PLT s GreenSchools! Waste and Recycling Investigation

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2 PLT s GreenSchools! Waste and Recycling Investigation Overview Through this investigation, students will examine their school s waste stream, will collect and analyze data, and will brainstorm ideas for action projects. They will discover how much waste their school generates and where the waste goes. Then they will learn that reducing waste, reusing items, recycling, and composting saves natural resources, energy, and landfill space. Students will see how individual and collective student actions can affect the waste stream. They will also generate ideas for ways their school could make improvements, such as producing less waste, increasing recycling efforts, or composting cafeteria waste. Furthermore, practicing waste reduction and recycling can save your school money. American Forest Foundation 1111 Nineteenth Street NW, Suite 780 Washington, DC information@plt.org Second Edition Copyright 2012, American Forest Foundation When citing this guide in a bibliography, please use the following reference: American Forest Foundation, Project Learning Tree GreenSchools! Waste and Recycling Investigation This document may be reproduced without permission for educational use. Project Learning Tree is a program of the American Forest Foundation. American Forest Foundation project learning tree GreenSchools! Investigations Waste and Recycling Investigation i

3 Table of Contents Waste and Recycling Investigation Part I. Introduction PLT s GreenSchools! Program About the GreenSchools! Waste and Recycling Investigation... 2 Part II. Educational Context Background Information... 3 Part III. The Waste and Recycling Investigation Materials Directions for Green Team Leaders... 6 Waste and Recycling Investigation Waste and Recycling Action Plan Celebrate Success PLT s Waste and Recycling Investigation: Home Connection Part IV. Supplemental Materials PLT GreenWorks! Grants Resources PLT s Waste and Recycling Investigation: Curriculum Connections project learning tree GreenSchools! Investigations Waste and Recycling Investigation ii

4 Part I. Introduction PLT s GreenSchools! Program About Project Learning Tree Project Learning Tree (PLT), which is a program of the American Forest Foundation, provides educators of students in preschool through grade 12 with the tools they need to improve student learning and to grow stewardship in the next generation. PLT uses trees and forests as windows on the world to teach students how to think not what to think about complex environmental issues. Moreover, PLT helps them learn the skills they need to make sound choices about the environment. PLT is one of the most widely used environmental education programs in the United States. It provides educators with professional development and supplemental curriculum materials that can be integrated into lesson plans for all grades and subject areas, as well as grants for service-learning projects to help educators bring the environment into their classroom and their students into the environment. In an era when more and more children are disconnected from nature, more than 500,000 educators have been trained to use PLT s curricula, thereby reaching more than 75 million students. For more information, visit About PLT GreenSchools! PLT s GreenSchools! program inspires students to take personal responsibility for improving the environment at their school, at home, and in their community. Students, teachers, and school staff members receive tools, training, and resources for student-led Green Teams to create healthier schools and to save schools money! PLT GreenSchools! helps improve students academic performance, develops students critical thinking skills, and grows student leaders. For more information, visit Five hands-on, student-driven Investigations are at the heart of PLT s GreenSchools! program. In addition to this Waste and Recycling Investigation, the following four Investigations cover: Energy: Investigate how much energy your school uses, the main sources of that energy, and ways to implement energysaving strategies. Environmental Quality: Investigate areas where improvements can be made in indoor air quality, transportation, chemical use, and more. School Site: Investigate outdoor recreational opportunities, natural habitats, wildlife, trees, grounds maintenance practices, and ways to make improvements to the school site. Water: Investigate the source, cost, and quality of your school s water supply, current water conservation practices, and ways to enhance water conservation. About PLT GreenWorks! PLT provides GreenWorks! grants to schools and youth organizations for environmental service-learning projects that link classroom learning to the real world. Students learn by doing through community action projects they design and implement to improve an aspect of their school or neighborhood s environment. Since 1992, PLT has helped fund more than 1,000 action projects across the country. Annual deadline to apply is September 30. For more information, visit PLT GreenSchools! Partners PLT GreenSchools! is a program of the American Forest Foundation, in partnership with our 50-state PLT network; the U.S. Forest Service; Keep America Beautiful, Inc.; the Corporation for National and Community Service; and many other national, state, and local partners. For a list of the many dedicated organizations and individuals who have contributed to the GreenSchools! program, please go to the acknowledgements page at project learning tree GreenSchools! Investigations Waste and Recycling Investigation 1

