Allied Waste Services
Local Event Analysis: Landfills – Impact on the Environment &
Groundwater
Submitted By: Matt Kramer
Background Information
Allied Waste Services in Celina, Ohio serves industrial and residential customers.
They offer services in garbage & junk removal, and specialize in garbage & junk
removal. They also deal with hazardous waste treatment and disposal. The
company employees an estimated 20 to 49 employees. Allied is located on 6141
Depweg Road, Celina, Ohio. It is located just south of Celina, Ohio in an open
rural area.
Personal Interest
I have lived near the Allied Waste Services landfill for the past seven years. I
currently reside in St. Henry, Ohio, which is only 8 to 10 minutes away from the
landfill. The landfill is easy to spot off of State Route 127 just south of Celina,
Ohio. It stands tall and is the highest elevated land-feature in our area. The
landfill is closely located near Grand Lake St. Marys.
My interest in this landfill started many years before I moved to St. Henry, Ohio. I
grew-up in New Bremen, Ohio; just 15 minutes away from the landfills location. I
can remember my father talking about it every time we drove by it. Over the
years, residents in the area have made general comments about its location and
possible effects on the groundwater. Many of the farmers nearby have expressed
concern about the groundwater from the landfill possibly contaminating their
wells.
So, I find myself compelled to investigate this event further and shed some light
on its possible effects.
Page 1 of 13
What is a Landfill?
According to Zero Waste America’s web site, a landfill is a carefully designed
structure built into or on top of the ground in which trash is isolated from the
surrounding environment.
ESS Analysis on Allied Waste Services Landfill, Celina, Ohio
Event: Landfills Impact on the Environment and Groundwater
Causal Chain Interactions
E>L>H>H>B&A
What impacts do landfills have on the environment and groundwater? The urban
and industrial trash and garbage waste has to go somewhere. As a result of this,
landfills have been a common solution for many years. The waste products are
altering the composition of the earth. The soil layers are being disrupted unnaturally by human activity. According to a website article, Our Land, Our Bodies,
written by Francesca Lyman (a MSNBC.com contributor), there are more than
70,000 chemicals in use in the United States and 2,000 new compounds are being
introduced every year. That means those chemicals are making their way,
eventually, into our landfills, further contaminating our soils. Municipal solid
waste (MSW) landfills accept nonhazardous wastes from a variety of sources, such
as households, businesses, restaurants, medical facilities, and schools. According
to Water Encyclopedia.com, MSW landfills also accept contaminated soil from
gasoline spills, conditionally exempted hazardous waste from businesses, small
quantities of hazardous waste from households, and other toxic wastes.
(Read more: Landfills: Impact on Groundwater - types, system, source, oxygen,
human http://www.waterencyclopedia.com/La-Mi/Landfills-Impact-onGroundwater.html#ixzz143DfsVmp)
What happens when the waste materials begin to breakdown due to water
saturation into the soil and waste? The precipitation that falls into a landfill,
coupled with any disposed liquid waste, results in the extraction of the watersoluble compounds and particulate matter of the waste, and the subsequent
formation of leachate (http://www.waterencyclopedia.com/La-Mi/LandfillsImpact-on-Groundwater.html). Leachate is also known as “garbage soup”.
Page 2 of 13
Leachate is the by-product of water that has filtered through the waste material.
It poses a great threat to current and future groundwater quality. Most landfills
are required to have some sort of liner to prevent leachate from escaping. Some
liners are clay, plastic, and composite (a mix of plastic and clay). Plastic landfill
liners are 100 mils or 1/10 of an inch thick. “82% of surveyed landfill cells had
leaks while 41% had a leak area of more than 1 square feet," according to Leak
Location Services, Inc. (LLSI) website (March 15, 2000).
Picture from http://www.ottawaskeptics.org/the-reality-check?start=70
Ultimately, the liners will naturally breakdown and chemicals and gases will aide
in this process allowing leachate to escape into the soil. Old and new landfills are
typically located next to large bodies of water (i.e., rivers, lakes, bays, etc.),
making leakage detection and remediation (clean-up) extremely difficult.
