 1:
Conserving Natu ral Resources
Lesson 1:
What Are Na tural Resources?i
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K3 Modu le, Unit 1:
Conserving Natu ral Resources
Lesson 1:
What Are Na tural Resources?i
Introduction to Closing the Loop:
Exploring Integrat ed Wast e Management
and Resource Conservat ion
Kindergart en Through Grade Six
A Conceptual Approach with Project-Based Learning
The Closing the Loop (CTL) curr iculum is de-signed to introduce students to integrated waste
management through aw areness, und erstand-
ing, and action, and to encourage students to
add ress todays solid waste problems. Thelessons focus on becoming awar e of natu ral
resources and und erstand ing alternatives to
burying waste throu gh redu cing, reusing, and
recycling, therby conserving natu ral resources
and extending th e life of landfills.
By using CTL, teachers will be following r ecom-
mend ations from Californias newly adopted
content standard s and curricular frameworks ina conceptual, interdisciplinary, and hands-on
man ner. Through specific projects, stud ents
apply w hat they have learned in the classroom
and learn to follow certain practices in inte-
grated waste management. Some pr oject-based
lessons are serv ice-learning or iented, and in
these lessons students participate in improving
the environment in their school and commu nity
and have opp ortunities to educate others about
what they have learned.
In spring 1996, the staff at the California Inte-
grated Waste Management Board (CIWMB)
Public Education Assistance Section d ecided to
revise and update the existing Closing the Loop
curriculum. The copyright for Closing the Loop
was acquired by the CIWMB. The project
director for the 2000 edition ofClosing the Loop
was Tricia Brodd rick, and the p roject manager
was Cara Morgan. Olga Clymire, an environ-
mental education curriculum writer with the
Lake County Office of education, was hired to
make the revisions. Leslie Comnes, Edu cation
Writing Consultant, and Am ber Robinson-
Burm ester, Integrated Waste Managem entSpecialist, up da ted the App end ix. In 1998
Amber Robinson-Burm ester took over the du ties
as p roject manager.
The main goals for those pr eparing the 2000
edition ofClosing the Loop were to revise the
original CTL lessons to make them more ap pli-
cable to Californias content standard s andcurricular frameworks; provide additional
lessons in integrated waste man agement,especially for teachers of kinder garten th rough
grad e three; develop concepts (main ideas) for
each lesson; select children s literatur e andreference books and videos to supp ort the CTL
lessons; and includ e suggestions for p roject-
based learning. These goals were determ ined by
a group of educators, which included teachers
and representatives from the California Inte-
grated Waste Management Board and the
California Departm ent of Education. This grou p
also recommended separating the old Closing the
Loop lessons into tw o mod ules: one for teachersof kind ergarten throu gh grad e three and one for
those teaching grades four through six.
Later, it was recommend ed that the following
elements of an effective environmen tal edu ca-
tion p rogram be incorporated in the CTL units:
Using them atic instru ction
Providing op portu nities toeach lessons in builtand natural settings
Involving stud ents in lifelong learningabou t local and global issues
Engaging in ecologically respon sibleaction projects
Challenging stud ents to u se higherorder th inking pr ocesses in the context
of comm un ity issues
Using hand s-on and m inds-on activities inclassroom an d field investigations
Forty-nine teachers throu ghou t California
fieldtested the lessons in the revised version of
Closing the Loop. The goals of this field test were
to:
Verify tha t the revised Closing theLoop lessons pr ovide an en joyable and
successful learning experience for
students.
Make the lessons more app licable to thecontent and p edagogy recommend ed in the
content standard s and frameworks adopted by
the California State Board of Education.
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Identify changes and corrections thatneed to be mad e to make the curriculum
effective for classroom use.
Teachers wh o field-tested the n ew Closing the
Loop said that the lessons were easy to imp le-
ment and that their students thorough ly enjoyed
participating in the hands-on activities. They
especially liked the p roject-based lessons and thejourn al writing. Although som e lessons require
a fair amou nt of prep aration, most materials can
be reused in future lessons, making the prepara-
tion time for those lessons shorter. Recomm en-
dations by field testers and examples of stu-
dents work from th e field testers were incorpo-rated in the revised lessons. In add ition, Bill
And rew, Director of the Office of Environm ental
Education in the California Depar tment of
Education (CDE), and Gary Smith, coordinator
of several CDE environmen tal education
projects, who w as on leave from the Anah eim
Joint Unified School District, reviewed these
lessons. Also, over a dozen p rofessionals in the
integrated waste management field checked the
Background Information for the Teacher andthe Appendixes for technical accur acy.
Natash a Stillman for San Franciscos Solid WasteManagement Program has reviewed the u nits
and developed a solid waste jurisdiction-
oriented information packet. This packet
includ es local information about the closest
land fills; locations of recycling centers; available
speakers; field trip opp ortun ities; and classes,
books, and videos ava ilable to teachers living in
the San Francisco area. It is recomm ended tha t
teachers contact staff from their local solid waste
management agencies and encourage them to
develop p ackets of information concerning
integrated w aste management in their commun i-
ties. A template in Append ix G has been
designed to help gu ide the teacher to acquire
information about local integrated waste manage-
ment coordinators, facilities, and practices. For a
copy of San Franciscos Solid Waste Managem entProgram information packet, contact Natasha
Stillman, School Education Coordinator, at (415)
554-3422; or th e California Integrated Waste
Management Board s Office of Integrated Environ-mental Education at (916) 341-6769.
The staff at the California Integrated Waste
Management Board s Office of Integrated Environ-menta l Edu cation is planning to p rovide staff
development opp ortun ities for teachers. For
information, call (916) 341-6769.
It would be beneficial to those who u se thiscurriculum if the staff at the California Integrated
Waste Managemen t Board w ere kept informed of
teachers experiences with the lessons. Anydescriptions and photographs of projects that
students complete and that are sent to CIWMBs
Office of Integrated Environmental Edu cation
wou ld be consider ed for the next edition ofClosing
the Loop.
The add ress is:
P.O. Box 4025
Sacramento, CA 95812-4025
(916) 341-6769
ii
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K 3 M o d u l e
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K3 Modu le, Unit 1:
Conserving Natu ral Resources
Lesson 1:
What Are Na tural Resources?1
Introduction to the K-3 Module of
Closing the Loop:
Exploring Integrated Wast e Management
and Resource Conservation
The lessons in Closing the Loop: Exploring In te-
grated W aste Management and Resource Conserva-tion encourage stud ents to be positive role
models by examining their waste management
habits and by voluntarily participating in
projects that improve their school and comm u-
nity. The lessons in Closing the Loop (CTL) create
a laboratory of learning. Students learn concepts
and explore issues concerning na tural resources
and integrated w aste management and ap ply
the concepts tohe world outside their school.
This unit was rated number one by a commit-tee of teachers who evaluated nearly 100 cur-
ricular and activity gu ides for the 1999 edition of
Environmental Education Compendium for Inte-
grated Waste Management and Used Oil.
The K-3 Mod ule of the 2000 edition ofClosing the
Loop is comp osed of five units. A tab on the
right-hand side of each right-facing p age identi-
fies the mod ule and unit num ber. Each of the
first four u nits contains five lessons, and Unit 5
is made u p of three lessons. The titles of the
un its are:
Unit 1: Conserving N atur al Resour ces
Unit 2: Redu cing, Reusing, andRecycling Classroom Waste
Unit 3: Vermicomposting
Unit 4: Proper Disposal of Waste
Unit 5: Proper Managemen t of Hou seholdHazard ous Waste
The overview of each un it contains the following
components:
The units concept(s)
Each lessons title, concep t(s), and
overview A book or a list of books required to imple-
ment each un it (and sometimes add itional
books recommend ed for the un it)
Projects that stud ents can do and examples ofclasses participating in specific projects
By using CTL, teachers will be following
recommend ations from Californias newly
adopted content standard s and from curricular
framewor ks in a conceptu al, interd isciplinary,
and h and s-on man ner. If a teacher wishes to
replace an activity described in CTL withanother activity from another curricular guide,
this can be d one easily. How ever, it is importan t
that the m ain concept of each lesson be pr e-
served, or th e lesson will no longer fulfill the
intent of its original d esign.
The California State Board of Educationscontent stand ards from the following documents
were used in the CTL lessons:
Science Content Standards, Grades K-12,
Pre-pu blication Version, August 26, 1999
English-Language Arts Content Standards forCalifornia Public Schools, Kindergarten
Through Grade Twelve. Sacramento: Califor-
nia Depa rtmen t of Education, 1998
Mathematics Content Standards for CaliforniaPublic Schools, Kindergarten Through Grade
Twelve. Sacramento: California Departm ent of
Education, 1999
Note that only a pr epu blication version of the
Science Content Standar ds w as available at the
time that this curriculum was written. How ever,
all cited science content standard s have been
adop ted by the California State Board of Edu ca-
tion.
