Reduce. Reduce. Reuse. Recycle.

Transcription

1 Reduce Reduce. Reuse. Recycle.

2 Reduce durable garbage free lunch reusable needs vs. wants borrow equipment or tools use what you already have ITEMS alternatives avoid disposables use both sides of the paper packaging share seldom used items OPTIONS bring a cloth bag to the store eco-redesign lightweight packaging buy only what you need bring a reusable drink container REDUCE conserve natural resources concentrates buy in bulk renewable non-renewable buy items with less packaging refillables avoid excess use cloth shopping bag source reduction sustainability 70% waste reduction goal REASONS save energy and water save money extend the life of Hartland landfill 2

3 Reduce Does your school have a garbage monster? Garbage monsters come in all shapes and sizes. They are often sneaky, disguising their true size hidden in small bins and tidily transferred to larger containers out of sight. But all this garbage can add up. Build on lessons from the CRD s 3R Hierarchy Educator s Guide. Use the following activities to shine light on your garbage monster, identify its composition and design a plan to reduce its size. At the end of the program, before and after monsters are compared. The two garbage monsters create a visual representation and can be a celebration of your waste reduction efforts. A garbage monster program can span from a week to a year and can be adapted for a group, a class or the entire school. It can be an opportunity for individual learning or to kick-off a school-wide waste reduction challenge. Choose the option that works best for your class/school. Regardless of the option you choose, the principle remains the same. Focus on the 3R s and C to help guide your waste reduction efforts. First, Reduce waste by finding garbage-free alternatives, then find local options to Reuse, Recycle and Compost the rest. See what Lansdowne Middle school did at their school to win an EcoStar Award (2:16) IRP outcomes It is expected that students will: [SS] Describe and demonstrate responsible behaviour to local environments (K-3) [SS] Apply critical thinking skillsincluding predicting, imagining, comparing- to selected issues (3) [SS] Determine how personal choices and actions have environmental consequences (4) [SS] Formulate strategies to address problems or issues (4) [SS] Implement a plan of action to address community/national/ global problems (6) [SS] Select a solution to a problem (2) [SS] Gather a body of information from a variety of sources, including personal experiences, visual representation and primary and secondary issue (4-7) [MA] Sort objects by one or more attributes and by using graphic organizers (2-3) [MA] Demonstrate an understanding of division and multiplication (4-7) [SC] Describe ways to rethink, refuse, reduce, reuse and recycle (K) [SC] Infer the probable outcome of an event or behaviour based on observations (2) [SC] Infer the probable outcome of a behaviour based on observations (2) [SC] Measure objects (3) [LA] Use speaking and listening to interact for the purpose of exchanging ideas making connections and completing tasks (2-3) [PP] Relate consequences to actions and decisions (K-1) [PP] Describe a problem-solving model (2-3) [PP] Explain how various factors influence personal and group goal achievement (4) [PP] Recognize when a problem exists (4) [PP] Demonstrate responsibility for their choices (4) [PP] Give examples of how people can achieve balance in their lives (5) [PP] Predict possible problems associated with particular situations or courses of action (6) [PP] Practice responsible decision making (7) 3

4 Reduce 3R Objectives: describe ways their actions can reduce garbage identify items that can be reused, recycled and composted understand the 3R s and C are a hierarchy Our First Class/School Garbage Monster Intro: Use the following activities and worksheets to create two garbage monsters made from your class or school s garbage, one made before waste reduction education and the other after. If possible, keep the first garbage monster a secret until you are ready to collect the waste, that way all your garbage-free education and efforts will be measured by the second garbage monster. Materials: Garbage Monster large piece of paper glue and/or tape poster marker scissors Garbage Collection student handout Student Waste Collection # (different levels available) class worksheet Summary: Our First Garbage Monster rubber reusable gloves and/ or tongs sorting station (e.g. bags, wire racks and liners, plastic totes or other sorting system) tarp scale (optional) Before the Waste Audit 1. Determine when and where the waste audit will happen An afternoon waste audit may be more representative of waste created in a day, depending on when your garbage and recycling bins are emptied. Which rooms are included? (e.g classrooms, hallways, offices, teacher s lounge, cafeteria) Do any rooms require permission or assistance to gain access? Which bins are included? (e.g. garbage, recycling, compost) For a more complete waste audit, measure all waste types, even items in recycling and compost bins. Which bins are excluded or should be visually inspected only? (e.g. bathroom paper towel and food waste bins) 4