Page 3 of 13
Eventually the leachate will make its
way into the groundwater. This not
only poses a threat to the
environment, but also human &
living life. Hazardous &
nonhazardous components of
leachate could destroy an aquifer
for drinking water usage. Since
leachate detection is difficult to
monitor, living things may have
already been affected without even
knowing for some time. Aquatic
species may also be harmed. Contaminated groundwater could make its way to
wetlands or streams allowing it to migrate further.
Other impacts that would also affect the atmosphere which also affect the
biosphere would be the off gassing of methane generated by decaying organic
wastes (methane is a greenhouse gas many times more potent than carbon
dioxide, and can itself be a danger to inhabitants of an area), and harbouring of
disease vectors such as rats and flies. (http://en.wikipedia.org/wiki/Landfill)
As you can see, the impacts of landfills are cause for great concern, not only for
today, but for our future.
Sources:
http://www.zerowasteamerica.org/BasicsOfLandfills.htm
http://www.waterencyclopedia.com/La-Mi/Landfills-Impact-onGroundwater.html
http://www.msnbc.msn.com/id/3076636/
http://en.wikipedia.org/wiki/Landfill
Page 4 of 13
Classroom Application
Allied Waste Services
Landfills – Impact on the Environment & Groundwater
Submitted By: Matt Kramer
Curriculum Connection
Ohio Standard: Earth Science (Earth Systems Ladder: Resources)
Benchmark D: Describe the finite nature of Earth’s resources and those human
activities that can conserve or deplete Earth’s resources.
Indicator 10.5: Explain how the acquisition and use of resources, urban growth
and waste disposal can accelerate natural change and impact the quality of life.
Indicator 10.6: Describe ways that human activity can alter biogeochemical
cycles (e.g., carbon and nitrogen cycles) as well as food webs and energy pyramids
(e.g., pest control, legume rotation crops vs. chemical fertilizers).
The focus of applying this event to the classroom will tie into the above Ohio
indicators based on the 10th grade level (sophomores). The primary focus taken
from each indicator will be how human activities can deplete Earth’s resources
(namely water quality), how human activity can alter biogeochemical cycles
specifically through the use of man-made chemicals and natural wastes, and how
waste disposal can accelerate natural change and impact the quality of life.
Many of the disciplines from earth, life, and physical sciences to language arts and
math will be explored and exposed through the activities the students will be
conducting. The students will explore the effects of this event (Landfills impact on
the environment and groundwater.) on the various sciences that have been
taught to the students throughout their grade school years.
Unit Goal
The students will explore and explain the cause and effects that landfills have on
the environment and groundwater.
Page 5 of 13
Engaging the Students to the Topic
Many of the students from the area are very familiar with the landfill and have
heard parents, grandparents, friends, and neighbors talk about it; whether it is
negative or positive comments.
A clever little hook I would use, and have written on the board as the students
walked in, would be, “Trash Talking!” This phrase would be sure to catch the
students’ attention since most students would think of this in a negative manner
and in a different context. So, to engage the students into the topic I would have
them watch a short video (entitled Landfills Demo) from this website,
http://www.landfill-site.com/html/landfill_videos.php. This video can also be
viewed from YouTube.
Once the video has been viewed, explain the objective of this topic: The students
will explore and explain the cause and effects that landfills have on the
environment and groundwater. And, I would draw students’ attention to the
landfill just south of Celina, Ohio.
Instructional Strategy
After engaging the students, I would introduce the students to the local landfill
just south of Celina, Ohio. I would have them read the background information
on the landfill. Then, I would have the students read the causal chain of events
related to landfills. See below:
Background Information
Allied Waste Services in Celina, Ohio serves industrial and residential customers. They offer services in
garbage & junk removal, and specialize in garbage & junk removal. They also deal with hazardous waste
treatment and disposal. The company employees an estimated 20 to 49 employees. Allied is located on
