Where Does the Trash Go?

At the end of the lesson, we start to discuss waste prevention or source reduction. The idea is for the class to realize that it’s better to prevent a problem than to have to figure out how to cope with it or solve it later.

Procedure

1. Give each student a copy of the Where Does the Trash Go? handout. Ask them to read the handout, which explains recycling, incinerations, landfilling and composting. (You might want to do this as a homework assignment the night before the activity)
   Download Where Does the Trash Go? (52KB PDF)
2. Select one item of typical garbage, such as a wood scrap. Hold up the item and ask the class what disposal options could be considered for the object. In the case of the wood scrap, it could be incinerated, composted or sent to a landfill.
3. Divide the class into groups of two or three students. Give each group a Waste Disposal Chart to determine what could happen to the wood after it is discarded. For example, wood uses energy when it is sent to the landfill (the trucks use gasoline to take it there), but creates energy when it is incinerated. In the process, it also creates air pollution.
   Download the Waste Disposal Chart. (37KB PDF)
4. Give each group one of the trash items. Note that each item represents a trash category, such as paper, plastic, food waste, yard trimmings and so on. As each group completes its evaluation of the items, it passes it on to another group. Have groups continue trading items until all groups have evaluated all the items. Have students analyze the disposal options for each individual item.
5. Ask students how not using some of these items in the first place would change the amount of materials that end up in the disposal option listed. What types of materials could be reduced, reused or even eliminated? Lead the class into a discussion of reducing the solid waste stream by not using some of the items in the first place or by using items with minimal waste — source reduction.

Questions
Have the class discuss each of the disposal options and why some methods are preferable to others, depending on the type of waste. Refer to the handout if needed. Clear up any misconceptions concerning the waste types and appropriate disposal of each.

1. Which methods of disposal seemed feasible for most items?
   
   
2. Which method seemed to use the greatest amount of energy?
   
   
3. Which method produced useful by-products?
   
   
4. What were some of the harmful effects you noted from the disposal options?
   
   
5. Is there any “perfect” disposal option? How would you weigh the benefits against the harmful effects?

Suggestions

1. Examine your community’s disposal options. Design a plan to reduce the amount of waste your community must incinerate or landfill. How can each person help to reduce the waste stream?
2. Have students discuss how each of the items on the list can be source reduced. For example: paper can be copied on both sides, plastic bottles can be made thinner, a foam cup can be reused many times, etc.

Project Summary

Download the teacher materials (119KB PDF) for Where Does the Trash Go?

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