Plant A Seed In Tennessee - Tennessee Farm Bureau In The Classroom/5thsocia.pdfour old items. The...

“Plant Plant AA Seed In TSeed In Tennessee ennessee ”

5th Grade Curriculum

This project is funded in part under an agreement with The Tennessee Department ofAgriculture, Non-Point Source Program and The United States Environmental

Protection Agency Assistance Agreement #C9994674-97-0, & #C9994674-98-0

along with

The Tennessee Foundation For Agriculture In The Classroom

EPA Publication Number904-B-99-901

Acknowledgments

The following lesson plans and activities are adapted from various resources thatare included in the Teacher Resource Library provided by the TennesseeFoundation For Agriculture In The Classroom. The purpose of this curriculum is tomake available lessons that are correlated to the TerraNova instrument (which isused in Tennessee). It is not our intention to replace textbooks or conventionaleducational materials, rather to enhance these materials with hands-on activities.The lessons, for the most part focus on agriculture’s role in natural resource man-agement, especially water quality. Educators who receive this curriculum at one ofthe University Workshops conducted by the Tennessee Foundation For AgricultureIn The Classroom also receive many other lesson materials that focus on agricul-ture while teaching problem solving skills, science, math, nutrition and languagearts objectives as recommended by the Tennessee Department of Education. Thiscurriculum contains adaptations of lessons from the following sources, as well asothers.

Project Food, Land & People, Resources for Learning

American Farm Bureau Federation

Tennessee Beef Industry Council

The University of Tennessee Institute of Agriculture

Natural Resources Conservation Service

United States Department of Agriculture

National Cattlemen’s Beef Association

National Association of Conservation Districts

Many of the activities have been used in a variety of lesson plans over the years,and we do not claim to have created “all new” lessons... we merely adapted andcompiled a group of lessons to introduce you to “Agriculture literacy”. Agricultureliteracy is knowledge about agriculture, the source of our food and fiber.

TABLE OF CONTENTS5th GRADE

PAGE NUMBER

SCIENCEMICRO MIGRATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SCI-1

02, 03, 07, 08, 09, 19, 20, 21, 24, 26, 27*

LET THE SUN SHINE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SCI-4

02, 03, 04, 11, 13, 15, 19, 20, 22, 24*

WEATHER P. I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SCI-8

02, 03, 04, 10, 11, 15, 17, 19, 20, 22, 23, 26*

EVERY BREATH YOU TAKE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SCI-11

02, 10, 11, 13, 14, 17, 21, 22, 23, 24*

WILL IT LAST? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SCI-15

02, 10, 11, 15, 17, 19, 20, 21, 22, 23, 26, 27, 29*

POWER DETECTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SCI-22

02, 08, 09, 10, 11, 13, 15, 17, 19, 20, 21, 22, 23, 24, 26, 27, 28, 29*

HEALTHPESTICIDE EXPOSURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .HEA-1

02, 03, 13, 18, 19, 21, 24*

CARETAKERS OF THE SOIL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .HEA-5

02, 03, 04, 09, 14, 15, 17, 23, 24, 25, 26, 27*

UNDERSTANDING OUR ENVIRONMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .HEA-16

02, 03, 04, 08, 19, 20, 21, 22, 24*

GOING DOWN THE DRAIN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .HEA-21

02, 03, 11, 13, 19, 20, 21, 22, 24, 26, 29*

SOCIAL STUDIESTRASH BASHING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SS-1

02, 03, 08, 11, 19, 21, 24*

LILLYPAD LAKE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SS-13

02, 03, 08, 15, 19, 20, 21, 22, 23, 24, 26, 27, 29*

OUR RARE PURPLE CONEFLOWER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SS-19

02, 03, 15, 18, 19, 21, 24, 26, 27, 29*

WORLD ENERGY USE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SS-23

02, 03, 11, 15, 17, 19, 20, 21, 22, 24, 26, 29*

MATHMAKE IT LAST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .MA-1

02, 03, 10, 11, 13, 15, 17, 18, 19, 20, 21, 22, 29*

*The numbers under the lesson titles are theTerraNova objectives that are addressed in each lesson.

MATERIALSWriting materials; masking tape;collection of clean “trash” (seeGetting Started); eight containerslabeled biodegradable, reusable,recyclable, land-fill; three to fourbiodegradableorganic materi-als (grass,fruit, vegetablepeelings) insmall plasticbags;large plastictrash bags;trans-paren-cies of theattachedMaterialsDiscarded and Is It ReallyTrash? sheets and photocopiesof the attached What’s in theBarrel? sheet.

SUPPORTING INFORMATIONOver the past 50 yearsAmericans have become a“throw-away” society. Each yearwe generate millions of tons oftrash. We have created far toomany disposable items. Until the

late 1980s, few people recycledbecause it was not cost effectiveor convenient.

In the 1960s and early 1970s itwas not uncommon to see peopleburning their trash in a containerin their backyards. Open dumpswere used to dispose of trash andbecame a threat to the environ-ment. Rain water leachedthrough the garbage, some timespolluting rivers and groundwater

supplies.Insomecases,

dumpssmelled, attracted

rodents, and artificial-ly sustained wildlife pop-

ulations, such as bears and rac-coons, that came to feed on thegarbage. As a result, these kindsof dumps are illegal today.

Modern sanitary landfills are a bigimprovement over open dumps.Geologists survey the land toselect the best possible sites.Construction workers dig a largehole in the ground and line it withplastic or a layer of impermeable

TRASH BASHING

BRIEF DESCRIPTIONBy conducting a small group sorting activity, students can learn the

importance of reducing, reusing, and recycling solid waste.Students then develop plans to alter personal behaviors.

LEVEL: 5th gradeSUBJECT: Social StudiesSKILLS: analyzing, col-laborating, communicat-ing, comparing similari-ties and differences,developing vocabulary,discussing, identifying,listing, sorting, valuing,writingOBJECTIVESThe student will- identify and sort trashthat is biodegradable,reusable, and recy-clable.- analyze personalbehavior, explaining sixactions to take toreduce solid waste.- develop a plan tochange personal behav-ior in order to reducesolid waste.

