Source Separation
Lesson Plan
Bioenergy and Bioproducts Education
Program
Pace Energy and Climate Center
Kelly Carter
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Target Grade Levels and Courses:
High School Environmental Science, Agriculture, Biology, Visual Art.
Time: 3-5 Days
Intended Learning Outcomes: Students will...
 Explore different organic recycling programs
 Understand the concept and procedure of source separation
 Investigate the processing methods and end use of organic waste
 Adeptly use a technology program or application to create their visual resource
 Understand the environmental benefits of organics waste management
 Learn the importance of education when introducing a new program into a
community
 Effectively communicate their knowledge to others internally and externally
 Feel a sense of pride knowing their work contributed to a community
sustainability initiative.
Lesson Overview:
Students will design and create effective visual resources to be used as educational
materials to inform both their school and community on the proper procedure of source
separation in an organic recycling program.
The Scenario:
Educational institutions have traditionally been community leaders
in developing and implementing innovative programs. The Local School District is
considering participating in a cutting-edge organics recycling program which benefits
both the schools and the environment. Waste that would normally be thrown away would
instead be converted into biogas through the process of anaerobic digestion, to be used
for electricity, compost and fertilizer. Source separated organics (SSO), which consists of
food waste, and non-recyclable, soiled paper waste (e.g., paper napkins, milk cartons,
pizza boxes, etc.) would be collected separately from other waste generated at the school.
32-gallon plastic bins would be set up in the cafeteria for students and staff to separate
their lunch scraps into the appropriate bins: organics and trash. Signs on each of the
containers, as well as signs posted on the walls would have to be designed and created to
help guide students in properly separating organics and non-compostable trash items.
Involving custodial staff, adult monitors, and the use of effective signs are critical
components in educating students on what materials go into the different bins. Therefore,
developing the educational materials to inform the school and community on the proper
procedure of source separation is key to ensuring a successful organics recycling
program.
Additionally, the execution and management of the new program is equally significant.
Effective presentations, continued monitoring and program evaluations are all essential
steps in maintaining best practices when initiating an institutional change.
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Lesson Details:
Day 1-Students will…
1. Read the scenario about a community’s new organic recycling program.
2. Break into groups of 2 or 3 depending on class size.
3. Explore the following websites to gain knowledge of different organic recycling
programs: See URLS at end of lesson plan.
Sanantonio's Educational Materials on Organic Recycling
Toronto's Green Bin Program
Toronto's Green Bin Educational Materials
Minnesota's Educational Materials on Organic Recycling Program
Beyond Recycling
4. Compare and evaluate the visual quality of different labels and signs.
5. Write down best qualities of each sign and vote on favorite one.
6. Share their opinions and reasons with the class.
HW: Complete the Source Separation Worksheet
Day 2-Students will…
1. Get into their groups and discuss Source Separation Worksheet.
2. Agree on what to include on the organics sign and the trash sign.
3. Develop a layout for signs.
4. Explore available computer programs/applications such as: Pages, Keynote,
Microsoft Project Gallery, Google Docs etc. Choose one and a theme.
5. Create signs.
HW: Work on project
Day 3-Students will…
1. Share their progress with the class.
2. Continue to work on project.
HW: Complete project
Day 4-Students will…
1. Present their signs to the class either by projecting them or passing them around if
they were printed (obviously color prints would be best).
2. Vote on best sign using these 3 evaluations: accuracy of information, legibility,
and visual appeal.
3. Read case study on Robbinsdale School District’s Organics Recycling Program:
Robbinsdale School Case Study http://www.hennepin.us/portal/site/HennepinUS/menuitem.b1ab7547175
0e40fa01dfb47ccf06498/?vgnextoid=0a225ca02bad4210VgnVCM10000049
114689RCRD
4. Brainstorm: How can we learn from Robbinsdale?
5. Write ideas on board and use question sheet as a guide.
6. Develop a Best Practices Guide for a Successful Organics Recycling Program by
researching: (this could be optional depending on time)
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Hennepin Organics Recycling Program Best Practices http://www.hennepin.us/portal/site/HennepinUS/menuitem.b1ab7547175
0e40fa01dfb47ccf06498/?vgnextoid=0a225ca02bad4210VgnVCM10000049
114689RCRD
EPA Resources on Organic Recycling Program Best Practices –
www.epa.gov/osw/conserve/materials/organics/resource.htm
7. Remind students the school district; town, and businesses could use these
materials.
HW: Best Practices Guide
Day 5-Students will…
1. Continue to work on their Best Practices Guide. (20 min)
2. Discuss and practice effective presentation strategies. (20 min)
3. Complete the Best Practices Guide by end of class or the following day.
**Teacher should print signs and Best Practices Guide in color and display them if they
won’t be used in a real organics recycling program.**
Lesson Materials:
Source Separation Worksheet
1. How can source separation best be defined:
Source-separated organic waste (SSOW) means readily degradable organic material that
has been separated from non-compostable material at the point of generation including,
but not limited to, food waste, soiled or unrecyclable paper, and yard waste in
combination with any of the former materials. It does not include biosolids, sludge, or
septage.1
2. Draw the composition of Municipal Solid Waste disposed of in the United States
after recycling using the Beyond Recycling –
www.epa.gov/region9/organics/compost/2pager-_final.pdf report. A. How much
waste is organic? B. How much is food waste?