The following state frameworks a re also cited in
the CTL lessons:
Science Framework for California Public Schools,Kindergarten Through Grade Twelve, 1990
History-Social Science Framework for CaliforniaPublic Schools, Kindergarten Through Grade
Twelve, 1988
The Visual and Performing A rts Framework forCalifornia Public Schools, Kindergarten Through
Grade Twelve, 1996
It is recomm end ed that Un it 1 on natu ral re-
sources be taugh t first, so studen ts can get
background information on natural r esources
and w hy they are imp ortant and so that stud ents
can und erstand the connection between inte-
grated waste man agement and the conservation
of natural resources. This unit sets the stage for
und erstanding why redu cing, reusing, and
recycling are so importan t.
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CLOSING THE LOOP
K3 Modu le, Unit 1:
Conserving Natu ral Resources
Ideally, the five un its in the K-3 Modu le should
be taught in the order presented. Within the
un its, the lessons shou ld also be taught in the
order presented. However, it is und erstood that
some teachers p refer to select lessons to incorpo-
rate in their curriculum; therefore, an attempt
was mad e to make each lesson stand on its own
(althou gh sometimes connections to other
lessons are su ggested).
Each lesson prov ides step-by-step instructions
on how to implemen t the activities in the lesson.
More experienced teachers may choose not to
follow th is lengthier explanation of the activities.
Instead, they can use the overview of each un it
as an ou tline of what they will have their
stud ents do in each lesson. They might wish to
develop their own activities with the lessonsconcepts in mind . As needed , they can review
the instructions specified in the lessons and u se
parts of these instructions when developing
their own instr uctional strategies.
In the K-3 Modu le, it has been suggested that
certain activities be condu cted with childr en in
kindergarten and first grade, while other
activities will be mor e app ropriate for older
students in grades two and three. The teacher
can best jud ge wh ich activities will provide th e
most m eaningful experiences for his or her
students.
Whenever possible, the authors recommended
that reused materials be used in the lessons. It is
also imp ortant for teachers to mod el reducing,reusing, and recycling classroom m aterials,
including buying products made from recycled
materials. In most lessons, wh en teachers
develop a list with their students, they have the
option of writing the list on a chalkboar d or on
butcher paper. How ever, if a list needs to be
kept and used again in future lessons, the
butcher paper provides a more permanent
alternative and eliminates the p ossibility that the
contents will be erased. It is recommen ded th at
both sides of the butcher pap er be used for
writing, and th en the pap er can be used in art
projects, comp osted (or vermicomposted), or
recycled.
It is highly recomm end ed that the teacher
encourage stud ents to participate in a variety of
projects. A project is a task or p roblem that
usually groups of stud ents work on to sup ple-
ment and ap ply what they have learned in the
classroom. Allow stud ents to plan and d esign
their projects.
In this curriculum stud ents have op portun ities
to engage in m any d ifferent types of projects.
Some projects are relatively simple, such as
making n ote cards out of recycled p aper to give
as gifts or decorating card board boxes for
gathering items tha t can be reused in the class-
room and for those that can be recycled. Other
projects are mu ch more involved, such as
maintaining a vermicomposting bin in the
classroom or p resenting a p lay to other classes
about the importan ce of natu ral resources. And
still others will take large amoun ts of time an d
ded ication, such as planting seed lings, shr ubs,
and wildflowers on the school campu s or in a
nearby p ark or participating in a coastal cleanup
of litter.
Examp les of projects and classes participating in
some of the p rojects are listed in th e Overviewfor each un it. For more information on pr oject-
based learning , see Tips for Implemen tingProjects. Also, the Autod esk Foun da tionprovides information for edu cators inter ested in
project-based learning. The Founda tionswebsite is http:/ / www.autodesk.com/ founda-
tion.
Make pu blic what your class is doing w hen
implementing Closing the Loop and pu blicize
some of its recommend ed pr ojects. Have
students d esign presentation p anels, submit
photograph s and news articles to local newspa-
pers, tape conversations w ith students abou t
their projects, videotape br ainstorming sessions,
and show students work d uring the schools
open house.
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Lesso n 1: What Are N atural Resources?
Lesso n s Co n cept
Natural resources are things that come from natu re, such as p lants, animals, soil,
minerals, energy sou rces (e.g., sun light, fossil fuels), air, and wa ter. These natu ral
resources are used to meet the needs of all living th ings, includ ing peop le.
PURPOSE
Students will learn about natural resources and
the products people make from these resources.
Stud ents also prep are for the u nit by making
journals.
OVERVIEW
In this lesson studen ts will:
Make journals.
Observe mod els of categories of natura lresources.
Identify natura l resources on the schoolground s, record them on a chart, and describe
them in th eir jour nals.
Determine natural resources used to m ake
various items on the school groun ds and in the
classroom.
Compare items mad e from d ifferent naturalresources.
CORRELATION S TO ca l if o r n ia s
CON TEN T STAN DARDS AN D
FRAM EWO RKS
Students work together to identify thenatu ral resources used to m ake objects outside
and inside the classroom.
- Properties of materials can be
observed, measured, and predicted. As a basis
for u nderstand ing this concept, stud ents know:
objects can be described in term s of the materi-
als they are made of and their physical proper-
ties.(Science Content Standards, Grades K12;Kind ergarten; Physical Science, Stand ard 1a)
- Hu mans use air,fresh w ater, soil, minerals, fossil fuels, and
other sour ces of energy that comes from the
Earth. (Science Framework, page 97)
- Students collect informationabout objects and events in their environ-
ment. (TheCalifornia M athematics AcademicContent Standards for Grades K12; Kindergar -
ten; Statistics, Data Analysis and Probability,
Standard 1)
- To p articipate effectively insociety, studen ts need to: Develop person al
skills. . . grou p in teraction skills (and). . .
social and political p articipation skills.(HistorySocial Science Framework, page 24)
Studen ts describe in their journals somenatural resources outside and inside of the
classroom and determine the natural re-
sources used to make certain p rodu cts.
(Using the Grad e 1 writing strategiesoutlined in the p revious standard , stud ents
write br ief descriptions of a r eal object,
person , place, or event u sing sensory
details.California Language Arts: Reading,Writing, Listening, and Speaking Content
Standards for Grades K12; Grade 1; Writing
App lications, Stand ard 2.2)
SCIEN TIFIC TH IN KIN GPROCESSES:
observing, communicating, comparing,
classifying
TIM E:
4560 minu tes to pr epare for the lesson; 60minu tes to implemen t the lesson
VOCABULARY:
crude oil, fossil fuels, icon, minerals, natural
resources, organisms
Unit1
3
K3 Modu le, Unit 1:
Conserving Natu ral Resources
K3 Modu le, Unit 1:
What Are Na tural Resources?
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CLOSING THE LOOP
Pr epa r a t i o n
1. Read the Backgroun d Informa tion for
the Teacher at the end of this lesson.
2. Obtain u sed pap er (blank on one side)for studen ts to use for journ als.(Sources of used pap er includ e printers,real esta te offices, schools office orclassrooms, and p arents.)
3. Start collecting clean classroom tr ashto u se for Lesson 3 (noth ing toxic orpoten tially dan gerous; no food that canget spoiled). Keep it in a box or bag.
Make sure to notify the custodian ofyour p lan. Try to includ e paper towels,candy wrappers, short pencils, smallpieces of chalk, bent p aper clips, pap erused on one side and used on bothsides, alum inum can or tray, plasticcontainer, milk carton, polystyrenemeat tray, dried-up markers and gluesticks, nuts w ith har d sh ells, and freshorange peels.
4. Make a copy of the Natural ResourcesChart for each pair of stud ents.(page L18-x)
M a t e r i a l s
Items that can represent d ifferent categoriesof natural resources:
Potted p lant (to represent trees andother plants)
Stuffed animal (to represent animals)Bag of soil (to represent soil)
Rock (to represent minerals)
Molasses or chocolate syru p (torepresent cru de oil, a fossil fuel
wh ich is an energy sou rce)
Empty jar and a jar full of water (to
represent air and water)
A pocket folder for each stud ent (If youplan to have stud ents make their
own journ als, see One Way to Make
Your O wn Journ al in this lesson.)A copy of the Natural Resources Chartfor each p air of stud ents
Clipboar d (Heavy card board cut to 9" x 12" canbe used as a clipboard , and a large paper clip
can keep the paper on the cardboard.)
A file folder for each studen t for the Assessmen t Portfolio (If possible, use reu sed on es orthose made from recycled materials.)
Optiona l: a file box to keep the AssessmentPortfolios
PRE-ACTIVITY QUESTION S
A. Tell stud ents that th ey will each m ake a
journ al. In the journal they w ill write and
draw information about what they are study
ing. Stud ents should know that people write
and draw in journals to record observations,
thoughts, ideas, and information about certain
topics.
B. Provide a pocket folder and ten sheets of paperto each stud ent. (If you d o not have access to
pocket folders, stud ents can make their own
folders by following the d irections on OneWay to Make Your Own Journ al.) To modelconserving paper, distribute p aper that was
used on one side.
C. Ask students to d raw or describe in their
journals something that comes from nature.
D. Ask stud ents to share the entries from their
journ als as you w rite their respon ses on the
chalkboard.E. Ask stud ents what they know about the word
natural and the word resources. Encourage
them to create a class definition ofnatural
resources.
PROCEDURE
A. Show the following items, each rep resenting a
category of natu ral resources: potted plant,
stuffed anim al, soil, rock, and molasses (to
represent crud e oil, an energy source).
Tell stud ents that th ings that come fromnatu re are called natural resources. Natural
resources are things that all living things
need in ord er to live.
Help studen ts iden tify each category ofnatu ral resources as you list them on th e
chalkboard: p lants, animals, soil, minerals
(rocks), energy sources (sunlight; fossil fuels,
such as crud e oil).
Ask stud ents what else they cant live withou t.Lead th em to say water and air.
B. Ask students to draw an icon for each of the
seven categories of natural r esources. (Note:
Help them w rite a definition for icon and
includ e it in their journals.) This can be d one in
groups of seven, with each student draw ing
one icon and w riting the category that the icon
represents. (See the examp le below for ideas
for icons.)
4
K3 Modu le, Unit 1:
Conserving Natu ral Resources
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C. Provide a copy of the Natural ResourcesChart for each pair of stud ents. Note thatstud ents w ill focus on five categories of
natu ral resources, because these are the ones
most often used by people to make things
(in ad dition to air and w ater, wh ich we
usually use in the manufacturing process of
prod ucts): plants, an imals, soil, minerals,
and crude oil (from fossil fuels in th e
category of energy sou rces).
Describe how to complete the chart.
Stud ents should write or draw w hat theysee that comes from the natu ral resources
listed on their charts.
In preparation for a trip outside theclassroom, ask each pa ir of stud ents to
bring a Natural Resources Chart, pencil,and a clipboard . (A clipboard can be m ade
out of stiff cardboard .)
Lead students outside.
Note: The answers in italics are possible stu-
dents answ ers and might n ot reflect a correct
answer. Help stud ents identify things that are p art
of nature. Trees, rocks, soil.
Ask them w hat natu ral resources they see(or feel, in th e case of air). Plants, animals
(people), minerals, crude oil (asphalt), air
Ask students what they see that peoplehave made from n atur al resources. For
example, What do you see that is madefrom a plant?A wooden bench is made fromwood from a plant . What do you see that ismad e from minerals, such as rocks and
steel?The building, the road, the polessupporting the swing.
Select one item on the school ground s andhelp students complete their charts.
Lead stud ents on a walk on the schoolgroun ds to look for natu ral resources and
help them to comp lete their charts.
D. Back in the classroom, ask stud ents to w rite
or dr aw the following in their journ als:
1. I saw
2. is part of nature.
3. One thing that I saw that was mad e by
peop le is
4. The natur al resource or resources from
which this thing w as made is
E. Ask stud ents to share their journ al entries.Then discuss some ways that natural
resources are used by p eople.
DI SCUSSI ON / QU ESTION S
A. Have students locate in the classroom
objects made from natu ral resources. Ask
students from w hich category of natural
resources this object was made.
B. Ask stud ents to review their original class
definition of natu ral resources and ask
whether they w ish to change any of the
word s to make the meaning more clear and
accurate.
C. Discuss with students:
Which items that were seen indoors andoutd oors were different but came from the
same natural resource?Buildings and the
sidewalk; desks and bench
Which items that were seen indoors andoutd oors were similar but came from
different na tural resources? Wooden bench
and plastic bench
Note: In Lesson 2, studen ts will learn m ore
about ways p eople use natural resources.
Appl i ca t i o n
A. As a class, make a d raw ing (mur al) linking
an item in the classroom to the natu ral
resource that was used to m ake this item;
e.g., wood en chairplant.
B. Ask students to draw or write in their
journals what they learned about n aturalresources.
C. Ask stud ents to share their journ al entries.
Homew ork Assignment: Ask students to
select an item at home and to be prepared to
tell the class the following day wh at the item
is and wh at natu ral resource or resources it
came from.
D. Ask students to share their homework
assignment.
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K3 Modu le, Unit 1:
Conserving Natu ral Resources
K3 Modu le, Unit 1:
What Are Na tural Resources?
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CLOSING THE LOOP
Submitted by Beth ONeal, kindergarten and first-grade
teacher, Marguerite H ahn Elementary School, Cotati
Rohnert Park Unified School District.
Submitted by Debby Carter, kindergarten and first-grade
teacher, Coyote Valley Elementary School, Midd letown
Unified School District.
E. In add ition to journals, it is recomm ended
that students make an Assessment Portfo-lio to keep samp les of their work from eachlesson or unit. This will pr ovide an au thentic
assessment of performance-based
student work.
1. Introdu ce the idea of a p ortfolio. Explain
that a p ortfolio contains information th atillustrates a students work. Discuss the
following reason s for a stud ent to select
items to be placed in a p ortfolio:
It is the students best work du ring thelesson or u nit.
It represents something that the stud entlearned.
It represents something that was challenging to the stud ent.
It is something that took a long time and
effort to complete.
It was something the stud ent greatlyimproved up on. (The student could
submit before an d after examplesof work.)
2. Provide a file folder to each studen t.
Ask each studen t to write his or hernam e on the tab of the file folder. (You
might need to help the younger students
with th is task.)
Ask students to select products
(drawings or writings) from their journals.
Have stud ents answer the followingquestions verbally about the work they
selected (could be sha red w ith the class
if the stud ents agree to do so):
- Why did you choose this piece to
includ e in your p ortfolio?
- Why is this your best work (draw ing,
writing, project)?
- What did you learn from this work?
- If you ever did this pr oject (or other
work) again, what would you d o
differently?
Note: It is recommended that a file box be
provided to keep the stud entsAssessmentPortfolios.
Note: Stud ents can select examples of work from
their journ als and from any p rojects that they
completed at the end of each lesson. Or, instead
of selecting a p roduct from each lesson, stud ents
can select one or tw o from the en tire unit, once
the un it has been completed.
Ex t en si o n
Make a class list of things in the room according
to the natu ral resources from which they wer e
mad e. Graph th ings in the room by categories of
natu ral resources. Discuss:
What is the most common natural
resource used in the classroom?
Why is it the most common natu ralresource used?
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Students Page
Natural Resources Chart
Nam e s: Date :
Natural re sou rce Obje c t m ade by pe ople
Plants
Animals
Soi l
Minerals
Energy sources
(fossi l fuels ,
l ike crude o i l )
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Conserving Natu ral Resources
K3 Modu le, Unit 1:
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CLOSING THE LOOP
On e Wa y t o M a k e Yo u r Ow n Jo u r n a l
Su ppl ies N eed ed
___ 12" X 18" tagboard or construction paper (two
sheets for each studen t)
___ Stapler
___ Three-hole paper pun ch and bra ss fasteners
(three for each stu den t). If these are not
available, the pages can be stapled.
___ Lined and u nlined p aper (15 sheets per
stud ent: 5 lined and 10 un lined )To mod el
reusing, use pap er that has been used on
one side.
Di r ect i o n s
1. Distribute two sheets of 12" X 18" tagboard or
construction p aper to each stud ent.
2. Have stud ents make their journals by d oing
the following (see illustrations below):
Fold on e sheet of tagboard or constructionpaper in half lengthwise.
Slide one sheet of paper into th e foldedsheet.
With th e folder open , staple the left sideand the right side of the folded sheet onto
the un folded sheet, as close to the edge as
possible. The folded sheet will make
pockets on the inside and ou tside of the
front cover.
Fold the entire journal cover in half so it
closes like a book.