ESTIMATED TEACHING TIME2 class periods

VOCABULARYbiodegradable, compost,percentage, recycle,reduce, reuse, sanitarylandfill, solid waste,trash.

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SS-1

SS-2

clay or bentonite. This prevents potentiallyharmful liquids from leaking into the water sup-ply. The workers cover the trash daily with alayer of soil. When the landfill is full, they capor seal the hole. Governmental agencies mon-itor the sites for several years. Many times thesites are eventually reclaimed for parks oropen space areas.

Sanitary landfills work well, but they createmany problems. First, they require a lot ofspace. Second, it is becoming more and moredifficult to find environmentally safe places tothem. Third, no none wants one in their back-yard. Fourth, the landfills fill up quickly.Another problem is that biodegradable materi-als (those capable of decomposing through anatural biological process) are unable todecompose in landfills. Biodegradable materi-als need moisture and oxygen to decompose.Because the soil is so compact, the amountand condition of waste remain the same.People have recovered paper and other itemsfrom landfills essentially unchanged after 15years and, in some cases, after 25 years.

The United States Environmental ProtectionAgency (EPA) uses the term municipal solidwaste to describe what most people call trash.Municipal solid waste is waste generated fromresidential, commercial, institutional, andindustrial sources. It includes such things aslarge and small appliances, carpeting, furni-ture, tires, disposable diapers, paper andpaper products, containers and packaging,food waste, yard trimmings, miscellaneousinorganic wastes, and more. In 1960 about 88million tons of municipal solid waste were gen-erated. In 1995, it was 208 million tons. Andby the year 2000 it is projected to reach 222million tons.

Citizens can encourage local government toaddress trash issues. Many states have devel-oped innovative programs for reducing waste,

with many cities offering curbside recyclablepickups. The federal government developsand provides information, looks for incentivesto create less waste, and helps communitiesplan and carry out source reduction measures.

Four of the many solution to the trash problemare:

1. Reducing trash - In simple terms thismeans reducing the amount of trash sent tolandfills or waste combustion facilities. It isoften called waste prevention and involveseveryone from the designer and manufacturerto the purchaser and consumer. Reducingtrash includes such things as designing prod-ucts to minimize the amount of packaging;buying frequently used items in large quanti-ties; buying products in refillable bottles (e.g.,liquid laundry detergent); extending the usefullife of a product through maintenance andrepair; minimizing the use of products that con-tain hazardous compounds; borrowing, rentingor sharing items that are used infrequently;and backyard or on-site composting. Thesekinds of actions can conserve naturalresources, reduce pollution, and avoid the costof recycling.

When people take extra steps to prevent trashfrom going to a landfill, they continue to reducetrash. For example, many items, such as yardand non-animal food waste, are biodegradable.If put in a compost pile, they break down intosimpler elements rich in nutrients. In this state,people can use them to fertilize a garden orhouse plants. To avoid problems, peopleshould locate compost piles in a corner of theyard and away from homes or schools. Theymust also avoid putting in too many grass clip-pings to prevent odor.

2. Reusing - Anytime we reuse things, we arebeing friendly to the environment. We canreuse many items or pass them on to another

SS-3

person to be used again. For example, sec-ondhand stores or resale stores always needour old items. The reuse of items has big ben-efits such as:

- less trash ending up in landfills- less energy needed to make new items- more income for people sell-ing the items

Reusable itemsinclude:- clothing- furniture- toys and games- cars- books- tools- appliances- computers- CDs or records- sports and campingequipment- plastic milk and waterbottles- nondisposable dishes,silverware, and otherhousehold furnishings

3. Recycling - The thirdstep is equally important:recycling and buying recycled products.Recovery of materials for recycling grew at aslow pace during the 1960s, 1970s, and early1980s. Renewed interest in recycling cameabout in the late 1980s. The recovery rate ofrecyclables was estimated to be 17.2 percentin 1990, increasing to 27 percent in 1995.Some products made from recycled materialsare now competitive with products made fromnonrecycled materials. Many are similar inprice and quality. Many businesses will stockproducts made from recycled materials if cus-tomers ask for them. More offices, schools,

and businesses today re choosing to use recy-cled paper products. Many other items can bereused several times before recycled:

Recyclable items include:- clean clothing- glass bottles and jars- newspaper- tin and aluminum cans- phone books- paper and plastic- school paper- grocery bags- office and computer paper- corrugated cardboard- cracker and cereal boxes- small batteries- magazines- polystyrene- various small-neck plastic bottles numbered 1and 2 on the bottom (in selected locations,some plastic bottles and containers numbered3-7 on the bottom)- some used automobile items in exchange fornew items; a slight fee may be asked for tires,motor oil, batteries, antifreeze, transmissionfluid

Most plastic containers are labeled with a num-ber and in some cases with letters, to identifythe type of resin from which they are made.This helps the recycler accurately sort materi-als but it does not necessarily mean that anitem is recyclable. Following is a listing ofnumbers, resin, and examples of each.

1. PETE(polyethylene terephthalete): softdrink bottles, some peanut butter and otherjars2. HDPE (high-density polyethylene): milkand water bottles; many laundry detergent,bleach, shampoo, and cleanser bottles3. PVC (polyvinyl chloride): some water,cleanser, shampoo, and other household bot-tles

SS-4

4. LDPE (low-density polyethylene): plasticbags, butter and some yogurt containers5. PP (polypropylene): some household bot-tles, caps on bottles, medicine bottles6. PS (polystyrene): meat and deli trays, eggcartons, clean coffee cups, packaging peanuts7. OTHER: bottles or containers made fromother plastics or a combination of more thanone plastic

All of the items listed may not be recyclable iyour area. To learn more about what is beingrecycled call a waste management company,city or county government offices, or look inthe Yellow Pages of your telephone directoryunder recycling.

