Module IIB: Human Impact on the NJ Meadowlands Marsh
Session 2: Decomposition & how to “Reduce, Reuse, &
Recycle”
This lesson is based upon work supported by the National Science Foundation under
Cooperative Agreement Number HRD 0638793.
Any opinions, findings, and
conclusions or recommendations expressed in this material are those of the
author(s) and do not necessarily reflect the views of the National Science
Foundation.
Permission is granted to copy these materials for educational, non-commercial
purposes provided the source is acknowledged.
Meadowlands Environment Center - MarshAccess © Copyright 2009
A New Jersey Meadowlands Commission Facility operated by
Ramapo College of New Jersey
Module IIB: Human Impact on the NJ Meadowlands Marsh
Session 2: Decomposition in a Landfill; Reduce, Reuse, and Recycle

Science Content
Aerobic Decomposition
Anaerobic Decomposition in a
Landfill
Decomposition Timeline



Science Tools
Microscopes
Ken-a-vision
Proscope


Meadowlands Content
Meadowlands area landfills: history
and current status
 DeKorte Park built to remediate a
landfill
 “Trash to trails” concept
Documentation
 Decomposition Timeline
 Journal sheets
- Record effects of decomposition

Instructional Objectives:
Participants will learn / be able to:
 That decomposition happens over a period of time and has many stages.
 How long it takes common items to decompose in a landfill.
 How items can change in a landfill over time.
 How decomposition can change the items with the use of microscopes.
 The importance of proper waste management (regulated versus unregulated)
 Understand the importance of keeping recyclable items out of landfills.
Activities:
Decomposition in a landfill (30 minutes)
Review “Meadowlands Mindset”
Reiterate basic landfill information (construction, necessity, waste management)
DeKorte Park is built on a landfill
Discuss what chemical processes happen in a landfill due to decomposition
-Use this as an opportunity to discuss aerobic decomposition with the
rotten apple pieces
Then discuss anaerobic decomposition and the production of methane
Methane can be used as an energy source
Introduction Materials: Decomposition bar graph, 1 per student. Apple decomposition
demonstration
Universal Instructional Design (UID) – Educator will review, through a PowerPoint, the
process of decomposition. Educator reads and describes images on slides. PowerPoint
color contrast, font and size meet accessibility standards; white space, no more than 6
lines of text, no more than 6 words per line, images have alternate text tags. A copy of the
PowerPoint available in color (1 or 2 slides per page) in a 3-ring binder will be available.
A sound field system/assistive listening devices for those with hearing impairments or
attention difficulties will be provided. Participants manually record results of “Landfill
in a Bottle” in journal. Journals with Verdana font and 18 pt. size, uncluttered design
with white space. Educator will verbally describe and physically demonstrate how to
construct the “landfill in a bottle” and how to fill out the journal sheet.
“Landfill in a Bottle” Activity (60 minutes)
 Participants will each be given a prepared soda bottle to serve as the landfill
 Students will begin layering their bottles with a small scoop of rocks
 Next, a sheet of pre-cut plastic will be laid on top of the rocks, to serve as the liner
 Soil will be added on top of the rocks
 Next, pre-mixed ‘garbage’ will be added on top of the soil.
 Garbage will be added again, followed by a few sprays of water.
 Continue adding garbage, soil, and water (in that order) until the top is reached,
making sure to finish with a layer of soil
 Cover the top of the bottle with plastic wrap and hold it there with a rubber band
Once the activity is completed, Educator will provide closure by discussing the
construction of a landfill, importance of waste management, and the decomposition that
will be observed in the landfill bottle.
Materials: -Pre-cut plastic soda bottles (1 per person)
-Rocks
-Pre-cut black plastic garbage bags (sized to fit)
-Soil
-Pre-mixed garbage
-Spray water bottles
-Plastic wrap
-Rubber bands
-Permanent markers for bottle identification
-Journal recording sheets (1 per person)
Decomposition Timeline (15 minutes)
Study a timeline of common household items and their respective rates of
decomposition
Compare the items on the chart to the items placed in the “landfill in a bottle”
Materials: Decomposition Timeline jpeg
Universal Instructional Design – Educator elicits responses. Educator verbally explains
and physically demonstrates how to create landfill in a bottle. Enlarged text and visual
instructions at each work station. Participants will manually record landfill strata in
journal, or verbally record data using hand-held recorder. Journals are designed with
Verdana font and 18 pt. size, large print, uncluttered design with white space. A sound
field system/assistive listening devices for those with hearing impairments or attention
difficulties will be provided. Option to draw the landfill or fill in components on preprinted journal sheet.
Program Modifications/ Adaptations
Following are specific accommodations/adaptations and strategies found effective, and
currently in use or being tested for use by specific disability groups in this program
module.
Cognitive Disabilities
Content –To simplify activity content and place emphasis on the landfill in a bottle
construction, models can be made per table, instead of per person. Also, decomposition
graphs can be discussed as a group on the board instead of each person having a graph.