3. A. If you have brass brads, pun ch three
holes in the left mar gin with a three-hole
punch. (See Folder A.) Place the brass
fasteners through the back of the folder
and throu gh the lined and un lined pages
but not throu gh the front cover. This will
make the front cover easier to open.
B. If you d o not have brass brad s, staple
the journal pages to the journal cover.
(See Folder B.)
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Ba ck gr o u n d In f o r m a t io nFo r Th e Tea ch er
Natu ral resources are things that come from
nature (the natural environment) and are the
living and nonliving components that supp ort
life on Earth. They can be classified into sevencategories: plants, animals, soil, minerals,
energy sou rces (e.g., sunlight, fossil fuels), air,
and w ater.
All prod ucts that we use everyd ay come from
Earths natural resources, which provide theraw m aterial for the p rodu cts that p eople
make. For example, iron ore is the raw material
in the n atura l resources category, mineral, and
peop le use iron ore to m ake steel. Steel is used
to make cars, app liances, and man y other
prod ucts. Trees are natu ral resources classified
as plants, and p eople use trees for lumber tobuild hou ses and other structures; they also use
a trees pulp to make paper.
This un it introd uces studen ts to different
categories of natu ral resources and ways some
natural resources are used by p eople to make a
variety of produ cts (which often end up in a
landfill). Since natu ral resou rces are requ ired
by all living things, human s are also totally
dependent on natural resources, such as air,
water, plants, and an imals, for their sur vival.
In this un it, natu ral resources are classified into
seven categories, which ar e briefly d escribedbelow. The category of energy sources can be
further subd ivided into su nlight, fossil fuels,
and other energy sour ces (e.g., wind , hyd ro-
power). Ways that people d epend on these
categories of natural resou rces are furth er
described in Lesson 2.
PLANTSPlants are living th ings that canprod uce their own food. Trees, shru bs, grasses,
seaweed , and some microscopic algae are
examples of plants. Green plants prod uce
oxygen. They also prod uce food for animals
that eat plants.
ANIMALSMost animals can be defined asliving things that rely on other organ isms for
food. Animals have a nervous system and can
usu ally move on their own. Examples of types
of animals are: mam mals (includes hu man s),
birds, reptiles, amp hibians, fish, and inverte-
brates, such as insects, spiders, and worm s.
Some microscopic living things are also classi-
fied as anima ls.
SOILSoil is a mixture of minerals fromweathered rock and decaying plant and animal
matter. It also consists of microscop ic living
things, such as bacteria and fungi. Most plantsthat live on land need soil in w hich to grow,
and soil provides water and nutrients to plants.
Many an imals live on or in soil.
MINERALSMinerals are natur ally occurringsubstances that originally came from rock, such
as phosphorou s, bauxite, iron, salt, gold, silver,
copp er, and potassium . Many minerals are
essential for the healthy grow th of plants and
animals, and plants absorb minerals that are
dissolved in wa ter. Animals mu st obtain
needed minerals by eating plants or by eating
other animals that have eaten p lantsAIRAnimals need oxygen in air to breathe,and plants use carbon dioxide in air in the
process of photosyn thesis. The gases ar e
recycled th rough plants and animals.
WATERPlants use water when m anufactur -ing their food, and anima ls dr ink or absorb
water to m aintain bod ily functions. Some
animals live in w ater, and some use it as a place
from wh ich to get food, to seek protection, or to
cool off. Fresh water on land is replenished by
the w ater cycle and is essential to all living
things.
En er g y So u r ces SunlightThe energy derived from sun lightis used by green plants for photosyn thesis.
Sun light also pow ers the water cycle by evapo-
rating w ater from land and surface water. Note
that sunlight is not add ressed in this unit,because the lessons focus on the connections
among natural resources, manufactured items,
and solid waste.
Fossil FuelsFossil fuels includ e crud e oil,coal, and natu ral gas. The fossil fuels w e areusing now originated from partially decayed
plants and an imals that lived millions of years
ago. In th is unit students ar e introduced to
crud e oil. The crud e oil that w e are presently
using came from marine p lankton tha t lived
millions of years ago. These marine plants d ied,
and through time and tremendous pressure
and heat created by layers of rock that trapp ed
the plants, crude oil was formed .
Unit1
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K3 Modu le, Unit 1:
Conserving Natu ral Resources
K3 Modu le, Unit 1:
What Are N atural Resources?
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CLOSING THE LOOP
Other Energy SourcesOther energy sourcesinclude wind, h ydrop ower, geothermal, and
tidal energy. These are not ad dr essed in
Closing the Loop.
NOTES
At the Solar Com mu nity Hou sing Association, Homestead CO-OP, children look for
examples of natural resources and objects that people mad e from natur al resources.
Note: For information an d activities on renew -
able and non renew able natural resources, see 46 Modu le, Unit 1, Lesson 4.
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K3 Modu le, Unit 2: Redu cing, Reusing,
and Recycling Classroom Waste
Lesson 4:
Making Recycled Paper by Han d11
Lesso n 4: Making RecycledPaper by Hand
Lesso n s Co n cept s
Waste paper can be made into recycled p aper in order to conserve trees and space inlandfills.
Buying prod ucts made from recycled materials continues a cycle that conservesnatural resources.
PURPOSEStud ents will learn how to m ake recycledpap er. Stud ents will also identify how bu yingrecycled p rodu cts closes the loop.
OVERVIEWIn this lesson studen ts will:
Listen to descript ions an d conclude tha t
most paper is made from trees.
Observe var ious t ypes of paper with a
magn ifying lens.
Use var ious st eps involved in r ecycling
wastepa per by mak ing their own r ecycled
paper in t he classr oom.
Make plant ers out of recycled paper an d
plant seeds or seedlings.
Look for the symbol on pr oducts th at
indicat es th e product is made from
recycled ma ter ial.
Discuss h ow closing th e loop benefits
th e environmen t an d people.
CORRELATI ON S TO CALIFORN I AS
CON TEN T STAN DARDS AN D
FRAM EWORKS AN D TO TH E
BEN CH M ARKS FOR SCI EN CE LI TERACY
Students compar e similarities and
differen ces in types of pap er, includingthose made from recycled fibers, after
th ey observe these with a ma gnifying
lens.
- Magn ifiers h elp people see th ings
th ey could n ot see without th em. (Bench-
m arks for S cience Literacy, page 111)
Students work in groups to make re-
cycled paper. They read directions.
- Many materials can be recycled
and u sed again, sometim es in
differen t form s. (Benchm arks for
S cience Li teracy, page 119)
- Several steps are usually involved
in ma king th ings. (Benchm arks for
S cience Li teracy, page 188)
- To participate effectively in society,
stu dents need to: Develop personal
skills . . . group intera ction skills
. . . (and) social a nd political
participation skills. (History
S ocial S cience Fram ework, page 24)
- Stu dents k now about letter s,
words, an d sounds, and t hey apply
th eir knowledge in readin g simple
sent ences. (California L anguage
Arts: Reading, Writing, Listening,
and S peaking Content Stan dards
for Grades K12 ; Kindergart en;
Readin g: Word Analysis, F luen cy,
and Systemat ic Vocabulary
Development , Standa rd 1.0)
- Stu dents creat e original ar tworks
based on personal experiences or
resp onses. (Visual an d Perform ing
Arts Fram ework; Visual Art:
Creat ive Expression Component,
Goal 4, page 101)
Students dr aw and wr ite descriptions of
how to ma ke r ecycled paper.
- Scientific progress is made by askingmeaningful questions and conducting carefulinvestigations. As a basis for und erstand ingthis concept . . . stud ents w ill: dr aw p ictur esthat correctly portray at least some featur es ofthe thing being described. (Science ContentStandards, Grades K12; Grad e 1; Investiga tionand Experimentation, Standard 4a)
K3 Modu le, Unit 2: Redu cing, Reusing,
and Recycling Classroom Waste
Unit2
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CLOSING THE LOOP
K3 Module, Unit 2: Reducing, Reusing,
and Recycling Classroom Waste12
- . . . write or d raw descriptions of asequence of steps, events, and observations.(Science Content Standards, Grades K12; Grade2; Investigation and Experimentation, Stan-dard 4d)
SCIEN TIFIC TH IN KIN GPROCESSES:observing, communicating, comparing,
ordering
TIM E:60 minu tes to prepare for the lesson and toprep are the pap er pu lp; 4560 minu tes perday for two d ays to implement the lesson,plus 30 minu tes three days later (or wheneverthe recycled paper in the p lanter is dry) to
plant seeds
VOCABULARY:closing the loop, conserve, pulp , pulpslurry, virgin pap er
Pr epa r a t i o nNote: It is recommend ed tha t only Part I-A,Making a Paper Planter be completed bystudents in kindergarten and grade one; and
both Part I-A, Making a Pap er Planter andPart I-B, Making Recycled Paper be comp letedwith students in grades two and three.