Products made from recycled materialsinclude- facial and toilet tissue- paper towels and plates- greeting cards- clothing- plastic trash bags- paper and plastic grocery bags- carpeting- office and school paper- cereal and cracker boxes- aluminum cans- plastic lumber- plastic containers- shoes, sandals, boots- bicycles- packaging supplies

4. Research and development - Anothersolution to the trash problem lies in theresearch and the development of more envi-ronmentally-friendly products. Research inthis area has resulted in the use of agricul-tural crops such as corn and soybeans todevelop biodegradable alternatives for plasticsbags and printing products (e.g., paper, ink).

Research and development of more envi-

ronmentally-friendly products- cornstarch peanuts- cornstarch flatware- kenaff (fiber-rich plant used to make paper)- soy-based ink

No matter how much we are able to reduce,reuse, recycle, and develop new products,some things will end up in sanitary landfills assolid waste. Solid waste, also referred to astrash, is worthless, unnecessary, unsafe, oroffensive material that must be thrown away.Tomorrow’s technology may find ways to man-ufacture products differently or to recycle someof these things, but today’s’ examples of solidwaste items are numerous.

Solid waste items include- disposable diapers- sterilized hospital waste- aerosol cans- used facial and toilet tissue- some paper and plastic packaging- unfixable toys, appliances, furniture- disposable pens and razors- toothpaste tubes, toothbrushes

Millions of people in the United States arereusing, reducing, recycling, composting, and

buying products made from recycledmaterials. That includes the agri-

cultural community, from thefarmers and ranchers to theprocessors and chemicalcompanies. Examples includerecycling waste oil and plastic

pesticide containers, reducedpackaging, reusable containersfor some pesticides, and com-posting materials such as wood

waste, animal manure, plantmaterials, straw, produce waste, and grass andyard clippings. Even the animals participate inreducing waste. Sheep have been used toclean up carrot and sugar beet fields. Rather

SS-5

than sending the carrot and sugar beet tops toa landfill after harvest, the sheep eat the cast-offs. Livestock consume about 18 billionpounds or 25 percent of the by-products gen-erated by food processors, materials thatwould otherwise end up in landfills. Pulp leftover from brewing beer, for example, is sold tofarmers and used as cattle feed.

Farmers are becoming processors of urbanwaste especially in locations where landfillcosts are high. There are farms that compostwood waste, animal manures (e.g., stockshows, zoos), and grass and yard clippingsfrom nearby urban areas. And in some loca-tions, cattle eat foods such as cookies andcandy bars that have exceeded their expirationdates. These foods were once sent to landfillsby grocery stores.

There are many factors that must be consid-ered in addressing the trash issue. It is not adecision that can be made blindly the tradeoffsmust be weighed as people consider the envi-ronment (use of renewable vs nonrenewablenatural resources), economics (jobs, cost oflandfills, cost to use water and electricity inrecycling), availability of recycling opportuni-ties, and health issues. The solution will likelyrequire a combination of actions.

Wise consumer can make a difference. Whenthey buy long-lasting products, recyclableproducts, or products made from recycledmaterials, they help reduce landfill trash. Wiseconsumers avoid buying products with exces-sive packaging. In addition, consumers whobuy items with recyclable packaging send astrong message to manufacturers.

GETTING STARTEDLabel the two sets of four containers:biodegradable, reusable, recyclable, and land-fill or label and tape off spaces on the floor.make a transparency of Materials Discarded

and Is It Really Trash? sheets. PhotocopyWhat’s in the Barrel? sheet, one copy forevery four to five students (optional for olderstudents).

For homework, have students bring in a non-food, dry, clean item, such as polystyrenetrays, used paper, aluminum cans, foil, packag-ing. Partially fill three or four plastic bags withdifferent biodegradable organic items on hand,such as fruit or vegetable skins or peelings, let-tuce, grass clippings, and leaves. Place all ofthese items in large plastic trash bags for usein Session Two.

SESSION ONE1. Ask students to define trash, garbage, orsolid waste. Agree as a class on a definition.It may change through the lesson as studentsreceive new information. (Trash or solid wasteis material usually thrown away because it isconsidered unsafe, offensive, worthless, orunnecessary. Many items presently thrownaway as trash or solid waste may have thepotential to be recycled or reused or may bebiodegradable.)

2. Review and discuss the MaterialsDiscarded transparency. The percentagesgiven represent municipal solid waste that ispresumably combusted or landfilled. It doesnot include materials that have been recycledor composted. Students have seen and heardmany of these figures. help them to createpersonal meaning. Ask:

- What are the ways we get rid of our trashand things we no longer use? (Put in garbage,take to landfill, recycle, give away, sell atgarage sales.)

- Which methods do you think are best? Why?

- What do you think it means when we say

SS-6

something is biodegradable? (Able to decom-pose in soil through a natural biologicalprocess, as in composting.)

- What are some examples of biodegradablematerials? (Yard and nonanimal food wastes.)

- Why can biodegradable items be used in com-posting? (Biodegradable items break down anddecompose in soil, adding rich nutrients that aregood for the soil.)

- What do you think it means when we saysomething is reusable? Give examples.Recyclable? (Able to be processed into some-thing else.) Give examples.

- What does reduce mean? (To lessen theamount of trash we generate for landfills byreusing, recycling, and buying recycled prod-ucts and products without excessive packag-ing.)

- Where does much of the trash end up that weput in the garbage? (Most ends up in the sani-tary landfills. See Supporting Information aboutlandfills.)

- What do you think are some problems ofsending too much trash to landfills? (They fillup quickly. They are expensive.In some parts of the country,it is very difficult to findappropriate places forlandfills. Reusable andrecyclable resources,such as aluminum,glass, and paper, areburied instead of recy-cled. We also lose thebenefit of biodegradableitems. For example,many kitchen scraps makegood compost.)

SESSION TWONote: Steps 1 and 2 are optional for older stu-dents.

1. Have students list possible trash items (seeSupporting Information). Ask:

- Which of these items could be reused, recy-cled, or used in compost because they arebiodegradable?

- What are some ideas to get people to stopputting reusable, recyclable, and biodegradableitems into the landfill?

- Think about the way you do things. What aresome actions you can take to reduce theamount of trash you generate? Are you willingto take these actions? Why or why not?

2. Divide the class into groups of four or five.Distribute one copy of What’s in the Barrel?to each group. Using the list of possible trashitems the students generated, have them ana-lyze, discuss, and sort each item into one bar-rel. have them write the item names on thelines in the barrels. Ask:

- What items were in each of your barrels?- Did all the members of your group agree onhow you sorted your trash? Why or why not?

3. Have a trash relay race with students. Thechallenge is to sort trash into the appropriatecontainer. For each team, set up four contain-ers labeled biodegradable, reusable, recyclable,and landfill. (You can use tape to label spaceson the floor instead of using containers.)

Divide the class into two teams. put the collec-tion of trash items and/or names of the items ina pile between the teams. The first member ofeach team takes one item of trash, places it itthe team’s appropriate container, then returns totag the second player. This player repeats the

SS-7

process, and so the game continues.

Once both teams are finished sorting, havethem trade containers to analyze and discusseach other’s sorting choices. if questions arise,accept the sorting choice if the team can logi-cally defend the choice. The winning team isthe one with the most correct sorting choices.Ask:

- How are reducing, reusing, and recycling simi-lar? Different?

- Why do you think it is important to reduce,reuse, and recycle?

- How can what you learned in this sortingactivity help you decide what to do with yourown trash?

- How can you make a difference in the wayyour family or school gets rid of its trash? Theamount?

Show the transparency Materials Discarded.Ask:- Which of the materials are recyclable?(Glass, plastics, paper and paperboard, andmetals.)

- Which of the items are biodegradable andcould be used in composting? (Yard wastesand nonanimal food wastes.)

- Why aren’t all these items presently beingrecycled or used in composting? (No placeto recycle them, too much work, no incentives,don’t know how to compost.)

- What difference would it make if less wastewere going to the landfill?

- What are you willing to do to help make adifference in the amount of solid waste?

- What is at least one thing you learned thatyou will share with others?

4. Throughout this lesson we have used theword trash. Trash usually implies the materialsare worthless or have no value. But is it reallytrash? Show and discuss the transparency Is ItReally Trash?

5. Have students write individual plans that listsix actions they could take to reduce theamount of trash they generate. Explain why theplan is important.

EVALUATION OPTIONS1. Students define the words biodegradable,reusable, and recyclable. Give six examples ofeach.

2. Conduct the sorting activity again. Note ifstudents choices are different based on whatthey’ve learned.

3. Tell students you found the following thingsin the school trash. Some of these could stillhave use. Write items under the most likelyheading (Biodegradable, Reusable, Recyclable,Landfill) so they could avoid being sent to alandfill.

books, potato peelings, newspapers, toys, plas-tic pop bottles, school paper, rotten apple,brown paper bags, grass clippings, clothing alu-minum cans, phone book

4. Have students complete one or both of thefollowing phrases.- I use recyclable and reusable things when

possible because...- It’s important to me to recycle because...

EXTENSIONS AND VARIATIONS1. Collect all the trash your class generates ina day, including lunchtime. Weigh it and sort itaccording to what is biodegradable, recyclable,

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reusable, and goes to the landfill. Using calcu-lators, find the percentages of total weight forthese categories. Project total weights for aweek of trash. Discuss the implications ofreducing, reusing, and recycling for the class.Have students generate specific goals, such asreducing trash by 10 percent. Challenge otherclasses to reduce their trash. Designate wastewatchers to measure the level of waste reduc-tion, especially in the cafeteria, since it is one ofthe most challenging sites. Perhaps wastewatchers could measure the level of wastereduction.

2. Students tie a small plastic bag to their beltsor wrists and collect and carry their trash forone day. Have them weigh, sort, and analyzethe contents.

3. Investigate composting and vermiculture(composting with earthworms). Students couldcompost at school using biodegradable itemsfrom the cafeteria and student lunches.

4. Polyester is a chemically-formed syntheticfiber. One of the most important and widelyproduced polyesters is polyethylene treph-thalete (PET). PET is probably best known forits use in plastics but it can also be found inclothing. Have students identify other unex-pected uses for recycled materials.

5. Instead of bringing a trash item from homefor Session Two, have students collect litterfrom the playground to use. Another option isto use trash in trash cans from various sites onyour school campus. Make sure students weargloves.

6. Invite someone from the recycling industry totalk about the many careers in recycling. Manyjobs are available in areas such as public rela-tions, education, office management, word pro-cessing, receptionist, sales, mechanics, forkliftand truck drivers, baling machine operators,

and material sorters.

7. Sing the following song with students to rein-force the lesson concepts.

REDUCE, REDUCE, RECYCLESong Tune: “Twinkle Twinkle Little Star”Lyrics used with permission from Beverly Bruns,Victoria, Texas

Air, and Water and the SoilTrees and Wildlife, we can’t spoil!Con-serve Na-tural Re-sour-cesRe-use, re-duce, re-cycleWe need them in many ways.And the fu-ture end-less days.

RESOURCESLeedy, L.. (1991). The great trash bash.Holiday House

Miles, B. (1991). Save the earth: An actionhandbook for kids. Alfred A. Knopf, Inc.

OTHER RESOURCES

Bottle Biology, Department of Plant Pathology,University of Wisconsin - Madison; 1630 Linden Drive, Madison, WI 53706; (608) 263-5645

Pollution: Problems & Solutions, from Nature ScopeNational Wildlife Federation, (800) 432-6564

Recycling Study Guide, Bureau of Solid Waste Management,Wisconsin Department of Natural Resources,P.O. Box 7921, Madison, WI 53707; (608) 267-7565

American Plastics Council, 1801 K St. NW, Suite 701L

SS-9

Washington, DC 200061-800-2HELP90. Web address: http://www.plasticresource.com.*Hands-on Plastics kit available for $10.00 An11-minute video free to schools.

Environmental Action, 6930 Carroll Ave., Suite 680 Takoma Park, MD 20912(301) 891-1100 * Information on plastics, tires, and toxins. Afree listing of recycling contacts and publica-tions is also available.

National Recycling Coalition 1101 30th St. NW, Suite 305 Washington, DC 20007 (202) 625-6406.

Resource Conservation and Recovery Act(RCRA) Hotline at 1-800-424-9346.

CREDITMaterials Discarded from the U.S.Environmental Protection Agency,Characterization of Municipal Solid Waste inThe United States: 1996 Update.Project Food, Land & People

EDUCATOR’S NOTES

SUPPORTING INFORMATIONWhat humans do with land is areflection of human priorities andlifestyles. The search for a mod-ern day "good life" and all of itsconveniences produces mixedresults for wildlife and the naturalenvironment. Sometimes peoplesee undeveloped areas of naturalenvironment as little more thanraw material for human use.Others believethat thenaturalenviron-ment isto bepre-servedwithoutregardtohuman

needs. Still othersyearn for a balance between eco-nomic growth and a healthy andvigorous natural environment.Very real differences of opinionregarding balance exist betweenwell-meaning people.At the core of land use issues isthe concept of growth. Growth innatural systems has inherent lim-

its, imposed by a dynamic bal-ance of energy between all partsof the system. Energy in naturalsystems is translated into food,water, shelter, space and contin-ued survival. This means that thevitality of natural systems isexpressed by their ability to beself-regulating. This capacity forself-regulation makes it possiblefor all natural members of anecosystem to live in harmony, all

the lifeformsof any

ecosys-tem must be considered. Themicrobes in the soil are just asnecessary to a habitat as theplants and predators. It is thisnatural dynamic balance, with allits inherent and essential parts,that much of human land use hastended to disturb. Human activi-ties can often go beyond the nat-ural limits—or to remove energy

LILLYPAD LAKE

BRIEF DESCRIPTIONEvery human use of land affects wildlife habitat, positively or nega-

tively. Tennessee’s agricultural land provides 75 percent of thehabitat for our wildlife. Our farmers try to balance the needs

of farming with being wise stewards of the land, and allwhile trying to make a living! LEVEL: 5th grade

SUBJECT: Social Studies SKILLS: planning, criti-cal thinking, presentingOBJECTIVESThe student will-evaluate the effects ofdifferent kinds of landuse on wetland habitats;-discuss and evaluatelifestyle changes to min-imize damaging effectson wetlands.

ESTIMATED TEACHING TIME1-3 class periods

MATERIALSScissors, masking tape,paste or glue, paper,one set of land usecutouts, one LillypadLake cutout, a largepiece of paper (18" x24") upon which to fas-ten the cutouts

VOCABULARYland use planning, wet-lands, trade offs,lifestyle

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SS-14

sources that are necessary for a system tostay in balance. For example, people can builddams to create power, water can be capturedfor irrigation, and wetlands can be drained forhomes and buildings. All of these activitiesaffect wildlife habitat.Wetlands, for example, are often seen asswampy wastelands, yet they are the nurseriesfor hundreds of forms of wildlife and provideflood plains. Fish, frogs, toads, migratorybirds, snakes, insects and a remarkable varietyof plants all make a home of wetlands.Wetlands filter wastes and nutrients out ofrunoff water and are highly vulnerable to devel-opment, pollution and a variety of forms ofhuman interference with the natural flow ofwater. Hundreds of thousands of acres ofvaluable wetlands are lost each year—forexample to draining, dredging, filling and pollu-tion.Given the extensive impacts humans havealready had and continue to have on the land,a major challenge now facing humans is howto have a more responsible impact. How canwe develop the awareness, knowledge, skillsand commitment that are necessary in orderfor humans to take responsibleactions affecting the remainingareas of natural wildlife habitat?How can we develop the neces-sary understanding to restore amore natural dynamic bal-ance in places wherehuman disturbance hasexisted for centuries?The major purpose of this activity isto encourage students to wrestle with theseconcerns. In this simulation, students use the"Lillypad Lake" as a microcosm of environmen-tal concerns involved in management deci-sions. They struggle with the arrangement ofoverlapping and conflicting land uses in aneffort to preserve a wetland habitat. When thestudents reach some kind of agreement aboutthe local issues, the activity shifts to how what

they have done affects lillypad lake down-stream. The activity ends with consideration ofthe idea that the planet is, in fact, a single"Lillypad Lake".GETTING STARTEDGather materials

PROCEDURE1. Prepare copies of the two cutout sheetsahead of time. Explain the activity. Tell thestudents that they will be responsible forarranging the pattern of land use around theLillypad Lake in such a way as to do the bestthey can preserve the health of this beautifulaquatic area.2. Divide the class into groups of three to five,with each group representing one of the inter-est groups. Students will stay in these groupsuntil the end of the activity. Possible interestgroups are:◊ Residents – want to live in the area◊ Farmers – want to use the land to raise food

and livestock◊ Business interests – want to use theland for commerce and economic growth

◊ Gas station owners – want tomake a living in servicing andrepairing cars◊ Parks department personnel –

want people to have a place for recre-ation◊Highway department personnel –want to maintain access in thearea◊ Shirt factory representatives

NOTE: Add others that you think may belocally important.3. Pass out the land use materials. Pass outthe 18" x 24" paper that will serve as the basefor each group’s lake and its associated landuse activities. Have the students cut out theland use pieces and Lillypad Lake. Tell themthat all the land use cutouts must be used;park and farmland may be cut into smallersizes, but all pieces must be used. Parts may

SS-15

touch, but not overlap. The students may alsocreate additional land uses of their choosing.When they fasten the cutouts to their largebase sheet, suggest they use small loops oftape. This will allow them to change theirminds before pasting the pieces down.4. Once the students have cut out the neces-sary materials and are ready to begin theprocess of making land use decisions, havethem first create a list of pros and cons foreach land use. Guide the class discussion sothat they consider the consequences of eachland use. Record these on the chalkboard.The following are only a few of the many possi-ble examples:

PRO CONFarms:*produce food - use pesticides-*economic value that may damage envi-*provide jobs ronment if not used *provide wildlife properlyhabitat

*protect natural -source of natural soil resources erosion*provide “green” -improperly used fertilspace izers may damage

water suppliesBusinesses:*produce employment -produce wastes & *provide commerce sewage*create economic -may contaminate stability water

(pesticides, detergents)-use chemical fertilizers

(lawns, etc.)Homes:*provide sense of -generate wastes &

place sewage*develop a sense of -use watercommunity -contribute to loss of

wildlife habitat

5. Have the students work in their teams for a

long enough period of time to begin to serious-ly grapple with the challenge.