5 About the GreenSchools! Waste and Recycling Investigation This Waste and Recycling Investigation will help students learn how their school manages waste. They will discover how much waste their school generates, as well as learn where the waste goes. They will also investigate school waste reduction, reuse, recycling, and composting efforts. The results of the investigation will inform school staff members and students about areas where they can make improvements. Students will generate ideas for action projects, such as the following: Increasing the types of items that the school recycles. Composting fruit and vegetable waste from lunches. Educating others about waste reduction strategies through fliers, posters, articles in the school newspaper, skits, and school announcements. Promoting reuse by hosting a community swap day for bicycles, sports gear, and other items that students grow out of or no longer want. Overview Students will conduct an assessment of their school s waste stream and will generate ideas for ways that the school could make improvements. As approval, time, and funding permit, students will work with school officials to implement one or more of their waste improvement strategies. In addition, it is hoped that this investigation will encourage students to take action to improve their own wastegeneration habits at home. Objectives Students will accomplish the following: Investigate the waste stream in their school. Collect data about the amount of waste thrown away and recycled for a day. Analyze data and brainstorm ways to make improvements. Develop an understanding of how individual and collective student actions can affect the waste stream. Learn about sustainable approaches to waste management and why it is important to adopt sustainable practices. Generate a plan to improve their school s waste and recycling practices and overall sustainability. Implement one or more of their waste improvement strategies. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 2

6 Part II. educational Context Background Information Finding solutions to waste management problems brings together the fields of economics, environmental science, sociology, political science, health, and engineering. As students conduct this investigation, they will see real-world applications of science, technology, engineering, and math (STEM). A few of the skills that can be taught through this investigation include classifying, estimating, measuring, collecting data, analyzing data, charting, comparing, and reporting. Correlations to Academic Standards PLT s GreenSchools! Investigation are designed to correlate with many national education standards. Please visit for up-to-date information on the correlations among Project Learning Tree s materials and academic standards. Related PLT Activities PLT has numerous activities that enhance this Waste and Recycling Investigation. These activities provide additional background information and student lessons. For a complete listing, see PLT s Waste and Recycling Investigation: Curriculum Connections in Part IV of this document. Careers This investigation may stimulate students interest in a variety of careers related to solid waste management and recycling. Here are a few of the fields that students may discover as they conduct the investigation: City recycling manager Environmental and landfill engineer Environmental health and safety technician Environmental law and policy specialist Environmental scientist Landfill operator and technician Recovered materials entrepreneur Solid waste manager Waste Education Managing our waste is a challenge that people have dealt with since the beginning of time. It will, no doubt, continue to be an important issue for generations to come. In 2010, U.S. citizens generated about 250 million tons of trash (4.5 pounds per person per day!). This volume is almost double the amount generated in The good news is that the amount of waste generated in the United States since 2005 has leveled off. (Source: Although our waste management options are more sophisticated today, we still face many challenges. A more informed citizenry both has the potential to come up with better solutions to our waste problems and knows the importance of generating less waste in the first place. The role of educators is fundamental to this process. The students in your classroom will be the policy makers, scientists, and voters of tomorrow. It is critical to help your students realize that they can make decisions and can take responsible action, which, in turn, can have positive effects on their community. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 3

7 This investigation will help students become more aware of the wastes they generate every day. They will see connections among products they use, reuse, recycle, and discard and the natural resources used to create the products. Waste Terminology The following definitions may be useful as you conduct the Waste and Recycling Investigation in Part III: composting the controlled biological decomposition of organic solid waste such as food scraps and yard trimmings; through composting, organic waste materials are transformed into soil conditioners, such as humus or mulch garbage typically refers to food waste hazardous waste solid waste that may cause or pose a substantial hazard to human health or the environment when improperly disposed; a material is deemed hazardous if it exhibits corrosive, ignitable, toxic, or reactive characteristics municipal solid waste materials that are unwanted and have been discarded, including durable goods, nondurable goods, containers, packaging, yard trimmings, and food wastes; many waste items that are discarded have the potential to be reused, recycled, or composted recyclables waste materials capable of being reprocessed for use in the manufacturing of the same type of product or a new one trash everyday items that are thrown away vermicomposting the process of using worms to compost material (See Activity 24 Nature s Recyclers in PLT s PreK 8 Environmental Education Activity Guide for composting safety guidelines.) Benefits of Recycling Recycling offers many economic, environmental, and community benefits. For schools, recycling can save money. Most waste removal companies charge significantly smaller fees for picking up recyclables than other waste. In addition, schools can earn money by recycling certain items such as aluminum cans. Schools also model good citizenship by recycling. Following are a few examples of benefits from recycling: In 2003, 54 billion aluminum cans were recycled, saving the energy equivalent of 15 million barrels of crude oil America s entire gas consumption for one day. Each year, the aluminum industry pays out more than $800 million for empty aluminum cans to organizations such as schools, Habitat for Humanity International, Boy Scouts, and Girl Scouts. Recycling paper reduces energy and water consumption and saves considerable landfill space. Every ton of mixed paper recycled can save the energy equivalent of 165 gallons of gasoline. Sources: Students at Wyandotte High School in Kansas City, Kansas, learned about the many benefits of recycling when they conducted the PLT Waste and Recycling Investigation. Drawing on the results of their investigation, they decided to implement a schoolwide recycling program. They secured a PLT GreenWorks! grant that helped their Green Team purchase bins and carts to launch the recycling program. In 2011, students recycled 17,000 pounds of paper, plastic, and aluminum allowing the school to get rid of one of its dumpsters and thus save the school money. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 4

