Title of Project: Trash Into Cash

Grade Level: 6-8

Number of Students Participating:

Contributed by:

Teacher:

School:

District or County:

Overview/Description of Project: In this project, students will be developing an appropriate method by which they can recycle the city’s leaves and sewage sludge into a valuable commodity—compost—which will then be marketed for sale in the local community. The money from the sale of the compost will be used to make continued improvements in the city park.

Goals:

To help students understand:

                        → how to use research tools to locate sources of information on composting

                        → how to address and request permission from the local governing board to

                            carry out the planned activity

                        → how to set up controlled experimentation to determine the best method for

                           producing quality compost

                        → how to use a computer to record information

Core Content Areas:

Portfolio Opportunities: Writing: (1) Newspaper articles to inform the public of the project; Math: (1) A timeline for projected completion of the project, (2) cost analysis of compost sales

Academic Expectations Addressed:

Communication/Math Skills: 1.1, 1.12, 1.13 Students conduct research into the technology of composting. They read a variety of materials to learn about the composting process. They use visual arts to design a package for their compost.

Math: 2.8, 2.10 Students learn mathematical calculations as they monitor their compost test samples. They also learn about profit and loss through the sale of the compost.

Science: 2.1, 2.22, 2.6 This project provides students with excellent knowledge about the process of natural decomposition. It teaches them how to build and monitor a successful compost pile.

Social Studies: 2.14, 2.15, 2.18 Through their presentations to city councils, students gain a better understanding o f the governmental process. They learn economics thorough the sale of the compost.

Arts and Humanities: 2.22, 2.23 Students study design and marketing techniques used to sell items and use this information to create a package for the compost.

Practical Living: 2.30, 2.33 Students study advertisements and how they affect purchasing decisions. They learn how composting is a way to conserve natural resources.

Self Sufficiency: 3.3, 3.4, 3.7 This project allows students to be resourceful and creative. They all learn independently from this project.

Responsible Group Membership: 4.2, 4.3 Students learn to work cooperatively in teams on this project. They learn how to be more caring toward the environment through composting.

Thinking about Problem-Solving: 5.2, 5.3, 5.4, 5.5  As this project develops, students are required to solve problems, think creatively, and make decisions.

Integration of Knowledge: 6.1, 6.2, 6.3 Students learn to look at resource conservation from multiple perspectives. They use their existing knowledge throughout the project and continually develop new knowledge about the subject matter they are studying.

PARC MODEL STEP-BY-STEP GUIDE

PREPARATION:

STEP ONE:

1)      Discuss the overall plan to recycle the city’s waste leaves as a service-learning project. Other sources of materials that may be considered include sludge and organic kitchen waste from the school cafeteria.

2)      Brainstorm as a group to determine what the students already know about composting and recycling natural waste and what steps will be needed to complete the project.

STEP TWO:

1)      Discuss the methods of information-gathering: Reader’s Guide, Internet, resource people, observations of natural composting. Break students into groups, with each group using a different method to gather the needed information.

2)      Guide students through their research to ensure that they are accessing the appropriate information.

3)      Have students share with the whole group the information they found most useful.

4)      Compile all information gathered into a format which enables everyone to use it as a resource.

STEP THREE:

1)      Have students write a narrative explaining the project. Also have them develop a timeline of events.

2)      Have students plan a presentation to the city council. The purpose of their presentation will be to request permission to use materials for recycling (i.e. leaves or sludge) and to request that city employees move large quantities of these materials to a selected location.

3)      Have students write a press release to the local newspaper, announcing and explaining their project.

STEP FOUR (ongoing):

1)      Research and design some experimental test which can be conducted to determine the most effective process to use with their recycling/composting project. Variables may include: amount of water used, number of times the compost is turned, using different combinations of organic materials, etc. Break the students into groups, with each group responsible for recording data on one experimental test.

2)      Have students spend time working with the compost. Have them run tests and record results regularly.

3)      After a set period of time, determine which test provided the best compost. This is a process the students will use throughout the rest of the project.

STEP FIVE:

1)      Have students develop packages for their compost. Spend time examining and evaluating advertising patterns, colors, concepts, and technology. With this information, students can design their own package.

2)      Students should conduct one final testing before packaging the compost.

3)      When ready, have students package and store the compost for sale.

4)      Assign a few students to be sales personnel. The will keep track of inventory and revenue.

5)      Assign a few students to write and send a press release to the local newspaper advertising the compost.

ACTION:

1)      Throughout the year, have students continue to generate and sell the compost.

2)      Have students use this opportunity to learn how businesses operate.

3)      With the profits generated by the compost, students can purchase perennials and plant then in the city park.

4)      Have the students apply the compost to the perennials.

REFLECTION:

1)      Have students write a reflective paper on the park experience, using journal entries that were kept throughout the project.

2)      In whole group discussions, have students discuss their feelings about the project and make recommendations for future projects.

CELEBRATION: