All about trash

Students will discover which kinds of trash break down naturally and which do not when they make their own landfills.

A lesson plan for grade 3 Science

By Dawn Gilbert

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Related topics

• Learn more about compost, environmental science, garbage, hands-on, labs, landfills, observation, and science.

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Learning outcomes

Students will:

• Discover which kinds of trash break down naturally and which do not.
• Brainstorm alternative methods for handling solid waste that could alleviate problems associated with landfill sites, depletion of natural resources and rising costs.
• Make recommendations for effective handling of organic, reusable, and recyclable solid waste.

Teacher planning

Time required for lesson

6 weeks

Materials/resources

• four large wide-mouthed jars
• soil
• water
• labels for jars that say: “Organic,” “Reusable Recyclable,” “Non-Reusable Recyclable,” and “Non-Reusable Non-Recyclable”
• table on which to set jars for easy access
• paper towels
• assorted items from trash: apple cores, aluminum foil, plastic bags, packing foam, food wrappers, milk cartons, six-pack rings, pop cans, leftover food, etc.
• Chart to record predictions and observations (make a new chart for each week). Charts should have columns for jar name, prediction, and observation.
• garbage bags or big bags to collect trash
• gloves

Pre-activities

• Students should already know the terms recycle, reuse, and reduce.
• Students should know what a landfill is and what decompose means.

Activities

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Day 1

1. Students will take a short trip around the school to collect trash to use. What is your school throwing away the most of? Use gloves and bags to collect the garbage.
2. Students will identify and place trash that represents each kind of trash: organic (food scraps), reusable recyclable (bottles, juice cans, some paper), non-reusable recyclable (paper, cartons), non-reusable non-recyclable (plastic rings, plastic rulers, plastic pens).
3. Assign each student to one of four landfill groups:
   • organic trash
   • reusable, recyclable trash
   • non-reusable, recyclable trash
   • non-reusable, non-recyclable trash
4. Store trash in labeled bags for the following day.

Day 2

1. Separate students in assigned groups.
2. Each group will get a wide-mouthed jar, soil, water, gloves, and bag of garbage.
3. Instruct each group to prepare their landfill, as assigned:
   • Select articles of trash that will fit in the jar and place articles inside the jar.
   • Add sufficient soil to cover the articles.
   • Sprinkle water over the soil in the landfill.
   • Place a label on the jar to identify the type of landfill represented.
   • Place the landfill on the science table where it will be undisturbed, but accessible, for daily observations and additions of moisture to maintain its condition of dampness during a period of six weeks.
   • Make predictions on the first week’s chart about what students think will happen.
4. Check jars once a week for six weeks. You can pour out what is inside onto a paper towel. Wash your hands after you check the cartons. Maintain a record of observations made during the six-week period on charts.
5. Appoint one group member to report to the class the findings concerning the type of landfill being investigated by the group.
6. Encourage students to consult available current literature and media resources, as well as bulletin board displays that relate to methods of solid waste management and the four landfill models being investigated in the class activity.
7. Encourage all students to participate in a brainstorming session in which they discuss alternative methods for handling solid waste that could alleviate problems associated with landfill sites (which are fast becoming both unavailable and unwanted), depletion of natural resources, and rising costs, the NIMBY (Not in My Backyard) syndrome, recommendations for effective handling of organic, reusable, and recyclable solid waste, and responsibilities of individuals as well as those of government agencies.

Assessment

• Students will be assessed on their participation in this group project (i.e. their willingness to do the activities, get along with others in their group and to help create a positive working atmosphere).
• Students will be assessed on the accuracy and completion of their observation charts.
• Students will be able to tell their teacher what types of trash break down, and what types do not.
• Students will contribute to the brainstorming session to think of ideas for alternative methods of handling solid waste.
• Students will make suggestions for other ways to effectively remove solid waste.