EXPECTED OUTCOMES

5
At the end of this module, the students shall
be able to:
a. Describe the water, air, and solid waste
management systems, its components, and
the national policies that govern it.
b. Express the importance of water, air, and solid

MODULE
waste management systems in the
Philippines.
c. Apply basic knowledge on environmental
management system.

FIELD AND LABORATORY

ACTIVITIES AND
ENVIRONMENTAL PROJECT

Module 5 contains:
 Various Field and Laboratory Activities
 Environmental Project

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 ACTIVITY 1
PEA SOUP PONDS: ALGAE INVESTIGATION & ANALYSIS
FOR WATER QUALITY
Introduction
In this activity, students learn how water can be polluted by algal blooms. They
grow algae with different concentrations of fertilizer or nutrients and analyze their results
as environmental engineers working to protect a local water resource.
Engineering Connection

Engineers strive to create situations in which water is usable by humans or other

living organisms, including plant and animal life. Algae is one method in which engineers
can determine the relative health of a water source. For example, a pond with high
concentrations of algae will have low oxygen levels. Engineers would test and monitor
this water source to ensure that the algae levels return to normal levels, creating a safe
habitat for its consumers. Effective pollution control strategies or water treatment
technologies would be employed to return the water to its normal condition.
Objectives

 Determine the effects of fertilizers on algae growth.

 Discuss how algae can become a problem for stream habitats and engineered
processes if too much of it grows in a stream or pond.
 Mathematically represent algae growth in the form of a graph and chart.
 Develop a basic engineering presentation to explain the results of their algae
investigation and what course of action could be taken next.
Materials

 4 baby food jars or Petri dishes

 Hot tap water that has been aged for one day
 1 eyedropper
 Algal culture (from a biological supplier or scraped from a local fish tank)
 Commercially packaged plant fertilizer pellets or loose fertilizer (any type of
commercial plant food may be substituted)
 Artificial light source, preferably fluorescent
 4 2-3" strips of masking tape or wax pencil
Procedure
Before the Activity

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 1. Order the algal culture in advance from a biology supplier.
2. Purchase fertilizer. It is best if all students use varying amounts of the same fertilizer.
3. Prepare culture water by drawing 1 gallon of hot water from the tap and letting it
stand for 1 day.
During the Activity
1. Professor will discuss about algal blooms, including common causes. Review why
engineers would be interested in preventing algal blooms.
2. Each group will have four identical jars of water and algae, and their job as
environmental engineers will be to experiment to find the effect of fertilizer on algae.
1 of the 4 jars should be left as a "control sample," that is, it should be a reference
against which the other jars can be compared. The control jar should have a
concentration of zero, meaning students should not add any fertilizer to the jar.
3. Break students into groups of four. Each student should have his/her own jar.
Number each group or let students pick a team name.
4. Introduce the fertilizer to be used, and determine how it should be measured (for
example, eyedroppers full for liquids, teaspoons for dry fertilizer, or numbers of
pellets). Groups should plan their own experiments by selecting four different
fertilizer concentrations (remember: one concentration they choose must be zero).
Within the class, there should be a broad range of concentrations.
5. Label the jars with masking tape or wax pencils. Include the group number or name,
student's name, and amount of fertilizer added. The students shall add fertilizer first,
and then fill with aged tap water to within a centimeter of the top.
6. Add one eyedropper full of live algae to each sample jar. Leave jars uncovered.
7. Place all jars in areas with similar light intensities. An artificial light source may be
used if needed. Make sure the source of light is held constant for all jars. Dark at
night is fine.
8. Students shall observe their jars daily for any visual evidence of algal growth. Keep
records on the algae growth charts or in engineering log books. After about three
days, algae growth should become obvious as indicated by an increased 'greenness'
in the jars and possibly odor.
9. At the end of one week, the students shall fill out the "Growth After 1 Week" section
of the Algae Growth Chart. The members of each group should work together to
decide how the algal growth in their control jar compares with their other jars. They
may also record any other observations on their growth chart.
10. Discuss different ways the data could be presented. The students shall make a graph
of their results. Their graphs should be a line graph or a bar graph and should have
time along the x-axis. Concentration of algal growth should be recorded on the y-axis