6. Invite each group to volunteer to display anddescribe their work in progress. Encourage dis-cussion of their choices. In the discussionsemphasize that:

+ no land use can be excluded;

+ wildlife habitat must be preserved; and

+ everyone must agree.

Look for the consequences, of their proposedland use plan. Be firm about the issues, but fairabout this being a very difficult set of choices.Ask additional groups to volunteer to showtheir works in progress and discuss theirs simi-larly. NOTE: For wildlife habitat this is a "no-win" activity in many ways. The best that canbe hoped for is that the land use plans will min-imize the threats to the Lillypad Lake.

7. Continue the discussion by asking more stu-dents to share their proposed plans. Again, befirm in discussing the consequences. Point outthat shutting down the factory and businesseswill likely destroy the economic base of LillypadTown. Abandoning the farm affects food sup-plies and employment. Farmlands providehabitat for some wildlife. However, if wetlandsare drained to create farm land, that results ina loss of habitat for some wildlife (and anincrease for others), as well as a loss of otherimportant values of wetlands.

8. Give the students additional time working intheir groups to come up with what they believeto be the best possible land use plan under thecircumstances. Being sensitive to their frustra-tions, display all the final land use plans abovea chalkboard for all to see and discuss.Analyze and discuss the merits of each of theapproaches. Point out that although their solu-

SS-16

tions may not be perfect, they can minimize thedamage to Lillypad Lake.

9. Choose one of the students' images abovethe chalkboard. Next, on the chalkboard, con-tinue Lillypad Creek downstream. Many stu-dents tend to dump effluent below LillypadLake and let it flow downstream. Show theroute the stream might travel. On the chalk-board drawing, have the downstream part ofLillypad Creek become another lake and wet-land and label the new area Blue Jay Lake.Continue the drawing to Creole Estuary andfinally into Delta Gulf.

10. Ask the students to brainstorm possibleproblems that could be faced within each ofthese aquatic systems as a result of the humanactivities at Lillypad Lake. Make inferences andpredictions about the potential consequencesof these activities. For example, you couldemphasize the effluent from the shirt factory.How will it be treated? Where? By whom?Where will it go? With what effects?

11. Ask the students to look again at all of theland uses in this activity. If they had been con-sidering any of them as inherently bad, havethem consider a different question. What couldthe people who are actually in charge of thesevarious land uses do in their practices to mini-mize the damage to Lillypad Lake? Have theactivity end with an emphasis on solutionsrather than on problems. Point out, for exam-ple, the revolution taking place in the "mining"of industrial effluents through "scrubbers" toextract wastes as profitable resources.(Perhaps the students need to make a "scrub-bing filter" for the shirt factory.) Agriculturalpractices are changing so as to reduce the useof potentially harmful agents. Petroleum wastesare being recycled and domestic awarenessregarding uses of pesticides and detergents isevolving.

12. Ask the students to create a list of thingsthey think they personally can do to begin to reduce the potentially damagingeffects of their own lifestyles on the "down-stream" habitats they may never have thoughtabout. If possible, invite them 'to periodically, throughout the school year,report on their progress in carrying out these new practices. Consider with them in dis-cussion the idea that all the waters of the planet are, in fact, part of a single "LillypadLake."

EVALUATION OPTIONS1. Name three things that people can do toreduce or prevent damage to wetlands. Underwhat conditions, if any, do you think actions toreduce damage to wetlands would be appropri-ate?

2. Under what conditions, if any, do you thinkactions.to reduce damage to wetlands wouldbe inappropriate? Select any action that youpersonally think would be appropriate and thatyou could take to reduce or prevent damage tohabitat. Describe what you would do.

EXTENSIONS AND VARIATIONS1. Do the activity again up to step 6. After eachinterest group has presented its plan, form newgroups with each of the new groups having arepresentative from each interest group. Havethe new groups devise plans that all can agreeon. Discuss how, if at all, this is a realisticexperience in working to balance various com-munity interests.

2. Set up an action team to locate a lake inyour community. Determine the overall qualityof the watersheds with which it is connected.

3. Trace any stream or river system that pass-es through your community from its source toits final entrance into the ocean. List all thesites that you can identify that lower the quality

SS-17

of the waters in their journey, and suggest howto reverse the process.

4. Collect newspaper articles for local water-related and land use issues as a currentevents activity.

5. Learn more about environmental impactstatements. Try. to obtain actual copies ofstatements about wetlands in your area. Seewhat concerns are addressed in these docu-ments.

6. Learn about the national wildlife refuge sys-tem. Are there any wildlife refuges in yourarea? What animals find refuge in them? Visita national wildlife refuge.

7. Find out about private organizations thatwork to protect wetlands. Two examples areThe Nature Conservancy and Ducks Unlimited.Find out about what they do and how they doit.