____1. Read the Background Information for
the Teacher at the end of this lesson.____2. The day before you p lan to do this
lesson, have each stud ent prepare to m ake
a pap er planter by tearing two full pages of
new spap er into one-half to one inch pieces.
Fill buckets or pans w ith one part n ewspa-
per p ieces and th ree parts w ater. Let the
mixture sit overnight. The new spaper
pieces will be soft and ready to be pu lped
the next morning.
Note: By soaking the m ixture overnigh t, ablender will not be needed for making th e pap er
planter. Then th e blender can be u sed solely forthe activity of making recycled pap er. Foryounger stud ents (in kindergarten and firstgrad e), a blender will not be necessary, and youwill not need to comp lete Preparation #2and 3.
____3. Either m ake one transp arency of, or
make a copy and consider laminating,
Steps to Make Recycled Pap er (page L4
14x). (If you a re using tw o blend ers, you
will need to make tw o copies of the
Steps.)
____4. Make a transparency of Closing the
Loop: The Meaning of Recycling Symbols
(page L416x).
____5. Obtain enough w indow screen to cut
several rectangles, approximately 8 inches
by 10 inches. Most hard ware stores will
donate p ieces of old screen. You can also
buy a roll and share with other teachers.
Cut th e wind ow screen into rectangles
app roximately 8 inches by 10 inches.
(Larger or sm aller sizes of screen can
also be used.) Place duct tape around
the cut screen to cover rough edges and
to make the ed ges stiffer. If you h ave
access to half-inch wood str ips to u se for
framing the screen, staple the screen
onto the wood.
M ATERIALS
For Pre-Activity Qu estions____The bookBe a Friend to Trees by Patricia
Lauber or a similar book that describes
the fact that trees are cut an d their wood
pulp is used to make paper
____Samp le of various p aper, some of
wh ich is m ade from recycled fibers (for
examp le: chipboard (cereal box), mad e
from recycled fibers; magazine (coated
with clay); newsprint (most newsp apers
will note their pap er has recycled
content); white office paper (if available,
obtain some mad e from recycled fibers);
construction pap er. Also if available,
provide an examp le of recycled p aper
made by stud ents.
____Magnifying lens (one for each p air of
students)
____If available, a microscop e
For Part I-A, Making a Paper Planter
____Small milk carton s (6-ounce size),
rinsed and top cut out; or yogurt con-
tainers, one for each student
____A few stacks of newsp apers
____Seeds to p lant in the pap er plan ter.
Some nurseries will donate seeds.
Consider p lanting n ative wildflowers or
radishes (that stud ents could eat).
____App roximately one cup of soil for each
paper planter
For Part I-B, Making Recycled Paper
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K3 Modu le, Unit 2: Redu cing, Reusing,
and Recycling Classroom Waste
Lesson 4:
Making Recycled Paper by Han d13
____Severa l 8 inch by 10 inch p ieces of windowscreen
____Duct tap e or w ooden frames for eachscreen
____Scissors
____Two or more two-gallon p lastic dishp ans
____Two or m ore large slotted sp oons (d e-
pending on the number of dishpans)
____One or tw o blenders (to speed u p the
process, obtain a ratio of one blend er for
up to three plastic dishpans)
____A copy of Steps to Make Recycled
Paper for each blender
____Scraps of wh ite and colored p aper
____Several towels or sp onges (or ad d itional
newsp aper for removing excess water)
Note: If stud ents plan to wr ite on their recycled
pap er, consider add ing some liquid fabricstarch to keep the ink from sp reading.
Optional:
____An em broidery hoop , a wood en p icture
frame, large cookie cutters, and / or a
coffee can (with both en ds rem oved) to be
used as frames for a screen
____Leaves, flowers, potp our ri, and / or food
coloring (to add to the recycled pap er that
stud ents are making)
For Part II, Buying Recycled Products
____An example of the sym bol that ind icates
that a p rod uct is made from recycled
mater ial from a cereal box or other prod -
uct
____The transp arency, Closing th e Loop:
The Meaning of Recycling Symbols
found on p age 70
Optional:
____The v ideo, Kids Talking Trash
____A video on h ow p aper is made (see
Resources)
For Appli cation
____The bookWhere Does the Garbage Go? by
Paul Showers
PRE-ACTIVI TY QU ESTIO N SA. The day before making the p aper p lanter,
soak a mixture of newspaper and water
overn ight. (See Prep aration #1.) Discuss
wh at will happen to the newsp aper that is
Unit2
soaked overnight. The paper will break up; it
will turn white; it will turn mushy; its ink
will get in the water.
B. Read to stu den ts pages 510 and 3032 fromthe bookBe a Friend to Trees by Patricia
Lauber (could be substituted by anotherbook on the sam e topic). Discuss:
From what m aterial is most paper ma de?
Wood What category of nat ur al resources
is wood? Plants (Students learn ed this in
the K3 Module, Unit 1.)
What ar e some other ways tha t plants a re
important? T hey provid e food an d sh elter
to wildlife; people eat plants; people use
wood from t rees for lum ber to build houses
and furniture.
Who and wha t depends on trees and other
plant s to survive?people, w ildlif e
What can we do to conserve (use fewer or
avoid wasteful use of) trees? Use fewer
thin gs ma de from trees; reuse things m ade
from tr ees; recycle th in gs m ad e from trees.
C. Provide samp les of pieces of pap er mad efrom recycled fibers and from non-recycled
fibers (virgin materials). Distribut e magnifying lenses.
Have students examine t he various types
of paper wit h t heir m agnifying lenses to
identify similarities a nd differences.
If available, allow stu dents to view paper
fibers t hr ough a microscope.
D. Discuss with students: What do you see when you look a t t he
paper t hr ough a m agnifying glass?Bits of
stuf f; fibers
What differences did you see between
paper ma de with r ecycled fibers and n on-
recycled fibers ? You can see the recycled
pieces in th e recycled pa per.
How do you know if something is made
from recycled ma ter ials?It says so on t he
box. (This inform at ion is usu ally printed
on the box or cont ainer an d includes th eth ree-arr ow symbol. See example in Part
II.)
What insect m akes paper? Th e paper wasp
PROCEDUREA. For Part I-A, Making a Paper Planter and
Part I-B, Making Recycled Paper do thefollowing:
Separ at e the class into groups of thr ee or
four students.
Two groups will ma ke r ecycled pa per,
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CLOSING THE LOOP
K3 Module, Unit 2: Reducing, Reusing,
and Recycling Classroom Waste14
while all oth er groups will be making
paper planters.
If you have two blenders, you can have
four groups work on t he r ecycled paper
while the other groups work on th eir paper
planters.
Students who complete their planter can
cut an d/or t ear scrap pa per int o a con-
tainer while waiting their tur n to makethe recycled paper.
Part I-A, Making a Paper Planter
Note: The mixture for the pap er planter was tobe prepared th e day before.
B. Provide new spapers (to be spread in the
wor k area), a small milk carton (with th e
top cut) or yogu rt container for each grou p.
Note: For younger students you will need todemonstrate how to make a pap er planter.
1. Stir the pulp mixture (which has been
soaking overnight) in each bu cket or pa n
un til it looks like mu sh. (Soaking a nd
stirr ing breaks t he fibers down int o a form
th at can be bonded together a gain to form
recycled pa per.)
2. Have students:
Take a h an dful of the pulp mixtur e. (They
should squeeze as mu ch water out of th e
pulp a s possible back into th e bucket or
dishpan.)
Use dr y pieces of newspaper to rem ove the
excess water. (This step is very importan t,
or the paper plant er will ta ke too long to
dry.)
Use a sm all milk car ton or oth er cont ainer
an d mold the pulp inside the carton. The
pulp should be about one-fourth inch th ick.
Use a dditional pieces of newspaper to
rem ove the excess water inside the pa per
mold.
C.Allow the p lanters to dry completely
(about th ree days) inside th e carton. Youmight set these out in the sun light for a few
hour s each d ay.
Once the paper plant ers are dry:
Take the h andma de paper planters out of
th e milk car tons. The milk car tons can be
reused or also used as plant ers.
Pr ovide soil and plant seeds in t he plant -
ers. If th e seeds ar e from na tive wildflow-
ers, once they matur e, students can ta ke
th ese home or plant t hem on th e school
grounds. If ra dish seeds were planted,
students can wait until the radishes are
large enough to eat. Then a salad tha t
includes th e radishes can be ma de for the
whole class.