Learning Environment – Extra staff assistance; materials arranged in sequential order at
each table. Limit choices for “garbage” add-ins.
Materials – Gravel and soil can be pre-measured; cups with handles for scooping and
pouring gravel and soil; Pre-cut plastic.
Equipment/Assistive Technologies – Communication boards with text and images
serving as memory prompts, or for use in non-verbal response.
Teaching Strategies – Use simple vocabulary; frequently repeat concepts; speak slowly;
ask multiple choice questions (only giving them two options); verbal or kinesthetic
participation in activities. Physically demonstrate how to do activities. Break down
information into small chunks. When necessary, demonstrate, hand-over-hand, how to do
an activity. Have participants work with a partner. Group subdivided into smaller groups
(4 at a table, one educator per table). If possible, train partner staff first to enable them to
better assist their participants. Materials can be manipulated by a group (per table) instead
of per person.
Mobility Disabilities
Learning Environment – All materials on table top and within easy reach to decrease
need for movement around room. Extra staff available for hand-over-hand assistance.
Materials - Larger chart page size attached to large clip board; landfill in a bottle
worksheet enlargement placed on a clipboard.
Equipment/Assistive Technologies – Educator / assistant aids in journal completion. Lap
trays or height adjustable tables for wheelchair users or those with physical access issues
can be used. Laptop computer for recording findings using alternative input devices.
Communication boards with text and images serving as memory prompts, or for use in
non-verbal response.
Teaching Strategies – open-ended questions, some multiple choice questions, extra time
to respond either verbally or with personal communication device; additional time to
execute activities. Participants subdivided into small groups (4 at a table) with one
educator and an assistant. Flexible approach to all activities (e.g. eliminating activities or
re-calculating time spent on each portion of the program; developing new methods for
accomplishing physical tasks based on trial and error, participant or chaperone
suggestion)
Blind and Low Vision
Learning Environment – All materials arranged sequentially on table top in front of
participant(s).
Materials - Journal and other documents enlarged to Verdana 20 pt.; documents
converted to Braille; PowerPoint offered in a binder, with one slide per page; PowerPoint
available in electronic, accessible formats for personal viewing following the scheduled
program. Tactile representation of completed landfill.
Equipment/Assistive Technologies - Tape recorders to verbally record data. Braille
embosser and Braille translation software for converting text documents into Braille.
Laptop computer for recording findings using alternative input devices. Directions prerecorded on electronic device with headphone.
Teaching Strategies - Educator reads what is on each PowerPoint slide, and verbally
describes relevant pictures in detail. Offer Hand-on-hand assistance with activities and
verbal description of items being used, including color, shape, physical characteristics,
etc.
Deafness and Hearing Loss
Learning Environment – Seating and activities arranged to accommodate need for lip
reading and sign language presentation.
Materials/equipment – Sound field and assistive listening devices. Offer written and
visual step by step instructions for all procedures and activities. Communication boards
with text and images serving as memory prompts, or for use in non-verbal response.
Teaching Strategies – Use interpreter(s) that have been provided with key vocabulary
beforehand. Educator speaks slowly and clearly, to accommodate interpreters and those
who lip read; educator stands in a central, front of room location so all participants who
lip-read can clearly see the face of the educator. Educator physically demonstrates how to
perform landfill in a bottle activity, waiting between steps for interpreter to complete
translation, and to wait for any questions. Participants break up into small groups (4 or
less) during activity, with assistant working with each group, and interpreters moving
from group to group as needed. Educator refers to simplified and standard text and visual
step-by-step instructions.
Age-Related Limitations
Note: All materials, equipment, assistive technologies, and teaching strategies described
above would be implemented based on the functional ability /disability (cognition,
mobility, hearing, vision) of the participant.
Content: High level, age appropriate content, closely related to expected life experiences
of participants.
Learning Environment –Shortened program.
Materials - High level, high interest journals with large font, visually organized with a
great deal of white space separating text, images, answer boxes. Communication boards
with text and images serving as memory prompts, or for use in non-verbal response.
Equipment/Assistive Technologies – Sound field and assistive listening devices. Low
tech and high tech magnification devices.
Teaching Strategies – slower pace of instruction (especially with those individuals with
aphasia), allowing extended time to ask and answer questions. Use a whiteboard to write
down key concepts during lecture/discussion phase of program. Relate science content to
life experiences. Participants break up into small groups (4 or less) during activity to
encourage interaction and participation.