Solid waste in Canada

Overview

This lesson is intended to develop an understanding of solid waste and its effects. Emphasis is placed on waste generation, types of solid waste and waste diversion. Students will answer questions based on sections from the Human Activity and the Environment 2005, "Solid waste in Canada" article. Depending on grade level, students will also participate in one of the following activities: creating a poster, summarizing an article, writing a research paper or taking part in a debate.

Contributor: Alexander Budgell, Queen's University

Objectives

• To understand the various ways of managing waste
• To understand the impact waste has on the environment
• To explain the importance of waste diversion (recycling and composting)
• To use specific statistical information, graphs and tables effectively
• To communicate ideas in a group environment
• To develop oral/visual communication skills
• To develop research skills

Suggested grade level and subject areas

Intermediate, Secondary
Geography, Environment

Duration

Three to five 60-70 minute periods (depending on how many worksheets the teacher wishes to use)

Vocabulary

Waste - Materials that are unwanted by their producer.

Solid Waste - An unwanted or discharged material that is not a liquid or a gas.

Waste Disposal - All materials that are unwanted by their producer and which are discarded at waste disposal facilities (excludes materials destined for recycling).

Landfill - A land waste disposal site where waste is covered with a layer of earth to reduce scavenger, aesthetic, disease and air pollution problems.

Incineration - The controlled process by which combustible wastes are burned and changed into gases and leftover solid material.

Recycling - The process whereby a material is diverted from the waste stream and is remanufactured into a new product or is used as a raw material substitute.

Composting - A process whereby organic wastes are decomposed by micro-organisms such as bacteria and fungi, as well as by worms.

Hazardous Waste - Waste that poses a risk to human or ecological health and requires special disposal techniques to make it harmless or less dangerous.

GDP - A measure of the value of goods and services produced within a nation's boundaries.

Waste diversion - Waste that has been diverted from disposal (includes recycling and composting).

Per capita - A term that means per person.

Materials

• From the print or PDF (3.4 Mb) version of Human Activity and the Environment 2005, "Solid waste in Canada", a class copy of the Introduction/Section 1 (pg. 1-4) and/or Section 2 (pg. 5-15) and/or Section 3 (pg. 16-26).
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• Computer with Internet access
• Library access
• Graph paper, ruler, paper, markers, colored pencils for posters
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• Student worksheet 1: How much solid waste do we generate?   Answers
• Student worksheet 2: Solid waste management activities and impacts   Answers
• Student worksheet 3: Response to solid waste   Answers
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• Intermediate assignment 1 - Poster assignment
• Intermediate assignment 2 - Summary of article
• Secondary assignment 3 - Small group debate
• Secondary assignment 4 - Research on a waste related topic
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• Assignment 1 - Poster rubric
• Assignment 2 - Summary of article rubric
• Assignment 3 - Small group debate rubric
• Assignment 4 - Research on a waste related topic rubric

Classroom instruction

1. Introduce the topic of waste. Elicit previous knowledge by conducting a classroom discussion on waste.
   Possible topics include:
   • What is waste?
   • How is waste generated?
   • Who contributes to waste generation?
   • How much waste is produced per day, per person in Canada?
   • Where does waste go after it is 'thrown out'?
   • Why is there presently a concern with waste generation?
2. Get students to read selections from the "Solid waste in Canada" article that relate to the worksheet they will be completing.
   Student Worksheet 1 is based on the text, materials, tables and graphs from the Introduction: "Solid waste in Canada" and Section 1: "How much solid waste." (pg. 1-4)
   Student Worksheet 2 is based on the text, materials, tables and graphs from Section 2: "Solid waste management activities and impacts." (pg. 5-15)
   Student Worksheet 3 is based on the text, materials, tables and graphs from Section 3: "Response." (pg. 16-26)
3. Students complete their worksheets individually. There are 3 student worksheets based on this article. Each worksheet is designed for independent student work and should take students approximately 1 period (60-70 minutes) to complete. Teachers may want to use 1, 2 or all 3 of the student worksheets.
4. Take up worksheets.
5. Assign student assignment and explain how it will be evaluated.
6. Depending on activity chosen, students either conduct debates or presentations.
7. Debriefing.

Evaluation

The discussion questions may be taken up in class by the teacher using the answer sheets. The debates, posters, essays and presentations may be evaluated by using the included rubrics.

Enrichment

Suggested enrichment activities include:

• Students could examine the waste that is generated by their lunch, and could brainstorm ideas to minimize this waste.
• Students could create and distribute a survey on waste generation. After survey results are collected, students could graph the results (by hand or using a computer).
• Students could list the types of waste produced by their school and brainstorm ways they could reduce the amount being thrown out.
• Students could write a letter to their local newspaper based on reducing waste in their area.
• Students could design a product package that minimizes waste.
• Students could make a map or chart based on the waste produced per province or per capita.