Source Separation Lesson Plan Bioenergy and Bioproducts Education Program Pace Energy and Climate Center Kelly Carter 1 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. 2 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) 3 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% 1 dec.ny.gov 4 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? 5 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 6 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 - 7 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 114689RCRD Beyond Recycling –www.epa.gov Poster Rubric: 50 points Teacher name: Student Name ___________________ CATEGORY 10 9 8 7 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. 8 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. 9