6141 Depweg Road, Celina, Ohio. It is located just south of Celina, Ohio in an open rural area.
Analysis on Allied Waste Services Landfill, Celina, Ohio
Event: Landfills Impact on the Environment and Groundwater
Causal Chain Interactions
E>L>H>H>B&A
What impacts do landfills have on the environment and groundwater? The urban and industrial trash and
garbage waste has to go somewhere. As a result of this, landfills have been a common solution for many
Page 6 of 13
years. The waste products are altering the composition of the earth. The soil layers are being disrupted
un-naturally by human activity. According to a website article, Our Land, Our Bodies, written by Francesca
Lyman (a MSNBC.com contributor), there are more than 70,000 chemicals in use in the United States and
2,000 new compounds are being introduced every year. That means those chemicals are making their
way, eventually, into our landfills, further contaminating our soils. Municipal solid waste (MSW) landfills
accept nonhazardous wastes from a variety of sources, such as households, businesses, restaurants,
medical facilities, and schools. According to Water Encyclopedia.com, MSW landfills also accept
contaminated soil from gasoline spills, conditionally exempted hazardous waste from businesses, small
quantities of hazardous waste from households, and other toxic wastes.
(Read more: Landfills: Impact on Groundwater - types, system, source, oxygen, human
http://www.waterencyclopedia.com/La-Mi/Landfills-Impact-on-Groundwater.html#ixzz143DfsVmp)
What happens when the waste materials begin to breakdown due to water saturation into the soil and
waste? The precipitation that falls into a landfill, coupled with any disposed liquid waste, results in the
extraction of the water-soluble compounds and particulate matter of the waste, and the subsequent
formation of leachate (http://www.waterencyclopedia.com/La-Mi/Landfills-Impact-onGroundwater.html). Leachate is also known as “garbage soup”. Leachate is the by-product of water that
has filtered through the waste material. It poses a
great threat to current and future groundwater quality.
Most landfills are required to have some sort of liner to
prevent leachate from escaping. Some liners are clay,
plastic, and composite (a mix of plastic and clay).
Plastic landfill liners are 100 mils or 1/10 of an inch
thick. “82% of surveyed landfill cells had leaks while
41% had a leak area of more than 1 square feet,"
according to Leak Location Services, Inc. (LLSI) website
(March 15, 2000).
Picture from http://www.ottawaskeptics.org/thereality-check?start=70
Ultimately, the liners will naturally breakdown and
chemicals and gases will aide in this process allowing
leachate to escape into the soil. Old and new landfills are typically located next to large bodies of water
(i.e., rivers, lakes, bays, etc.), making leakage detection and remediation (clean-up) extremely difficult.
Eventually the leachate will make its way into
the groundwater. This not only poses a threat
to the environment, but also human & living
life. Hazardous & nonhazardous components
of leachate could destroy an aquifer for
drinking water usage. Since leachate
detection is difficult to monitor, living things
may have already been affected without even
knowing for some time. Aquatic species may
also be harmed. Contaminated groundwater
could make its way to wetlands or streams
allowing it to migrate further.
Other impacts that would also affect the
atmosphere which also affect the biosphere
Page 7 of 13
would be the off gassing of methane generated by decaying organic wastes (methane is a greenhouse gas
many times more potent than carbon dioxide, and can itself be a danger to inhabitants of an area), and
harbouring of disease vectors such as rats and flies. (http://en.wikipedia.org/wiki/Landfill)
As you can see, the impacts of landfills are cause for great concern, not only for today, but for our future.
Sources:
http://www.zerowasteamerica.org/BasicsOfLandfills.htm
http://www.waterencyclopedia.com/La-Mi/Landfills-Impact-on-Groundwater.html
http://www.msnbc.msn.com/id/3076636/
http://en.wikipedia.org/wiki/Landfill
This event should really perk their attention, since most are very familiar with this
landfill and its location nearby.
When students have finally read the scenario allow students time to discuss their
thoughts. Many of them probably have strong opinions to this event.
Next, briefly revisit the science disciplines (earth, life, and physical sciences) and
the spheres (atmosphere, lithosphere, hydrosphere, and biosphere) the students
have had for many grade school years. Go over the meaning and importance of
each one. (This could take a full lesson in itself.)
Student Activity: Jigsaw Teach. Have the students begin investigating how this
event (Landfills impact on the environment and groundwater.) affects the many
spheres. How does it affect the hydrosphere (water on Earth), lithosphere
(Earth’s land), biosphere (living things), and atmosphere (air)? I would really
encourage the students to study the causal chain of interactions that were
introduced early with the background information.