Note: When p lanting the seedlings, place theentire pap er planter with the p lant in theground . The pap er planter will decompose.
Project Idea: With the class, plant seedlings,shrubs, and/ or wildflowers on the schoolcampu s or in a near by pa rk. The U.S. ForestService, the California Departm ent of Forestry,
and some timber compan ies and nu rseries willoften donate to schools seedlings from n ativetrees and oth er plants. If seedlings are to beplanted on the school grounds or in other p artsof the comm unity, it is recommend ed that thespecies of the seedlings be appr opriate for theexisting soil and weather conditions wher e they
will be planted. This will ensur e a greatersurvival rate for the plants.
Part I-B, Making Recycled Paper
Note: For younger students, prepare the pu lpslurry in ad vance. For safety reasons, do n otallow you nger students to work th e blend er.
Note: Use white and colored scrap p aper tomake colorful recycled paper. Adding potpourri(be careful not to use potp ourr i that has soap in
Students from Lynda Mooneys first-grade class at LasPalmas Elementar y School show their pa per p lanter andpap er mad e from recycled fibers.
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K3 Modu le, Unit 2: Redu cing, Reusing,
and Recycling Classroom Waste
Lesson 4:
Making Recycled Paper by Han d15
the fragrances because it will make th e pu lpsudsy), spices, and/ or flowers prior to blendingthe pap er will give you the recycled paper textureand scent. You can a lso use newsp aper fromwhich to make recycled p aper; then add colored
pap er, streamers, food coloring, or berries to giveyou colored recycled p aper, although the recycledpaper w ill have a grayish hu e.
D. Set a copy of Steps to Make Recycled
Paper by each blend er. While the rest of the
class members are m olding their pap er
planters, teach the first two grou ps h ow to
make a recycled sh eet of pap er. They shouldfollow th e directions on Steps to Make
Recycled Paper. (If you have tw o blenders,
then teach four grou ps.) When students
from the first two grou ps h ave completed
making the p aper, have them teach the
stud ents in the next two groups how to
make the p aper. Then the members of the
first group can w ork on their paper p lanters.
The second group will teach the third group
and so on. (Again, if there are two blenders,
you can have two grou ps teach two other
groups.)Note:Add ing liquid fabric starch to the pu lp willallow students to write in ink on the r ecycledpaper w ithout the ink spreading.
E. Have stud ents use a m agnifying lens or
microscope to examine the recycled paper
that they mad e.
Note: Keep one p aper p lanter and one milk cartonto test for speed of decomp osition in the K3Modu le, Unit 3.
Studen ts in Betsy Weisss first-grade class at Pa denElementary School work in group s to m ake recycledpaper.
Unit2
Students from Ted Schuts first-grade class at RiponaElementary School show th e recycled pap er that th eyhad made.
Project Idea: Have studen ts make cards (e.g.,for Mother s Day or Father s Day, birthdays,
notes) out of recycled p aper to give as gifts.Some could be sold for fun d-raising pu rposes.
Part II, Buying Recycled Products
A. Show stud ents an example of the symbol
that indicates that a p rodu ct is mad e from
recycled mater ial. Consider sh owing a
section of the v ideo Kids Talking Trash that
explains how to read a p ackage to deter-
mine w hether it is made from recycled
material.
B. Project the transp arency Closing th e
Loop: The Meaning of Recycling Sym-
bols and ask students, If you pu t pap er
in the recycling bin represented by the
first arrow in the logo for recycled m ate-
rial, and th e second arrow represents themaking of new paper, what d o you think
the third arrow m eans?Buying products
made from recycled paper. (You will prob-
ably need to lead stu dents throu gh this
though t p rocess.)
1. Ask:
How do you t hink t his closes the loop?
Th e paper doesnt get th rown away int o a
land fill; it gets mad e into new paper.
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greeting card, for a sign.Then ask them to
use the recycled pap er they mad e for a
specific purpose.
B. The following should be d iscussed w itholder students:
Describe wha t closing the loop means.
Placing recyclable item s int o a bin for
collection, havin g th e m anufacturing
com panies make new item s with th erecycled product, and buying recycled
products.
How does closing the loop, by buying
recycled mat erials, conserve natu ra l
resources? Fewer natu ral resources are
needed to ma ke thi ngs from recycled
m aterials (e.g., recycled pap er) than it
takes when th ose sam e things are m ade
from raw m aterials (e.g., tree pulp).
How does closing the loop benefit people
and t he environment?
C.As a class, make a list of the benefits of
recycling pap er and using recycled p aper,
and share the information with another
class. Also list the benefits of reusing p aper.
D. Show stud ents page 24 in th e bookWhere
Does the Garbage Go? by Paul Showers.
Have stud ents comp are the paperm aking
steps they used with those used by the
paper m ills in the manu facture of recycled
pap er. Or have stud ents use pictures,
labels, and short p hrases to create a poster
describing th e benefits of recycling pap er.E. Ask stud ents to draw and w rite descrip-
tions of the sequence of steps of how to
make recycled paper.
Project Idea: Encourage stud ents to come upwith ways to d emonstrate that recycled p aper(made from r ecycled paper fibers) can be asgood as virgin pap er (mad e from w ood pu lp).
They can test for strength, color, absorption.Have stud ents summ arize their results in achart. This chart can be used to encour agestud ents, parents, and school staff to buy
recycled products.
EXTENSIONSA. For m ore sophisticated method s of making
pap er in the classroom, see chapters 410
in Arnold E. Grum mer s bookPaper by
Kids, as well as other references listed in
the Resources section. You can assign
group s of stud ents to try some of the pap er
How do we make sur e we are closing t he
loop?Reuse pa per; th en recycle it t o be
m ade into new paper; then buy products
made from recycled materials.
2. Explain tha t closing the loop is practic-
ing all of th e th ree activities depicted in th e
recycling loop (i.e., collecting, m an ufactu r -
ing, and buying recycled ma teria l). Withoutan y one of th ose activities, the loop rema ins
open. And if you ar e not bu ying recycled
products, you a re n ot completing t he
recycling process.
C. If available, show stud ents a video, photo-
graph s, or books with photograp hs about
manu facturing recycled pap er.
Homework Assignment:Ask students to look onpackaged items for the symbol that indicates thata prod uct is made from recycled m aterial. Thenhave them list or draw at least two pr odu cts that
contain the recycled content sym bol to share w iththe class the following d ay. They can bring a boxwith the sym bol or cut the sym bol from th e box.(Safety Note: Stud ents should request theassistance of an adu lt to cut the symbol from thebox.)
DI SCUSSI ON / QU ESTION SDiscuss with students:
What does th e word conserve mean?To
keep from wast ing; to save
How does recycling paper conserve trees?Fewer trees are needed to make paper
because w e are usin g and buyin g less paper.
How does recycling pa per conser ve land fill
space?Less paper goes in to the lan dfill so it
will t ake longer to fill up. Inform students
tha t, in California, paper m akes up 31
percent of the r esidential (household) waste
s tream.
How does buying or making recycled paper
conserve t rees a nd landfill space? To m ake
recycled paper, less tree pulp is used and
less paper is being thrown into the landfill,because the paper is being recycled and
used again.
Why is it importan t t o buy products ma de
from recycled ma ter ials? Trees are con-
served an d so is land fill space.
Appl i ca t i o nA. Have stud ents determine how the recycled
pap er they m ade could be used; e.g., as a
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Lesson 4:
Making Recycled Paper by Han d17
variations d escribed in chapter s 68 in
Paper by Kids. These include m aking d eco-
rative paper using th read, leaves, dried
flower p ieces, and dyes.
B. Have stud ents select colors of paper from
wh ich to m ake recycled p aper and to
pred ict the final color the color blend s will
produce.
C.Allow the p aper in the recycle bin to stack
up for a week or tw o. Let the children guess
how far the stack will grow. Mark their
pred ictions on a chart. Repeat th is activity
through out the year; make it a goal to
reduce the size of the stack.
D. Keep track of how m any pou nd s of pap er
you recycle in the classroom in one month .
Make a chart and post it beside you r classs
recycling bin. How many p ound s of paper
was saved? How many could the whole
school save? (Each ton of pap er rep lacesand preserves about 90 tons of wood from
trees.)
Note: It is difficult to calculate the n um ber oftrees this represents, because the size and typ e oftrees used for paper var y.
E. Have a stud ent conduct research on the
paper wasp.