114
 either as a quantified percent of greens or light or a relative amount; i.e., high,
medium and low algal growth.
11. Have groups present their results.
12. Clean up: The algal cultures should be poured on the ground, especially in areas
that could use fertilizer. Avoid adding the cultures to surface water. If you pour them
down the drain, they may burden your sewage treatment system.
Discussion
Please present your answers at the Explanatory Notes section of the Personal Activity
Sheet.
1. Did different groups have similar findings?
2. Are there any dead algae on the bottom of their jars? If yes, what will eventually
happen to the algae? Would this be good or bad for animals living in the water?
How would this affect a wastewater treatment plant?
3. Are there any practices that you have seen that could contribute to this problem?
Are there actions that you could take that would improve the situation? How might
engineers solve this problem?

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 PERSONAL ACTIVITY SHEET
Title: ________________________________
Date: _________________________ Location of Activity: ____________________
Time Started: ___________________ Time Finished: ________________________

Equipment/Instruments/Materials Used:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

Group Name: _____________________________

Designation of Members:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

Observations/Sketches

Pea Soup Ponds Activity

Algae Growth Chart
Instructions
Record algae growth observations below.

Fertilizer
Day 1 Day 2 Day 3 Day 4 Day 5
Concentration

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 Fertilizer Growth Compared to Control Jar After One Week
Concentration Less Same More

Additional observations (such as color, odor, etc):

117
Explanatory Notes

Recommendations/Conclusions

118
Documentation

119
 ACTIVITY 2
STRAINING OUT THE DIRT
Introduction
Students groups build water filters using activated carbon, cotton and other
materials to clean a "dirty" water sample made from chocolate powder added to tap water.
They test and make observations of filter effectiveness, suggesting material and layering
design improvements. They see how their filtering process compares to the drinking water
treatment processes designed by engineers to provide communities with clean water
supplies.
Engineering Connection

Environmental and civil engineers design systems to process communities' water

supplies to make them clean enough for people to drink. Depending on the starting water
quality, most municipal water treatment systems involve many steps to eliminate the
contaminants that could make people sick. Often, the treatment process includes the use
of filters of sand and activated carbon to remove particulate matter and certain bacteria
just before the water is disinfected with chlorine.
Objectives

 Design and build a model filter and compare it to processes used by engineers in
drinking water treatment.
 Test and make observations on filter effectiveness.
 Use data from observations to construct a reasonable explanation of drinking water
treatment through a filter.
 Describe how drinking water filters can help improve the drinking water quality of a
community.
Materials
Each group needs:
 0.5 liter (500 ml) plastic water or soda bottle
 ½ cup granulated activated carbon (GAC)
 2-3 cotton balls
 jar, smaller in diameter than the 500 ml bottle so that the water bottle can be
supported in the jar without falling through
For entire class to share (and the teacher to use):
 drill with small diameter bit
 kitchen knife or scissors
 3 teaspoons of chocolate powder mix
 water, enough water for each bottle to be filled up 3-4 oz.

120
  pitcher or bucket, for mixing powdered chocolate and water
 4-5 cups of sand
 50+ marbles
Procedure
Before the Activity

 With a knife or scissors, cut off and discard the bottoms of each empty 0.5 liter bottle.
 Using a drill, make two holes in each bottle screw top. Although this step is not
required, it slows the water flow, resulting in less mess in the classroom.
 Prepare a supply of "dirty" water by mixing two or three teaspoons of chocolate
powder and the cold water in the pitcher. Don't worry if the powder makes lumps at
the top of the mixture.
 Construct one or two filters as examples and a control. For the control, turn one
plastic bottle upside down, with the cut opening to the top, and place a cotton ball in
the lid. Screw the lid back onto the bottle. Use this filter as the control filter for
students by pouring the mixture into the bottle and watching the chocolate/water
mixture pour out. Create another filter or two the same way, but add whatever
mixtures of cotton, sand and marbles that you would like to serve as example filters.
 At the Explanatory Notes section of the Personal Activity Sheet, the students shall
draw a table with 3 columns. Label the first column with Know, the second column
with Want to Know, and the last with Learned. Under the title Know, write all the
things they know about drinking water filters. Under the title Want to Know, write
down anything they want to know about drinking water filters. After the lesson,
under the title Learned, write all of the things that they have learned about drinking
water filters.
During the Activity