8. Find out about zoning laws and land useregulations in your area. Would the plan yourgroup proposed for Lillypad Lake be allowed inyour community?EDUCATOR’S NOTES

GROCERY GAS DRY CLEANERS RESTAURANTSTATION

FARM FEED LOT HOUSE HOUSE HOUSE

HOUSE HOUSE HOUSE

BEAN FIELD

PARK

APARTMENTS

FIRE HOUSE

SHIRTFACTORY

HIGHWAY

SUPPORTING INFOR-MATIONThe TennesseeConeflrower isrestricted to afew native pop-ulations incedar glades in threeMiddleTennesseecounties. Itwas designatedas an endan-gered species bythe U.S. Fish andWildlife Service in1979, becom-ing the first Tennesseeplant to be given this pro-tected status.Although the plant iswell-adapted to its nat-ural habitat and growswell under cultivation, ithas not spread beyondCedar Glades, perhapsbecause it cannot competewell with plants growing in otherhabitats. Other reasons includethe fact that its seeds do not dis-perse easily, and that the plantcannot reproduce asexually.The Tennessee species is related

to other cone-flower speciesin the U.S.

and Europeand to

plantsin the

Daisy Family.Native

Americansused the

leaves, roots,and juices ofconeflower plants

to treat a variety ofailments, including

burns, toothaches, stom-ach cramps, and

snakebites. Dried flower-heads were used as combs and

the dried stems were used inchildren’s games. In WestGermany today, over 240 phar-

maceutical products, fromsalves to antibiotics, contain

coneflower plant extracts.

GETTING STARTEDprepare worksheetsPROCEDURE

BRIEF DESCRIPTIONThe rare Tennessee Purple Coneflower is well adapted to its cedar

glade habitat and may be saved from extinction by the efforts ofconcerned citizens.

LEVEL: 5th gradeSUBJECT: Social StudiesSKILLS: OBJECTIVESThe student will- examine the lifecycleof an endangered plantfor clues to its conserva-tion

ESTIMATED TEACHING TIME1-2 class periods

MATERIALSPhoto of a TennesseeConeflower (shown onthe front cover of April1993-94 South centralBell telephone books),enlarged diagram of thelifecycle of the plant,copies of the studentworksheet

VOCABULARYcedar glade, endan-gered species

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OUR RARE PURPLE CONEFLOWER

SS-20

1. Ask students to name some animals thatare in danger of becoming extinct. ( panda,cheetah, black rhino, etc.)2. Ask them to name some plants that are indanger of becoming extinct. ( expect far fewerresponses)3. Explain that one of the rarest plants in theworld is found in just three counties inTennessee: Davidson, Rutherford, and Wilson.(If possible, have the students locate thesecounties on a state map.) In these counties, itis limited to dry, gravelly, open sites calledCedar Glades.4. Show the class the enlarged diagram of thelifecycle of the TennesseeConeflower, drawn or mountedon posterboard. Describe theplant’s habitat for them. 5. Divide the class intoCooperative LearningGroups of 4 and have themwork together to brainstormanswers to questions on theStudent Worksheet.6. After the students com-plete the worksheet, brieflydescribe the conservation effortsthat are aimed at preserving thePurple Coneflower. (Setting asidesites where the flower still growsnaturally, growing the plant in nurs-eries to produce seeds to sow in appropriatewild habitats, designating the plant as anendangered species in 1979.)7. Ask students to brainstorm what citizenscan do to help protect the Purple Coneflowerand other rare plant species in Tennessee.(never dig up wild plants for home gardens,volunteer time to groups, such as the NatureConservancy and the Tennessee Native PlantSociety, avoid riding dirt bikes or off-road vehi-cles in areas which may be the habitat for rareplants, call the Tennessee Department ofEnvironment and Conservation if youencounter a field of wild Purple Coneflowers,

and avoid picking wildflowers.)Set up a school education program based onthe brainstorming recommendations.EVALUATION OPTIONSAnswers to Student Worksheet1. How does the coneflower’s long tap roothelp it survive?

It allows the plant to reach moisturebeneath the sun-baked surface2. How does growing close to the ground helpthe “juvenile” plants survive?

It helps reduce moisture loss.3. How does producing purple composite flow-ers atop tall stems help the plant reproduce?

Flowers are adapted to attract polli-nators, promote cross-pollination, and

produce numerous seeds.4. How does germination in moss or

leaf litter help the coneflower seedlingssurvive?Moss and leaf litter retains moisture

needed by the young seedlings.

EXTENSIONS AND VARIATIONSThis activity can be done in conjunction with

one of more activities on flowers, seeds, fruits,succession, or endangered species.Take a fieldtrip to a site at which cedar gladesmay be observed or at which flowers related tothe Purple Coneflower are in bloom.Have students research the historical use ofwild plants for medicinal purposes in ourregion. (See the Foxfire book series as goodreference material for a recent history of herbalremedies.) Caution students to never eat orchew any part of a wild plant unless a knowl-edgeable adult verifies that it is safe to eat orchew.Have students dig up and study Dandelions, analien plant species which shares many charac-teristics with coneflowers, but reproduces bytiny seeds that are widely dispersed by thewind. Have them brainstorm how this weed isadapted to survive in a “lawn” habitat. ( low-growing form avoids being cut by the lawn-

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mower, long tap root makes it hard to “pull”,etc.)

CREDITThe Rare Tennessee Purple Coneflower byMaurice Simpson and Paul Somers, TheTennessee Conservationist, July/August 1990Life History Strategy of the Highly EndemicCedar Glade Species Echinacea ten-nesseensis by Thomas Hemmerly, ASBBulletin, October 1986.

EDUCATOR’S NOTES

1. How does the coneflower’s long tap root help it survive?

2. How does growing close to the ground help the “juvenile” plants survive?

3. How does producing purple composite flowers atop tall stems help the plant reproduce?

4. How does germination in moss or leaf litter help the coneflower seedlings survive?

Life Cycle of the Tennessee Coneflower:1. Insects pollinate composite flowerheads during the summer.2. Seeds are shed during the fall and winter.3. The next March, seeds germinate in mats of moss or moist decaying grass litter.4. Seedlings develop a long tap-root and grow into ground-hugging juvenile plants.5. The following May, and/or in later years, the mature plants produce flowerheads atop tallstems.