8 Benefits of Purchasing Sustainable Products Many schools are adopting and implementing sustainable purchasing policies. There are several reasons for doing so, including buying products that are more environmentally sound and supporting the growth of environmentally conscious businesses. One simple way that schools can help the environment is by purchasing paper that is certified. Paper certification programs, such as Sustainable Forestry Initiative (SFI), give the assurance that the paper comes from sustainable sources. An important source for paper fiber in the United States comes from private family forests certified by the American Tree Farm System (ATFS). In 2009, ATFS had certified more than 25 million acres of privately owned forestland managed by more than 90,000 family forest landowners. Those landowners manage their forests on the basis of strict environmental standards. When schools choose certified paper for their classrooms, they are helping to support the conservation of the local working forests. Educational Opportunities Numerous studies have shown that environmental education boosts science scores. In September 2009, Bicentennial Elementary in Nashua, New Hampshire, showed a significant improvement in fourth grade science scores as a result of the PLT GreenSchools! program they instituted there in Other studies of outdoor education programs have shown a wide variety of positive effects on students, including improvements in self-concept, social adjustment, academic achievement, and group cohesion. Getting students involved in recycling projects, composting, community swap days, and waste education can promote stronger social ties to the community. Outdoor education can expand and further the scope of student academic endeavors and can provide the opportunity for authentic student voice in important decisions about their school environment. (Sources: Students can use the results of this investigation to brainstorm, design, and carry out a service-learning project to improve their school s waste and recycling efforts. Studies have shown that participation in service learning positively affects academic achievement. For example, a study found that students who participated in service learning scored 6.7 percent higher in reading achievement and 5.9 percent higher in science achievement than those who did not participate in service-learning (Source: Waste Education Resources Many organizations provide educational resources related to waste, recycling, and composting. See the Resources section in Part IV of this document for a list of organizations that provide curricula, professional development, and more. Home Connection The results of this investigation will show students how they can make a variety of improvements to their school s waste stream by reducing, reusing, and composting. Many of the ideas they generate can also be used at home. See page 33 for a Home Connection chart that can be distributed or made available on school websites for families to download and use. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 5

9 Part III. the investigation materials Directions for Green Team Leaders Getting Ready: Step 1. Identify Leaders Identify one or more Green Team Leaders to be in charge of the Waste and Recycling Investigation. Step 2. Obtain Permissions Leaders will want to obtain the necessary permissions from school administrators before starting the investigation. They should decide how and when the investigation will be conducted to avoid conflicts with school classes and activities. Step 3. Form Your Green Team Leaders should decide who will be conducting the investigation. A team approach is recommended. Consider including representatives from among the following: Teachers Students Administrative staff members Custodial and maintenance staff members Cafeteria staff members Parent volunteers The investigation can be done by members of an after-school environmental club, an environmental science class, a special elective class, or through other creative school projects. Step 4. Develop a Schedule and Assign Roles Discuss how team members are going to conduct the investigation. Will the team always work together, or will the team split into groups and assign sections to each group? Are specific school staff members (custodial, maintenance, administrative) needed during certain parts of the investigation? If so, contact them to schedule a time for that part of the investigation. Develop a schedule for how the team will conduct the investigation. The time it takes to complete this investigation will vary depending on the documentation available, the equipment being used, and the help available from supporting school staff members. This investigation can be conducted as a schoolwide environmental awareness day or an Earth Day (April 22) activity because the entire school can get involved in the waste analysis. Step 5. Determine the Scope and Print the Investigation Decide what you want to investigate regarding your school s waste stream. Develop a list of questions that you have about your school s waste generation, recycling, composting, purchasing policies, and waste-reduction strategies. Write the questions on separate paper or enter them in a computer. Compare the items or questions on the team s list with those in the Waste and Recycling Investigation on pages 8-30 in this document. Add any questions that the team listed but that are not included in the investigation. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 6