5 Reduce Activity Activity 1. Have students collect the waste and recyclables from designated areas using gloves and/or tongs. Note: The time of day impact collection results (e.g. in the morning after recess versus after lunch). 2. (Optional) Sort and measure the waste into categories and complete the student handout First Waste Collection. 3. Combine the results and complete the class worksheet Our First Garbage Monster 4. On a large piece of paper, outline your garbage monster. 5. Glue all the waste inside the outline and cut out the monster shape Review: 1. Review each of the items on the monster: Is there an alternative that would produce no or less waste? (reduce) Could the item have been reused? (reused) Could the item have been recycled or composted? (recycle and compost) Define your waste reduction goal(s) e.g.: οο οο no contamination (e.g. all recyclables in the recycling and only garbage in the garbage) reduce the overall amount of waste produced (recycling and composting included) 2. Remember the 3R s are a hierarchy. The easiest product to manage is the one that is never produced. REDUCE is the most important R is because it is preventative and does not need resources to do it. Garbage, recycling and composting all have a Greenhouse Gas (GHG) impact. DID YOU KNOW? CRD s Community Clean Up Program supports groups that make visible environmental improvements to their community through organized clean-ups. Learn more and apply for funding at $$$ 5

6 Reduce Activity Did you know? The CRD conducts Solid Waste Stream Composition Studies every five years. Discover how much of what we throw away could have been recycled or composted: service/waste-recycling/ solid-waste-management Conclusion/Discussion 1. What is the primary source of garbage for your garbage monster? Is it lunch waste? 2. Brainstorm ways to reduce the highest volume waste in your garbage monster. (See extension activities for ideas) 3. Display the garbage monster in a high traffic area to raise awareness and inspire action. 4. Before building your second garbage monster, learn about local garbage and waste reduction options: CRD 3R Hierarchy Educator s Guide available online free-ofcharge at Learn about the history of our garbage from 1900 to today, from burning, dumping and sanitary landfilling. Video: History of Garbage (2:02) Discover where our garbage goes. Garbage at Hartland (2:05) Register your students for an interactive workshop and tour of Hartland landfill and recycling facility online at teacher or by calling the CRD Hotline at Extension Activities 3R Hierarchy lessons and activities Graph the Goods (K-3) What s in My Lunch Activity (4-7) Waste-Free Lunch School Challenge Eco-Schools Ontario has developed useful resources for the provincewide Waste-Free Lunch Challenge which could be adapted for your class/school. Plan Garbage-Free Events sporting events (e.g. reusable beverage containers) fundraisers (e.g. homemade bake sales) birthdays sleepovers other celebrations 6

7 Reduce Activity Useful Links Local Reuse, Recycle and Compost Information compost.bc.ca recyclinginbc.ca Contact the CRD Hotline at or Additional Resources CRD Solid Waste Stream Composition Studies Identify what materials are disposed as garbage at Hartland landfill and recycling facility. CRD Solid Waste Annual Reports These reports include information about CRD waste diversion programs and landfilled waste. CRD Kitchen Scraps Diversion As of January 1, 2015 kitchen scraps are restricted from our garbage. To earn more about the Regional Kitchen Scraps Strategy visit: Did you know? Kitchen Scraps were restricted from Hartland landfill January 01, What happens to the Kitchen Scraps at home and at school? 7

8 Garbage Monster Date: Name(s): Student Waste Collection # Material Type How much? (weight or number of items) Did it come from home or school? Could it be recycled or composted? plastic paper metal kitchen scraps (compostable) glass polycoat Garbage

9 Garbage Monster Date: Names: Student Waste Collection # 1. We collected garbage from: 2. What did you observe? Something that surprised us was A question we have is... We predict that Remember: The 3R s and C are a hierarchy. REDUCE is the most important R is because it is preventative and does not need resources to do it. The easiest product to manage is the one that is never produced. Garbage, recycling and composting all have a Greenhouse Gas (GHG) impact.