1. The class shall be divided into groups of four to five students each. They are going
work as if they are environmental engineers designing water filters for a drinking
water treatment plant. Their engineering challenge is to make the cleanest water
possible out of the provided dirty water sample using any combination of the
available materials. One requirement is that each filter must include a cotton ball in
the bottle lid.
2. The students shall make predictions on which filter layer will be the most effective at
cleaning the water and why.
3. When each group has finished creating their filters, pour about 2" thick
(approximately ½ cup) of granulated activated carbon (GAC) on the top of their
layers. Now the filters are ready to be used.

121
4. The students shall place their filters with the caps downwards on the tops of their
glass jars.
5. Next, the professor will pour the chocolate mixture into the prototype filters for each
group. The students shall be directed to observe the "clean" water move from the
bottom of the filter into the jar. When the filtration is done, the students shall take
their jars and filters to a location where light can illuminate the new mixtures. What
happened to the water when it was filtered?
6. The class will vote on which team's filter cleaned the water the best. As time permits,
the class will discuss why the winning filter was the most effective and ask for
suggestions and ideas for how to make the filter even more effective.

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 PERSONAL ACTIVITY SHEET
Title: ________________________________
Date: _________________________ Location of Activity: ____________________
Time Started: ___________________ Time Finished: ________________________

Equipment/Instruments/Materials Used:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

Group Name: _____________________________

Designation of Members:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

Observations/Sketches
(Include a sketch of the drinking water filter. Label each layer and identify the different materials in each
layer.)

123
Explanatory Notes

Recommendations/Conclusions

124
Documentation

125
 ACTIVITY 3
I BREATHE WHAT?
Introduction
Students capture and examine air particles to gain an appreciation of how much
dust, pollen and other particulate matter is present in the air around them. Students place
"pollution detectors" at various locations to determine which places have a lot of particles
in the air and which places do not have as many. Quantifying and describing these
particles is a first step towards engineering methods of removing contaminants from the
air.
Engineering Connection

Engineers of all disciplines creatively design new technologies to reduce the

production of air pollution. Some engineers examine the types of chemicals released in
the manufacturing process, and re-design new ways of production or methods to remove
the harmful chemicals before the factory air is released into the atmosphere. Others re-
design engines to make more efficient the fuel burning process and/or reduce chemical
emissions.
Objectives

 Identify some examples of particulate matter in the air.

 Create a particulate matter collector.
 Hypothesize why some locations have more particles in the air than other locations.
 Describe why engineers count particulate matter while observing air quality
Materials
Each group should have:

 One 3" x 5"index card

 Clear Packaging tape
 One pair of scissors
 A piece of string, 20 cm long
 A (single) hole puncher
 A microscope (preferred) or magnifying glass
 A piece of graph paper
 Pollution Detector Worksheet
Procedure
Answer the following questions:

126
  What are some man-made sources of particulate matter?
 How can we reduce any of the above sources?
To make and deploy their pollution collectors, students should:

1. Cut a hole in an index card. The hole can be square, round or any other shape that
students like, but it should have at least one area that is as large as a 2" x 2" grid on
the graph paper.
2. Punch a hole in the index card near one end. Thread the length of string through the
hole and tie it in a loop. The pollution detector should hang loosely from the string.
3. Write information on the index card for future identification (i.e., name, date, class
period).
4. Put a piece of packaging tape over the larger of the holes cut in the card. The sticky
side of the tape will collect airborne particles, so students should be careful not to
touch the sticky side or to stick the tape to their desk, paper, their clothes or anything
else.
5. Hang the pollution detector at a location that you would like to investigate. More
particles will be collected at areas of greater airflow, such as near vents. Other
interesting places could be nearby classrooms, the cafeteria, the kitchen, the
teacher's lounge, a copy machine, a bus stop, or really just about anywhere else.
They should place them where they will be protected from weather.
6. Leave the pollution detectors hanging for at least 24 hours, preferably longer (over a
weekend is good).
After the pollution detectors have been collecting particles for some time, they are ready
to be analyzed.
To analyze the pollution detectors, students should:

1. Cut a small square out of a sheet of graph paper (i.e., 1 grid, or a 2" by 2" square).
Each group should cut a square the same size so that they are looking at an equal
area on the surface of their pollution detector. Place the paper on the microscope
stand so that the hole is centered in the microscope's field of view.
2. Place the pollution detector over the paper on the microscope stand, sticky side up.
Choose an area with few particles, an area with many particles and an area with an
intermediate number of particles.
3. Count the number of particles in each area chosen (few, many and intermediate).
Record number on the Pollution Detector Worksheet.
4. Identify at least three kinds of particles (i.e., fuzzy pollen, hairs and small pieces of
soil). On the Pollution Detector Worksheet, describe and draw some of the particles
seen through the microscope.

127
5. Compute the average number of particles on the pollution detector by adding the
number of particles counted in each area and dividing by three.
6. Compare the number of particles on each pollution detector with other pollution
detectors to find areas with many particles in the air, and areas with fewer particles
in the air.

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 PERSONAL ACTIVITY SHEET
Title: ________________________________
Date: _________________________ Location of Activity: ____________________
Time Started: ___________________ Time Finished: ________________________

Equipment/Instruments/Materials Used:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

Group Name: _____________________________

Designation of Members:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

Observations/Sketches
Pollution Detector Worksheet
Number of Particles
Square #1
(with a small number of particles)
Square #2
(with medium number of particles)
Square #3
(with lots of particles)
Total
(add all the above numbers)
Average
(divide the total by three)

Sketch and Describe the Pollution

1. Choose three different particles and sketch them in the table provided
below.
2. Write a description of each particle, including the approximate size, color
and texture.

129
 Drawings Descriptions
Particle #1

Particle #2

Particle #3

Explanatory Notes

Recommendations/Conclusions

130
Documentation

131
 ACTIVITY 4
CLEANING THE AIR
Introduction
Engineers design methods of removing particulate matter from industrial sources
to minimize negative effects of air pollution. In this activity, students undertake a similar
engineering challenge as they design and build a filter to remove pepper from an air
stream without blocking more than 50% of the air.
Engineering Connection

One of the biggest challenges engineers face is devising new techniques to

prevent industrial air pollution. Engineers are creative in designing modern pollutant
recovery methods and industrial technologies that remove particulate matter from
industrial sources to minimize negative effects of air pollution. Mechanical and
environmental engineers develop new technologies to control the problems old
technologies have created. For example, engineers create air filtration systems that are
commonly used in homes and businesses.
Objectives

 Describe several causes and health effects of air pollution.

 Use the engineering design/test/build process to create a model indoor air filter.
 Count and calculate the average number of particles collected in one area.
 Understand how engineers construct air filters to clean air pollution.
Materials
Each group should have:

 2-3 index cards or construction paper

 clear packaging tape
 scissors
 a variety of filter-making supplies (i.e., pipe cleaners, cotton balls, cloth, tape,
tissue paper, etc.)
 Cleaning the Air Worksheet (one per student)
For the classroom to share:

 shoebox
 tape
 string
 aluminum foil

132
  4 index cards
 black pepper, sand or similar small particles
 large container (such as a trash can or cardboard box)
 protractor
 hair dryer
Procedure

For the testing apparatus (to be constructed before the activity):

1. Cut a hole in the end of a shoebox. The hole should be sized so that the narrow end
of a hairdryer fits into it.
2. Cut out the opposite end of the shoebox so it is completely open.
3. Tape a piece of string so that it extends horizontally across the top of the cut out end.
4. Fold a piece of aluminum foil in half and hang it over the string. The deflection of the
foil when the hairdryer is on will be used to indicate the amount of air flow. This will
be measured with a protractor.
5. Fold four index cards into an "l" (L) shape. Tape these halfway down the length of
the shoebox on the inside to hold the students' filters (see Figure 1).