10 Section F of the investigation includes several charts that are used to analyze how much waste is being recycled versus being thrown away at your school. Review the charts in advance to determine if they are appropriate for how waste is sorted and collected at your school. Make any necessary changes. You can also modify the charts depending on the age of the participants. Provide a printed copy of the entire investigation to the team members who will be conducting the investigation Then, they can record information as they walk around the school and complete the investigation. Encourage team members to answer the questions to the best of their ability according to time allotted and documents available to them. Step 6. Gather Documents and Supplies If possible, gather the following documents and supplies before the team begins the Investigation: Trash pickup and recycling service contracts Monthly and/or annual billing statements from the trash pickup and recycling service Any written policies related to waste management, recycling, composting, and so forth Tape measure Copies of the Individual Room Waste Chart on page 22 for each room that will be included in the investigation. One copy of the Schoolwide Waste Chart and the Cafeteria Waste Chart on pages 24 and 27. If students will be sorting waste materials as noted in Section F of the investigation, you will also need these: Protective goggles and gloves A scale to weigh trash and recyclables Several large containers A tarp Extra garbage bags Aprons to protect the students clothing Step 7. Conduct the Investigation Gather the Green Team and conduct the investigation. Students should answer the questions as best as they can in the time allotted with the information, supplies, and equipment available. Step 8. Develop and Implement an Action Plan Based on the data collected from the Investigation, students will prioritize their ideas for action projects and implement one or more of their plans. Step 9. Celebrate Success Communicate your findings and achievements with other students, school administrators, and the community. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 7

11 This Waste and Recycling Investigation will help you learn how your school manages waste. You will find out how much waste the school generates and where this waste goes. You will also investigate the school s waste reduction, recycling, and composting efforts. The results of this investigation will help the Green Team generate ideas for action projects, such as ways the school could produce less waste or increase recycling efforts. Furthermore, it is hoped that this investigation will encourage you to improve waste reduction, recycling, and composting at home and in your community. School Name: Date: Green Team: (Please include administrators, teachers, school staff, students, and parents involved in this investigation.) Name Title/Role School Population Students: Staff: project learning tree GreenSchools! Investigations Waste and Recycling Investigation 8

12 A. Solid Waste Regulations and Policies To find the answers to the following questions, you may want to interview the school s personnel in charge of waste removal. You can also look online for school district policies, as well as local, state, and federal regulations regarding solid waste management. 1. Does your school district have written policies about waste disposal and recycling? 2. Briefly explain the local, state, or federal regulations that affect the trash removal, recycling programs, or disposal of electronic and hazardous waste materials at the school. (For example, some counties require schools to collect mixed paper and cardboard separately for recycling, whereas other counties allow schools to commingle all recyclables.) 3. Brainstorm, and then record a list of ways that the solid waste policies at the school could be improved. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 9

13 B. Trash Removal You may want to review billing statements from the trash pickup service or interview the school s personnel in charge of waste removal to help find the answers to some of the following questions. This part of the investigation refers to waste that is not recycled or composted. See parts C and D for questions about recycling and composting at your school. 1. How many dumpsters for nonrecyclable waste does your school use? 2. How often are these dumpsters emptied or exchanged? (For example, is it once a week or twice a week?) 3. Typically, how full are these dumpsters when they are emptied? (For example, are they full, 3/4 full, 1/2 full, or 1/4 full?) 4. What size are the dumpsters? (There may be a label on the dumpster that indicates the size. Size is often noted in yards for example, a 10-yard dumpster holds 10 cubic yards of material. Students may want to verify the size of the dumpsters by taking measurements and calculating volume.) 5. Who collects the school s trash? o Town or municipality o Private disposal service, company name: o Other: How much does trash removal cost your school? Monthly Annually 7. If figures are available, what is the volume or weight of waste being thrown away by your school? Monthly Annually project learning tree GreenSchools! Investigations Waste and Recycling Investigation 10

14 B. Trash Removal (cont.) 8. What facility is the trash taken to? (For example, is it a landfill or an incinerator?) 9. Where is this facility located? 10. Go online to Google Earth to get a satellite image of the facility and to determine its distance from the school. 11. If the trash is taken to a landfill, what is the life expectancy of the landfill? (This information may be posted online by your county government.) 12. Brainstorm, and then record a list of ways that the trash removal practices at the school could be improved. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 11