10 3. Fill in the chart below: Material Type Items Weight or quantity Where was it from? Could the item be...? Where could it be recycled or composted? plastic paper glass metal kitchen scrap (food waste) polycoat (juice box or milk carton) other school home reduced (avoided) reused recycled composted home school depot nowhere

11 Garbage Monster Summary: Our First Garbage Monster This is our garbage monster, (name) who is made of our waste collected (location) on (date). Attendance that day was. 1. Our First Garbage Monster is made up of: Material Type Common Item(s) TOTAL Weight/ Quantity Mostly from home or school? Could it be reduced, reused, recycled, composted? Where? plastic paper glass metal kitchen scraps polycoat garbage other

12 2. Calculate the waste composition of the first garbage monster. Material Type or Waste Type (recyclable, compostable, garbage) A: Weight or Quantity B: Garbage Monster s Total Weight or Quantity C: Waste Composition Percentage (A/B x 0=C) TOTAL: (A) (B) (C) 3. Label the garbage bin with the waste composition percentage (%) of each material in our garbage monster. 0% Did you know? The CRD conducts Solid Waste Stream Composition Studies every five years. Discover how much of what we throw away could have been recycled or composted:

13 4. On average, we each made (E) of waste. Material Type or Waste Type (recyclable, compostable, garbage) A: Weight/ Quantity D: Attendance (#) E: Average amount of waste made per person ( A/D=E) TOTAL: (A) (D) (E) Future Garbage Monster 5. If we don t change our waste habits, this school year our garbage monster will be (G). Material Type or A: Material Weight/ Quantity F: School Days in a Year G: Our Garbage Monster after one year Waste Type (recyclable, compostable, garbage) (#) (A x F=G ) TOTAL: (A) (F) (G)

14 Garbage Monster Our Waste Reduction Goal and Plan How can we reduce the size of our garbage monster? 1. Our goal(s) is/are: 2. We predict that we can reach our goal by: 3. We will know if we have acheived our goal if:

15 Reduce 3R Objectives: describe ways their actions can reduce garbage identify items that can be reused, recycled and composted understand the 3R s and C are a hierarchy What s in my lunch (4-7) Intro: Students examine their lunches and brainstorm ways that their lunch could be garbage-free using the 3R s and C (Reduce, Reuse, Recycle and Compost). Remember the goal is to find garbage-free alternatives first, then reuse, recycle and compost. This activity builds on lessons from the 3R Hierarchy Educator s Guide. For a K-3 garbage-free lunch sorting activity, see Graph the Goods. Materials: student handout: What s in my lunch? students lunches and/or school lunch menu computers and internet Access local reuse, recycling and composting information online or contact the CRD Hotline at or hotline@crd.bc.ca compost.bc.ca recyclinginbc.ca Activity: 1. Review definitions and examples of the 3R s, compostable and garbage items. 2. Have students begin to fill in the handout What s in my lunch? 3. Before students complete the What can you do? section: Reinforce that the 3R s are a hierarchy. Solutions should start with reducing first. Brainstorm potential problems or barriers to successful waste reduction and possible solutions. Discuss what students can control and what they can influence. Who prepares their lunch? Can they control or influence what is in their lunch? How? Do they control what happens to the waste? (e.g. if it is reused, recycled, composted or thrown out as garbage) 15

16 Reduce Activity 4. Have students set a personal goal to reduce the waste they make (e.g. only take what I can eat, compost scraps from my lunch, not ask for single serving snacks, ask for the lunch program to use reusable or compostable serveware). Conclusion: Using information from the What s in my lunch handout, define garbage-free goal as a class. How will success be measured? Extensions: CRD 3R Hierarchy lessons and activities CRD 3R School Programs Interactive workshops and tours of Hartland landfill and recycling facility Waste-Free Lunch School Challenge Eco-Schools Ontario has developed useful resources for the province-wide Waste-Free Lunch Challenge which could be adapted for your class/school. 16

17 List the foods in your lunch today: Can your lunch be garbage-free with the 3R s and C? This brochure was adapted with permission from Ms. Jayne Struch February Capital Regional Disctrict 625 Fisgard Street Victoria, BC, V8W 2S6 Tel What s in my lunch? Name: Date: Can it be garbage-free with the 3R s and C? First Reduce make less waste by finding garbage-free alternatives Reuse use an item repeatedly Recycle make new products from used items Compost turn kitchen scraps into food for soil Hartland Landfill where our garbage is landfilled Last

18 In your lunch, what can you... REDUCE/REUSE? RECYCLE? COMPOST? What is GARBAGE? (Hartland landfill) What can you do? Explain. How can you make your lunch more environmentally friendly?