1. Divide students into sphere groups. Each student will be assigned to a sphere
group. Each group will be responsible for investigating and explaining how
their sphere is affected by the event at the landfill (Allied Waste Services). The
students will teach each other what they have learned and will become the
experts for their sphere.
2. Students will first have to identify the causes that bring about these effects.
For example, leachate. What causes leachate to form?
3. After students have identified the probable cause(s), they will investigate how
their sphere is affected by landfills. The students become the experts for their
Page 8 of 13
sphere and teach the other classmates how their sphere is affected by the
event. Students will also be responsible for developing how they will present
their information to the class. (This will connect the language arts discipline
using various skills such as summarizing and organizing data.) The teacher will
want to help generate ideas on how it could be presented. The students will
be given many resources from websites to explore and investigate.
Resources for students to use:
http://www.zerowasteamerica.org/BasicsOfLandfills.htm
http://www.waterencyclopedia.com/La-Mi/Landfills-Impact-onGroundwater.html
http://en.wikipedia.org/wiki/Landfill
http://www.landfill-site.com/html/landfill_videos.php
http://www.epa.gov/osw/nonhaz/municipal/
http://www.knowledgegalaxy.net/landfill_facts/landfill_facts.html
http://www.justlivegreener.com/environment/253-scary-facts-aboutlandfills.html
Assessment: Teacher observation of cooperative group learning, how the
students presented their material (visuals, outline, graphic organizer, etc.), the
number of effects the cause may have, and the depth of reasoning behind each
effect on the sphere.
See Rubric for Jigsaw Teach Assessment of this activity. (next page)
Page 9 of 13
Rubric for Jigsaw Teach Assessment:
POINTS
Group
Cooperation
Presentation of
Information
Number of
Effects from the
Cause
Depth of
Reasoning
Behind Each
Effect on the
Sphere
4
3
2
1
Student took on
leadership role,
collaborated well
with others,
quality research &
edited ideas.
Students used
visuals such as
pictures, charts,
graphs, diagrams,
organizers, etc. to
present info.
Students identified
four effects from
the cause.
Student helped to
organize some
ideas and edit
them. Quality
research input.
Student did little
research and
provided little
input to ideas.
Student did no
research. Good
listener, but added
no additional
input.
Students used an
organizer to
present their
information and a
visual.
Students used a
graphic organizer,
but no visuals to
present
information.
Students did not
use visuals or a
graphic organizer
to present
information.
Students identified
three effects from
the cause.
Students identified
two effects from
the cause.
Students identified
one effect from
the cause.
Students provided
multiple examples
to explain their
effect with
multiple cited
sources.
Students provided
multiple examples
to explain their
effect with a few
cited sources.
Students provided
an example to
explain their effect
with one cited
source.
Students provided
no examples to
explain their effect
with no cited
sources.
*Scoring: Take the rubric score total from all four criteria areas and multiply it
by 5. (For example, the student received a rubric score total of 15. Times 15 by
5 = 75. Total point value possible is 80.)
Extension Activity:
In this activity, students will identify what components make a landfill sanitary
(Meaning how it is going to be lined, what waste products are acceptable, and
how the leachate is going to be dealt with), draw a diagram of a sanitary landfill
(refer to the components), and construct a model of a landfill.
Resources to Consult:
U.S. Environmental Protection Agency “Terms of Environment”
(http://www.epa.gov/OCEPAterms/) and state municipal solid waste data
(http://www.epa.gov/epaoswer/non-hw/muncpl/states.htm).
How Stuff Works (http://people.howstuffworks.com/landfill.htm)
The Solid Waste Association of North America (http://swana.org/)
Page 10 of 13
Suggested Materials for Model Construction (but not limited to):
clear plastic container, large sheet of clear plastic, enough modeling clay to cover
the bottom and top of the container, enough potting soil to make three or four
layers in each container, paper scraps and other refuse scraps (do not
include food or organic waste), plastic straws of various sizes, grass seed
(optional)
Procedure:
Students will be in groups of 3 or 4.