15 C. Recycling You may want to review billing statements from the recycling service and interview the school s personnel in charge of recycling to help find the answers to the following questions. 1. Is there a recycling program at your school? If yes, continue with question 2 in this section. If no, answer the question below, then go to Part D. If no, is there a need for a recycling program at your school? Yes, briefly explain what your school could recycle. 2. How many dumpsters for recycling does your school have? 3. How often are the recyclable materials collected? 4. Typically, how full are the dumpsters when the recyclable materials are collected? (For example, are they full, 3/4 full, 1/2 full, or 1/4 full?) 5. What size are the dumpsters, and are they the same size as the dumpsters used for trash? (There may be a label on the dumpster that indicates the size. Students may want to verify the size of the dumpsters by taking measurements and calculating volume.) 6. If figures are available from the recycling service, what is the volume or weight of items being recycled? 7. How much does the recycling service cost the school? Monthly Annually project learning tree GreenSchools! Investigations Waste and Recycling Investigation 12

16 C. Recycling (cont.) 8. Does your school receive income from recyclables? If yes, approximately how much? 9. Which of the following items are recycled at your school? (Check all that apply.) o Paper o Aluminum containers o Plastic bottles o Printer cartridges o Batteries o Copier cartridges o Steel food cans o Glass bottles and jars o Other 10. Who is responsible for collecting recyclables and transporting them to larger recycling bins? (Check all that apply.) o Students o Custodians o Teachers o Student club members o Other (describe): 11. Where are recycling bins located at your school? (Check all that apply.) o Classrooms o Hallways o Cafeteria o Gym o Office o Copy room o Teacher workroom o Teacher lounge o Athletic fields o Other 12. Are the recycling bins clearly labeled? 13. Are there any training or educational programs to ensure that the recycling bins are properly used? If yes, approximately how much? project learning tree GreenSchools! Investigations Waste and Recycling Investigation 13

17 C. Recycling (cont.) 14. Who collects the recyclables from the school and hauls them to a recycling center? o Town or municipality hauler o School personnel o Club o Private hauler, company name o Other 15. Where do recyclables go once they are collected from the school? 16. What happens to the recyclable materials after they leave the sorting facility? (For example, can you find out where the bundles of plastic or aluminum cans are shipped?) 17. Brainstorm, and record a list of ways that recycling efforts at the school could be improved. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 14

18 D. Composting 1. Is there a compost program at your school? If no, skip to question If yes, what does your school compost? (Check all that apply.) o Grass clippings o Yard waste o Leaves o Fruit and vegetable waste from food preparation and lunches o Other 3. Who collects the materials to be composted? (Check all that apply.) o Students o Teachers o Custodians o Cafeteria staff members o Other (describe): 4. Where are the indoor food waste-collection bins located? 5. Where is the outdoor compost bin located? 6. What happens to the compost material after it s created? (For example, is it used to enrich gardens at the school?) 7. Does your school have a vermicomposting program? (Vermicomposting is the process of using worms to compost material.) project learning tree GreenSchools! Investigations Waste and Recycling Investigation 15

19 D. Composting (cont.) 8. If no, explain how your school could start a compost program and what could be composted. 9. Brainstorm, and record a list of ways that composting efforts at the school could be improved. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 16

20 E. Waste Reduction, Reuse, and Purchasing You may want to interview the school s personnel in charge of environmental policies and supply purchasing to help find the answers to the following questions. 1. Does your school or school district have policies regarding purchasing of supplies, waste reduction, and reuse? 2. Does your school purchase recycled office paper? If yes, what are the specifications of the paper? (For example, what percent is postconsumer recycled content?) 3. Is the paper certified to ensure that it comes from sustainably managed forests? 4. Are any of the following strategies done to reduce paper use at your school? Storing records electronically? Communicating with staff by ? Communicating with students by ? Communicating with parents by ? project learning tree GreenSchools! Investigations Waste and Recycling Investigation 17

21 E. Waste Reduction, Reuse, and Purchasing (cont.) Using online tests? Using online textbooks? Using double-sided printing and copying? Reusing paper that has just been used on one side? Reusing scrap paper for art, notes, and so forth? 5. Are any of the following done at your school to save resources, reuse items, and reduce waste? Food in the cafeteria is served on reusable plates rather than disposable. Reusable cafeteria trays are used rather than disposable. Metal utensils are used rather than disposable. Unclaimed lost items are donated to a charity for reuse. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 18

22 E. Waste Reduction, Reuse, and Purchasing (cont.) Gently used clothing, toys, and books are collected and donated to charities for reuse. School holds swap days or an online swap site for exchanging books, clothing, bicycles, costumes, and so forth. Items are collected for reuse when desks and lockers are cleaned out at the end of the school year. 6. Does your school or school district purchase items other than paper that are made from recycled content? (For example, tissues or napkins?) If yes, briefly explain: 7. When classes go on field trips, do they Recycle cans and bottles they brought with them? Minimize the amount of trash they generate by using lunch boxes or cloth bags and reusable containers? 8. Brainstorm, and record a list of ways that purchasing practices, reuse of items, and reduction of waste at your school could be improved. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 19