Figure 20: The filter testing apparatus (Image created by Ben Heavner, University of
Colorado, Boulder, 2004)

6. Set up the testing apparatus in a location to which students have easy access.
Position the hairdryer through the first hole cut in the shoebox (a ring stand may
be useful for holding the hairdryer). Set a large container on its side at other end
of apparatus to catch particles. If you are using a long container, such as a trash

133
 can, you may need to place the entire apparatus inside the container so that
students will be able to capture particles with a pollution collector.
Day One

1. The students shall be divided into groups of two or three depending on how the class
works best.
2. The students will be given a brief review about particulate matter. They will be
reminded that particulate matter is the "stuff" they collected on their pollution
detectors in the I Breathe What? Activity from this unit. It is all the small particles like
fly ash, dust and pollen that pollute the air.
3. Design an air filter that filters out the most particulate matter without blocking the air
flow. The black pepper will be used as the particulate matter.
4. The testing apparatus shall be shown to the students. There will be two slots that will
hold a filter and so students can design two filters if they want, but it must fit into the
testing apparatus' filter slots.
5. An ammeter will be introduced to the class. The ammeter on the testing apparatus
is the aluminium foil.
6. Turn the hair dryer. This is full air flow. Put an index card into the testing apparatus
that fully blocks the air flow. This is no air flow.
7. Air filters cannot block more than 50% of the air flow. The students shall be asked
what the ammeter will look like when 50% of the air is blocked.
8. There are four criteria for the air filters that the students build (These are also
indicated on the Air Pollution Background Sheet.)

 They can only use materials that are provided by the teacher.
 The filter cannot block more than 50% of the air.
 The filter must be designed to fit into the testing apparatus filter slots.
 All students must test the filter at least once.

9. The students will be given the remainder of the period to work in groups and design
their filter. There is no building on day one; they should just list their ideas and
draw a picture of their filter design.
Days Two and Three

1. The groups will be given one entire period to build their air filters and time to test
them at least once. Students will probably have to test them several times to optimize
and adjust the filter, so use two class periods to build if necessary. If needed,
students are allowed to redesign their filter.

134
2. After everyone has optimized their filters, begin final testing. For the final test
students should build a pollution collector as in the I Breathe What? Activity from
this unit. If the class did not do this activity, explain to students how to make the
pollution collector and how to analyze the data. The students must put a piece of
graph paper under the pollution collector and count how many particles are in 4
squares and then take the average.
3. The pollution collector is placed outside of the air pollution apparatus just beyond
the ammeter. It is best to tape the collector to the bin that is being used to contain
the escaping pepper.
4. After all groups have tested their filters, compare the results and filter designs. The
students will discuss what was the most challenging part of the design process.

135
 PERSONAL ACTIVITY SHEET
Title: ________________________________
Date: _________________________ Location of Activity: ____________________
Time Started: ___________________ Time Finished: ________________________

Equipment/Instruments/Materials Used:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

Group Name: _____________________________

Designation of Members:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

CLEANING THE AIR WORKSHEET

Define the Challenge
Write a description of the challenge you are asked to solve.

Define the Criteria

Write the criteria for your filter here.
1.
2.
3.
4.
5.

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Develop Solutions
Use the space below to sketch and make notes of possible solutions.

Conclusion/Results
Count the particles in four different squares in the center of the collector

Square Number of Particles

#1

#2

#3

#4

Total

Average: Total/4

137
Explanatory Notes
Describe what happened when you tested the filter. What would you do to improve your
filter? (If you test your filter multiple times, you should list each test.)