F. Have stud ents find information on the
history of pap er and m ake a report to the
class. (See A H istory of Paper in th e
Appendix.)
Reso u r cesVideo
Recycling: The Endless Circle. Washington , D.C.:National Geographic, 1992 (25 minutes).
Explains how recycling return s used
materials to m ake new prod ucts, therefore
reducing waste. The processes involved in
recycling pap er, alum inum , and plastic are
described.
Books
Davis, Wendy. From Tree to Paper. Littleton, Mass.:scholastic, 1995
Describes the steps for m anu factu ring paper.
Brandt, Keith.Discovering Trees. Mahwah, N. J.:Troll Commu nications, 1982.
Describes th e importa nce of trees.
Grum mer, Arnold E. Paper by Kids. Minneapo-lis, Minn.: Dillon Press, Inc., 1980.
Describes a var iety of ways tha t children
can m ake r ecycled paper.
Lauber, Patr icia.Be a Friend to Trees. New York:HarperCollins Childrens Books, 1994.
Describes the importance of trees (food andhabitat for animals, oxygen), includ ing ways
trees are used by peop le (for wood, pap er).
Show ers, Paul. Where Does the Garbage Go?Lets-Read-and-Find-Out Science series. NewYork: Harp erCollins Ch ildrens Books, 1994. Describes how materials can be r ecycled into
new products.
Toale, Bernard . The Art of Papermaking. Worces-ter, Mass.: Davis Pu blications, 1983.
Describes various papermaking techniques.
Udry, Janice May.A Tree Is Nice. New York:Harp er and Row, 1956.
Describes ways trees are impor tant.
Weidenm uller, Ralf. Papermaking: The Art and
Craft of Handmade Paper. Translated by JohnKalish. San Diego, Calif.: Intern ational, 1984.
Describes various papermaking techniques.
Magazines
Powell, Jerry. Hand Paperm aking: RecyclingEducation at Its Best.Resource Recycling, (Jan./Feb., 1989), pp. 30-33 and 49.
This issue d escribes how to make recycledpaper.
The Story Kids F.A.C.E., Illustrated . Nashville,Tenn . Vol. 8, Issue 2, (February/ March , 1997). 1-800-952-3223; kidsface@mindspring.com
This issue d escribes how to make recycledpaper.
Website
The Technical Association for th e Pu lp an d
Paper Ind ustry (TAPPI) has information abou tpap er and pap er making. TAPPIs web site is:http:/ / www.tappi.org.
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st eps t o m a k e r ecy cl ed pa per1. Place torn up pa per in a blender un til the blender is ha lf full.
2. Cover t he paper with water. The r atio is usu ally one pa rt paper t o two part s
wat er. If th e paper is not blending easily, you m ay n eed to add m ore wa ter.
3. Blend unt il th e paper h as been ground int o a slight ly ru nn y oat mea l-like consis-ten cy. Make su re it is not t oo thick. This m ixtu re is called pulp slur ry.
4. If th e screen h as a fra me, pour th e pulp slurr y int o a dish pa n. Scoop th e pulp
with t he screen. Spread an d pat t he pulp on th e screen.
5. If the screen does not ha ve a frame, one st udent should hold the screen ta ut
over a n empt y dish pa n while anoth er stu dent pours th e pulp slurr y from the
blender over t he screen. The water sh ould dra in th rough th e screen, into the
dish pan. Spread an d pat t he pulp on th e screen.
6. Place a couple of pieces of newspa per in t he working a rea an d place the s creen
an d pulp on top of th em.
Optional: Pr ess items , such a s flowers, leaves, tissue pa per, berries, int o the r ecycled paper.
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Lesson 4:
Making Recycled Paper by Han d19
Steps to Make Recycled Paper, continued
7. Use a couple of pages of newspa per a nd gen tly press down on th e pap er t o soak
up th e excess wat er or us e disht owels (becau se th e newspa per could leave black
ink on white r ecycled pap er).
Note:If th e paper is pressed t oo ha rd, th e pulp will separa te. At t his point you
can pat ch u p th e holes. Or rem ove the p ulp, roll it int o a ba ll, place it back on th e
screen, cover with newspa per, an d gently press th e pulp out aga in. If th e pulp
ha s become t oo dry, you will need to resoak it in t he dish pan .
8. Flip everything over (like flipping a pa ncake). Remove the n ewspaper from t he
top an d gent ly lift off th e screen . The recycled paper will be rest ing on top of th e
newspaper u sed to soak up t he excess water.
9. Place the r ecycled paper a nd n ewspaper in an ar ea t o dry (it will dry quickly in
th e sun ). If drying overn ight , place a hea vy object, su ch as a book, on th e pap erto keep it from curling. The recycled pap er sh ould lift off ea sily from t he n ewspa -
per wh en it is dr y.
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Transparency
Cl o si n g t h e Lo o p
Th e M ea n i n g o f Recy cl i n g Sy m bo l s
Car ton or pa per is ma de from
recycled paper fibers.
The paper is made from
recycled paper fibers.
The packa ge is recyclable,
although it m ay not be ma de
from recycled ma ter ials.
The t hr ee ar rows depict t he collection, ma nu factur e, an d pur cha se of
recycled ma ter ials.
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Lesson 4:
Making Recycled Paper by Han d21
Ba ck gr o u n d In f o r m a t io nFo r Th e Tea ch er
2Secondary Fiber Recycling. Atlan ta, Ga.: TAPPI Press, 1993.
3G. Tyler Miller, Jr.Environmental Science: Working with the Earth
(Fifth edition). Belmont, Calif.: Wadswor th Pu blishing
Company, 1995, p. 346.
4E-mail commu nication from Brian Foran, Associate Waste
Management Specialist, California Integrated Waste Manage-
ment Board, Augu st 26, 1998.1Estimated Average 1995 Residential Disp osed Waste Stream
Composition. California Integrated Waste Management Board.
Wood th at is unsuitable for use as lumber andlumber mill wastes are used to manu facture
pap er. To save tran sportation costs, pap er millsare usua lly located near the forests wh ere thewood is harvested. The trees are debarked,chipped , mixed w ith chemicals, and pr ocessedin a large steam-heated p ressure cooker called a
digester. This helps to break the wood dow n intocellulose fibers. The fibers are then rinsed withwater to remove chemicals, unwan ted w oodcontaminants, and dirt.
The remaining w ater-wood mixture, calledslurry, is fed on to a screen and shaken tointermesh the cellulose fibers. Water is dra ined
through th e screen, and the remaining sheet ofpap er passes throu gh a series of rollers wh ere itis pressed. Heated rollers dry the p aper. Thedried p aper is cut and placed on smaller rolls orcut into large sheets.
In 1995 app roximately 31 percent of residen tialwaste consisted of paper.1 This w astepapercould have been recycled. The pap er recyclingprocess is very similar to the p rocess of makingpaper from trees. The paper is chopp ed u p andmixed with water to m ake a pu lp slurry. Then itis pu t through a series of washing and/ or
flotation de-inking p rocesses in w hich waterand / or soap-like chemicals (called su rfactants)
remove the ink from the p aper. Water is drainedthrough th e screen, and the remaining sheet ofpap er passes throu gh a series of rollers wh ere itis pressed and dr ied. The paper is slit intosmaller rolls or large sheets. Later it is cut todesired size.
A single piece of paper m ay contain new fibersas well as fibers which have already beenrecycled. Paperm aking fibers can typ ically berecycled five to seven times before they become
too short to be recycled again.
Successful recycling requires clean recoveredpap er wh ich is free of contam inants such asfood, plastic, metal, and other garbage. Contam i-nated p aper can introduce impurities and
bacteria into the recycling process. Also, differ-ent types (or grad es) of paper, such ascorrugated boxes, new spap ers, and office paper,
are kept separate because the d ifferent grades of
paper are u sed to make particular types ofrecycled pap er p roducts.2
Recycling p aper conserves natu ral resources. It
saves trees (most of which are grow n on treefarms). It saves ener gy, because it takes 30 to 60percent less energy to prod uce the same weightof recycled p aper as to m ake the paper fromtrees. It reduces air pollution from pu lp mills by74 to 95 percent and lowers water p ollution by35 percent. It also reduces the am oun t of papergoing to the land fill, therefore, extend ing the lifeof the landfill.3
In this lesson stud ents will be making their ownrecycled pap er. Making recycled p aper not onlyteaches studen ts about the recycling process, butit is also a lot of fun .
Note: For add itional information about papersee The Paper Recycling Process and Historyof Paper in the Appendix.