23 F. Waste Analysis Complete the waste charts on the following pages to analyze the waste at your school. The data collected will be useful in determining where improvements can be made. Work with the school administrators, custodial staff members, and cafeteria workers to find a time to conduct the analysis. Make copies of the Individual Room Waste Chart on page 22 for each space that will be included in the investigation. Make one copy of the Schoolwide Waste Chart and the Cafeteria Waste Chart on pages Although it is not essential to calculate the weight, volume, or quantity of items being recycled or thrown away for a day, doing so provides interesting baseline data. That way, if the school implements waste-reduction strategies, the investigation can be repeated to look for changes in weight or volume over time. If you plan to collect data on weight, volume, or quantity, pick one of the methods that follow, and gather any necessary supplies. Determine the units of measure you will use. Green Team Leaders may want to try the method selected in a couple of rooms to make sure it is appropriate for the amount of trash and recyclables generated. Method 1. Weight Analysis You will need a large scale (like a shipping scale used to weigh boxes) and at least one container. Weigh the empty container(s) and record the result. You will also need goggles and protective gloves for each person assisting with the analysis. Wear aprons or old clothing in case of accidental spills. Sort the waste into categories. Place the sorted material into a container. Weigh the sorted material, subtract the weight of the empty container, and record the results on the waste charts that follow. Method 2. Volume Analysis Gather a variety of containers with different sizes. Calculate the volume of each container. Then mark the volume on the outside of each container. You will also need goggles and protective gloves for each person assisting with the analysis. Wear aprons or old clothing in case of accidental spills. Sort the waste into categories and place the items in the appropriately sized container. Keep track of how many times you fill each container with a particular material. Record your results on the waste charts that follow. Method 3. Quantity Analysis For the Individual Room Waste Chart, it may be practical to sort and count the number of items because classrooms may not generate very much waste. You should, however, use the same method for all the classrooms and offices so it will be easier to analyze the results and make comparisons. For the Cafeteria Waste Chart, use weight or volume analysis. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 20

24 F. Waste Analysis (cont.) Method 4. Bulk Analysis Another way to calculate volume involves help from custodians. Find out when the custodians will be collecting trash and recyclables from classrooms, offices, and the cafeteria. Count how many large barrels of trash versus recyclables they fill in a day. This number will give you a rough estimate of the percentage of waste being thrown away and recycled. Record the results on the waste charts that follow. Although this approach will not provide as detailed an analysis as is possible, it will still serve as a useful comparison. One more way to get a rough estimate of volume is to observe how often and how many of the dumpsters for trash versus those for recyclables fill up in a week. Check with the custodians to find out when the dumpsters are emptied so you can record the data right before pickup day. Talk with custodians to find out if what they are observing is typical. If a big event is held at the school right before you analyze the trash and recyclables, it may affect the data. Graphing Results You may want to graph the data collected to make it easier to interpret the results. A free online graphing tool is available at This website, sponsored by the National Center for Education Statistics (NCES), allows you to input data and to create and print colored graphs. Why Recycle? Here are a few good reasons: In 2003, 54 billion aluminum cans were recycled, saving the energy equivalent of 15 million barrels of crude oil America s entire gas consumption for one day. (Source: Every ton of paper that is recovered through recycling saves 3.3 cubic yards of landfill space. (Source: To find more examples, go to This U.S. Environmental Protection Agency (EPA) website for students includes a climate change calculator. You can enter what your school pledges to do to help the environment and can see how this effort will benefit our environment. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 21

25 Individual Room Waste Chart Use the chart below to monitor classroom and office waste for a day. Check off items that are mainly recycled or thrown away. You can also use this chart at various times throughout the school year to gather comparison data and look for changes. An option is to collect data and calculate percentages for the weight, volume, or quantity of material recycled versus thrown away. Room #/ Name: Date: Average number of people using the room each day: Types of Waste Recycled Weight, Volume, or Quantity of Recycled Material Thrown Away Weight, Volume, or Quantity of Material Thrown Away Mixed paper* Other paper products** Cardboard, posterboard, etc. Plastic (#1 & #2) Plastic (others) Glass bottles and jars Aluminum containers Printer or copier cartridges Milk cartons*** Other Total: * Mixed paper includes items such as white and colored paper, magazines, and newspapers. ** Other paper includes items such as towels, tissues, paper cups, and paper plates. *** Milk cartons may or may not be accepted for recycling; check with the company that collects school recyclables. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 22