Recommendations/Conclusions

138
Documentation

139
 ACTIVITY 5
LET’S TALK TRASH
Introduction
Students collect, categorize, weigh and analyze classroom solid waste. The class
collects waste for a week and then student groups spend a day sorting and analyzing the
garbage with respect to recyclable and non-recyclable items. They discuss ways that
engineers have helped to reduce the accumulation of solid waste.
Engineering Connection

Excessive product packaging materials add to the solid waste (garbage) problem.
Packaging engineers use smaller amounts of materials, and find more creative and
efficient ways to safely package consumer products. Engineers determine materials
(paper, paperboard, plastics, glass, metal and wood) and if protective packaging is
needed, using environmentally-friendly and recyclable materials when possible.
Objectives

 Make predictions on the types of trash that a class generates during a week.
 Sort trash into categories (food, paper, plastic, metal, glass and misc.) and sub-
categories (re-useable, recyclable and non-recyclable).
 Calculate the total mass of a group of items.
 Explain the cause-effect relationship on the environment of accumulating solid
waste.
 Describe the attitudes on solid waste in developed and undeveloped countries.
Materials

 classroom trash (one week's worth)

 enough trash cans/bins/boxes for sorting different types of trash: recyclable and
non-recyclable paper, recyclable plastic and metals and glass, food waste,
miscellaneous, etc.
 3 plastic garbage bags or grocery sacks
 bathroom scale (groups may share)
 rubber/latex gloves, one pair per student
 Let's Talk Trash Worksheet, one per student
Procedure

Before the Activity

140
  Gather enough trash cans/bins/boxes to be able to store your classroom trash for
a week.
 Make large, easily readable labels for each trash container.
 Discuss your plans with the school custodian or a substitute to ensure that your
trash stays in you classroom all week.
 Run the trash collection period for five full class days. On the sixth day, conduct the
lab portion of the project.
Before Day 1 of Trash Collection

 The activity will be described to the class. Different types of trash to be collected
and how these should be collected will be discussed. It should be noted that the
students shall only collect trash from the classroom.
 Collect trash for five full school days.
Day 6: The Lab Day

 On the sixth day, the class will be divided into groups of four students each.
 The students shall predict how much trash (total mass) the class generated this
week and predict the amount of trash in each of the categories (such as: food,
paper, plastic, etc.).
 Assign groups each one portion of the trash as lab materials. Distribute a pair of
gloves to each student.
 Distribute three empty trash bags to each group, and sort the trash using the bags.
Sort the trash into three groups: recyclable, non-recyclable and re-useable. Do not
sort any food waste!
 Find the mass of each pile of trash. Record the mass data on the large class data
sheet. Record the units (kg or lbs) in the data tables and round to the nearest ½
unit (depending on the scale).
 Share the results with the class. All students should complete their data tables at
this time. Student teams can write their mass in the class data sheet on the board
or overhead.
 Ask students to complete the Analysis section of their worksheets. If time is short,
assign them to finish the graphs as homework.
 Have students pair up within their teams and work on the Discussion Questions
portion of the worksheet. After students have finished, discuss answers as a class.
 Using the worksheet Conclusions section, assign one student in the group to be
the recorder. Then ask a student to toss out an idea. Next, another person in the
group provides an idea that builds on the first. Go around the group in this fashion

141
 until all students have put in enough ideas to put together a design. When they are
done, have them share their ideas with the class.

For your safety:

 Wear gloves when sorting trash.

 Be aware of broken glass items and metal items with sharp edges.
 Be sure to seal the food trash bag each day in order to prevent health hazards.
Another option is to weigh the food trash each day and keep a running tally of it.
 Be sure all containers are rinsed before being placed in the waste bins (especially
food containers).

Pre-Activity Assessment
 Prediction: Using the Let's Talk Trash Worksheet, predict how much trash (total
mass) the class generated in one week, and predict the amount of trash in each of
the categories (food, paper, plastic, etc.)
Activity Embedded Assessment
 Data Analysis: Fill out the Analysis section of the Let's Talk Trash Worksheet as
you follow along with the activity
Post-Activity Assessment
 Pairs Check: Pair up within the teams and work on the Discussion Questions
portion of the worksheet. Once finished, discuss the answers as a class.