19 Reduce 3R Objectives: Describe ways their actions can reduce garbage (individually and as a group) Identify items that can be reused, recycled and composted Understand that the 3R s are a hierarchy (Reduce, Reuse, Recycle and Compost) Our Second Garbage Monster Intro: This activity should be completed following completion of Our First Class/School Garbage Monster and 3R Hierarchy waste reduction lessons and activities. Materials: Garbage Monster large piece of paper glue and/or tape poster marker scissors Garbage Collection student handout Waste Collection # class worksheet Summary: Our Second Garbage Monster completed Summary: Our First Garbage Monster rubber reusable gloves and/ or tongs sorting station (e.g. bags, wire racks and liners, plastic totes or other sorting system) tarp scale (optional) Activity: 1. Review data and notes made about your First Garbage Monster. 2. Have students repeat waste collection exercise from the designated areas. 3. Sort and measure the waste into categories and complete the student handout Our Second Waste Collection. 4. Combine the results and complete the class worksheet Summary: Our Second and Mindful Garbage Monster 5. On a large piece of paper, outline your garbage monster. 6. Glue all the waste inside the outline and cut out the monster shape. 19

20 Reduce Activity 7. Discuss the results monster: Did efforts result in waste reduction? What is the main material in the garbage monster now? Did it change? What worked? What didn t? Do you have any suggestions to improve the project? Conclusion/ Discussion Display the two garbage monsters side by side to highlight the difference made following waste-reduction efforts. Celebrate your efforts and accomplishments, but don t let the good work end here. Why not set a new waste reduction goal and see if you can make that monster even smaller. 20

21 Garbage Monster Date: Name(s): Student Waste Collection # Material Type How much? (weight or number of items) Did it come from home or school? Could it be recycled or composted? plastic paper metal kitchen scraps (compostable) glass polycoat Garbage

22 Garbage Monster Date: Names: Student Waste Collection # 1. We collected garbage from: 2. Do you think you will have: Something that surprised us was A question we have is... We predict that Remember: The 3R s and C are a hierarchy. REDUCE is the most important R is because it is preventative and does not need resources to do it. The easiest product to manage is the one that is never produced. Garbage, recycling and composting all have a Greenhouse Gas (GHG) impact.

23 3. Fill in the chart below: Material Type Items Weight or quantity Where was it from? Could the item be...? Where could it be recycled or composted? plastic paper glass metal kitchen scrap (food waste) polycoat (juice box or milk carton) other school home reduced (avoided) reused recycled composted home school depot nowhere

24 Garbage Monster Summary: Our Second Garbage Monster This is our second garbage monster, (name) who is made of our waste collected (location) on (date). Attendance that day was. 1. Our second Garbage Monster is made up of: Material Type Common Item(s) TOTAL Weight/ Quantity Mostly from home or school? Could it be reduced, reused, recycled, composted? Where? plastic paper glass metal kitchen scraps polycoat garbage other

25 2. The average amount of waste we each made was (C). Compared to our first Garbage Monster, this is (lower, higher, the same). Material Type or Waste Type (recyclable, compostable, garbage) E: Weight or Quantity F: Garbage Monster s Total Weight or Quantity G: Waste Composition Percentage (E/F x 0=G) First Garbage Monster: Average amount of waste per person TOTAL: (A) (B) (C) 4. Label the garbage bin with the waste composition percentage (%) of each material in our garbage monster. Did you know? 0% The CRD conducts Solid Waste Stream Composition Studies every five years. Discover how much of what we throw away could have been recycled or composted:

26 5. On average, we each made (E) of waste. Material Type or Waste Type (recyclable, compostable, garbage) A: Weight/ Quantity D: Attendance (#) C: 2nd Garbage Monster: Average amount of waste made per person ( A/D=E) 1st Garbage Monster: Average amount of waste per person TOTAL: (A) (D) (E) Future Mindful Garbage Monster 6. If we continue these mindful waste habits, this school year our garbage monster will be (G). Material Type or A: Material Weight/ Quantity F: School Days in a Year G: Our Garbage Monster after one year Waste Type (recyclable, compostable, garbage) (#) (A x F= G) TOTAL: (A) (F) (G)

27 Garbage Monster Summary: Our waste reduction goal and plans 1. During the waste collection, we observed Our goal was We predicted that we could acheive the goal by... Reflection What worked? What didn t work? What s next?