26 Individual Room Waste Chart (cont.) Calculations: Total weight, volume, or quantity being thrown away: Total weight, volume, or quantity being recycled: Total weight, volume, or quantity being thrown away and recycled: What percentage of your classroom s waste is being thrown away? What percentage is being recycled? Conclusions: According to your findings, what can you conclude about the waste-management practices in the room? Which materials are recycled the most? Which materials are recycled the least? Why? Brainstorm, and record a list of ways to reduce waste and improve recycling in this room. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 23

27 Schoolwide Waste Chart Use this chart to analyze your schoolwide waste for a day. Identify with a check how the material is mainly disposed. If collected, aggregate the weight, volume, or quantity information from individual rooms, and record the data here. Please see the separate Cafeteria Waste Chart to use for analyzing cafeteria waste. Date: Number of students and staff members in the school: Types of Waste Recycled Weight, Volume, or Quantity of Recycled Material Thrown Away Weight, Volume, or Quantity of Recycled Material Section 1. Use data collected on the Individual Room Waste Charts to help you complete this section. Mixed paper* Other paper products** Cardboard, posterboard, etc. Plastic (#1 & #2) Plastic (others) Glass bottles and jars Aluminum containers Printer or copier cartridges Milk cartons*** Other Total: Section 2. Interview school administrators and custodial staff members to help you complete this section. Computers Other Electronics Fluorescent light bulbs**** Total: project learning tree GreenSchools! Investigations Waste and Recycling Investigation 24

28 Schoolwide Waste Chart (cont.) * Mixed paper includes items such as white and colored paper, magazines, and newspapers. ** Other paper includes items such as towels, tissues, paper cups, and paper plates. *** Milk cartons may or may not be accepted for recycling; check with the company that collects school recyclables. **** Fluorescent light bulbs must be disposed of properly because they contain very small amounts of mercury. For more information, go to Calculations: Total weight, volume, or quantity being thrown away: Total weight, volume, or quantity being recycled: Total weight, volume, or quantity being thrown away and recycled: What percentage of your school s waste is being thrown away? What percentage is being recycled? Conclusions: According to your findings, what can you conclude about the waste-management practices in your school? Which materials are recycled the most? Which materials are recycled the least? Why? project learning tree GreenSchools! Investigations Waste and Recycling Investigation 25

29 Schoolwide Waste Chart (cont.) Brainstorm, and record a list of ways to reduce waste and improve recycling in this room. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 26

30 Cafeteria Waste Chart waste and Recycling Investigation Use this chart to monitor cafeteria waste for a day. Identify with a check what types of waste are found and the method of disposal. The information gathered will provide baseline data for your school. You can use the chart at a later date to gather comparison data and look for changes. An option is to collect data and calculate percentages for the weight, volume, or quantity of material recycled, composted, and thrown away. Date: Average number of students and staff using the cafeteria each day: Types of Waste Recycled Weight, Volume, or Quantity of Recycled Material Composted Weight, Volume, or Quantity of Recycled Material Thrown Away Weight, Volume, or Quantity of Material Thrown Away Mixed paper* Other paper ** Cardboard, posterboard Plastic (#1 & #2) Plastic (others) Glass bottles and jars Aluminum containers Milk cartons*** Steel food cans Styrofoam Fresh fruit/ vegetable waste Other food waste Other Total: * Mixed paper includes items such as white and colored paper, magazines, and newspapers. ** Other paper includes items such as towels, tissues, paper cups, and paper plates. *** Milk cartons may or may not be accepted for recycling; check with the company that collects school recyclables. **** Fluorescent light bulbs must be disposed of properly because they contain very small amounts of mercury. For more information, go to project learning tree GreenSchools! Investigations Waste and Recycling Investigation 27

31 Cafeteria Waste Chart (cont.) Calculations: Total weight, volume, or quantity being thrown away: Total weight, volume, or quantity being recycled: Total weight, volume, or quantity being composted: Total weight, volume, or quantity being thrown away, recycled and composted: What percentage of your cafeteria s waste is being thrown away? What percentage is being recycled? What percentage is being composted? Conclusions: According to your findings, what can you conclude about the waste-management practices in the room? Which materials are recycled the most? Which materials are recycled the least? Why? project learning tree GreenSchools! Investigations Waste and Recycling Investigation 28

32 Cafeteria Waste Chart (cont.) Brainstorm, and record a list of ways to reduce waste and improve recycling in this room. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 29