142
 PERSONAL ACTIVITY SHEET
Title: ________________________________
Date: _________________________ Location of Activity: ____________________
Time Started: ___________________ Time Finished: ________________________

Equipment/Instruments/Materials Used:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

Group Name: _____________________________

Designation of Members:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

Observations/Sketches
Let’s Talk Trash Worksheet
I. Prediction
I predict that our class generated _________________________ of trash this week. I
think ____________% of it will be reusable, _____________% of it will be recyclable,
and __________% of it will be non-recyclable.

MASS OF TRASH
Item
Re-usable Recyclable Non-recyclable Total
Food

Paper

Plastic

Metal

Glass

Misc.

Total

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II. Analysis
How much total garbage did your class create this week? ________________
Calculate the percents in each category and record them in the table below.
Example
Your class produced 19 pounds of trash this week. Of this, 2.5 pounds was reusable
paper.
(2.5/19)(100) = 13.2% of the trash was reusable paper.

PERCENT OF TOTAL MASS

Item
Re-usable Recyclable Non-recyclable Total
Food

Paper

Plastic

Metal

Glass

Misc.

Total 100%

Create a pie chart of these results.

Explanatory Notes
III. Discussion Questions
1. Which of the categories has the most reusable items (by mass)? _____________

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 Why do you think this is?
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Which of the categories has the most recyclable items (by mass)? ___________
Why do you think this is?
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Which of the items has the most non-recyclable (by mass)? ________________
Why do you think this is?
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. Was you prediction for the total amount of trash close to correct? ____________
Are you surprised by how much trash your class generated? Explain why or why
not.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. How many classes of students are there in your school? ___________________
How much trash do the classrooms in your school generate each week?
(Assume all classes generate about as much trash as yours does and show your
work below.)

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Recommendations/Conclusions
Make some suggestions for what you think happens to the waste from your school each
week. (Do not forget that in addition to the classroom waste, there is waste in the school
office, the restrooms, the lunch room, special activity rooms, etc.)

Documentation

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 ACTIVITY 6
HOW DOES OUR ATTITUDE AFFECT WASTE?
Introduction
Each of us is responsible for the size and content of the waste stream we generate.
While we need to protect the contents of the products we are purchasing, the amount of
unnecessary packaging can be excessive. Buying reasonably packages products would
decrease the amount of waste we throw.
Objectives
Students will assess typical purchasing practices to determine the influence of
packaging on consumer choices and to determine if consumers consider waste disposal
and recycling when making purchasing decisions.
Materials
Survey on Use of Disposable Products
Procedure
1. Discuss the leading questions:
What influences our purchasing choices?
Why is there so much waste?
Use the Survey on Use of Disposable Products or develop your own questionnaire
to use in interviewing people in a grocery store to find out why they are purchasing
items in their cart. Hypothesize from class discussion what the outcome of the poll
will be.
2. For the homework, interview family members for practice. Then have them
interview shoppers, asking each about several items in their cart. Before doing the
interview, discuss the following points:
a. When surveying people you do not know in store, first get permission from
the store manager for conducting survey.
b. Introduce yourself and ask the shoppers if they would mind answering some
questions for a school survey.
c. Thank them and be polite.
3. As a class, chart and analyse the results of the poll. Compare with class
hypotheses. Identify the most common reasons for buying a food product. What
percentage of the shoppers are concerned about waste disposal costs and options
when deciding what to buy? How often was recyclability taken into account? How
many shoppers knew of local recycling opportunities?
FOLLOW UP
Discuss:

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1. What are the major influences on consumer habits?
2. How can we change our purchasing habits to reduce solid waste?
3. Write a Positive Action Checklist to help people become aware of solid waste
problems and solutions. Publish the class findings in local newspaper/social
media.

SURVEY ON USE OF DISPOSABLE PRODUCTS

GUIDE QUESTIONS
1. What types of products do you buy?
Durable products: (Example: pens, mechanical pencils. Combs, appliances)
Disposable products: (Examples: shampoo bottles, fast food containers, plastic
packaging, juice boxes)

2. How much of these types of products do you buy? (be specific)

How often?