January

Germination

April

Development

Flowering

Pollination

July

October

Seed Dispersal

STUDENT SHEET

SUPPORTING INFORMATIONSee Activity Sheet

GETTING STARTEDMake copies of the activity sheet

PROCEDUREImagine life in anoth-er country. Whatwould a typicalday be like?How woulddailychores andactivitiesdiffer?

Explain topartici-pants thatyou’ll beexploring thedifferences inenergy usebetween the UnitedStates and another country.

Hand out copies of StudentSheet. Give each person a fewminutes to study and answersome questions on the sheet.Discuss the answers. Discussthe trends in relative energy use

for developing and developedcountries. Why is the United States such alarge user of energy? (TheUnited States is highly industrial-ized. We also enjoy a very high

standard of living.Many Americans

have homeheating, air

condition-ing, andappli-ances.Wealsoloveourfuel-

consum-ing cars.

Americanshave more

than one car forevery two people-

the highest rate in theworld. China and Brazil have onecar for every 1,000 people.)

How would a day in the UnitedStates be different than, say, aday in Haiti? How would youcook your food? Wash your

WORLD ENERGY USE

BRIEF DESCRIPTIONParticipants use a handout to discuss world energy use, produc-

tion, and environmental problems. Tennesseans on averageuse 303 million BTU’s!

LEVEL: 5th gradeSUBJECT: Social StudiesSKILLS: expressing anopinion, speaking beforea group, observing andlistening, valuing diversi-ty, asking questions toget information, compar-ing and selecting alter-natives, thinking global-ly, expressing ones val-uesOBJECTIVESThe student will- gain awareness ofworld energy consump-tion, production, andenvironmental problems.

ESTIMATED TEACHING TIME1 class period

MATERIALScopies of Student Sheet,pencils, chalkboard andchalk or flip chart andmarkers

VOCABULARYindustrial, standard ofliving, depletion, percapita, BTU

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clothes? Heat your home?

Ask if there is any correlation between theenvironmental problems and energy use andproduction. make a list on a chalkboard orflip chart of each environmental problemand how energy production may con-tribute to them. For example:Environmental Problems Can BeCaused By:Acid Rain Burningfollis fuelsGroundwater depletion Using geot-hermal energy; using water to process fuelssuch as coal

Ask the group to pick a country and discuss itsenergy use and environmental problems inmore detail. The following questions will helpyou lead the discussion.

- What is the major type of fuel used in thiscountry? (Very generally, developed countriesrely on fossil fuels. Developing countries relyupon a mix of fossil fuels, biomass, andhydropower.)

- Do you think this country’s standard of liv-ing will increase or decrease in the next 10years? Why?

- How will an increase in standard of livingaffect energy use?

- How will population growth affect stan-dard of living?

- How will population growth affect the envi-ronment?

- How can the country minimize environ-mental problems from using and gettingenergy?

Let participants study their chosen countries

more closely before they answer the questions.The library or resources available throughexchange and global connections programscan be helpful. You may want to have a visit-

ing foreign exchange student list thethings they use back home thatrequire energy. Compare this listwith the one generated by partici-pants.

EVALUATION OPTIONSAnswers to Activity Sheet :

1. United States2. Haiti3. Canada, China, Saudi Arabia, South Africa,Russian Federation4. United States, Haiti, Brazil, Spain,Germany, Japan, India

EXTENSIONS AND VARIATIONSUsing the data from Student Sheet , make agraph of energy consumption. You maychoose to make a three dimensional bar graphusing foam or other materials. Include otherinteresting information about global energy usewith your display.

Some photojournalists have attempted to showthe difference in material goods between theUnited States and other countries by askingfamilies from different areas to put all of theirworldly goods in their front yard. They thenrecorded this “earth statement” on film. Yourgroup members can do a similar photo essay.They may want to photograph all electricity oroil requiring items of different families. Yourphoto essay will help others think about howthey use energy and how they can conserve it.

EDUCATOR’S NOTES

United States 303 Imports 15% of energy used Air pollution, water pollution, loss of animal and plant habitat.

Canada 31 Exports 25% of energy Loss of forests, loss of animal and produced plant habitat, ozone depletion

Haiti 2 Consumes 10 times the Soil erosion, loss of forests, waterenergy it produces pollution (scarce quantities of safe

drinking water).

Brazil 22 Consumes about 150% of fuel Deforestation, soil erosion, waterit produces pollution

Spain 85 Imports almost 70% of the Air pollution, water pollution, erosion,energy it uses loss of forests

Germany 177 Imports almost half of the Air pollution (acid rain has led to lossenergy it uses of forests), water pollution

Japan 133 Consumes five and a half times Air pollution (acid rain has hurt lakes)the energy it produces and loss of coastal fisheries due to

water pollution and overfishing

China 22 Produces slightly more than it Air pollution (especially in cities),consumes water supply and pollution, loss of

forests, destruction of grasslands

India 9 Consumes slightly more energy Loss of habitat, erosion, loss of foreststhan it produces water shortages and pollution, loss of

plant and animal species, sewage in urban areas

Saudi Arabia 192 Produces 6 times the energy it Coastal pollution (oil slicks), consumes desertification, ground water depletion

South Africa 66 Exports about 30% of the energy Water pollution (excessive nutrients in it produces rivers), soil erosion, air pollution,

desertification (grasslands turning intodeserts)

Russia 183 Produces almost 20% more Water pollution, air pollution, soil lossenergy than it consumes and contamination, loss of plant and

animal species

World Energy UsePer Capita Energy Consumption, Energy Balance, and Major Environmental Problems of Selected Countries

Per Capita Energy

COUNTRY Consumption Energy Balance Major Environmental Problems(Million BTU’s)

STUDENT SHEET

SS-26

1. Which country uses the most energy per person? _______________________________

2. Which country uses the least energy per person? _______________________________

3. Which countries capture, harvest, or extract more energy than they use? _________________________________________________________________________________________

4. Which countries use more energy than they capture, harvest, or extract? ________________________________________________________________________________________

STUDENT SHEET

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