33 G. Education, Training, and Community Connections You may want to interview the school s personnel who manage environmental policies and professional development. Information about academic standards may be available on school websites. 1. Do your school s academic standards include content requirements for waste management, waste reduction, recycling, and composting? 2. Has your school staff participated in professional development programs and workshops that include waste reduction, recycling, and composting education? 3. Does your school sponsor any waste education, reuse, or recycling projects that help the community? If yes, what are they? 4. Some waste management facilities can be used as educational resources for field trips and guest speakers. Which facilities are found in your community? Landfill ; Location: Municipal composting site ; Location: Material recycling facility ; Location: Waste-to-energy facility ; Location: Transfer station ; Location: Local solid waste or recycling office ; Location: 5. Are community recycle or hazardous waste days offered so that items such as computers, batteries, and cell phones can be properly disposed of? If yes, when and where are they offered? 6. What community partners in your region support recycling and waste reduction? 7. Brainstorm, and record a list of ways to reduce waste and improve recycling at your school. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 30

34 Waste and Recycling Action Plan Review the list of ideas for improving waste practices that you brainstormed for each section of this investigation. Prioritize the ideas and decide on a few action projects that could be done to improve the waste practices at your school. List your action project ideas for each section of the Waste and Recycling Investigation: Solid Waste Regulations and Policies (Section A): Trash Removal (Sections B & F): Recycling (Sections C & F): Composting (Sections D & F): Waste Reduction (Sections E & F): Reuse (Sections E & F): Purchasing (Sections E & F): Education, Training, and Community Connections (Section G): Waste and Recycling Action Project Ideas Here are just a few ideas to help get you started. Students will come up with many more ideas and you can check out what other PLT GreenSchools! are doing too! Visit Reduce paper waste for example, by photocopying and printing on both sides of paper and by saving scrap paper for notes and art projects. Reduce cafeteria waste for example, by using less Styrofoam, by serving food on reusable trays, and by using metal utensils instead of disposable ones. Start a recycling program, or increase recycling efforts and the types of items that are recycled. Start or increase composting efforts. Reuse items for example, by organizing an exchange day for students to swap items they are no longer using such as sports equipment, clothes, CDs, posters, and so forth. Encourage students across the whole school to use refillable water bottles, reusable lunch boxes or cloth bags, and reusable containers. Have an end-of-school year locker and desk clean out where students can donate unwanted items to a local charity or needy school. Educate others about reducing waste, recycling, and composting through flyers, posters, articles in the school newspaper, skits, assemblies, and school announcements. Participate in Recycle-Bowl ( and America Recycles Day ( both sponsored by Keep America Beautiful. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 31

35 Celebrate Success PLT s GreenSchools! program emphasizes youth voice. An important goal for Green Team Leaders is to communicate your findings and achievements with other students, school administrators, and the community. You can share what you ve learned, results from data collected, ideas for action plans, and action projects completed. You can highlight how action projects have benefited students by developing their understanding and personal responsibility for the environment and their increased leadership skills. Here are some ideas about how members of your Green Team can celebrate and be recognized for what they have accomplished: Post an announcement about your project on your school s website. Share news of your project in your school s newsletters or newspaper. Share the results of your PLT GreenSchools! Investigation or action projects with a decision-making board (for example, a school board, city or county board, or another community organization). Plan and hold an event at your school highlighting your accomplishments. Invite local community members and the media to attend. Write a letter to the editor of your local newspaper. Create Public Service Announcements about waste reduction, reuse, and recycling, and send them to local radio and TV stations. Encourage students to create posters or to write persuasive essays, poetry, or stories about their findings and action projects. Share your results by appearing on a local radio talk show or by speaking at conferences and meetings. Tell us the impact your project has had on your students and the whole school community. Collect quotes from students, and send your stories and photos to information@plt.org. We may highlight your project on our website or in our newsletter, or we may publish a blog that you and your students write. Join PLT s Facebook page, and post a photo or a comment to our wall. Take photos at high resolution (300 dpi) so they can be used in both print and online media. Strive for action shots photos that show students doing something rather than posing for the camera. Film a short video if you have access to a handheld, portable video camera. We suggest you film a steady, up-close shot of a Green Team member speaking about the project and students taking action. Share your video on your school s website, school or local TV broadcasts, and YouTube. Apply for national recognition as a Certified PLT GreenSchool. Once your application has been reviewed and accepted, you ll receive an award certificate, a supply of PLT GreenSchools! window stickers, the opportunity to purchase a PLT GreenSchools! banner, and a listing and description of your school s accomplishments on the national PLT GreenSchools! website. Please note: Obtain approval from school administrators before conducting any outreach activities. Brainstorm, and record a list of ideas for how your school can share findings and celebrate your successes. project learning tree GreenSchools! Investigations Waste and Recycling Investigation 32