3. Do you consider buying alternatives to disposable products? (Examples: reusable

canvas bags rather than plastic or paper ones, unpackaged products versus
packaged ones, washable dishes rather than disposable ones)

4. What do you do with disposable products when you are finished with them?

5. Are you aware of the opportunities for plastic recycling in your community?
Yes _____ No _____
Do you save plastics for recycling?
Yes _____ No _____

6. Are you aware of opportunities for glass recycling in your community?

Yes _____ No _____
Do you save glass for recycling?
Yes _____ No _____

7. What types of things do you recycle and why?

8. How often do you buy clothes? (number of items per week, month or year)
How do you decide what to buy?
What do you do with clothes you don’t want anymore?

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 PERSONAL ACTIVITY SHEET
Title: ________________________________
Date: _________________________ Location of Activity: ____________________
Time Started: ___________________ Time Finished: ________________________

Equipment/Instruments/Materials Used:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

Group Name: _____________________________

Designation of Members:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

Observations/Sketches

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Explanatory Notes

Recommendations/Conclusions

150
Documentation

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 ACTIVITY 7
ENVIRONMENTAL PROJECT
Introduction
Living in a democratic society, we have many opportunities to get involved in our
community. However, few people know how to get involved and make a difference with
their suggestions. This activity will facilitate the involvement of the students in their
community. In this investigation, students will learn about the key environmental actors
and how they can fit in to the decision-making process.
Objectives
To help students understand the process of taking environmental action and to
help them develop a plan to get involved in a community problem.
Have students identify water resource management problem on a specific water
body in their community, design research questions to address it, conduct the research
and decide how and whether to take action to help solve the problem.
Materials
Newspaper
Social Media
Other publications
Resource people:
Local Government Unit
Department of Public Works
Planning Department
Environmental Management Council
Department of Health
Procedure
1. What are several water resource management issues in your community? Find out
about them by reading local newspapers, attending meetings of solid waste
planning groups, talking to municipal or water resource managers, finding out the
viewpoints of local environmental groups or reviewing local budgets for water
resources.
2. Select a specific water body with management issues to investigate individually or
as part of a small group. Focus on an issue that can be investigated within a
reasonable amount of time.
3. Define your issue as precisely as possible; develop a research question(s) and
conduct the research to answer your question. Possible research techniques for
collecting data to help answer your question could include telephone interviews,
development and use of surveys and questionnaires, and use of both primary and
secondary references.

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 4. Prepare a research report to present in class. The report should include a
description of:
a. the issue
b. the research question(s)
c. the method of investigation
d. the data gathered
e. how you analyzed the data
f. what conclusion you made from the study (both the knowledge gained and
what value that knowledge has)
g. what concepts, values and beliefs influenced why you asked the question,
why you selected the research method and how you interpreted the results.

You may want to speak or interview the following people for information:
- Town Supervisor
- Environmental Management Bureau
- Department of Environment and Natural Resources
- Department of Public Works
- Local Health Department
- Environmental groups
- Environmental Management Council

FOLLOW-UP
Questions to consider as you investigate your issue and before you decide to take action
include:
a. Who is involved in the issue and what are their beliefs, values and attitudes?
b. What are my beliefs and values on this issue?
c. What specific types of action will I take? (Persuasive, consumer, political, legal,
direct, and/or personal action?)
d. Is there sufficient evidence to warrant action on this issue?
e. Are there alternative actions that I could take?
f. What are the legal, social and economic consequences of this action?
g. Do my personal values support this action?
h. Do I understand the procedures necessary to take this action?
i. Do I have the skills necessary to take this action?
j. Do I have the courage to take this action?
k. Do I have the time needed to take this action?
l. Do I have all the other resources needed to make this action effective?
m. What are the ecological consequences of this action?

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 If you decide to take action, choose strategies for which there is a likelihood of success
within a realistic amount of time.
Add a conclusion to your report that describes the action you took and any results.
You may speak to community groups about your findings or write an article for the
newspaper and social media about your findings.

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