A. 60%
B. 20%-30%
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dec.ny.gov
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3. What is organics recycling?
In an organics recycling program, organic waste, which includes food waste and nonrecyclable paper products, is collected and hauled separately from trash and
convential recycling. Organics waste is sent to a compost facility where the waste is
managed to produce compost that can be used in landscaping or road construction
projects. Increasingly, organic waste is being sent to an anaerobic digester to produce
electricity.
4. What are the environmental benefits of organic waste diversion?
Helps achieve zero waste
Helps achieve climate change goals-lowers GHG emissions
Decreases the needs for synthetic fertilizers and pesticides
Produces compost that increases water retention and nutrients of soil which can
improve crop yields and quality
Produce electricity through anaerobic digestion of organic waste
5. What are the processes and end uses of organic waste?
Organic waste can be collected and transported to a composting facility to be
processed into a usable soil amendment/compost.
Organic waste can be collected and converted to biogas through the process of
anaerobic digestion and used for electricity. The by-products of anaerobic digestion:
compost and liquid fertilizer digestate can be utilized as well.
6. What items are accepted in organics recycling?
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


Food scraps including: meat, bones, dairy, fruits, vegetables, grains, eggshells,
candy, popsicle sticks.
Non-recyclable paper: paper towels, tissue paper, tissues, paper plates, pizza
boxes, waxed paper
Other accepted items: milk cartons, tea bags, coffee filters and coffee bean
grounds, plants, flowers, paper- and wood-based arts and craft supplies
7. What should not be included in the organic recycling bin?
No packaging, plastic, foil, trays, foam, meat trays, liners, glass jars, pop cans, hot
drink cups, lids, sleeves, printer paper.
9. Why divert
food scraps from landfills and incinerators?
Can be considered a resource
Organic materials decompose to create methane, potent greenhouse gas (GHG)
Increase landfill space
10. What information is included on the organic recycling signs?
Lists of:
YesNoGeneral Garbage
Green Bin Tips
Collection How To’s
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Learning Standards:
Common Core Standards for Science
Standard 1-Analysis, Inquiry and Design
Students will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers, and develop solutions.
Standard 2-Information Systems
Students will access, generate, process, and transfer information using appropriate
technologies.
Standard 6-Interconnectedness: Common Themes
Students will understand the relationships and common themes that connect mathematics,
science, and technology and apply the themes to these and other areas of learning.
Standard 7—Interdisciplinary Problem Solving
Students will apply the knowledge and thinking skills of mathematics, science, and
technology to address real-life problems and make informed decisions.
Additional Reading:
Beyong Waste –www.dec.ny.gov/docs/material_minerals_pdf/frptbeyondwaste.pdf
Beyond Recycling: Composting Food Scraps and Soiled Paper –
www.epa.gov/region9/organics/compost/2-pager_final.pdf
Resources:
Sanantonio's Educational Materials on Organic Recycling -
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http://www.sanantonio.gov/swmd/organics/Educational_Material.aspx
Toronto's Green Bin Program -http://www.toronto.ca/greenbin/index.htm
Toronto's Green Bin Educational Materials http://www.toronto.ca/garbage/publications.htm
Minnesota's Educational Materials on Organic Recycling Program http://www.hennepin.us/portal/site/HennepinUS/menuitem.b1ab7547175
0e40fa01dfb47ccf06498/?vgnextoid=ded9c90a4eab4210VgnVCM10000049
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Beyond Recycling –www.epa.gov
Poster Rubric: 50 points
Teacher name:
Student Name ___________________
CATEGORY
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Required
Elements:
-What
-Why
-How
The poster includes all
required elements as well as
additional information.
All required elements are
included on the poster.
All but 1 of the
required elements are
included on the
poster.
Several required elements were
missing.
Labels:
-Title
-SSO
-AD
-Organics
-Importance
-Procedure
All items of importance on
the poster are clearly
labeled with labels that can
be read from at least 3 ft.
away.
Almost all items of
importance on the poster
are clearly labeled with
labels that can be read
from at least 3 ft. away.
Many items of
importance on the
poster are clearly
labeled with labels
that can be read from
at least 3 ft. away.
Labels are too small to view OR no
important items were labeled.
Graphics –
Relevance
-3 or 4 Related
photos/images
All graphics are related to
the topic and make it easier
to understand. All borrowed
graphics have a source
citation.
All graphics are related to
the topic and most make it
easier to understand.
Some borrowed graphics
have a source citation.
All graphics relate to
the topic. One or two
borrowed graphics
have a source citation.
Graphics do not relate to the topic
OR several borrowed graphics do
not have a source citation.
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Attractiveness
-Design
-Organization
-Neatness
The poster is exceptionally
attractive in terms of design,
layout, and neatness.
The poster is attractive in
terms of design, layout and
neatness.
The poster is
acceptably attractive
though it may be a bit
messy.
The poster is distractingly messy
or very poorly designed. It is not
attractive.
Grammar
There are no
grammatical/mechanical
mistakes on the poster.
There are 1-2
grammatical/mechanical
mistakes on the poster.
There are 3-4
grammatical/mechani
cal mistakes on the
poster.
There are more than 4
grammatical/mechanical
mistakes on the poster.
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