The symbol dep icting that a carton is mad e fromrecycled p aper is wh ite arrows superimposed ona black circle. Three black arrows printedwithout any circular background also indicatesthat the pap er is made from recycled pap erfibers. Three wh ite arrow s (with black ou tline),only with no black circular background , meansthat a package is recyclable, although it may notbe mad e from recycled ma terials. The thr ee
arrow s dep ict the collection, man ufacture, andpu rchase of recycled materials.4
In this lesson stud ents will be making their ownrecycled paper. Making recycled paper not only
teaches studen ts about the recycling process, but
it is also a lot of fun .
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n o t e s
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Lesson 1: The Basics of
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K3 Modu le, Unit 3:
Vermicomposting 23
Lesso n 1: The Basics of Vermicomposting
K3 Modu le, Unit 3:
Vermicomposting
Note: Before implemen ting this activity, studen ts will need to know wh at animals need in or der to live.You w ill need to u se an existing lesson (most science pr ogram s have lessons on th is topic) or design oneyour self to teach stud ents the needs of animals, which shou ld include food, water, shelter, air, and a placeto live (habitat).
Lesso n s Co n cept
Food scraps can be recycled through verm icomp osting.
PURPOSE
Stud ents are introduced to the basics ofvermicomposting and learn about theph ysical requirements of red worm s as they
set up a worm bin to demonstrate how foodwaste and paper can be recycled.
OVERVIEW
In this lesson studen ts will:
Brainstorm what they know and whatthey would like to know about w orms.
Set up a vermicomposting bin.
Classify those items that can be fed to redworms and those that cannot be fed tored worm s and w rite a poem about it.
Design a chart with pictures of what tofeed and what not to feed r ed worm s.
Record the weight and type of wormfood an d w here it was placed in the
worm composting bin.
Select questions about red worms thatthey can research in books, on thecomp uter, through videos, and throu gh
personal observations.
CORRELATI ON S TO CALIFORN IASCON TEN T STAN DARDS AN DFRAM EWORKS AN D TO BENCH-MARKS FOR SCIENCE LITERACY
Students set up a vermicomposting binin the classroom and keep a class journ alof everything that gets put into the bin.
- Plants and animals meet their needsin d ifferent w ays. As a basis forund erstand ing this concept, stud entsknow: plants and animals both n eedwater, animals need food, and plants
need light. (Science Content Standards,Grades K12; Grade 1; Life Sciences,Standard 2c)
- A lot can be learned about plants andanimals by observing them closely, butcare must be taken to know the needs
of living things and how to provide forthem in the classroom . (Benchmarks forScience Literacy, page 15)
- Students collect information aboutobjects and events in their environ-ment. (Mathematics Content Standardsfor California Public Schools, Kindergarten
Through Grade Twelve, page 3)
- To participate effectively in society,students need to: Develop personalskills . . . group interaction skills (and). . . social and political participation
skills. (HistorySocial Science Frame-work, page 24)
Older students do research on worms invarious sources.
- Students identify the basic facts andideas in w hat they have read , heard, orviewed. (EnglishLanguage ArtsContent Standards for California Public
Schools, Kindergarten Through Grade
Twelve, page 2)
- Students understand the purposes of
various reference m aterials. (EnglishLanguage Arts Content Standards for
California Public Schools, Kindergarten
Through Grade Twelve, page 13)
SCIEN TI FIC TH IN KI N G PROCESSES
observing, communicating, comparing,classifying, relating, applying
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K3 Modu le, Unit 3:
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Time
60 minutes or m ore (especially if you need tobuy the worm bin and w orms) to prepare forthe lesson; 60 minu tes or more to imp lementthe lesson (depend ing on whether you have
younger or older stud ents and their involve-
ment in preparing the worm bin)
Vo ca bu l a r y
compost, organic, organism s, red w orm,vermicomposting
Pr epa r a t i o n
___ 1. Read the Backgroun d Information forthe Teacher at the end of this lesson.
___ 2. Obtain a read y-made containermeasuring ap proximately on e footdeep by two feet wide by th ree feetlong w ith a lid. Plastic storage contain-ers can be pu rchased from most largevariety stores. If possible, reuse apreviously u sed container or pu rchase
one m ade from recycled plastic.
Drill several quarter-inch drainageholes through the bottom of thecontainer.
Place screen on the bottom of thecontainer. (Red worm s will usua lly
not crawl out of the drain holes,because they prefer the dark;how ever, if your bin becomes toodry or too wet, the worm s willleave in search of more favorableconditions.)
___ 3. Make a transpa rency of the SampleVermicomposting Data Sheet (page33).
___ 4. For younger stud ents (in kind ergartenand first grade), du plicate What toPut an d N ot to Put in a Worm Bin foreach group of students (page 34).
Note: Some people who vermicompost drillone-inch rou nd holes on each of the four sidesof their bins for an add itional air sup ply. Theseholes are covered w ith screen, and a glu e gun
or waterproof tape is used to secure thescreens to the container.
M a t er ia l s
___ Butcher paper on which to write studentsresponses
___ Vermicomposting container w ith lid___ Newsp aper (a stack about six inches tall)
or classroom p aper to be u sed for bedding(Colored p aper and pap er with crayon
draw ings can be u sed. Do not use glossyadvertisements an d magazines.)
___ A plastic milk jug for measuring water___ Water (in a watering can)___ One or two pounds of red worms, depend-
ing on th e size of the bin (Red wor ms canbe pu rchased from bait shops or from w ormsup pliers. See the list of worm sup pliers inthe Append ix. Which can be found on
the Boards website.)___ Four to six cup s of garden soil (Do not use
sterilized potting soil.)___ Utility scale (up to 20 pounds) (This scalecan be a hanging scale on wh ich stud entshang a bu cket with items to be weighed or aparcel post scale on wh ich stud ents canplace a container w ith items to be weighed.)
___ Large clean plastic bucket or other con-tainer (or wheelbarrow) for mixing bedd ing(Bedd ing can also be mixed in thevermicomposting bin.)
___ Two boards, or four bricks, or other compa-
rable items to place un der th e bin so thatthe bottom will receive sufficient air
___ Sheet of plastic, or large flat garbage bag, orseveral unfolded newspap ers to put u nd erbin in case water leaks throu gh the holes
___ A two-quart plastic container with lid inwh ich to keep food waste to feed to theworms
___ A class worm journal to keep by the wormbin
___ The bookSquirmy Wormy Composters byBobbie Kalman and Janine Schaub
___ Nontoxic permanent marker___ Six, three inch by five inch cards
___ The transparency, Samp leVermicomposting Data Sheet
___ For younger students, a copy of What toPut an d N ot to Put in a Worm Bin for eachgroup of students
PRE-ACTIVI TY QU ESTION S
A. Ask students:
After you eat lunch, what do you dowith your garbage? Throw some of it
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Lesson 1: The Basics of
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What do you already know about worms?Worms:
Live in the ground, under soil, and compost
with centipedes and other bugs
Recycle the dirt
Eat garbage
Dig in soil Take care of gardens
Wiggle to move
Are long and skinny
What do you wan t to find out about worm s?
What happens if they live in the sun? Willthey die?
How do they eat?
Do they have teeth?
What do they eat?
Do they sleep underground?
Submitted by Betsy Weisss kindergarten and first-grade class, Paden Elementary School, Alamed a CityUnified School District.
Note: Keep the lists your students developed touse at the end of the lesson.
Does anyone know what compost is?Lead stud ents to conclude tha t compost isa soil enricher that h elps plants to gr ow.Tell stud ents that a special type of wor m,
called a red worm , can eat gar bage, likefood scraps (e.g., app le cores, bananapeels, bread cru st). The worm s dr op-pings, called castings, look like rich soiland contain nu trients to help p lants grow.
These dropp ings can be collected andplaced in the garden or in flower pots.
How can red worms help to reduce thewaste we throw away? They can eat our
food garbage.
If vermi means worms, what do youthink vermicomposting means?Composting with worms.
B. Discuss with stu den ts the following:
If we decide to set up a worm compostingbin where worms w ould live, what w illwe need to know?How to do it; whatworms need to live; who will take care of them.
What do animals need in order to live?Food, water, shelter, air, and a place to live.
away; recycle some of it .
What do you th row away? Some paper,food, plastic.
What do you do with the paper fromyour lun ches? Throw it in t he garbagecan; recycle it; reuse it; compost.
What do you do with cans? Throw them
in the garbage can; recycle them. What do you do with food waste?
Throw it in the garbage can.
What else can you do with food waste?
Feed it to animals; bury it; compost it.
If we could have a container in ourclassroom w ith special animals that areeasy to take c