Students will identify what components make a landfill sanitary (Meaning how it
is going to be lined, what waste products are acceptable, and how the leachate is
going to be dealt with).
Draw a diagram of a sanitary landfill (refer to the components).
Students will construct a model of a landfill. Students will use their diagrams to
assist in constructing their landfill model. Do not give them instructions on how
to construct their model. Allow them to design this using the materials they
chose, based on their diagram.
Assessment: See Extension Assessment Rubric
Key Components to look for when evaluating students landfill models:
 Clay should line the bottom of the container.
 Then, the plastic will line the bottom and sides.
 The straws represent the leachate, groundwater, and methane collection
equipment and should be placed so that they extend above the surface of the
completed landfill.
 Next, students should layer the waste material and potting soil.
 The final layer of the landfill is covered with clay followed by top soil.
 Students may wish to plant grass seed on this layer and decorate it to
represent a golf course, etc.
Extension Assessment Rubric
POINTS
4
3
Group
Cooperation
Student took on
leadership role,
collaborated well
with others,
quality research &
Student helped to
organize some
ideas and edit
them. Quality
research input.
2
Student did little
research and
provided little
input to ideas.
1
Student did no
research. Good
listener, but added
no additional
input.
Page 11 of 13
edited ideas.
Components of
a Sanitary
Landfill
Diagram of a
Landfill
Constructed
Model of a
Landfill
Students identified
waste materials,
leachate, liners,
and clay base.
Students identified
3 of the 4 items
mentioned in a
rubric score of 4.
Students identified
2 of the 4 items
mentioned in a
rubric score of 4.
Students identified
1 of the 4 items
mentioned in a
rubric score of 4.
Students drew &
labeled waste
materials, a
leachate removal
system, liners, soil
layering, and a clay
base.
Students included
waste materials, a
leachate removal
system, liners, soil
layering, and a clay
base.
Students drew &
labeled all of the
items mentioned
in a rubric score of
4, except for 1.
Students drew &
labeled some of
the items
mentioned in a
rubric score of 4.
Almost half.
Students drew &
labeled a few
items needed for a
rubric score of 4.
Students all of the
items mentioned
in a rubric score of
4, except for 1.
Students included
some of the items
mentioned in a
rubric score of 4.
Almost half.
Students included
a few items
needed for a
rubric score of 4.
*Scoring: Take the rubric score total from all four criteria areas and multiply it
by 5. (For example, the student received a rubric score total of 15. Times 15 by
5 = 75. Total point value possible is 80.)
Page 12 of 13
Reflection
Submitted By: Matt Kramer
Initial Thoughts & What I Have Learned
Now, having completed two modules, I feel that I’m in the frame of mind that a
true scientist may be in. I no longer look at an event the same way. I question
how something happens, why something happens, and what effects are results of
it. I never used to look at something and question how it would affect another
sphere, and how another sphere would affect another sphere. The interconnections between everything on Earth are vast. I have learned that many
resources and research are keys to understanding and are crucial to providing
support and evidence when making a statement. There needs to be some sort of
backing behind what you say.
How Have I Learned About Earth System Science?
I have learned about earth system science through many avenues as this course
has progressed. From the two modules (Coral Reefs and Ice Sheets) I have
learned how to make connections between events and spheres, spheres to
events, and spheres to spheres. I have learned about causal chains and how one
event can set a whole train in motion with literally no ending. They affect so
many things.
I have learned earth system science through my peers. Our discussions and
differing point of views has been very beneficial. We learn a lot from our peers.
Each person has so much to offer and a different view point.
I have also learned much about earth system science through the many resources
that have been provided or researched by myself and peers.
Ice Sheets Module
Before this module, I knew very little about ice sheets, except for what I’ve seen
on TV and what I’ve learned through Dr. Hauser’s Glacial Landforms class. When
you refer back to my prior knowledge of ice sheets, you will notice that my
interactions are limited in depth. *I was so excited the other week when one of
my students asked me why Antarctica and the Arctic regions were mostly ice. I
actually felt comfortable giving them answers and responses. I will now look at
ice sheets and think what effects they could have, short and long term.
Page 13 of 13